Hedgetoad

RTI is here to stay

noreply@blogger.com (Hedgetoad) — Tue, 30 Aug 2011 20:49:00 +0000

In presentation today, the speaker said, "RTI is not a new 'thing', it is here to stay!"

And then the paper presentation graphic crashed to the ground.

- Posted using my iPad

The Cruelest Month

noreply@blogger.com (Hedgetoad) — Sat, 14 May 2011 20:42:00 +0000

I know T.S. Eliot favored April as the most cruel, but we teachers know that May is… even more so these days.

Most importantly, it is the final testing month. National ‘assessments, state ‘assessments’, district ‘assessments’, school ‘assessments’… on and on. It’s impossible to actually get anything done. Toss in graduation activities, planning for the upcoming year and the 2011 bonus, lay-offs and transfers, and you have to wonder if it wouldn’t be better to save money by simply shutting down school entirely except for a few test proctors.

Meanwhile, there seems an air of hopelessness permeating the education world. Plans to lay-off thousands are coming to fruition. Schools are being closed, despite protests. Charters are increasing where they can whether they should not. Unions have lost a lot ground and teachers are trying to decide if it’s even worth it any more to continue talking about education. (not that I blame anyone for that, we all have lives to live)

For myself, I know that lately, I’ve been focusing on my students and trying to get everything done in a reasonable amount of time without falling under a pile of paperwork (I am rather infamous for having huge piles on my desk… but I ~~never~~ almost never loose anything either. The trick is not to throw anything away). Mostly, it’s because I just can’t focus on anything else. The political landscape is depressing. The economic outlook isn’t really that much rosier (despite newscasts to the contrary).

Summer is, however, right around the corner. Rejuvenation! It makes me almost giddy to think of all of the unit planning I could do with that time! The organization of units I could create! I am so a teacher… I guess that’s why I’ll keep putting up with all the crap.

“They Don’t Get It”

noreply@blogger.com (Hedgetoad) — Mon, 02 May 2011 03:21:00 +0000

I hear that a lot these days. It used to be mostly from various teens trying to negotiate the drama unfolding in their lives as they wandered into that no-man’s land between adult and child. These days it’s from adults trying to navigate the education scene these days.

So many people talking and no one listening.

The other day I was reading a post by a blogger I’ve been following for several years. Before there was such a thing as “blogging.” We all know spring is IEP review season. This blogger wrote about his daughter’s. Among the various elements, there was the discussion about the state assessment tests. She did not pass. There was discussion about what this means… and why said student needed to pass this test. Would she be taking a modified test?

While reading, all I could think about was what would happen to that child as she entered middle school and high school. A history of not passing the assessment test vs. teachers who will now be evaluated on how many students pass that test. As much as I would like to think that I would treat said child no different, I also have children of my own. The kind that will need expensive braces, I’m sure. What would I do with a student who I knew wouldn’t be passing, wouldn’t be showing significant gains, wouldn’t be following the graphs and charts drawn up by some computer program… ?

Isn’t that horrible? It literally makes me sick to my stomach of what would happen to that child? Test cheating scandals abound – has there been one single “miracle” story that hasn’t been debunked? – how fast will that child be labeled and shuffled from classroom to classroom to keep classroom test scores high.

It’s no longer pitting state against state for funding, it’s pitting parent against parent. Life’s a competition and your state has just mandated that your child will loose.

Of course, that’s not what these politician or reformers claim to want. They don’t get it.

Where the Money Is… or Isn’t.

noreply@blogger.com (Hedgetoad) — Thu, 28 Apr 2011 04:13:00 +0000

We’re starting our wind down for the school year. Most state testing has finished, although there are still the End of Course (EOC) exams to be done and AP tests start next week. College acceptances have been received and deposits sent back. Students are a little stunned to realize that only six weeks are left and that there aren’t many assignments left with which to rescue their grade.

My formal last observation for the year was today. I was a bit nervous – things haven’t gone well for others and who knows what’s going on behind the scenes. Once again, I am reminded that working in education is only slightly less political that working on Capital Hill… fewer political ideologues, more personal vendettas.

The deadline for RIFs and transfers looms. Basically, we greet each other in the morning, at lunch and after school with the words “have you heard anything?”, every day. God forbid anyone is out of their normal spaces at any point in time. The rumors immediately start flying. I guess this would be the definition of an “interesting time”.

I forgot to mention… the grant I applied for early this month was yanked due to lack of funding. Not only is the district short, but outside funding sources are drying up too.

College Advice

noreply@blogger.com (Hedgetoad) — Sat, 09 Apr 2011 16:37:00 +0000

If you teach seniors, Saturday’s Dear Abby may have caught your eye.

Students get the message throughout their high school years that all they have to do is get good grades and the world is their oyster. Then in the final semester of their senior year reality dumps on them like a brick wall in a earthquake zone. They don’t get accepted to college of their choice; they can’t afford the college of their choice; scholarship applications are denied… the real world is not a helping hand up. It’s a harsh competition for diminishing resources.

When confronted with a student whose dreams are… umm… altered… because of money, I try to point out the positive.

“A large college may not be the right choice for you, but are you determined to get a college education? If so, I know that you can find like-minded students. I, too, attended a well known party school. It also had a strong Honors program, a multi-national student body and some of the most out there technology on the cusp of being widely known. Granted that was back in the day of the dinosaurs, but now they probably offer even more. Dorms specifically for those who want quiet; clubs and organizations, galore. Want the personal relationship with the professors? Visit them during office hours. In a class of 700, my Russian culture professor knew who I was because I went to her office to see her – and usually there was no else there.

It may not be the college you wanted, but you can make the experience wanted.”

What would you advise?

The best laid plans…

noreply@blogger.com (Hedgetoad) — Sat, 09 Apr 2011 16:03:00 +0000

Apparently plan 13 for next year has me keeping my job in my current position. However, plan 12 had me moving to a different school and the state legislature has not fully made up it’s mind yet, so the best guess is that we’ll know what’s going on in September. Until then it’s all supposition.

FWIW, plan 12 had my department scared poop-less. Another teacher has already been signed up to attend an AP conference and is not happy about it. Then I mentioned that all the RTI coaching duties would have to move to someone else and the look on their faces was priceless. The mix of fear and horror was somewhat touching… I would definitely be missed.

Back in the student’s reality, senioritis is coming on full strength. Two more months and they’re free! Of course, this means that concentrating on the mundane information from classes is extremely difficult. I mean, this is their LIVES!!! people!!!

What college to choose? How is it going to be paid for? Should I just go to work? Where will I live? Are my parents going to drive me insane before graduation?

We’re all scrambling to be the sympathic ear, while trying to squeeze in all the stuff that HAS to be done before the year ends. Only 70 days left!

Research Based

noreply@blogger.com (Hedgetoad) — Thu, 31 Mar 2011 20:25:00 +0000

One the biggest problems I face in working with reading intervention students is the curriculum. Or rather that lack thereof…

As a part of the whole Response to Intervention (RTI) process, the only resources we are allowed to use are ones that are research based. Ones with lots of research behind them, showing that they worked on x number of students and raised their reading level by y points in z amount of time. Or that they monitor progress for x students, showing improvement based upon y test. I’d say it’s really boring, but if you’re in the business, it’s a little interesting.

It is, however, not like reading anecdotal evidence. Anecdotal evidence is very interesting. It’s a story of how program x worked for teacher y and all the students became voracious readers. There’s a plot! Conflict! Possibly even movie rights! Not a lot of numbers, but a lot of touching and heartwarming sentiment.

For high schools students (NOT “secondary” – which in RTI land really means 7th graders), there aren’t very many research based programs. There are some which claim to have this, but again what they really means is middle school. Try to use it with your average 15 year old and consider yourself lucky not to be stabbed in the face. Ineffective is an understatement.

I’m left with trying to sift through various ideas/books/handouts from anecdotal evidence. Of course, the problem is that I’m not teacher y. And I’m not seeing all the nuances of teacher y or have the rapport with students that teacher y has… and all the other touchy-feely stuff that goes along with good teaching. It’s frustrating at times. And slightly illicit, because it’s not research based.

And this is what is going in our educational climate. Politicians, business people, billionaires and celebrities all running around telling a good story. Vilifying anyone who dares to ask for an actual number of anything.

I think we can agree on various things that make a teacher bad, but legal issues aside what makes a teacher ‘bad’? How many bad teachers are there? Where are they? Why do some areas seem be awash with ‘bad’ teachers, but other areas are not? What makes a teacher good? Can a ‘good’ teacher become ‘bad’?

John Q. Public is left trying to figure out if he should read through the only slightly interesting research or sit back and listen to a good story. If we’re demanding that our teachers use research based curriculum for our kids, then why aren’t we demanding that our policy makers make research based decisions to decide where to spend our tax dollars?

You need a back up plan

noreply@blogger.com (Hedgetoad) — Wed, 30 Mar 2011 16:31:00 +0000

Met a former student today. He told me he’s planning on becoming an English teacher. Cue dismay.

I told him to go for remedial math too.

He told me another adult told him he needed a back up plan in case he couldn’t get a teaching job. Like his music.

Yes, rock star is now the back up plan for kids who want to be teachers.

The Countdown Begins…

noreply@blogger.com (Hedgetoad) — Thu, 24 Mar 2011 19:11:00 +0000

Not for summer.

Our state legislature has no clear budget plan. Apparently, they are confused by Bill Gates recent epiphany that taxes might have to be raised and that unions aren’t the big stumbling block to financial solvency. (not shockingly he mentions disappointment in school not embracing technology more… personally, I’m glad our school keeps toilet paper in the stalls, but perhaps Bill has ascended the more banal bodily functions.) Will they cut levy equalization funds? The Arts? Will there be any sports left? Textbooks?

So we’re all waiting for April to end and find out if we have a job or not. Hundreds of thousands around the country are doing the same.Will I be able to sell my house if I have to move? How many long term teachers will be walking away from their mortgages as they have search farther afield for work? How many will leave the profession and find something new?

Schooling

noreply@blogger.com (Hedgetoad) — Thu, 17 Mar 2011 16:16:00 +0000

School

Last week I registered Lala for Pre-K. It was exciting, while at the same time bittersweet. I'm excited that she is growing up and exploring new things… but she's also moving out of my control. Sure, she attends daycare, but it's a daycare that I choose with a low child/teacher ratio. A facility where they have time to care for her special needs and her educational needs.

I don't believe that my local public school does not have that environment. I know the teachers, working in the same district. They are wonderful, caring teachers. They work hard to give the best education to all of their students. But, dear reader, there are only 24 hours in a day and these teachers are human beings. The kind with bladders and families of their own; they deserve to be able to have access to both.

The fact is that local public school is slowly dying the death of a thousand cuts. Class sizes are so large that there is not enough room for all the desks needed. That alone is enough to give me pause. There will only be one teacher for all those students. No aid, no helper… no one watch others while Susie has a temper tantrum, Johnny wets his pants, Billy eats paste and Betty tries out her Power Ranger super kick on Tommy. By the way, the teacher also gets no break until lunch time. Lunch will be a scarfed down power bar, while trying to set up for the afternoon and tutoring Jimmy, Shawn, Cody and Joe (they don't know the Alphabet). Notice there is no time to use the bathroom… for six hours. The teacher will then spend another four to six hours preparing for the next ~~battle~~ day. There won't be time to cook a dinner for her/his own family or play with her/his own children; just a never ending meat grinder of "get-er-done". Sounds great doesn't it? Remember Lucy and the candy conveyer belt? My child is not a product to be wrapped.

That's why I'm shelling out the big bucks for a private school. One with small class sizes, teachers who are treated like human beings, lots of helpers and plenty of room to move around. The students actually play – because playing is how littles learn… not by sitting for hours at a desk – because no one can watch 30 kids run around alone. Although I know those teachers in the public Pre-K are wonderful people, I also know that they aren't able to do the job of four people.

Uniforms and standardized testing make great window dressing, but they won't educate my child. Cutting union bargaining laws make great sound bites, but they won't educate my child. Spending billions on the latest fad, the latest test, the latest gizmo will make someone rich, but it won't educate my child.

That's what any parent should care about.

Oral Reading Fluency (ORF)

noreply@blogger.com (Hedgetoad) — Fri, 11 Mar 2011 00:10:00 +0000

Oral Reading Fluency (ORF) tests are a test of how fast a student reads. Literally, how many words per minute can the student competently read out loud… for 8th grade and beyond, a student should be able to read 145 words per minute. There is some data out there about how fast a high school student should read. The 145 is something we’ve decided to go with – your district may have something different.
I get a lot of parents who ask me why this is even something we test. Who cares how fast someone reads out loud? They probably read faster when they are silent… which is probably true.
The ORF doesn’t really test how fast someone can speak or even read out loud. It tells the proctor if the student is an automatic reader. Automaticity in reading basically means that the student is no longer reading word for word, but is, instead, chunking ideas together. An automatic reader may not even read every word on the page, but still fully understand the concepts the author is putting forth. A reader who is not automatic, will have to read every word on the page – and still may not get the main idea of the passage because they spend so much time working on each and every word in the passage.
At the high school level, the concept of automaticity is debatable. Some students function quite well reading 120 words per minute. Some students do not function very well, yet read at 200 words per minute. There is some research about reading too fast and that those who read over 150 words per minute should be taught to slow down. My anecdotal evidence says that if a student is reading below 120 words per minute, they are going have problem being academically successful.
According to someone who attends all sorts of RTI conferences, most high schools are not using an ORF test as a screener for their students. Many of those, do not do one at all, nor doing any intervention to help increase their automaticity. The belief is that by the time someone gets to high school, the fluency window is closed. They need to focus on comprehension and vocabulary. With those skills the student may be able to overcome the fluency issue. Are they correct? The latest data I can find for high school is very limited and old. If you have access to recent data that includes 10th grade students, please email me.

Things that make you go hmmm...

noreply@blogger.com (Hedgetoad) — Thu, 10 Mar 2011 23:15:00 +0000

Why is that we NEED to pay tens of thousands of dollars in bonuses to executives in the financial industry because otherwise "we won't get good people"? But a government employee should be paid next nothing because they work for the government? Creating infrastructure, saving lives, educating people... that's a waste of money. Gigantic yachts, trips to Aruba... those create jobs. (for those in Aruba)

Boy! Was PT Barum right.

If I didn't like having a soul, I'd run out and get a banking job.

My Process - Reading

noreply@blogger.com (Hedgetoad) — Wed, 09 Mar 2011 23:46:00 +0000

Once you have the screening data, you can start the process of sorting. Below is my process for reading – you may find that something else works for you.

I print out all of the RIT scores for all students and then high light every student who did not hit the grade level cut score. Then I create a spreadsheet listing all the names and actual scores. I use a spreadsheet because it’s easy to make and print out a bar graph. Bar graphs are the gold standard in RTI.

Then I send out an email to all English teachers asking them to send me a list of students of students they believe are having problems reading. The English teacher have access to the screener scores for all of their students, so they know who scored what. They also know who is a real stinker, who doesn’t care about their scores, who broke up with boyfriend 10 minutes prior to taking the test and who was really too sick to be at school that day. Nine times out of ten, their lists pretty much match mine. If I’m sent a student not on my list, I start digging for more data.

Once I have my total list, I start adding more data. Simply put, you have to use multiple indicators. Administrators and others may really like the one shot deal, but you will show little progress and cause your system to break down if you aren’t looking elsewhere.

I add in MSP/HSPE scores. Sometimes I add in multiple years. These two scores can be at odds with each other. Doesn’t matter, it’s just a data sheet at this point. I also add in screener scores from previous years if I can access them. We have used the same screener for all grades last school year, so I can use them as well. I also add in information about previous interventions, if I can access that information. Our grade schools have been doing this for several years, so I can usually find information sitting in the students permanent file.

I may also call the student in during my prep period to have them take an Oral Reading Fluency test or a MAZE test. Or just to talk about reading. Usually they’re pretty forthcoming about the fact that they don’t understand what they’re supposed to read.

Generally speaking, if there is a skill deficit it becomes pretty clear relatively early. For most students I don’t need to dig much past the previous Spring scores. It’s only when the information is conflicting that I have to dig very deep.

After all the data is complied and printed out into a nice full spreadsheet, we have a meeting. It has an official name, but basically I sit down with a few other people who know what’s going on and go through the data of each and every kid who did not make the cut score of the screener. At our school is only about 10 to 15% of the students in 9th and 10th grade.

Don’t leave home without your category! Screeners

noreply@blogger.com (Hedgetoad) — Mon, 07 Mar 2011 23:20:00 +0000

Once you’ve learned all about the RTI pyramid (which is already being phased out in favor of a new circular model) now you just have to figure out where all the students fit in that pyramid.

RTI is data driven. Scared? Don’t be – you get to choose what data you use (or rather the powers that be get to choose, so get out your persuasion skills).

First you need some sort of screener. Unless you are teaching is a rural necessary school, there are just too many students to constantly be evaluating. Our school used MAP testing as a screener. At one time we did do oral reading fluency tests on ALL freshmen and sophomores. It was a major undertaking and required A LOT of staff members to get it done. I don’t recommend it for that reason and the fact that it mis-identifies students at the high school level.

The screener should be given three time a year. The first one, early in the school year, is the baseline for that student, that year. The screener given in the winter should show whether a student is progressing through out the school year. Really, it should not be used to evaluate how the teacher is teaching, but it probably will. I will say that we do not see significant improvement in students in the winter. Another school further along in RTI implementation said that their data usually showed a dip in winter. The spring screener is the one that should show the improvement if things are humming along.

Once the screener is in place, you can start the categorization process.

What is this RTI stuff ?

noreply@blogger.com (Hedgetoad) — Sat, 05 Mar 2011 22:42:00 +0000

At the beginning of the school year, I and another ‘coach’ were tasked with explaining to the rest of the district staff as what RTI is… at least it got me out of the refresher course in PBIS. (and if you understood that last part, you probably don’t need to read this anyways, unless you want to correct my typos)

RTI or Response to Intervention is, originally, an idea that seems very logical and student centered. Basically, any student, whether they qualify for Special Education services or not should receive instructional supports at their level. If Johnny isn’t reading, then teachers need to know why. If Johnny is being a butt-head, the teacher needs to find a way to counter that. However, if Johnny is having difficulty reading because of a skill deficit, then Johnny should get some sort of support to help him fill that deficit. If the classroom teacher can work with that, all the better. If not, then Johnny needs that support from somewhere else. Even if he is put into a Special Education class! *gasp*

RTI is also a system. It is a data driven system. It’s also a tiered system. It’s a system because it’s easier to plug everyone into their little category if you have a system. However, their categorization can change over the year, so they’re not stuck in that category for an extended period of time. Hopefully.

Tier 1 are those students who are have grade appropriate skills. They are where they should be for that grade level. This should be approximately 80% of the population of a school. If this is less than 80%, it may indicate a problem with your core curriculum or with the fidelity of that curriculum (fidelity means that the curriculum is being presented as it was intended to be according the publisher). It could also mean that you have a school full of students with skill deficits and everyone needs to be teaching interventions in the core instruction – not separate intervention instruction.

Tier 2 are those students who show some sort of skill deficit. They are not at grade level. They are not, however, very far below grade level. If you are familiar with WASL/HSPE lingo, they are level two students. The most common term for them I’ve found on RTI materials is that they are “at-risk”. It never goes into detail of what they are “at-risk” of… but I like to think of this group as those students in your class who you know just don’t get it, but probably enough life skills to get by. This should be approximately 5 to 15% of the entire student population.

Tier 3 are those who have definite skill deficits. It’s pretty obvious to the teacher that something is not clicking. These tend to be students with identified learning difficulties or language issues. This is expected to be under 5% of the total student population.

These percentages are guidelines to a certain extent. In lower elementary grades the percentage of level two students will be much, much higher than in high school, for example. Schools with a very large immigrant population will have a higher percentage of level three students and that may change seasonally if there is a large migrant population. It’s my personal opinion that the tiers exist to help determine what working and what isn’t. Your mileage may vary.

Going Paperless

noreply@blogger.com (Hedgetoad) — Fri, 04 Mar 2011 23:29:00 +0000

As of today, my classroom will become paper-free. We have run out of money for paper at the school and there won’t be any more. At least I still have my job right?

If anyone else has gone paperless, please send ideas on giving tests (please note, limited computer access for students). I need help with this one!

Empathy

noreply@blogger.com (Hedgetoad) — Fri, 04 Mar 2011 17:55:00 +0000

Since finally installing the Mimio, I’ve been carting my laptop computer to and from school every day. As my student would OMG! My right shoulder hurts! Stupidly I looked at performance and price when choosing a laptop computer, not weight.

I can empathize with my students who regularly carry backpacks weighing over 20 pounds.

Teacher Tip #52

noreply@blogger.com (Hedgetoad) — Sun, 27 Feb 2011 23:22:00 +0000

Hit the dollar store about three months before a particular holiday and you’ll find a great selection of decorative things for your classroom.

In Janauary, I stocked up on heart pencils and erasers, a St. Patrick’s day lei and shamrocks and picked up some quality plastic Easter eggs, Easter crayons and play-do. OK, the Easter eggs were for my own kids. But the crayons and play-d0 would work well for a simple projects in the classroom or pre-school. Also, they had fourth of July Ribbon 50% off – great for President’s Day!

If you wait until the month of the holiday, you will find the selection very limited if not already taken off the shelves.

Competition for Students

noreply@blogger.com (Hedgetoad) — Fri, 25 Feb 2011 23:57:00 +0000

First we had the competition for funding. Now we have the competition for students. The number of school age children is going down in many, many areas. Even districts that couldn’t build schools fast enough a decade ago, are seeing the drop in numbers. Throw in a religious/cultural gap that no one seems want to bridge any more, a discipline or parenting entropy, a decline in anything not labeled “math” or “literacy” (Physical Education class are now using the computer labs more than the English teachers) and it’s becoming a free for all in what education means to people. Some days it seems like the role of administrators, legislatures, “reformers”, etc. is throw something new at the wall and see what they can make stick.

Even though WA state does not allow charter schools (unlike the federal government, WA citizens can vote down laws they don’t like – in this case twice!) it hasn’t stopped districts from trying to attract students with specialized schools. Online schools were the hot thing a couple of years ago… not only could the student stay home to learn at their own pace, but they were also provided with their own laptop free of charge. I wonder how effective they really are? From personal experience, I know that it takes A LOT of personal motivation to courses like that and I do not envy the parent who has to get their student to sit down and work.

What will be the next trend? With the ability for parents to move their child at will, as schools sink further into not passing AYP, districts are not only desperate to keep their own students but also poach others from nearby districts. I have to wonder how that will affect those who don’t move and those who do? If district starts operating a school that offers programs for “advanced” or “self-starting” children (read “those with good social skills”), what happens to those students remain in their neighborhood school? I know this argument has been broached again and again – but it’s trickling more into districts who wouldn’t have thought about or even needed it five years ago.

Are we, in fact, creating an underclass of students who don’t have good social skills, involved parents or access to a early childhood education? Even if we are, am I willing to risk my child to bring back balance?

Sniff Do you smell sarcasm? Cause I think we really need a baseball bat…

noreply@blogger.com (Hedgetoad) — Fri, 25 Feb 2011 02:27:00 +0000

Pennywise, Pound Foolish

noreply@blogger.com (Hedgetoad) — Thu, 24 Feb 2011 22:03:00 +0000

Do you teach your kids idioms? Do you use them at home?

I am continually surprised at how confused my students become at what seems to me to be common phrasing in America. Once, I had to explain the meaning of “it’s raining cats and dogs” and I live in an rainforest favored by vampires for it’s lack of sunny days. Piece of cake to explain? Not so much.

The other day, while explaining yet another reason why English class is important, I said that those who couldn’t be bother to learn spelling, grammar, or reading critically were “pennywise, but pound foolish.” Granted, they didn’t know what a pound note was – is the UK still using them or did they decide to jump on the Euro bandwagon finally? – but no one had ever heard of the idiom either.

Given the number of “pennywise, pound foolish” decisions being made these days by everyone, including students, it seems wise to bring back these old bromides. If no other reason than injecting some common sense into our society.

Best Tweets!

noreply@blogger.com (Hedgetoad) — Fri, 18 Feb 2011 23:16:00 +0000

Have you been following the coverage in Wisconsin? Really, I have no chance to watch news any more - it's really hard to hear over the wailing for Hand*y M*ann*y... so I'm reduced to face*B^k and T*witt*r.

So the best tweets I've seen:

"Let's just all give the nation's wealth to 1 old Republican white guy named Steve & stop pretending"

"CONFIRMED: Further violence in WI Capitol. A woman just entered hallway, unsolicited, and gave us all homemade cookies"

"HS Student responded: 'you're wrong. I am learning a lot here. I am learning about democracy'"

"Teachers of Wisconsin: Please being your red pens tomorrow to correct the Tea Partiers' signs"

***updated****8pmPST

"They underestimate a protest by people who are used to standing on their feet all day" (and I would also add... no bathroom breaks!)

"We're getting called a lot of names. Good thing educators taught us to ignore bullies."

And this one... while not the funniest, does really point out a decided a lack of thinking on the part of many people:

"Then they came for the trade unionists, and I didn't speak out because I wasn't a trade unionist."

Because you better believe that once this chip falls, the rest will come crashing down. The talking heads can scream all they want, but all the vitriol in the world won't get you a job to put food on the table and a roof overhead at the same time.

Grabbing it all!

noreply@blogger.com (Hedgetoad) — Tue, 15 Feb 2011 14:28:00 +0000

The other day, I received an email saying something along the lines of “our meeting will be at school X. There is a lot of old curriculum and supplies at this school, if you want to look around to find things you can use, please arrive 15 minutes early to take a look around.”

Any guesses as to how early most people were? Remember it was a work day… if you said one hour, you are the winner. By the time I arrived, (not being a principal capable of leaping out of my desk to rocket over to school X), HUGE piles of crap had been assembled. Art supplies, books, microscopes from 1953 (still good!), even a garbage can full of yard sticks. Kleenex boxes! One enterprising person raided for copy paper – something we are currently fighting for. It like a dress sale at Klien*felds.

It’s not just the bad economic times, teachers have always had sticky fingers whenever anything is up for grabs. Otherwise it would be coming out of our own pockets.

I grabbed a bookshelf, some very, very old reading content (good for high school readers), and some AR books that may work in my room. Saving myself probably a good $200!

Favorite Poems

noreply@blogger.com (Hedgetoad) — Thu, 10 Feb 2011 21:35:00 +0000

What are your favorite poems to use in class? The ones that you can either sell really well or always connect with kids? Here are some of mine -

Freeway 280 by Lorna Dee Cervantes – this poem has some great images, but also quite a bit spanish. It gives the hispanic students in the class a chance to explain the meaning of the words and the images created with much more authority.

September 12, 2001 by X.J. Kennedy – I don’t know if the images are so stark or if I’m able to sell it really well having been there, but kids really get into the theme of the poem. It’s also a great example of enjambment and how it affects the tone and theme of the poem.

Slam, Dunk, & Hook by Yuself Komunyakaa – my students always ask me why we can’t read more poems like this… I guess it does seem a little more approachable than say, Dickinson.

Saturday at the Canal by Gary Soto – given that I teach in an area where every single students is dying to graduate and get out, this one hits home quite a bit.

Left Behind

noreply@blogger.com (Hedgetoad) — Sat, 05 Feb 2011 20:41:00 +0000

2011 is going to be interesting in education. In his State of the Union address, the President asked people to become teachers… apparently unaware that thousands will be laid off in the next six months. Good, bad, young, old – probably even yours truly – there just won’t places for them at their previous schools. Those daring have a life (home, family, children, spouse, etc.) will probably be hit the hardest, as they also will not be able to move to areas where jobs are available. Houses cannot be sold (we lost a principal last year because he/she could not sell the house in a timely manner without incurring a huge loss), Rental markets are all time highs (all those previous home owners gotta live somewhere) and who has the money to pay for moving anyway?

Class sizes next year will rival the average African shanty school. And the amount of supplies available to teachers will be about the same… I’m predicting fewer consumables, like workbooks or handouts for students. Much asking parents to pony up more cash for supplies (like copy paper and chalk). Some teachers will try to supplement, but the well will run dry long before Thanksgiving. For this year, the money has already run out and in fact, Washington state will be allowing schools to cut up to four days from the school for budget balancing. Staples may want to start offering a “back to the grind” school supply sale.

New legislation coming down the pipeline (or already in place) is forcing districts to institute new evaluation policies. Are these any good? No one has actually done any research to see if they are, but it does fall in line without our national education policy of “throw shit on the wall and see what sticks”. What the heck is “meaningful change” anyways? And how is it to be measured?

And let’s not even ponder the compensation issue. News reports seem to portray teachers as the ungrateful beggars of the population and that teaching should become some sort of monastic order, complete with evangelists and bleating sheep. Tell me you don’t feel like Oliver Twist.

It’s going to be an interesting ride, that’s for sure.