I was so much older then (click here).
My Back Pages
Crimson flames tied through my ears
Rollin, high and mighty traps
Pounced with fire on flaming roads
Using ideas as my maps
"We'll meet on edges, soon," said I
Proud 'neath heated brow.
Ah, but I was so much older then,
I'm younger than that now.
Half-wracked prejudice leaped forth
"rip down all hate," I screamed
Lies that life is black and white
Spoke from my skull. I dreamed
Romantic facts of musketeers
Foundationed deep, somehow.
Ah, but I was so much older then,
I'm younger than that now.
Girls' faces formed the forward path
From phony jealousy
To memorizing politics
Of ancient history
Flung down by corpse evangelists
Unthought of, though, somehow.
Ah, but I was so much older then,
I'm younger than that now.
A self-ordained professor's tongue
Too serious to fool
Spouted out that liberty
Is just equality in school
"equality," I spoke the word
As if a wedding vow.
Ah, but I was so much older then,
I'm younger than that now.
In a soldier's stance, I aimed my hand
At the mongrel dogs who teach
Fearing not that I'd become my enemy
In the instant that I preach
My existence led by confusion boats
Mutiny from stern to bow.
Ah, but I was so much older then,
I'm younger than that now.
Yes, my guard stood hard when abstract threats
Too noble to neglect
Deceived me into thinking
I had something to protect
Good and bad, I define these terms
Quite clear, no doubt, somehow.
Ah, but I was so much older then,
I'm younger than that now.
-Bob Dylan
Showing posts with label ESE. Show all posts
Showing posts with label ESE. Show all posts
Thursday, June 26, 2008
Tuesday, December 4, 2007
The Impact of ESE Teachers Teaching 300 Minutes at High Schools
CTA representatives have asked that we forward them input for a committee that is analyzing the impact of the teaching an additional period and having only one planning period for high school. In addition to the many negative outcomes being reported by general education teachers consider the following which is particular to ESE students and teachers:
1. Teachers have no time to mentor, support, counsel, and tutor students outside class. With the demands of curriculum, there is very little time in the classroom when instruction can be stopped to take care of this important ESE service. We have seen huge increases in suspensions, withdrawals to charter and private schools, drops in student grades, feelings from students that there is “no help.” and the number of students with a lack of motivation.
2. ESE teachers are missing 2-3 classes per week, on the average, to conduct IEP meetings. Sometimes it’s an aid covering or a co-teacher is left by themselves.
3. ESE teachers are completing the draft IEPs after school or at home. Increasing the “homework” portion of the job several more hours per week on the average.
4. Very little “case management” is occurring. There is much less time to consult, collaborate, make phone calls to parents and agencies, etc.
5. ESE teachers who co-teach travel all over the building (floating) and must co-plan with on the average 3 different teachers.
6. ESE teachers of students in the self-contained classrooms (TMH and SPMH at my school) use parts of their planning and lunch time to assist students in the lunchroom, bathroom, and locker rooms. This adds up to a class period, but because there is no roster for the ESE teacher, the time does not count as instructional for the ESE teacher.
1. Teachers have no time to mentor, support, counsel, and tutor students outside class. With the demands of curriculum, there is very little time in the classroom when instruction can be stopped to take care of this important ESE service. We have seen huge increases in suspensions, withdrawals to charter and private schools, drops in student grades, feelings from students that there is “no help.” and the number of students with a lack of motivation.
2. ESE teachers are missing 2-3 classes per week, on the average, to conduct IEP meetings. Sometimes it’s an aid covering or a co-teacher is left by themselves.
3. ESE teachers are completing the draft IEPs after school or at home. Increasing the “homework” portion of the job several more hours per week on the average.
4. Very little “case management” is occurring. There is much less time to consult, collaborate, make phone calls to parents and agencies, etc.
5. ESE teachers who co-teach travel all over the building (floating) and must co-plan with on the average 3 different teachers.
6. ESE teachers of students in the self-contained classrooms (TMH and SPMH at my school) use parts of their planning and lunch time to assist students in the lunchroom, bathroom, and locker rooms. This adds up to a class period, but because there is no roster for the ESE teacher, the time does not count as instructional for the ESE teacher.
Tuesday, May 22, 2007
ESE Teachers - this is a warning, pay attention!
The way to CYA, is to put into writing and send the district or a member of the school board your views on the ESE cutbacks in services for next year. That action may be your only protection in a law suit.
"WASHINGTON, May 21 — A Supreme Court decision on Monday gave parents of children with disabilities the right to go to court without a lawyer to challenge their public school district’s individualized plan for their child’s education." (click title for full story)
Read the post below about a teacher being awarded 1M, her only back up was to have her concerns in writing. Read the post below from STAND. Not reporting students' violation of their rights is like not reporting abuse or neglect.
Late yesterday (5/21), the district announced that the IEP Paraprofessional positions are "frozen" and will be filled by all the VE teachers who are in the pool. So, a highly qualified teacher" may be in this position. STAND do not stand for this! This is not a solution to deliver quality services for students with disabilities.
"WASHINGTON, May 21 — A Supreme Court decision on Monday gave parents of children with disabilities the right to go to court without a lawyer to challenge their public school district’s individualized plan for their child’s education." (click title for full story)
Read the post below about a teacher being awarded 1M, her only back up was to have her concerns in writing. Read the post below from STAND. Not reporting students' violation of their rights is like not reporting abuse or neglect.
Late yesterday (5/21), the district announced that the IEP Paraprofessional positions are "frozen" and will be filled by all the VE teachers who are in the pool. So, a highly qualified teacher" may be in this position. STAND do not stand for this! This is not a solution to deliver quality services for students with disabilities.
Saturday, May 12, 2007
Read "The Wall" - Principals Bullying Teachers at AHS, PCHS, and DHS
This makes my blood boil. The teachers who have spoken out about the effects of teaching 6/7, do so because they are concerned about the scaling back of services to students. This will result in a myriad of negative consequences for our students which is yet to be calculated. It is an outrage that we are witnessing colleagues who have been denied their 1st amendment rights.
As professionals, it is not only our right, but our duty, to speak out about the impending catastrophe. I do not want to be with the group that has to defend the effects of this plan or explain why I did not speak up.
Just added 5/13 - District level administration bullies school board members. See April Griffin's Blog.
As professionals, it is not only our right, but our duty, to speak out about the impending catastrophe. I do not want to be with the group that has to defend the effects of this plan or explain why I did not speak up.
Just added 5/13 - District level administration bullies school board members. See April Griffin's Blog.
Friday, May 4, 2007
Why ESE Teachers Need a Planning Period AND an ESE Clinical Period
Why Secondary ESE Teachers Need a “Clinical” Period and a Planning Period
(revised on 3/3/07)
With both district and administrative support at my school, we were able to implement a “clinical” period for most ESE teachers for nearly 10 years. Many other high schools throughout the county followed suit. In planning for this school year, 2006-07, we realized that it would be impossible to provide services for our students without ESE teachers teaching 5 out of 7 periods. Our duty period became “ESE Duty”, and these teachers were not assigned homerooms. This plan has not been successful as what we are asked to do for ESE students outside of the classroom while maintaining mandatory compliance and documentation is overwhelming for the little time afforded to these tasks. These tasks are clearly 20% of time.
Below is the typical/average ESE paperwork load and case management activities for VE teachers co-teaching and perhaps having 1-2 resource/special diploma classes. This is why a “Clinical Period” is needed.
1. The average IEP from arranging a date to photocopying and filing = 7 hours x 22 case load =154 hours per year (about 1/5th require an additional review) =184 hours per year.
2. Three year re-evaluations, testing for FCAT Waivers, and alternate assessments = 8 students x 3 hours each = 24 hours per year.
3. Conducting FBAs/PBIPs, IEP reviews for every student at the 10th day of suspension = (lucky if you have the average of) 2 students x 12 hours = 24 hours per year.
4. Students on McKay meetings for a re-evaluations/other = 1student x 4 hours = 4 hours per year.
5. Meeting with students on consultative status = 5 students x 9 months (not meeting in May) x 15 min. average. = 11.25 hours per year.
6. Phone calls to parents for case management = 22 case load x 10 months x average 10 min. a month (some none, more, or less) = 36.67 hours per year.
7. Consulting with teachers for students on caseload/monthly progress reports = 22 students x 9 months (not May) x 5 minutes each = 16.5 hours per year.
8. Report Card inserts = 22 caseload x 4 times per year X 5 min. each = 7.3 hours.
9. “Gretrude Graduate” (informing parents that services end upon graduation) and Summary of Performance forms (must meet with student) = 5 students x 25 minutes = 2 hours.
10. Recommendations for the following year programming 17 caseload (less the grads) x 10 minutes = 3 hours.
11. Reviewing the IEPs at the beginning of the year, and communicating accommodations and information to gen. ed. teachers at the beginning of the year and again when the IEP is reviewed = 10 hours.
This is 322.72 hours per year of ESE additional requirements to a teacher’s work day!
There's time spent “counseling” a student or providing additional help for an academic problem, not included.
Another issue is the enormous number of updates to procedures and policies. We live in a rapidly changing world and it takes a great deal of time to read the continually changing "new rule" or "procedure". With the many legal issues involved with ESE students, this is another time consuming part of the job. An annual file folder of updates has been 2 inches thick for years.
The self-contained programs spend their time of lower caseloads doing far more data collection, on-going alternate assessment, parent contact, agency contact, etc. They also must review/revise the IEP to address Extended School Year. They also have a classroom aide or attendant.
A “Planning Period” is needed for planning. In an ideal world, a VE teacher would have 3 preps and co-teaching with no more than 2 people. That's far more than a solid hour per day for planning and grading. Teachers must also plan for differentiated instruction. They must plan and provide accommodations. This must also include modified content, materials, and assessment for special diploma students who are served in a regular education classes.
(revised on 3/3/07)
With both district and administrative support at my school, we were able to implement a “clinical” period for most ESE teachers for nearly 10 years. Many other high schools throughout the county followed suit. In planning for this school year, 2006-07, we realized that it would be impossible to provide services for our students without ESE teachers teaching 5 out of 7 periods. Our duty period became “ESE Duty”, and these teachers were not assigned homerooms. This plan has not been successful as what we are asked to do for ESE students outside of the classroom while maintaining mandatory compliance and documentation is overwhelming for the little time afforded to these tasks. These tasks are clearly 20% of time.
Below is the typical/average ESE paperwork load and case management activities for VE teachers co-teaching and perhaps having 1-2 resource/special diploma classes. This is why a “Clinical Period” is needed.
1. The average IEP from arranging a date to photocopying and filing = 7 hours x 22 case load =154 hours per year (about 1/5th require an additional review) =184 hours per year.
2. Three year re-evaluations, testing for FCAT Waivers, and alternate assessments = 8 students x 3 hours each = 24 hours per year.
3. Conducting FBAs/PBIPs, IEP reviews for every student at the 10th day of suspension = (lucky if you have the average of) 2 students x 12 hours = 24 hours per year.
4. Students on McKay meetings for a re-evaluations/other = 1student x 4 hours = 4 hours per year.
5. Meeting with students on consultative status = 5 students x 9 months (not meeting in May) x 15 min. average. = 11.25 hours per year.
6. Phone calls to parents for case management = 22 case load x 10 months x average 10 min. a month (some none, more, or less) = 36.67 hours per year.
7. Consulting with teachers for students on caseload/monthly progress reports = 22 students x 9 months (not May) x 5 minutes each = 16.5 hours per year.
8. Report Card inserts = 22 caseload x 4 times per year X 5 min. each = 7.3 hours.
9. “Gretrude Graduate” (informing parents that services end upon graduation) and Summary of Performance forms (must meet with student) = 5 students x 25 minutes = 2 hours.
10. Recommendations for the following year programming 17 caseload (less the grads) x 10 minutes = 3 hours.
11. Reviewing the IEPs at the beginning of the year, and communicating accommodations and information to gen. ed. teachers at the beginning of the year and again when the IEP is reviewed = 10 hours.
This is 322.72 hours per year of ESE additional requirements to a teacher’s work day!
There's time spent “counseling” a student or providing additional help for an academic problem, not included.
Another issue is the enormous number of updates to procedures and policies. We live in a rapidly changing world and it takes a great deal of time to read the continually changing "new rule" or "procedure". With the many legal issues involved with ESE students, this is another time consuming part of the job. An annual file folder of updates has been 2 inches thick for years.
The self-contained programs spend their time of lower caseloads doing far more data collection, on-going alternate assessment, parent contact, agency contact, etc. They also must review/revise the IEP to address Extended School Year. They also have a classroom aide or attendant.
A “Planning Period” is needed for planning. In an ideal world, a VE teacher would have 3 preps and co-teaching with no more than 2 people. That's far more than a solid hour per day for planning and grading. Teachers must also plan for differentiated instruction. They must plan and provide accommodations. This must also include modified content, materials, and assessment for special diploma students who are served in a regular education classes.
Saturday, April 7, 2007
Loss of Instructional Time for ESE Teachers
I have been calculating the loss of classtime for ESE teachers having to do paperwork and other things. This is where the current VE teachers are standing:
25 classes for IEPs (the class before or after their planning period)
12 days of FCAT and other testing make ups
5 days trainings (new teachers 10)
5 days coverage for class when there are sub shortages and a co-teach team is split, or one person is out with no sub.
That's an ENTIRE QUARTER! Will things double next year?
25 classes for IEPs (the class before or after their planning period)
12 days of FCAT and other testing make ups
5 days trainings (new teachers 10)
5 days coverage for class when there are sub shortages and a co-teach team is split, or one person is out with no sub.
That's an ENTIRE QUARTER! Will things double next year?
Subscribe to:
Posts (Atom)