TEAMwork=Successful IEP's

Productive and successful IEP meetings require the participation and preparation of ALL team members.

 

An Individual Education Program (IEP) helps students meet their education goals more easy than they otherwise would. Teachers form the students IEPs through data on the student. For special education teachers, ongoing information is important to track students’ progress. Electronic systems have helped teachers form the best plan for their students. Students with an IEP must be tested often in order to form the most affective plan for that student

 

A student with an IEP must have certain goals and objectives to fit their need to be educated. One method which can aid in the development and growth of the child is Curriculum Based Measurement (CBM).  CBM is a tool used to record academic progress of students’ with an IEP. This tool allows teachers to track the students’ progress and achievements. CBM also is helpful to show if the student is learning or if the teacher needs to improve teaching strategies. Each week the student is briefly tested, and then the teacher collects the data from the assessment and enters it into the system. Assessments could be counting money, reading words, and other brief test monitored by the teacher. The CBM forms the data into a chart or graph which will visually show the students’ progress. This is a great tool to help assist teachers with IEPs. 

There are many web-based data systems to guide teachers with curriculum based measurements. EasyCBM enables teachers to be able to screen, monitor progress, and develop plans for the student. This system makes it easy for teachers to sync accounts to other staff member or the family, which allows for maintaining the students record from year to year. Students are also able to take assessments online that fit into their education plan. Real-time reports can be generated with web-based systems for the teacher or family to view. Web-based systems are a way to involve the parents in the students’ progress and education plan. Intervention Central ( www.interventioncentral.org ) is a website which provides information about CBM for the teachers. This website also has videos and manual available for teachers to learn more about ways to promote academic success with this tool. The teacher must know how to effectively use CBM in order to continue to improve a student’s academic goals and achievements. 
 
Tracking progress is extremely important for students with IEPs; technology has made it less of a challenge to determine the best plans for students. Web-based assessment, data, and management systems are affective tools to use in special education. Ongoing information of the students’ progress is the key to forming affective individual education programs. Web-based systems make it easy to share and compare data with involved parties. Technology in the classroom does not only benefit and help the teachers, but also the students’ success. 

Special thanks to Rockhurst University Department of Education Graduate Student: Brittney Kidd for her contribution to this blog.

Blogging about Blogging

 

How can blogging impact your instruction?

By allowing students the opportunities to share their thoughts by reflecting on a post question or another peer's reply, the teacher is opening up a forum to encourage writing. Improving writing skills is a never ending goal, for all students. Having a simple process, but including high expectations is key. With blogging, the teacher can set up the expectations, i.e.: correct grammar and spelling, complete sentences and developed thoughts, but still include social media aspects which students gravitate towards.

Rockhurst University Graduate student, Brady Cramer shares his thoughts:

Perhaps it is the mindset of the historian to live in the past. Sure, social studies encompasses economics, sociology, government and political science, but the bulk of the social studies sections in public education relate to or simply are history instruction. With minds in the past and technology leapfrogging itself every day, advancement in the classroom seems to be a particular struggle for secondary education history teachers. Not all hope is lost, as some technologies that are not exactly cutting edge are re purposed through these innovative tools by some teachers who are tired of living in a stale method of instruction. Using blogs, wikis, and digital media-sharing spice up classroom instruction and shake the dust off of inactive students and teachers. As mentioned in previous blogs, (The Future of Literacy, October 4, 2012) students now read, write, and communicate in way different that even just a decade ago. Blogs allow for students to informally write about guided topics and challenge each other in an academically productive way (Wilson, 67). When students in high school or even my age take to the computer regularly to share their ideas voluntarily, it is not such a stretch to convert those thoughts to an educational arena. Wikis and digital media-sharing sites such as wikispace.com or youtube.com are not only familiar to many students but also allow for collaboration in a safe environment with teacher instruction. Videos on YouTube can be protected to allow only certain viewers, as can invite-only wikis. As students’ interests change, it is as important for teachers to appeal to that as it is to take advantage of their learning strengths.

So, again, going back to my first question: How can blogging impact your instruction? Post a comment on THIS blog!

Wilson, E. K., Wright, V. H., Inman, C. T., & Matherson, L. H. (2011).
Retooling the Social Studies Classroom for the Current Generation.
Social Studies, 102(2), 65-72.

 

The Future of Literacy

In an article for The Reading Teacher, Bogard & McMackin (2012) demonstrate one way that technology is being used in the English classroom to support and augment student participation in the traditional writing process. They observe students using iPads and Smartpens to record themselves orally rehearsing and graphically organizing stories they plan to write. They conclude that this use of technology has proved especially effective because “it allowed [the students] to formulate ideas, revisit their initial thinking, and make decisions about what was working or not working without placing the considerable cognitive demands on working memory that written texts require” (Bogard & McMackin, 2012, p. 322). I find that this research also suggests something further about the promise of technology for developing literacies old and new: a potential for integrating speech and writing in a way that could establish continuity, if not shape the future of language arts instruction.

Addtionally, In the article “Secondary Orality and Emerging Literacy in an Age of Multimodal Literacy,” Matthew Skillen and Kenan Metzger outline the ways in which technology contributes to students development as members of a “secondary oral culture” and the ways teachers need to address this shift through multimodal literacy instruction and assessment. While our society’s dominant culture and educational structure continues to focus on traditional literacy (reading and writing), the saturation of technology and digital media in everyday life means that many students are wired to respond to and communicate best through oral-aural means. The authors suggest a variety of ways teachers can adapt to this change and enlist multimedia and new literacies to account for this dramatic change while guiding students toward competency in a variety of literacies, including traditional literacy. One important example they provide is the use of video “book talks,” where students review a book they read through recording a YouTube video to which teachers and classmates can post comments and start a conversation.

Skillen, M., & Metzger, K. (2012). Secondary orality and emerging literacy in an age of multimodal literacy. SIGNAL Journal, 2012(Spring/Summer), 57-61.

Special thanks to Michael Falgout and Brett Mach for contributing to this blog.

ESL/ELL Learners and Technology

Here are a few quick research briefs shared from students in my ED 6030 Course: Technology in the Classroom:

In “Jump-Starting Language and Schema for English-Language Learners: Teacher-Composed Digital Jumpstarts for Academic Reading,” Judith Rance-Roney discussed how the use of digital storytelling technologies can help significantly improve language comprehension among ESL students. Initially, ESL students were dedicated during their first few months in school to acclimating to the English language and culture and only once a certain level of understanding had been reached, they would be expected to begin studying content areas. However, recently this has changed. ESL students are now required to combine these two stages into one due to statewide testing and teachers are forced to find alternative ways to teach language, culture, and their specialized area of study. Due to these changes, “it is critical that we seek innovative and effective skill improvement approaches that increase the rapidity of content literacy development while simultaneously developing the four language skills of writing, reading, listening, and speaking” (Rance-Roney, 2010, p. 386). The article focuses on the use of digital storytelling technology (such as iMovie) to create interactive presentations with students that will provide essential vocabulary training in multiple forms, illustrate the critical cultural background information necessary for ESLs, and connect this knowledge with the current classroom lesson. The advantage of using such technology is that the ESL students can review the “digital jump-start” in the back of the classroom on computers, at home on burned DVDs, or on YouTube in the library.


In her article “ELL to Go,” Jennifer Demski describes how ELL teachers in Arlington Heights, IL and New Braunfels, TX have utilized iPod Touches and iPads to not only help students with their academic grasp of English, but also give them a tool to improve their English with their peers and at home (2011). She notes how teachers in these classrooms used various apps like dictionaries, voice recording, note-taking, vocabulary games, and others to engage students in the classroom, at home, and with their peers. As an ELL paraprofessional at a public middle school, I have seen first hand how iPads and other technology can be a useful tool in looking up words and providing visual, image-based support to help students better understand certain concepts. Both this article and my own personal experience suggest that technology like iPads, Tablets, and iPod Touches can be valuable tools to help ELL students succeed academically in their ELL and general education classes.

Teachers must not use technology simply to complete tasks more efficiently, but rather must use it innovatively and creatively to meet students where they are intellectually, socially, and culturally. Demski describes the example of one teacher who allowed uncomfortable, still-adjusting ELL students to record their voice at home and send it to the teacher instead of speaking before the class. This teacher’s awareness of how intricately her students’ social and academic needs are interwoven is an excellent example of effectively utilizing technology. Although most educators do not have a classroom full of ELL students, this article provides several useful examples of how teachers can use different iPod and iPad apps to support ELL students in their general education classes. 

In addition to accessibility, the language learning content available on mobile phones is astonishing.  Mobile phones can store and deliver vast amounts of information, including different language learning programs and audio/visual language learning materials (Bahrani, 2011).  As a language learner, it is imperative that you have exposure to audio and visual content. Because of the large storage based content available on mobile phones, the learner has accessibility to a multitude of songs, and other audio/visual materials (Bahrani, 2011). This exposure will help the learner better understand and comprehend pronunciation for phonetic purposes, and see the spelling and usage of words in the target language as they are used in written context. This enables the user to learn on a more interactive level than just regular textbook based written activities. Being able to engage the student with audio content makes learning the foreign language so much more meaningful, especially if the user is able to record the sounds of their own voice for translation and pronunciation purposes.

Special thanks to Lauren Armstrong, Abra House and Annie Papineu. Read more about research regarding these topics from the folllowing sources:

Bahrani, T. (2011). Mobile Phones: Just a Phone or a Language Learning Device?. Cross-Cultural Communication, 7(2), 244-248.

Demski, J. (2011). ELL to Go. T.H.E. Journal, 38 (5), 28-32. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=eft&AN=508202059&site=ehost-live.

Rance-Roney, J. (2010). Jump-starting language and schema for English-language learners: Teacher-composed digital jumpstarts for academic reading. Journal of Adolescent & Adult Literacy, 53(5), 386-395. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=47875752&site=ehost-live

Providing HANDS ON Learning

At Rockhurst we walk the talk. Not only do we discuss the importance of hands on learning with our students regarding teacher preparation, we provide it. Below you can view a series of pictures expressing exactly how we do this. In my course, Technology in the Classroom, I teach my students the pedagogy and technical skills associated with selecting and using technology in their future classrooms. This technology needs to ENHANCE not hinder student achievement. Thus, it is critical my students have the experience of holding, using, troubleshooting and becoming comfortable with a variety of technology tools.

Showing them the elements of tweaking the SMARTboard Notebook Activity and how to manipulate the images.

 Now they take over and are involved in teaching the lesson to the class.

One student uses the wireless tablet, the Airliner with the SMARTboard to provide instruction on a particular communication arts lesson. We also discussed this type of lesson, is grammar in isolation (DOL) the most effective way for continous and seamless grammar usage?

All students receive an iPad for the semester! They learn how and WHY to use this tool in the classroom. Much reflection occurs through research, readings, discussions and writing about the impact these type of devices have on diverse learners and teachers.  They are involved in lesson planning and evaluating the apps and other uses for the iPads. Then they will go out to our community partnering schools and use what they have learned throughout the semester to teach students and provide professional development to teachers.

Watch more about the new iPads at: http://www.youtube.com/watch?v=vNGK6mfALp0&feature=share

Summertime

What an eventful and exciting summer of learning!

• I had the opportunity to grow and learn at the International Society of Technology Education ( ISTE )conference in San Diego along with 18,000 others. I presented my research on iPads and attended a variety of workshops.

• Received three grants for my research and iPad integration with my Service Learning Projects. The Presidential Grant, the Thomas More Grant for Catholic Studies and a donation from a RU Alumni to purchase iPads 2's for students taking the course I teach: Technology in the Classroom.

• I ran a Tech Camp at Visitiation School where K-5 graders learned all about iPads, Cybersafety/Cyberbullying and a variety of desktop programs. We all had the best time creating videos (one example a student made from the program Animoto), learning how to stay safe online, playing games and following the Olympics. See the graphic designers in the picture above with their Tech Club Tshirts on. They created their own graphics!

• Had the opportunity to help pass out new iPads to students at Cristo Rey High School. All students and teachers now each have their own iPad 2 to enhance teaching and learning! I am on their technology committee and partner with them for Service Learning Projects which provide free educational technology professional development.

I'm thankful to be part of the Rockhurst University institution as they encourage and support my continued growth of learning, leadership, and service.

All Students Shine at Tech Club!

Principal Beck Akright from St Ann's takes time to join in on the iPad activity at Tech Club!

For five weeks this spring, 45 first and second graders embarked on a new adventure: Tech Club! Eleven undergraduate education students and I created a new after-school class at Visitation and St. Ann's Catholic Schools. These brave souls faithfully joined us after school once a week for almost an hour to conquer the world using the iPad and desktop computers. The Tech Club students created robots, paperless signs to 'go green', digital presentations about who they are and what they want to be, polled their class to see how everyone was different, yet alike.

Geeky, I THINK NOT.

The elementary students came skipping in each week and gave us their all. They discussed how to stay safe on the internet, respect the right to use technology and the importance of NOT using technology at all times.
 

The Tech Club 'teachers', my undergraduate education students had to write weekly lessons and were responsible for 5 students each week. Tech Club classes were in connection to the students "Service Learning Projects"  for my course, ED 4030: Technology in the Classroom. 

It was our goal to give the elementary children individual attention each week and help them see how educational AND fun technology can be. As the five weeks came to a close, my undergraduate education students expressed the amount of learning which they benefitted from as well.
 

Here are a few of students' quotes from the post project reflections:

· I enjoyed it when the students finished a project that I could tell they were proud of. I hope that I have made a difference for these students by teaching them to be more proficient with the programs we worked with.  It will make their school careers run much smoother once they get into the upper grades and college. 
 

·  Prior to this experience, I believed I would be frightened of making a mistake and feel slightly uncomfortable using the technology. Yet, after the first visit I began to feel comfortable with the students and prepared to answer any questions they asked. I knew I would love spending time with the students and getting to know them, but it is always much more personal than one would imagine. I love hearing about each student and looked forward to seeing them each week even more than I expected to. The experience was even more rewarding than I had hoped because I truly felt the students learned valuable skills throughout the duration of tech club. My expectations were very much exceeded when participating in this project. I look forward to using technology in my own classroom now much more than previously! 

·  Anytime I get to work with kids, I feel rewarded, but specifically, what made this most meaningful for me was being able to see how my students improved. Even if it was just something little, like remembering where certain letters were on the keyboard or how to change the font of words, it showed me that my being there was beneficial to them. Besides helping them learn a little more about technology, I made a difference by being a positive example of a teacher who is excited to be there with them, which I think is sometimes worth more.

 Who learned more, the Tech Club students or Education students? I think the technical term would be... BOTH!

TECH CAMP will be offered twice this summer! To find out more email: mandi.sonnenberg@rockhurst.edu