The Teacher I'm Becoming

  Week 27 — Perspective Monday was President’s Day, so the week began Tuesday with a full schedule. A couple of my students were absent, but I was able to see all of my morning groups before lunch. After lunch I followed my typical schedule and then attended grade-level collaborative teaching groups at 2:15. We discussed data and upcoming 5th grade science test questions. After the meeting, I rushed to make copies and immediately began tutoring a 2nd grade student after school. I completed diagnostic testing before the hour ended and was then asked to meet with my mentee. She had a lot happening both personally and professionally, so I simply listened. That evening, I received frantic messages from my oldest daughter. My younger daughter, who has autism, decided to play hide-and-seek without telling anyone — and she could not be found. After searching for 30 minutes and calling family members, Abby finally emerged from hiding. It became a difficult lesson between a neurotypical sib...

  Week 26 – It Takes a Village  💗📚 Happy Valentine’s Day! This was a short week for me because I was not feeling well on Thursday and Friday. Even in a shortened week, I learned so much about what it truly means to serve students with IEPs in a K–8 setting. ⸻ ❤️  Monday – Learning Before Leading On Monday, I learned all about middle school classes for students with an IEP at my school.    Every student entering our middle school magnet program takes Advanced or Regular ELA, Math, and Science — and all take Advanced World History. Students also have three electives, which may include Reading or Math Academy for those who have historically struggled on state testing. Additionally,  Learning Strategies  is offered for students who need explicit support with study skills and writing strategies and have that support documented in their IEP. I did not know all of this before Monday — and that is okay. The only way I can grow is by asking questions. There w...

  Week 25 I started Monday by fulfilling a duty for a colleague. It was cold—my hands were red after standing outside for just thirty minutes. Note to self: wear gloves when the temperature drops below forty degrees. The day flew by, but I was reminded that when students feel pressure to take on responsibilities for other students due to an injury, it can create undue stress. We must remember that students with a 504 Plan or an IEP are not responsible for reminding teachers of their accommodations. By law, they are entitled to them. Speech-to-text and text-to-speech are critical accommodations for students with decoding deficits or dyslexia. Simple tools such as spelling and word-prediction software can transform an overwhelming assignment into an accessible one. I also learned about a free Google Chrome extension called  OpenDyslexic , which changes the browser font to be more visually accessible for individuals with dyslexia. I learn something new every day. By fourth and fi...

  Week 24 Monday was a welcome chance to see students I haven’t been able to meet with due to holidays. I learned a great deal about showing thankfulness for those who continue to show up for me. I was reminded that even when we receive unexpected news, it is not the final chapter of our story. The people who support us find time—even when they are busy—to listen and offer guidance. On Tuesday, I learned why there is an IEP case manager. When many people are involved in writing an IEP, someone must be responsible for checking off all the boxes and ensuring each person fulfills their role. Our school has been innovative in creating a spreadsheet that allows teachers to clearly see which students they are responsible for and which services they are required to support. When protocols are clearly laid out, it is important that we follow them. I also learned that my role is not to function as a teacher assistant, but to provide direct instruction in small groups aligned to students’ IE...