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OMG-I want to scream!
Old 01-07-2010, 09:04 PM
 
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So...we have the meeting today. Went great...until I got home and it hit me! I've been bamboozled! I am mad, mad, mad. I want to scream. I want to cry!

I have the heavy needs class. Everyone knows it. So...one other result of the meeting is that the only SPED kid from the other room will now be coming to my room for math! I now have another responsibility placed upon me. And I"M the one who is OVERWHELMED! How did that happen? Why didn't I say something during the meeting?

And actually, I did. The other teacher said something (can't even remember what...I think it was about how that would be 1 more kid for me and was that fair...) and I said, well, my kids can always come over to your room! She didn't say anything, and neither did any of the other attendees. Guess they thought it wasn't very funny. I didn't mean it to be funny! I was hoping someone would take me up on it.

But...it didn't hit me until just now!

So...here we are....

Please, please, please be supportive. I don't need to hear, "It's just one more kid" or "It's only for math", etc. I already have this child for spelling, too.

It's yet one more thing!!!

I truly feel that because I am willing to differentiate, I am being given far more burdens than my co-teacher. How is that right? To me? To my sanity? At what point does it become over-saturation?

Tears are flowing now. It's just not fair.


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Old 01-07-2010, 09:37 PM
 
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It's not fair. You should go talk to your principal and ask that it be changed. It sounds like you are already have too many sped kids. I hope it changes for you. (((hugs)))
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Understand
Old 01-07-2010, 09:53 PM
 
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My second year of teaching we went up to 30 kids for third grade. I had a range of levels from Kinder to 5th grade in both Reading and Math. I had a to write a schedule on the board of names/times as to who went where at what time. I had a lot of kids in speech and a couple in Resource and a couple who should have been in resource. It was a tough year, but the kids as a group were good.

I am very sympathetic I do a lot of differentiation in my class. I have griped about how this year my class is not what a combo class is "supposed" to be. Unfortunately, to my there is nothing I can do about it.

You need to make sure that you are sane. It has taken me until now to take a step back and say whatever gets done, gets done.

Maybe don't do quite so much differentiation. Do you have to take the child for Math and Spelling? if not then don't!

Good luck and remember to take time for yourself.
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Old 01-07-2010, 09:55 PM
 
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I am going to try to post links to your previous discussions. I hope you don't mind. It might be helpful to others in replying to you. (I knew I'd read some of your posts, but wanted to see if I was missing something, so I felt like I needed to find the others.)

From 12/30/09
http://www.proteacher.net/discussion...d.php?t=220358

From 1/6/10
http://www.proteacher.net/discussion...d.php?t=222462

From 1/7/10
http://www.proteacher.net/discussion...d.php?t=222721
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I'm a bit confused
Old 01-08-2010, 05:05 AM
 
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I understand your frustration about taking on another child, but have a question or two.

Is this child supposed to receive services for math from a Sped teacher or are you being used as an intervention?

Can you have another meeting with the principal and let him/her know about this situation again? I would talk to the P about this and how you don't feel that all the kids are receiving the learning they deserve.

I will say again, document, document, document.


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Old 01-08-2010, 05:56 AM
 
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Do I *have* to take this kid? Well...that is what was mandated! I certainly didn't ask for it! *Because* I already have the other SPED kids, and he is the only one in the other room on a different spelling program, they put him with me, as I have 9 on the other spelling program. Ok. Makes sense. Not that big of a deal, as it is just spelling.

Math? Well....two reasons. (Again, I did NOT ask for him to come during math. It was basically just stated. 1) Because the SPED teacher cannot/does not keep to her schedule, rather than have 2 people's schedules messed up by a no-show, we'll eliminate 1 place that she has to go. So, incompetence affecting me. Nevermind the fact that my schedule is already screwed up and can't be kept straight. 2) Because the other teacher does not differentiate, he is not able to keep up and is not making progress.

2) He does receive SPED services. Ultimately, though, I will be the one providing the curriculum for math. The SPED teacher will be in there, helping him, along with my other 6 SPED kids. I still feel it falls onto me, as the classroom teacher. Otherwise, they would have made sure SPED was providing help in his own room, and/or that teacher was doing what was needed for this kid. How simple is that?! It's one kid! (Says she who is complaining about "1" kid).

It's the principle. I'm close to burnt out and it's only January. I don't feel 'heard'. That meeting yesterday was supposed to be a positive thing for me. It turned out not to be.

Thanks for listening.
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no advice
Old 01-08-2010, 06:09 AM
 
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I read all of your previous posts, and it sounds like your school is really taking advantage of you. It sounds like you are a wonderful teacher and are doing your best to meet all of your students' needs. It is so wrong to overburden teachers with classes like yours. It is not that we mind teaching these students, but you simply cannot do it all. You are stretched too thin. Your scheduling situation sounds like a nightmare. I know it probably wouldn't work, but at this point it would probably be easier for all of your students to just stay in your class. I had a similar problem on a much smaller scale, and I made a table that showed how much time I actually had with my students and showed it to my administration. I had one boy 15 minutes a day and was supposed to teach him math, science, and social studies. They tried to brush me off, but I went to them every day until something was done. Good luck in dealing with all of this. I hope that you are able to feel better. You can only do so much, and it sounds like you are doing everything you can possibly do.
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my thoughts. . .
Old 01-08-2010, 06:59 AM
 
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If you have to take on the SPED student for two subjects, why can't your co-teacher take on some of your students (even if she takes the "higher" students). This would reduce the number of students in your room - giving you more time to work with those that struggle. I don't know if it would work, but I would imagine you have some students in your room that are working several grade levels above your SPED students. If those students at the "top" of your class could go to the other room, you wouldn't have such a wide range of abilities to differentiate for.

I'm sorry you are going through this. I hope that everyone involved decides to help you do the best thing for all of your students. Keep us posted.
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Revolving Door
Old 01-08-2010, 10:37 AM
 
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A grade level co-worker is in the same situation that you're in. She actually has had several break downs due to the revolving door her classroom's become. She had one just this last week because: the resource teacher, speech teacher, an OT professional, inclusion specialist, and an aide with an extra student beyond the one that she is suppose to be with were in her room all at the same time. She was trying to teach reading and kept getting inrupted by these different people. She just couldn't handle it anymore and walked out and straight to the principal. She broke down in the principal's office but nothing has changed.

I believe in inclusion but it needs to be done correctly. Not every kid can or should be serviced in the classroom. You must look at each individual child and really know that child before you can decide can decide if inclusion is the right fit for the child. Having all the services in the classroom is not the best answer.

I wish I could tell you that it's going to get better but the way history is things always get worst before they get better. I'm sorry your going through this I just hope that your co-workers start to understand and begin helping and supporting you through this.
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I feel for you.
Old 01-08-2010, 11:02 AM
 
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I understand your frustration. I've been the special ed inclusion teacher for 3 years and I'm lucky to work with amazing staff that is very much on the ball so I don't have nearly the trouble you've described.

However, when you're the special ed inclusion teacher in my district, you get all of the special ed students, period. They don't split them up. Why? The special ed teacher uses the push-in model and the pull-out model. If there's only 3, you get just the 3. If there's 10? You get all 10. If you have all 10 and 2 more move into the attendance area, you get those kids as well and they may or may not split them up. More than likely they will move out your regular ed students to another teacher. It would be physically impossible for the one special ed teacher to push-in the required number of minutes if she had to visit more classrooms. I'm not sure what model they're using at your school, but I understand the concept of housing all of the special ed students in one room, and it looks like you're it.

I couldn't make it out from your post, but are your special ed students mainstreamed in their own grade level, or are they from other grade levels?

Bottom line for me, if I were you:

- Accept the prayers and sympathy from your PT friends. You have it from me 100%. I understand that adding one more child, irregardless of their needs or level, into your group can be incredibly stressful when you're already heavily loaded.

- Stop shouldering everything. Really, stop. You're not a crappy teacher if you expect other teachers to do their job. Ask (or demand) clarity on what your role is and what the special ed teacher's role is so there is no confusion. If you're not happy with the workload, say so right away. If you're ignored, you will have a chance to share out during the IEP meetings at the end of the year.

- Ask the principal point blank: "I understand that I am now the inclusion teacher for all of the special education students. What would you like to me tell the parents of my other students if they have questions about this? If new students enroll in our school with IEPs, I'd like to know which teacher will be taking them and if we can then split them up according to what will best fit the students' needs. That teacher will need to be prepared just in case."

- Advocate for your students. I think you mentioned something about no-shows and scheduling concerns. Send e-mails CCed to your principal and/or the special ed director. "I noticed that Mrs. Smith was absent on Wednesday. When should I expect those minutes to be made up? I am writing my lesson plans and will need to make adjustments so critical learning time in my room isn't missed during the make-up times." <--- This is anticipation that your students won't be seen for make-ups, and therefore, will fall further behind. It is not fair to them or to you. Demand that they be helped. Print out copies of these e-mails and bring them to the IEP. When the students progress is evaluated, you can mention that lack of services was a factor.


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Old 01-08-2010, 11:27 AM
 
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In my school it's the same as the previous poster's school. When you are the inculsion teacher in the grade level, you get all the sped kids. I like being the inclusion teacher. I love those kids and seeing all their growth, but it is also nice having the extra pair of hands in my classroom. Our inclusion teacher is amazing, but she is only one woman. She has to run inclusion, content matery, and even a few kids in that are in resource instead of full inclusion. It would be very difficult for her to juggle multiple schedules for each grade level.
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understand
Old 01-08-2010, 01:26 PM
 
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I feel your pain. I'm teaching both my grade level (the low group) and another (2 kids 2 GRADE LEVELS below, all subjects). Now they've added a kid from self contained who likes to curse out teachers for one subject a day. I'm given these kids because I will work with them and care about them and others might not.

What's worked for me is to take major projects I used to do and cut them down in scale for everyone. I've really focused on what they need to know instead of the joy of project making (sad but necessary for my sanity). I've also decided it's okay to skip things sometimes. The new outlook has really helped. The kids are still having fun and learning. I take joy in that. Good luck and try not to stress yourself out so much. Do less overall.
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differinetiate - ability group
Old 01-08-2010, 01:36 PM
 
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Sounds like they are trying to send the low kids to you. So I would turn the tables and tell them that you really think that some of your higher kids aren't being challenged like you would like and want to send thm to another class for Math and Spelling. Fair is Fair.
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Agree
Old 01-08-2010, 03:26 PM
 
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I was going to say the same thing as angelajw.. send her your high kids for math and spelling! It's only fair!
Don't back down on this, you are not being treated fairly! I'm sorry you are dealing with this. It's not right at all
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Old 01-08-2010, 04:51 PM
 
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I didn't read all of the replies to your post (sorry too lazy today) but wondered if it was possible to go in Monday and just say "Hey, this is not going to work for me. I cannot be an effective teacher if I am overwhelmed and adding another child is overwhelming to me right now." I think the point needs to be made that the other teacher needs to differentiate in order to be an effective teacher for the students. Why should you be the only one bending over backwards.
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Old 01-08-2010, 06:20 PM
 
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It isn't fair! The same thing happens at our school.
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Old 01-08-2010, 08:51 PM
 
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I went in today and did exactly what fred flintstone suggested. I went straight to the lead SPED teacher and she actually listened and agreed to my request that the student be kept in the other room. I cannot believe what an instant relief it was. And even though today was (again) crazy with pull-outs---(would you believe there are 2 more in my class being identified for speech??? For a total of 6 speech kids), somehow, it was ok. The burden had been lifted.

I want to thank you all for your support. To know that others just listened and understood meant the world to me. It helped me get up this a.m. and do what I knew I had to do.

Wow! Thanks!
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