# data[].attributes.headline
1st grade teacher Troy City School District 

# data[].attributes.subject
1st grade teacher Troy City School District 

# data[].attributes.body
Vocies are heard before acting

Attention to detail

Likes to know that, who, what, where, when, why

# data[].attributes.body
Preschool teacher 2 and 3 year olds

Building sub in 3 distrcits

1st grade teacher for 3 years in Troy!

# data[].attributes.body
When I am not looking for new children's literature for my classroom I can be found reading a physchological thriller novel with a cup of tea. I enjoy the tready writers Colleen Hoover, Freida McFadden ect. and devowering a book in a day. I like to read for plessure when I have the time outsdie or by the lake.

# data[].attributes.body
In my district we use MANY ways to collect data, even though I teach 1st grade I am expected to collect more than 5 data points a month on each student. For students below the benchmark in reading we are required to collect data every 10 days on a set goal. We are expected to do running records, letter name and sound, concepts of print, and sight word, assessments once a month. Although it is a lot to get through it really helps me with planning groups and seeing my students grow. Another thing my district has really “ramped” up this year is phonic assessments. We give a phonemic awareness and phonics decoding assessment that looks closely at segmenting, blending and isolating phonemes once a month as well. This helps me to plan small groups with a clear informed focus, which in the past I have struggled with.

We also give district wide assessments using Iready, and Amath and Areading web-based assessments.

For math we give a math interview 3 times a year and scan the data on scantrons to look at the results grade-wide across the district. We also give 3 benchmark district wide written tests.

In my district we also have instructional coaches who help us look, analyze data and drive small group instructions. They also help us get the resources needed to complete each assessment.

# data[].attributes.body
If we are often teaching how we are taught it brings me to think, how was I taught? It seems so long ago I was in an elementary classroom. I remember bright colorful classrooms with a love of learning. When I am deeply analyzing how I was taught I do not remember there being a lot of multicultural literature being read, or shown in the classroom. I realize as a white middle class female I was the majority even in my city school, with much diversity. I think focusing on the way I was taught has allowed me to make changes in my own practice. I have a strong focus on making sure my students see themselves inside the books we are reading. I now realize the importance of students' differences being celebrated rather than ignored.

One thing I have faced as a teacher is struggling to engage students in texts/topics/projects that may deal with people, places or beliefs different from what the students know or have been exposed to. For example when reading a book about an immigrant student sand her struggles to fit into her new school my students were not engaged in the book. Some ideas I have had as an immediate action include:

Bringing in the use of multimodalities along with the mentor text, pictures, maps, videos, music.

Build background knowledge ex. What is an immigrant?

Bring in a writing component ex. Having a student write a journal entry from the character's point of view.

Reach out to the librarian for other texts to help support the topic.

Be approachable and ready to give thought provoking questions and answers.

Allow for group/partnership opportunities

# data[].attributes.body
I gained a new appreciation for teachers and how to be flexible!