Special Needs 2 - Creating Products to Assess Mastery in the Online Environment

The project I am choosing to write about is called Gardens and Functions and it comes from an Algebra I class.  The objective of the project is to have the student show that he/she can compare and contrast functions.  In the project students are to show what the dimensions of a garden would be if she had 50 yards of chain link fencing to use to build it.  The student has to show all the possible dimensions that could be used to create a fence that would have this much fencing.  The students are then asked to pay attention to the area of the garden because area determines how many plants can be grown.  So, after looking at the perimeter, the student then has to do all of the possible area combinations of the garden.  Then the directions say later in the summer the gardener decides to use the fence for rabbits.  So the student has to decide how many square feet of space each rabbit needs and then determine the best way to utilize the length of fencing to make this happen. 

The idea of this project is really good, and it is quite encompassing.  But I think for some students it would be quite overwhelming.  I do like how it incorporates many facets of this unit of material and if a student does this correctly, then I do feel like they would certainly be showing complete understanding of the material.  But for students with anxiety or who struggle with organization this would be a very difficult project for them to complete, at least all at one time. 

One way that I would consider altering this project would be to chunk the assignment for certain learners that would benefit from it.  I might even eliminate certain parts of the project.  As I stated earlier, it is quite encompassing and I think many students would be overwhelmed by this project.  Another option, if I didn’t want to eliminate sections of the project, would be to allow students to complete one part of two parts of the project. 

Another option for choice would be for them to complete the project instead of the written test.  As we all know, a lot of students are not good test takers for many reason – a big one being test anxiety.  If they had the option to do a project in place of a test they could really excel and show that they have learned the material even though they might not be the best test-taker.  If the student chose to do the project instead of the test, he/she could use one of the many free online math graphing tools available to them.  This would allow them to learn about a very cool online program while also showcasing what they learned from the unit. 

Special Needs 2 - Specific Strategies for Online Differentiation and Personalization

Option 2

As a math teacher sometimes the process for learning material can be difficult to differentiate because discovery lessons don’t always work for every topic in math.  However, it can still be done just maybe not with every single topic or at least not have an many ways to differentiate every single topic.  The first method for learning the process I would use would be to have written content for the topics.  Steps for how to solve the problem would be given and the student could have access to these steps and return to them as often as needed.  If we were solving equations, then I would have each step written out and the overall goal of solving an equation.  For students who like being able to have a list and follow it, I feel like this would be a great option.

The second method I would use for learning the process would be to have instructional videos.  This would have two benefits:  the audio would help those who are auditory learners and the visual would help those who are visual learners and can remember how to do something once they have seen it done.  These would also be able to be accessed by the students at any time so they could reference them as often as they needed.  I do this quite often even in my face to face classroom (record the lesson I teach) so that kids can go back and watch how to do it if they forget.  It also comes in handy when students are absent from a face to face class. 

When it comes to the product of showing what has been learned and how well it has been learned I would give two options: traditional test or a project that goes hand in hand with the content.  For the traditional test students would showcase what they have learned through the unit by answering the given questions correctly.  Since I am a math teacher, part of answering them correctly would be to at least show how to set up the problem and then what their final answer is.  I know that a lot of students are very good at mental math so they may not need or want to show every step of their work but I often tell my students if I can at least see how they set up the problem then I will know if they made a careless mistake solving it or if they were completely off from the beginning. 

For the second option I would offer students the opportunity to complete a project that is directly correlated with the standards have been covering.  In many cases the state has created “spotlight tasks” that are great culminating tasks for units.  I would require the students to follow all of the steps of the project and then have a final “product” that might even be used on display in a classroom.  This would be a great option for students who do not like taking tests or who get anxiety from taking tests or simple are not good test-takers.  Also, this would give students the opportunity to share their creativity while also showing what they have been learning in the class. 

Special Needs 2 - Best Practices for Online Communication

I chose to write about option 2 where the student with the 504 plan is doing very well but not turning assignments in necessarily in order of the pacing guide.  One thing that could be going on with the student is that they are just following what is listed in the content and not necessarily following the calendar that the teacher sent out.  I have had students do that and they sometimes end up turning in work late or much earlier than the calendar says.  It could also be, since the student has a 504 for Attention Deficit Hyperactivity Disorder that she starts something and doesn’t finish a task at the same time.  Maybe she gets distracted before finishing something and then gets to working on something else and sort of gets out of order that way. 

The first method of communication I would choose to use is a phone call.  Phone calls often clear up so much confusion and answer many questions that the parent and/or student has about the course.  It is sometimes much easier to have conversations over the phone rather than trying to type out everything you want to say and put it into words that make sense.  I would call the student the first time I noticed assignments being submitting out of order to help avoid the same thing happening in the future.  I would expect the outcome of the phone call to be positive and have the student begin to follow the course schedule in the correct order. 

The second best practice of communication I would choose to implement would be to send a personalized email to the student.  It is possible that the student lost the schedule and doesn’t know where to find it in the course.  So I would send an email and remind her that she needs to follow the calendar so that she doesn’t get any late penalties.  I would also compliment her for turning such great work and working so hard in the course.  I would attach the schedule for her to have and remind her to contact me any time she has any questions.  I would expect the outcome of this method to be that she would begin following the schedule in the correct order.

The third best practice of communication I would choose would be assignment feedback.  In the feedback of an assignment that the student turned in early I would say something like “You did excellent on this assignment but please make sure you are following our course schedule.  If you need help finding it please don’t hesitate to send me an email or call me.”  If the assignment was late I would obviously apply the late penalty but would also address the fact that it was late and to remember to follow our course schedule.  I do think most student read the feedback so I would think this method of communication would also be effective. 

Summer Lunch and Learn 2018

This year's lunch and learn was full of great and very useful information.  Unfortunately, I was unable to attend live because my face to face school had already gotten  back in session!  The recording was just as informative though.  I do like the idea of the escape room to help the students become more familiar with the course and where to find things.  I know when we did the escape room activity at the PLS, it was great!  I really enjoyed going through the activity.  And although I feel quite comfortable with our policies and procedures, there were a few questions that did make me second guess myself!  So it was nice to have a good review of them.

For this lunch and learn activity I am going to focus on some of the O365 tools that I learned about that I am begin using right away.  I feel like I am pretty well versed in using O365, but these were some nice little features that can easily go overlooked.

Office 365 Templates

Email Template:

Oftentimes I receive the same question in an email from students that I have to respond to over and over again.  For example, most semesters I take the projects out of my course because I feel like there is enough work already in the course and I save the projects for extra credit or remediation opportunities.  Each semester I get numerous emails from students asking me if they have to complete the projects even though there is a strike through them on the schedule.  I created a template email to be able to send out each semester (and probably more than once each semester) about this topic.  I also set up an email template to remind students of our weekly synchronous session.  These are things that will ultimately save me time and are not very difficult to do.

Filtering Emails by Conversation:

As we all known we get many, many emails each day.  So, I liked the idea of filtering my emails by conversation.  This organization feature makes it easier for me to locate emails and keep track of what I still need to respond to.  It also helps me keep track of parent communication that is done through O365  (not coming through THESIS).  

Calendar Template:

The last feature that I chose to highlight is the use of the calendar template.  I use my O365 calendar for a lot of things.  It helps me stay on track with when I have meetings, due dates, etc.  I chose to make a repeating calendar event to remind me and even have the ability to send to my students of our weekly synchronous session.  I am hoping this will be a way that I can increase attendance at my live sessions.  We'll see how it goes!

The lunch and learn was very beneficial.  I am glad I was able to listen to the expertise of the colleagues that shared the various tools.  I look forward to implementing the escape room next semester and putting these tools to use!

Special Needs 1 - Developing an Individualized Plan

In looking at the two Individualized Education Plans, it is obvious that Plan B is the preferred plan.  You can tell almost from the very beginning of the 504 that B is the preferred plan.  Plans A and B both begin with describing the student’s disability, but plan B also gives a short synopsis of what her teachers have reported about her.  It states in addition to the description of her disability that she is a hardworking student who is determined to overcome challenges that she faces.  This extra insight into the student’s work habits is beneficial when determining the appropriate accommodation. 

Plan B gives much more detail about the accommodations that the student needs.  The percent of extended time on tests is specified.  The amount of extended time on assignments is given.  The expectation for reduced coursework is specific.  The check for understanding is specifically laid out as a weekly check in via phone, email or synchronous session.  Also, it is stated that she should be given the option to respond orally so that it is less strain on her eyes.  It is important that any individualized education plan be as specific and detailed as possible. 

For Plan B the only thing that might suggest is to add in how the student/parent should complete the expectation and how often it should occur.  If these things are not specified in the 504, then no one will not the guidelines for how it should be done and there will be no documentation to hold anyone accountable. 

There were several reasons that I did not choose Plan A as the best example of an individualized education plan.  There were not very many details associated with the accommodations that were being requests.  All stakeholders need to know the exact details of how they re to carry out the accommodations.  If things are not specified then chances are, every teacher will handle them differently.  An effective IEP/504 plan will have precise details and give direct guidelines. 

Special Needs 1 - Accommodations in an Online Environment

I had a student with juvenile arthritis a couple of years ago.  It turns out that same year my four-year-old daughter was also diagnosed with juvenile arthritis.  This is a condition that presents itself in many different ways and every kid has different symptoms and joints affected.  Typically, there is a lot of inflammation in the joints that is accompanied by pain.  My student that had the disease was affected mostly in her knees and hands.  She was on medication that was an infusion every six weeks.  This caused her to miss school days to go for her infusions as well as her doctor’s appointments.  She also would miss school on days where it was very cold or we were having a lot of rain because (like we have all heard) the weather does impact how your joints feel, especially when they are already compromised. 

I believe this student would have truly benefitted from the option of taking her high school classes online.  She would have loved to have the ability to not have to be in a face to face classroom for 7 hours a day.  She also would have benefitted from the flexibility of the schedule of assignments.  And lastly, she would have enjoyed the one on one contact she would have had with her online instructors. 

The fact that online students do not have to be in a classroom for hours each day would have helped my former student out tremendously!  She would get so behind from missing classes for doctor’s appointments and infusions.  With online learning, she could have done her lessons when it worked with her schedule.  Also, on the days when she wasn’t feeling well or was in significant pain, she could have taken the day to rest and then get caught up with her assignments when she was feeling better; if her work was completed by the assigned due date.  The one on one contact with her teachers will be invaluable to her. 

As with most high school age students, one challenge would be the self-motivation.  When you have more flexibility to get work done, it is very easy to put it off until the due date or possibly even miss a due date.  This takes intentional planning on scheduling by anyone but especially teenagers.  Also, it takes a bit of adjustment time to get used to reading and following the schedule that is provided.  Switching to online classes is like most new things, there is a learning curve involved.  But if the student is motivated to do well and continue in this educational setting then they will do what it takes to succeed.  For some students this take a little monger to figure out, but once they do it is very rewarding!

Special Needs 1 - Applying Strategies and Best Practices

Kali’s Other Health Impairment

Kali’s diagnosis of Lupus allows her to be served under the diagnosis of Other Health Impairment.  I would have concern after seeing that she has several absent periods with her login history.  I would be impresses that she took the initiative to email me as most teenage students do not take that type of role in this situation.  I would email her back to discuss my expectations but would follow it up with a phone call.  I have learned that oftentimes, phone calls are more personal and give more detail than emails. 

I would offer to meet with Kali in a synchronous session time to go over material that she has missed.  If she cannot attend my regular hours, I would work with her to find a time that would work for both of us.  I would also contact the case manager about seeing if I could reduce her coursework schedule.  There are typically items that are not considered the “meat” of the course and could be eliminated as required assignments for Kali.  Most importantly, I would stay flexible with Kali.  Students who have health issues such as this can have some periods of time where their focus is not on their schoolwork, it is on there health.  And ultimately, that is where is should be!

Hopper’s Dysgraphia

Hopper’s diagnosis of dysgraphia allows him to be served with an individualized education plan.  I would start by checking in with his case manager to see if she has any suggestions on what she thinks would best help Hopper.  I would also suggest giving him the option of submitting audio recordings of his reports or typed reports instead of handwritten reports.  Students with dysgraphia typically struggle so much with their writing that I would need to keep in mind what a challenge that is for him. 

I would also be concerned with Hopper’s confidence in himself.  I would try to encourage him and let him know about all the good things he is doing.  I would let him know I can see what great effort he is putting forth and encourage him that hopefully being able to submit his reports in another method (like I suggested) will help his grade because I want to focus on mastery of the topics.