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Still thinking about how I can adjust my teaching to be as accessible as possible

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Still thinking about how I can adjust my teaching to be as accessible as possible

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Just taking time to work with each student individually and adjust as needed.

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I'm trying to be much more aware of any bias I might have...

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Continuously thinking about giving each student multiple opportunities to respond and how I can implement that in each lesson.

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There's always room for new learning and changing how you do things.

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Each student will respond differently. Even if it doesnt works for one student, don't become discouraged and keep trying new things.

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I am still thinking about different opportunities to respond to give all students the chance to respond

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I am still thinking about different opportunities to respond to give all students the chance to respond

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This is Meeko, our Brittany Spaniel saying in a laundry basket of clean laundry. It makes me happy because this situation is such an accurate and humorous representation of how this year is going. Planning extremely well and then the circumstances change.

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No explanation needed :)

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In a time of chaos, my dog Maddox brings a lot of joy on the stressful days.

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It reminded me not to assume anything about my student's situations, and to be a lot more caring, always!!

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It reminded me not to assume anything about my student's situations, and to be a lot more caring, always!!

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All the different ways I can build relationships and continue to do so throughout quarter 2!

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All the different ways I can build relationships and continue to do so throughout quarter 2!

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How do I best accommodate my high needs special ed students. There is Para support, but I still feel I should be doing more

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Making sure every student has opportunities in the classroom. 

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Making sure every student has opportunities in the classroom. 

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I'm just trying to remember that is an ongoing learning process.

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Understanding and building a positive relationship with all the scholars that I am teaching.

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What more can we learn from our own biases. Is there any more testing or short quizzes out there that could help us be better teachers.

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I am still thinking about how I can continue to build relationships now that I have gotten to know my students over the past quarter! 

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I am still thinking about how I can continue to build relationships now that I have gotten to know my students over the past quarter! 

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That video was such a vivid and clever way of showing the inequality that people face every day. Some of us don't realize how big of a "head start" we have gotten just because of the color of our skin or the family/neighborhood we were born into.

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This is my best friend's little girl and she's the cutest little bean! :)

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Going along with the dog theme. Maverick keeps me active and finding ways to still get out and enjoy the community safely! He also just keeps me busier than I could have imagined.

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How to reach the needs of EVERY student

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My partner and I went camping before Fall Break. We did a lot of reading and walking

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Understanding that my job as an educator is to continue to grow.

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Understanding that my job as an educator is to continue to grow.

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That equitable outcomes is a topic I need to continually learn about throughout my career

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That equitable outcomes is a topic I need to continually learn about throughout my career

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Looking at the bias that may come when you find out you have a student who receives resource services

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Looking at the bias that may come when you find out you have a student who receives resource services

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What are some things people use (strategies, etc.) to reach the "hard to teach" students?

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Don't assume and be more open-minded.

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Trying to reach and connect with every student.

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Trying to reach and connect with every student.

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My new beagle puppy!

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watch how I talk to kids such as talking about restaurants- not every kid has the same experiences.

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I would like to get into the habit of constantly putting myself in my students shoes.

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Trying new ways to engage students and encouraging positive relationships among peers to create a safe classroom.

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How do I create equity between zoom learners and in class learners? 

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How do I create equity between zoom learners and in class learners? 

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I'm struggling extra hard with this as a music teacher - especially with my beginners. I feel like I should be doing more but also can't do more without running myself ragged.

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Every child has their own story.

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Reaching the needs of all my students. Being open to all answers, opinions, and letting students have a voice.

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Allowing students be themselves and connecting with them on a deeper level than surface. Paying attention to the whole child.

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Allowing students be themselves and connecting with them on a deeper level than surface. Paying attention to the whole child.

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There are other districts that offer high school curriculum to adults and LPS doesn't. LPS directs potential life long learns to resources like SCC's GED program, but the program does not reflect the needs of some students. The GED is good for students whose native language is English and for those who perform well on tests. LPS should be doing more to create a space for non traditional students.

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CT.gov - Connecticut's Official State Website

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Overview

Instructional Programs
Sections 10-67 to 10-73(d), inclusive, of the Connecticut General Statutes (C.G.S) require that the adult education services described in this section be provided by local school districts, free of charge, to any adult 17 years of age or older who is not enrolled in a public elementary or secondary school program.

Effective July 1, 2011, the age at which a parent or guardian may provide consent for a child to withdraw from school was raised from 16 to 17 in C.G.S. Section 10-184. Therefore, individuals 17 years of age seeking enrollment in adult education should have officially withdrawn from school prior to July 1, 2011.

Local school districts and other eligible agencies providing mandated adult education programs are reimbursed by the Connecticut State Department of Education on a cost-sharing, sliding scale based on the relative wealth of a district. The mandated instructional program areas are described below:

Elementary School Completion / Adult Basic Education (ABE)

Instruction is designed for adults seeking a high school diploma who are functioning below the secondary school level and lack the basic reading, writing and numeracy skills necessary to function effectively as workers, parents and citizens. Instruction can be individualized or offered in a classroom, or a learning lab. Persons completing ABE are prepared to benefit from secondary level instruction.

Secondary School Completion

Connecticut Adult Education offers three distinct pathways for adults to attain a high school diploma.

1. Adult High School Credit Diploma (AHSCD):
The Adult High School Credit Diploma program is a prescribed plan, process and structure for earning a required number of academic and elective credits. The provider must be a local education agency (LEA) or Regional Education Service Center (RESC).

Credits toward a local diploma must be obtained through a prescribed plan that requires a minimum of 20 credits in academic and elective areas (C.G.S. Section 10-69(b)). Credits for work or military experience, independent study projects and online courses are additional ways to obtain credit. Each provider/town can enhance the basic AHSCD program but must adhere to the minimum state requirements: 1) use certified teachers and counselors; 2) adhere to State Department of Education requirements regarding assessment, enrollment, accountability and reporting; 3) meet required credit standards; and 4) ensure that a one credit course offers a minimum of 48 instructional hours.

Credits are required to be distributed as follows:

4 English

3 Social Studies (including 1 credit in US/American History and half credit in Civics/Government)

3 Math

2 Science

1 Arts/Vocational Education

7 Electives

An adult who successfully completes the required credits of the AHSCD program is awarded a high school diploma by the providing LEA or RESC.

2. General Educational Development (GED):
Adults who have not completed high school must demonstrate, through a four-part examination that includes a writing sample, the attainment of academic skills and concepts normally acquired through completion of a high school program. Applicants for this examination must be at least 17 years of age and officially withdrawn from school for at least six months. Individuals who pass the GED Tests are awarded a Connecticut State High School Diploma. GED instructional programs, provided throughout the state in local school districts and a variety of other instructional sites, help individuals to prepare for this rigorous examination.

3. National External Diploma Program (NEDP):
This program provides a secondary school credential designed for adults who have gained skills through life experiences and demonstrated competence in a particular job, talent or academic area. The NEDP is an online portfolio assessment program that offers no classroom instruction. An adult who successfully completes the portfolio assessment, as required, is awarded a high school diploma by the providing LEA or RESC.

Americanization/Citizenship

Instruction is designed for foreign-born adults who wish to become United States citizens. Persons completing this program are prepared to pursue citizenship through the prescribed process of the United States Citizenship and Immigration Services.

English as a Second Language (ESL)
Instruction is designed for adults who have limited proficiency in the English language or whose native language is not English. ESL programs assist individuals to improve their English skills in listening, speaking, reading and writing in order to find or maintain employment, attain citizenship, become more involved with their children's schooling and make greater use of community resources. Instruction is provided in English as a unifying means of serving the broad ethnic diversity of limited-English-speaking adults.

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Instructional Programs Sections 10-67 to 10-73(d), inclusive, of the Connecticut General Statutes (C.G.S) require that the adult education services described in this section be provided by local school districts, free of charge, to any adult 17 years of age or older who is not enrolled in a public elementary or secondary school program.

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It's such a cute photo from last weekend. It's a photo of my son, Cem, and our puppy, Appa. Cem is pronounced as "G" in Turkish.

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Don't assume anything

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I need to be mindful of how my first impressions of students can impact their semesters, not just mine.

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I have to do a better job of giving every student a chance to answer questions, not just the people that I know know the answers.