Week 16

Week 16 — A Week of Return, Responsibility, and Reflection

Back to school started bright and early Monday morning. Many teachers eased into the day so students could transition smoothly after having a week off. Middle school was already deep into FAST testing, and 3–5 would begin the next day. A few of my students were still absent because their family plans ran long, but I loved being back with my kids and supporting the teachers however I could. Before leaving for the day, I put up my Christmas tree and prepared everything for testing on Tuesday.

Tuesday moved quickly and smoothly. I had six students scheduled to test, though one was absent. I spent the morning ensuring accommodations were implemented correctly and, more importantly, that each student had an environment where they felt comfortable and able to be themselves. After my first group, I ate lunch and then pulled another round of students who needed additional time. I genuinely enjoy being needed—and stepping in wherever I can be helpful.

Wednesday was another productive day. I tested a student 1:1 for the FAST and then went right back into my normal schedule. Later that afternoon, I joined a committee meeting focused on the process for school recognition funds. We prepared the preliminary ballot that the School Advisory Committee will vote on next week. It felt good to be part of a team ensuring that the staff at our school has a voice and feels heard.

Thursday was packed from start to finish. I attended a meeting with several individuals who provide services for one student, and together we discussed strategies, supports, and next steps. I am working on setting up peer tutoring between him and an eighth grader—one more approach to try. I also rearranged my schedule to focus on another student’s behavior and collect data. I observed him during Reading for an hour in the morning and then Math for 45 minutes in the afternoon. I was struck by the patience and understanding his teachers showed, even while he was distracting the class with loud vocals and refusing to work. It reinforced something I deeply believe: it takes a team to support a student. It should never fall solely on the teacher. Everyone who serves a student plays a part in making their school experience a little easier. While we can always grow individually, we must all commit to doing what we can to support others.

Friday was busy in all the familiar ways. I adjusted my agenda during support facilitation time to make sure teachers felt they were not alone, especially with students preparing for FAST Math testing next week and taking their unit Reading tests. Schedules shifted, and flexibility was essential. I wasn’t able to attend a meeting about a student I serve, and in my reflection, I realized I had been too quick to shoulder responsibility simply because I’m a perfectionist and want to do my part for every child. Later, while following my schedule and moving from one student to the next, I completely lost track of time and missed the beginning of an IEP meeting. I had no excuse. When I finally noticed the text from the staffing specialist, I headed straight to the meeting, explained the testing results to the parents, and walked them through the IEP. I genuinely enjoyed meeting them and advocating for their child.

After school, I helped a couple of colleagues learn how to take behavior data and reminded them that I support them and have their backs. While making copies, I spent time reflecting on the week with a few coworkers. I was reminded that my lateness had affected others, and I owned that fully. I apologized to those involved and made a plan to prevent it from happening again by setting reminders. That’s all any of us can do sometimes. We make mistakes, we take responsibility, and we grow.

I love my job and feel supported. I am far from perfect, but I care deeply about helping students and becoming better because of it.