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NewCAteacher's Message:

for the tip about organizing progress monitoring and the like. I hadn't even thought about how I will do that yet. Shows just how clueless I am haha

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Discussion Review (newest messages first)
NewCAteacher 07-18-2016 12:15 PM

for the tip about organizing progress monitoring and the like. I hadn't even thought about how I will do that yet. Shows just how clueless I am haha

NewCAteacher 07-18-2016 12:14 PM

I sooo get what you mean with the non-teaching tasks, lol. I don't have to take care of physical needs because my kiddos can do that themselves, but sometimes a meltdown or a behavior issue takes all three adults in the room to de-escalate. This can take up to 45 minutes of instructional time away from the rest of my kids!

Let us hope that we have supportive admin who will be supportive and understanding that our classrooms just don't tick like the general Ed rooms

Madaly320 07-17-2016 05:52 PM

I understand your stress. I am in the same boat. I also have 7 students with a wide range of IEP goals. My students are severe/profound and groups do not really work. I group them when I read a story, or something like that, but otherwise, my staff and I (2 paras) rotate them all with individual work. My students have a constant stream of services coming for them (OT, PT, Speech, Visual teachers, APE, it never ends) and they each have their own schedules so we work in academics around their services. Most of our day is spent with positioning and equipment changing, as well as toileting every 1-1.5 hours.
As you can imagine, academics ends up taking up very LITTLE of our day, yet I am required to submit lesson plans, monitor progress, etc.
I am having a difficult time feeling like an actual teacher.
I can't quite get the hang of organizing my room as a classroom because I am so busy taking care of the physical needs of the students.

Lottalove 07-16-2016 09:37 AM

but my kids are still very similar.

I do a lot of groups based on similar IEP goals too. Also, remember that with IEP goals, we are encouraged to pick just 2-4 goals in each area to list on the IEP and data collect/monitor. Just because the others are not monitored/assessed in this area this IEP period doesn't mean they know it [well] or don't need lessons on it. There are a lot of lessons we teach any given day or time that are never acknowledged in any paperwork. The kids often need near constant review of all the parts that lead up to their goals.

For things like time telling that is both a math skill and life skill, I try to teach that in context. I use the classroom clock and have the 5 minute increments marked out on the side with post-its. At any available opportunity, we discuss it and do a quick, very quick mini lesson.

The key to teaching/monitoring and assessing the goals is to have that part organized really well. Plan out how and when you will assess the progress toward goals and track it as well. Whether it is something low tech with clipboards and post its or something high tech with computers or apps doesn't matter as long as it is easy and something you personally feel comfortable with.

readandweep 07-16-2016 04:24 AM

I teach a similar age group in a self-contained class. Around the same number too.

My students receive a lot of related services (OT, PT, speech, etc.) and my students are at varying stages in regards to inclusion or what they are are included in.

I have found it is more effective if I do most of my instruction 1:1 with either me or an aide. I may use the same or similar materials, but like you the goals and levels are just different enough to make traditional grouping not an effective option.

I keep an informal running total of how many direct instruction minutes the students get and that seems to satisfy any administrator or parent concerns.

It takes a lot of training on procedures for students and staff at first to make this work. Lots of binder systems, file folders, work tasks and technology (computers, tablets, iPads). But to me it is worth the effort.

As far as my direct instruction I do a lot of discrete trial training, guided reading/math interventions and traditional direct instruction programs broken up into smaller sessions (SRA, Wilson reading).

My aides work on teaching independence and generalization of tasks/concepts the students have worked on with me. That way anything the students work on independently has been mastered under adult guidance.

Every student has their own schedule and every adult in the room (including me the teacher) also has their own schedule. My room is based off the TEACCH model even though not all of my students have autism.

NewCAteacher 07-15-2016 05:06 PM

I'm teaching 3rd thru 5th self contained. I have 7 students so far. I've looked at their IEP goals and made a draft of how I will group them for math and ELA based on those goals. However, this is just a rough placement since they ALL have such different goals! For example, I have 3 students who have a multi-step word problem goal, but the specifics of the goals are so different. So I have them in one group. Then there's the one kid with a time telling goal and no other students in the class have a time telling goal, so I have no idea where I'm supposed to put her for math groups! If you can tell, I'm freaking out a bit lol. SPED teachers, how do you group your students most effectively and efficiently to meet their goals?

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