w3ightless

Wednesday, January 22, 2014

Spelling & Vocabulary with AAASpell

Here's a web tool I am starting to explore. It looks to be valuable for students, teachers, and parents with a focus on spelling and vocabulary. It's called AAASpell. AAASpell is free and is not account dependent. Students can use it as a self-directed study tool

I see great potential in this free, web based spelling/vocabulary app. The folks at AAASpell have created pre-made lists of nearly 30 lessons for grades 1-8 in both spelling and vocabulary. For those looking to support word study or phonemic spelling patterns, many of the lists are already organized with these strategies in mind. Each of the pre-made lists has both spelling and vocabulary study exercises associated with it. There is even audio pronunciation for most, if not all the words.

You don't need an account to use this AAASpell, however with an account there are some powerful tools for focused data collection. Teachers can create classes and student accounts. Assignments can even be given to a whole class or to individuals within a class.

I can see this used as a tool for differentiation with kids who may need additional support with spelling and or vocabulary understanding. Assigning different or leveled spelling/vocabulary lists easily for individualized instruction. It's definitely worth some exploration.

Enjoy.

Wednesday, September 14, 2011

In the End It's All about the Little Things...

Sometimes it's about dropping our intensity, anxiety, etc. over pacing guides, assessment, and academic growth. Sometimes its about the simpler things. Those things that make instruction accessible to all kids. Here are some tools from a brief lit review on instructional approaches to address problem behavior. Enjoy

Pre-Correction- pre-correction. With an instructional approach, the teacher proactively provides lessons on compliant behavior using demonstrations, explanations, positive and negative examples, and role plays (Colvin & Sugai,1988).

De-Briefing- One strategy that is used following a negative consequence for a problem behavior is designed to prevent chronic non-compliance, is debriefing. This activity should provide feedback and planning at a time somewhat later than the initial response to the offense (Sugai & Colvin,1997).

Behavior Rehearsal- Behavior rehearsal (Cartledge, 2005) or role-plays, are opportunities to practice and to be positively reinforced for complying with behavioral expectations. Pre-correction is an instructional strategy that is used in situations where non-compliance is likely, but before the non-compliance occurs.

Friendly Rapport- Walker and Walker (1991) include making an effort to establish a friendly rapport by speaking informally with students outside of class, for example, before or after school, or during the lunch break, as a means of preventingnon-compliance in class.

Behavioral Momentum- Compliance also can be increased by using a sequence of commands that begin with several easy to follow directions that have a high probability of eliciting compliance (Belfiore, Basile, & Lee, 2008).

CICO- CICO involves rating how well a student has succeeded in meeting his or her behavioral goals during a class period and providing feedback and encouragement (Crone, Hawken, & Horner, 2010).

Opportunity to Respond- Non-compliance in the classroom can be reduced or prevented by matching the instructional demands and the opportunities to respond accurately to the students’ ability levels (Gunter & Conroy, 1998).

Controlled Choice- An important way to defuse the anger and aggression that often accompany disobedience is to calmly offer choices rather than to engage in the direct confrontations we know as “power struggles” (Colvin, 1999).

Instructional Selectivity- Select high-interest of functional learning activities. Kids are far more motivated to learn when their instructional activities are linked to an area of high personal interest (Kern et. al., 2002).

Co-Teaching...

What is co-teaching?

-Marylin Friend interview from edweek

-simultaneously ensuring access to the general curriculum and a least restrictive environment.
-For many students with disabilities, co-teaching opens instructional doors and enables them to reach their potential.

-some instructional coaches or facilitators are finding that co-teaching is a way to partner with teachers to improve classroom practices.

-Strong co-teaching partnerships evolve over multiple years of shared instruction. They are premised on two teachers who each bring strengths to the relationship.

-The general education teacher should bring these four types of knowledge and skills: knowledge of the curriculum and evidence-based instructional strategies (that is, content skills); skills related to group and classroom management; understanding of typical student functioning (academically, socially, emotionally, behaviorally); and expertise in pacing (that is, moving students through required curriculum during the course of the school year).

-Special educators bring expertise in these four areas: deep familiarity with instructional strategies to facilitate student learning (that is, process skills); ability to design education for individual students based on their unique needs; skill in managing the procedural aspects of special education services (from team meetings, to [individualized education programs], to following all the guidelines that characterize the field); and focus on a mastery learning model.

-As the partnership grows, the teachers learn from one another, but the goal remains complementing one another rather than doing identical work side by side.

-co-teaching works best in the context of a school with a knowledgeable principal who sets expectations, arranges supports, and actively fosters co-teaching as part of the school's service delivery system.

-In model secondary co-taught classes, the goal is to have parity, that is, for all the expertise each teacher bring to be valued equally in the classroom. Students are grouped in many ways, content and process are blended, and students convey equivalent respect for each educator. This is a high expectation, but when reached, students clearly benefit.

Wednesday, August 10, 2011

SOAR- A Framework for School-Wide Positive Behavior Support

So, the new year is less than a week away & I've been "nominated" the SW-PBIS chair at my new school. I love the challenge and the opportunity to be in this position. Within the PBIS framework, a school's values must be operationally defined. Well, that's where this post comes in.

Please, lend me your time and comment on my attempt to synthesize our discussions on what it means to SOAR at Conrad Ball Middle School.

S- Service
Actions taken by an individual or group with the aim of providing a public good. This action is often performed without any expectation of result or award.
Students & Faculty- use what they have learned to solve real-life, community based problems. They engage in practical applications of their learning. They are actively contributing citizens and community members as demonstrated through the services they perform. They stand up for what right and take action to improve their community. They empower and include others, regardless of difference.

O- Ownership
When an individual demonstrates the courage to take responsibility and accountability for their actions.
Students & Faculty- consciously think before they act, and when the decision is made to act, they always take full ownership of their actions. They dependably take responsibility for their own actions, even when the outcome may be negative. They speak with sincerity and act with integrity.

A- Achievement
An outcome of accomplishment. The process of learning, growing, and improving upon ones ability by means of exertion, skill, practice, or perseverance.
Students & Faculty- demonstrate their desire for individual and collective accomplishment, mastering of skills, control, and high standards. They are determined to grow academically, socially, and emotionally. They accept challenge and persist through difficult tasks. They believe in themselves and their capability to learn, grow, and understand.

R- Respect
Taking another's feelings, needs, thoughts, ideas, wishes and preferences into consideration.
Students & Faculty- acknowledge, listening, are truthful, and accept others individuality and collective diversity. They know that respect is earned and cannot be forced, demanded, or compelled through fear. Act upon empathy, compassion, understanding, and consideration of/for members of the community.

Sunday, August 7, 2011

The Struggle...

"Searching" by Blackalicious, Performed by Gift of Gab & Erin Anova, NIA (2000, Quannum Records).

Nia
Nia
Searching for everything already there
For every thought already known
For everything that ever was, is and will be Struggling, oh, how we struggle
And the more we avoid it, the greater the struggle becomes
Until we realize, the struggle is the blessing
Progressing, changing, evolving, growing
From a seed to a tree, from a child to a man (From a child to a woman)
From a man to a spirit (From a woman to a spirit)
To a God fulfilling his plan
Purpose, no words can describe the unnameable
No beginning, no end, just always now
Marveling at the miracle and all of a sudden It all seemed to make sense somehow
Searching for everything already there
For every thought already known
For everything that ever was, is and will be
Nia
Nia

Tuesday, July 26, 2011

Tech Withdrawal...Tech Vacation...

See the full gallery on Posterous

So, my family and I just got back from a long vacation. Well, it was long for us anyway. 11 total days with 4 spent at the Magic Kingdom in Florida & the rest at sea on an Eastern Caribbean cruise. This trip was an exercise in tech duality. I had not realized how much we use and rely on our connectivity. And I'm not even talking social media. In order to get information first thing we do is check our phones. In Florida we used location and map apps to see where the closest restaurant was or even the nearest public restroom etc. We used and came to rely on technology to find out wait times for our favorite rides and attractions at each of the Disney parks.

The second phase of our journey however posed a stark contrast.

We've come to rely on technology, the access it brings, that ease of which you may find a response to query. We use technology for the simple act of communicating where we are. A text to my wife as an update- "meet you at Space Mtn in 5" -for example is something that has become commonplace. On our cruise I quickly came to realize that immediate and instant communication is a luxury. A 40 dollar/week luxury at that. When cruising, for those unfamiliar, you can buy cell & data packages from the cruise line, or take a blistering hit in your pocketbook from your US carrier for access to connectivity. We chose to avoid those fees altogether. My wife, a weather enthusiast was the first to notice our lack of connection when the topic of the "heat index"* came up. As she reaches for her phone and says "man, what am I gonna do for 7 days without my phone?"

When it's all said and done though we were able to adapt. The initial "need" to communicate & get information instantly and immediately went away within a day or so. We didn't feel like every movement needed to be shared and it lent itself to alternative ways of communicating. When you can communicate instantly the expectation is that you do. However, when you can't the expectation changes. It becomes okay to communicate every half hour instead of every minute and it became okay to communicate less frequently with those not in direct proximity.

Immediacy and availability of information is wonderful at times and is a tool that should be used, but is it essential to the plain and simple act of communication? When all is said and done I didn't need to be connected to the vast expanse of the communications network that I have at home, at work. And maybe, just possibly I was better of for it.

*(By the way, I don't know why anyone goes outside in the South, EVER. There's no break in it either. 11pm and the temperature is 94 with the heat index- that's plain ridiculous!)

Thursday, June 30, 2011

(Repost) Inclusive Practices: Integrating Services & Systems

So, today I had the opportunity to share and discuss how technology & social media might support and inform the construction of inclusive practices across our district. I shared some resources with our Access to Excellence Committee. This committee is charged with Informing district-wide practices related to the ways in which we serve our students whom are identified with disabilities. I wanted to pass along the wiki link & share a couple of thoughts that I was hoping the committee could all take-away from today's meeting. This is what I came up with...
The link is: access2excellence.wikispaces.com
Thoughts:
1. We are better together.
I think that this page could be a great foundation for collaboration & consultation, sharing practices, disseminating research, etc. With a "common" place to go to find information we can support each others needs despite location. In order to truly embrace inclusive practices we need to share our knowledge with eachother. We need to include all teachers, administrators, etc.
2. Accountability is collective.
As we embark on changing the ways in which we go about business, we must include others in the process. Though our language often refers to students as "your kids" or "my kids" we are all accountable for the success, growth, and achievement of every last one of them. Regardless the circumstance, they are all "our kids".
3. People teach people; the tools help us to make meaning.
Twitter, Google Apps, Wikispaces, Diigo,... Are all just tools. They are certainly worth our exploration. They allow us to connect, share & learn......if we use them in productive and useful ways. They can promote and nurture learning, and thus have a place in our practice. They can break down barriers and create points of curricular access. They can provide an alternative to the traditional way in which we measure growth, competency, progress. They can build bridges to new ideas, and increase our understanding. We need to learn how to use these tools. Not just the ones of convenience (ie. Facebook, which so many already use) but the ones that supplement learning and allow students access where previously it was not (speech to text tools like Dragon). We as educators, in whatever our capacity, administrator, interventionist, special service provider, ...owe it to "our" students to know these tools, to learn how to use them for learning, & to allow them to engage in learning with them.

Wednesday, June 29, 2011

Why w3ightless?

w3ightless?? Why w3ightless?

As I first began the process of sharing my reflections, my discoveries, and building my PLN, I wanted to find a way to categorize what I wrote about. I guess I was trying to appeal to an audience. What I found is that there was a common thread amongst my posted reflections, my "almost-posted" reflections, my discoveries and my discussions. I seem to keep coming back to the notion that possibility is not bound by the limits of others but rather by the limits within myself. Eventually, as a reminder so to speak, I came up with the concept of w3ightless-ness. If my challenges are my own, if I embrace the obstacles, if I avoid judgement, if I stay open, then the sky's the limit.

I've always been a big fan of The Roots. On Sacrifice (Phrenology, 2002) Black Thought says "Nose to the grindstone, head to the stars". That line has stuck with me for many reasons. The overall extension/connection for me is that hard work pays off and that dreams and the belief in possibility have a guiding influence in my life. So....w3ightless it is.

Peace & Love- Matt

Wednesday, April 27, 2011

I Forgot by Mr. V.

Tuesday, April 19, 2011

Inclusive Practices: Integrating Services & Systems

The link is: access2excellence.wikispaces.com

Thoughts:

1. We are better together.

I think that this page could be a great foundation for collaboration & consultation, sharing practices, disseminating research, etc. With a "common" place to go to find information we can support each others needs despite location. In order to truly embrace inclusive practices we need to share our knowledge with eachother. We need to include all teachers, administrators, etc.

2. Accountability is collective.

As we embark on changing the ways in which we go about business, we must include others in the process. Though our language often refers to students as "your kids" or "my kids" we are all accountable for the success, growth, and achievement of every last one of them. Regardless the circumstance, they are all "our kids".

3. People teach people; the tools help us to make meaning.

Twitter, Google Apps, Wikispaces, Diigo,... Are all just tools. They are certainly worth our exploration. They allow us to connect, share & learn......if we use them in productive and useful ways. They can promote and nurture learning, and thus have a place in our practice. They can break down barriers and create points of curricular access. They can provide an alternative to the traditional way in which we measure growth, competency, progress. They can build bridges to new ideas, and increase our understanding. We need to learn how to use these tools. Not just the ones of convenience (ie. Facebook, which so many already use) but the ones that supplement learning and allow students access where previously it was not (speech to text tools like Dragon). We as educators, in whatever our capacity, administrator, interventionist, special service provider, ...owe it to "our" students to know these tools, to learn how to use them for learning, & to allow them to engage in learning with them.

Wednesday, March 9, 2011

WARNING:You will find no solutions here....

However, you will find my perspective on the impending funding issues that all of education seems to be tortuously awaiting.
With the inevitability of increased strain on districts and schools at every level, it is important to think about how the decisions of state and local ed agencies will impact the learning of students who fall into our "at-risk" categories.
Whatever cuts we are subject to, integrated and exceptional student services MUST NOT be included. This includes taking any budget reduction in special education, mental health, English language, and alternative programming off the table. The higher the strain placed on our capacity to create access to excellence for these student populations will only, in turn, increase the difficulty to meet the state and federal mandates for all of our students. The taxing nature of reduction in staff and services in these areas will not reduce the needs of the students. In fact it may do just the opposite. Yet a reduction of significant magnitude, as proposed at both federal and state levels, will place an aggregate burden on districts, and possibly more so on the communities in which they service. The struggle to compensate for lack of funding will only deepen the divide that exists for students with exceptionalities.
Current legislative initiatives, including rumored changes to the ESEA compel educators to "close the achievement gap". It is my belief that a reduction in funding to special education programs, and other valuable intervention initiatives will predictably decrease achievement in areas where we seek to increase it. The strain on the system would be tremendous.
We've written and implemented policies, directed emergent systems change, dictated agendas, and in so many places forced compliance. It's time that we begin to see the fruits of our labor, even if it comes in small portions.
Thanks for reading, please don't hesitate to share your thoughts too.

Sunday, March 6, 2011

Seth's Blog: A linchpin hierarchy

Do exactly what the boss says.

Ask the boss hard questions.

Tell the boss what your best choice among the available options is. Insist.

Have co-workers and bosses ask you hard questions.

Invent a whole new way to do things, something that wasn't on the list.

Push and encourage and lead your co-workers to do ever better work.

Insist that they push and encourage you.

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via sethgodin.typepad.com

Saturday, January 29, 2011

Flow

via usergeneratededucation.files.wordpress.com

Tuesday, January 25, 2011

Finding Our Urgency...

Tonight President Obama spoke the phrase "Win the Future" quite often. Regardless of individual politics, it got me thinking.

-The "Future" begins with the now! What CAN WE do now to create the future we speak of?

Reminds me of the Lao Tze qoute which bears similarity to this: "Beware your thoughts for they become words. Beware your words for they become action. Beware your actions for they become you."

We need to find & embrace an urgency for the now.

How will WE act to build what we desire? The future is sitting out there......waiting. The future is now.

Sunday, January 23, 2011

Learn, Reflect, Build & Discover...

If it's about the learning, if it's about what's best for kids, our teachers need tools to apply practical, effective intervention in the in the classroom. Looking at a set of student test scores should not indicate intervention placement.
When we support these decisions by saying... "It's about the learning, it's about what's best for kids."
How do we really know? Is it best for every kid? What are we saying about the way we look at ability?
This somewhat benign statement, along with the only slightly more infamous; "This is how we have always done it", has been the foundation of exclusion for years. Our placement decisions and intervention options may be the best our system can do right now, but that doesn't always equate to what's best for kids.
In comes RtI to "fix" the problem. Except for the fact that without a system to support the translation of RtI theory into practice, we've just found another way to exclude.
For example, lets take a student with a primary disability of SLD & a secondary of EBD who's achievement has fallen 2 grade levels below expected performance benchmarks for both math & reading. Both areas of learning have highly sequential and ordered task requirements in demonstrating proficiency, yet instead of providing intervention in the classroom to build logical models/competencies of processing and expressing we find a "program", a research based curriculum to target the deficit.
Is it because of the behavior of the student? Is it because of the research behind the intervention? Is it because of limited capacity educate children in the classroom setting?
Meanwhile,despite the questions above, in order to be a part of this intervention this student must be pulled from class for "specialized instruction", pulled from class altogether and placed into an "course replacement", or....
WE MUST STOP placing students in full replacement courses. WE MUST STOP exchanging elective classes for a targeted math and reading intervention, etc. These are reactive, and poorly planned & intervention options. This kind of reactivity to intervene (because the intervention is there, it has 10 spots, so let's try it) is not what's best for kids. This "hit-and-hope" style of planning makes it about the intervention and not about the learning.
Teachers should be experienced, possibly, dare I say, expert learners. So in this fashion I again challenge all educators to learn. Learn about their students & their profession. To reflect. Reflect upon their practice, their interactions, their experience, the experience of their students. To build. Build with those who can lead, challenge, energize, inspire and excite. Finally, I challenge teachers to explore. Explore the dreams of their students, explore the possibilities of imagination, and to explore new ways to learn.
This is where intervention must begin.

Sunday, January 16, 2011

Creating Functional and Sustainable Systems of Ed: Expanding Our Comfort Zone

Being conscious and open to the possibilities of each person, to the potential of each person is often difficult. Our previous experience and exposure often dictates the amount of patience, understanding and willingness to remain open we allow ourselves to provide for others. It's easy to question our own kindness and flexibility when there is no change in how others respond to it.

So...Where do we draw the line? When do we begin to close off? How do we justify our purpose in doing so? What do we hope the result will be to the decisions we make? I believe that we must be true to our belief in others, to the greater goals of schooling. THIS is our purpose. This is what I read in pieces from leaders like Tom Altepeter (@TomAltepeter), George Couros (@gcouros), Harold Shaw (@hshawjr), Diane Lauer (@MrsLauer), and so many others.

As a special educator I try to reflect and reassess the way in which I interact with different students, at different times, and in different environments. A seminal article in the special education literature by Doug and Lynn Fuchs (1997) asked the question many still discuss today. What’s Special About Special Education?

The uncertainty in quality and effectiveness of special education programming has lead us to where we are today. What does identification do to improve the outcomes of those who are identified? Once a student is identified with a disability, what happens next? How does Placement and Least Restrictive Environment (LRE) improve an individual’s education?

I believe that it is important to place these questions within a context relevant to our current struggles within education as a whole. Special education services should not be a “catch-all” solution for students who struggle. Our school programs cannot be expected to function in isolation. An integrated framework must be adopted in order to meet the contemporary needs of students.

General educators must adapt and modify practices. Special educators must do the same. The current emphasis in special education service delivery is on unified and integrated service programming and delivery. However, if the system does not function in concert, student outcomes will not change.

In order to change outcomes for students with and without disabilities educational reformers have been forced to critically analyze measures of accountability to determine their effectiveness and validity. In conjunction with the use of Response to Intervention (RtI) for identification, integrated programs must be compelled to implement primary, and proactive programmatic opportunities that consider risk at an individual level and emphasize resiliency development.

Combining these efforts with the conceptual belief in all students’ ability to succeed can address the needs of those students who are perceived negatively but aren’t given the chance or opportunity to be successful because the system neglects (willfully or unintentionally) their needs, desires, goals and dreams.

Before we refer students for special education identification, we owe it to ourselves, to our students, to find ways to expand the capacity of our teams, our schools, and our districts, by remembering that special education is not always the answer.

True opportunity for individual student successes and increased positive outcomes for students with and without disability will come from a combination of legislation, policy and practice; none of these can influence change in isolation.

It is my duty as an educator, not a special educator, to expand my abilities, my influence, and my knowledge, to collaborate and share effective practices and to learn from my successes and my failures.

Fuchs, D., & Fuchs, L.S. (1997). What’s special about special education? In D. Podell (Ed.), Perspectives: Educating exceptional learners (pp. 39-48). Boulder, CO: Coursewise Publishing

Sunday, January 9, 2011

Reading Begets Readers

Spencer's Scratch Pad: Silent Reading

So, here's how I do our silent reading:

Students pick their own books. The only rule is that they have to complete at least one fiction and one non-fiction book a quarter. Some of them read part of a book and switch. That's okay to me. Eventually they find a book they enjoy. By the end, most students complete about about a book a week to a book every two weeks.

Students have the option of doing a creative book review (a video, podcast, slideshow) or an interview with me after they finish a book.

I allow students to read multiple books at multiple levels. One of my highest readers chose The Giver, Technopoly (a great Neil Postman book), Brave New World and Harry Potter. He began making creative connections between technology, the concept of magic and illusion.

We work on one reading strategy a day. It might be visualizing, asking clarifying questions or making inferences. I have no accountability for this, either. I just trust that students will use these strategies.

There is very little monitoring of progress. We don't do reading logs. Instead, students have a short conversation with a critical thinking question, such as, "How has the setting in your story shaped the personality of the protagonist?"

We do silent reading every day, including the last day of a quarter, testing days and field trip days. It's not an option.

I join them in reading. Toward the beginning of the process, I walk around and check to see their progress or read their body language for signs of frustration. However, by this time in the year, I'm reading as well. I think there's something powerful in students knowing that their teacher loves to read.

via johntspencer.com

So I was trolling through the twitter feed tonight and spotted a tweet by @techfacil re: silent reading practices in the classroom. The link within took me to this list from John Spencer, author of Spencer's Scratch Pad. I thought it was worth sharing

Wednesday, December 15, 2010

What's Your Theme Song...?

"All truths are easy to understand once the are discovered. The challenge is to discover them" -Galileo

Of the many, many choices this one represents a truth for me. And you?

"Love Life" by Atmosphere

Individually wrapped, placed in neat little rows
Becoming A piece, of everything that grows
Some numbers, A name, to indicate you played the game
Came empty handed and left the same
A soul is A soul and A shell is A shell
The border in between is full of everything you felt
Some cling to A cross because they're tired and lost
They leave it up to the weather to measure the cost
And everytime I look within I recognize the darkness
Familiar to the image of the artist
Staring at the bathroom mirror in A strangers apartment
Can't remember her name, don't remember how I got here
But here I am, thinking about death again
Humbles out the stress, helps the breath get in
I need to check my friends as well as my next of kin
To let them know I love them all to the end
And when the soul begins to reap, I think she'll know me from the sleep
I keep caught in the corner of my bloodshot eyes
And if she has the nerve, to let me dump a few last words
I'm gonna turn to the earth and scream "Love your life!"
Love your life, quite cliche but I guess thats me
A ball of pop culture with some arms and feet
As discrete as I've tried to keep the drama and cancer
It's no secret I hunger for someone to feed the answers
I never expected a bowl of cherries
I'm just a virgo trying to find my own version of the virgin mary
And when I let them carry me to a cemetary
I wanna be buried with a pocket full of clarity

(Chorus)
Now, how many times must you prove you're an angel
How many more demons do you have to strangle
How much longer must you remain in this dream
Before I finally figure out if you're insane or a genius

How many times must you prove you're an angel
How many more demons do you have to strangle
How much longer must you remain in this dream
Before I finally figure out if you're insane or a genius

Let no tears to fall from none of y'all
Just remember it all, the beauty as well as the flaws
L-O-V-E L-I-F-E
Here lies Sean, finally free
And as I look across the sea I smile at the sun
While it feeds the weeds the nutrition they need
The people still breathe, the city still bleeds
I'm going to love it to death and keep planting my seeds
I'm going to love it to death and keep an eye on the seeds
I'll be in love till im dead, I keep reaching the seeds
I'll give all I got left just to teach you to read
Love life to the death and keep planting my seeds
And when the soul begins to reap, I think she'll know me from the sleep
I keep caught in the corner of my bloodshot eyes
And if she has the nerve, to let me dump a couple last words
I'm gonna turn to the earth and scream (Love your life)