Reflecting. I tend to do this often, in one form or another. Embracing happy memories, realizing answers to questions asked long ago, applying past experiences to present circumstances, or to contemplate “what to do next.”
Here I am, excited to the bones, on summer vacation. Absolutely delighted to have two months off. Wanting to accomplish a nearly impossible an impressive list! Feeling very grateful for this time; a desire to savor every moment.
And you know what else? A little sadness. No more seeing my kiddos. Missing new discoveries and interesting stories. Time with fabulous friends, making it through the school day together!
No doubt about it though, I’m ready for a break! Tired, weary, burned out, just plain taught out.
(This is longer than I ever expected…excuse the rambling!)
My job as a special education teacher means I’m assigned a caseload of students. (This year, I had 8 first graders. They are all impacted by various disabilities.) I write and manage an Individualized Education Plan (IEP) for each student; before this plans “goes into effect,” I run a meeting with my assistant principal, a general education teacher, the student’s parents, and any therapists or service providers that may also work with the student. The IEP first identifies strengths and weaknesses for the child in 7 areas of personal and academic categories. Then, year-long goals for the child are recommended, addressing weaknesses. Around page 14 or so, I then suggest a list of accommodations for the student to receive, as well as the overall services that he/she should receive, to best access the curriculum and make progress on his/her IEP goals. Usually, everyone on the team agrees to the proposed paperwork, it’s signed, and then I am responsible for making sure it all gets carried out. So we can do it again next year.
So this year, my kids averaged around 7 goals each. I try to notice their independent progress relative to these goals, and of course I plan activities that require specific knowledge or skills. I do most of this while in a general education teacher’s classroom. So we plan lessons and activities together when possible, so his/her curriculum objectives are presented to the class while my students with special needs participate in meaningful learning experiences that best benefit them.
We are given 30 minutes to 1 hour each day as planning periods. Dealing with the above responsibilities are typically the top priority. Of course when developing ideas for the classroom, that also involves lots of materials, supplies, and preparation. And, communicating all this to my teaching assistant takes time too. Parents email. They call. Other teachers schedule you for meetings. Some of my students require remediation–a little time in the resource room to review assignments. Some of my students have challenging behaviors that need to be addressed. With the principal. I occasionally go to the bathroom.
Somehow, it does all get done. Those kids start as 6 year old newbies, and turn into 7 year old student-pros! They can read, add, subtract, play a group game without any adult intervention, find anything on google, walk in a mostly quiet line, make up their own silly songs, buy lunch, produce and star in a rendetion of “Three Billy Goats Gruff,” name national symbols, make, sell, and buy goods at Market Day, listen to chapter books, and give a compliment to each and every one of their classmates.
