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Week 4 M7

1. How do your identity markers, intersections, beliefs, and epistemologies inform your relationships with students and approaches to teaching and learning?

The various identity markers, intersections, beliefs, and epistemologies inform my relationships with students by giving me a broader view of the world. To understand what groups are vastly different than my own experience and how the world around them impacts these experiences. I am a white mother who identifies as bisexual. I have the privilege of not experiencing the discrimination and harassment many groups go through. I want to educate myself on how we can make society unlearn these racist, ableist, and homophobic ideas to become a more tolerant and understanding society. As a teacher, I want to ensure that students who are impacted by any of these cross-sections of identities are understood and have someone who supports them.

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Week 4 M7 Discussion: Journal Entry Intersectionality

1. After reading the assigned article, complete a journal reflection. In the first part of your reflection, discuss:

What role does intersectionality have in today's schools?

Intersectionality is vital in today's schools; however, as noted in the article, 'The Intersection of Race, Culture, Language, and Disability Implications for Urban Education," the intersection of disability at the cross-section of other identities is not addressed to meet the needs, especially in urban education environments. Most of the identity of disability is used to segregate students of color from their peers. Often, "education rarely addresses disability as a component of the larger urban education agenda, even though, like race, disability has been and is still being used as a method of sorting, stratifying, and excluding." (Blanchett, 2009). At large, the American educational system has unfortunately been infected with the Insidious disease of racism. Unfortunately, it has been written into its oldest and some of its newest rules, procedures, and norms. Such that intersectionality is a newer more Progressive you have to address handling manage racism and the complete picture of Humanity's identities has well now being addressed and where has not fully been implemented and utilize as a norm or best practice for school systems and educational practices. "race, poverty itself does not automatically result in low learning potential, as evidenced by the significant number of children and schools who "beat the odds"" (Blanchett, 2009). I hope that the role is that schools adopt intersectionality, which will help identify and address educational needs for all students of all identities, and use the lens of intersectionality as a competent tool to help address the educational needs of all students. "In addition to robbing students of color of an equitable education, having students of color concentrated in schools with other students of color (many who also live in poverty) also robs them as well as their White peers of an opportunity to attend and benefit from racially, culturally, and linguistically diverse schools." (Blanchett, 2009)

In your own classroom?

In my classroom, I will seek to educate the full Humanity of my students, and as such, utilizing the lens and being aware of the lands of intersectionality will help to identify and address it fully. For me, intersectionality is a full view of students and the best way to address their Humanity. Addressing their Humanity will enable my team and me to determine effective means of education. As a Black woman, I have a personal experience in intersectionality and how the world would like for you to choose one of your identities over the other one, and most times, in conflict and sacrifice of the other. This Faustian deal is not warranted, only as a cost-saving device that does not uphold the best practices to educate. In my classroom, I will seek to eradicate the "Double Jeopardy" that a majority of my students will face "African Americans and other students of color who are identified and labeled as having disabilities often experience what Blanchett, Mumford, and Beachum (2005) and Fierros and Conroy (2002) call "double jeopardy." Blanchett et al." (Blanchett, 2009). I will maintain mindful of the plight and challenges, in my attempts as an  urban educators to "understand (a) why the intersection of race, culture, language, and disability is an urban education issue; (b) how issues of race, culture, language, and disability affect students' and their families' quest for an equitable education; (c) how to advocate for and provide culturally responsive services to racially, culturally, linguistically, and economically diverse students and their families; and (d) the implications of the intersection of race, culture, and disability for urban education practice, research, and policy." (Blanchett, 2009). As a mantra and action plan, I will hold the quote,  "The only way we will get freedom for ourselves is to identify ourselves with every oppressed people in the world. —Malcolm X".

4. After you've filled in the chart, complete the second part of your journal reflection. Please reflect on the following in your Padlet and provide a link in discussions for others to respond. Then respond to two other reflections.
How do your identity markers, intersections, beliefs, and epistemologies inform your relationships with students and approaches to teaching and learning?

My identity intersectionality as a Black Woman is something I have held dear to me my whole adult life, and I can reflect on how that identity has shaped me my whole life. Being a reader, a black woman reader, and finding books that have characters that represented me was something that, for a long time, was not easily found, in abundance, and had to be sought out. It is getting much better, but due to the limitations of our cultural mores, unknown and limitless experiences of women and women of color have been lost to antiquity and our human literary archive. I plan to have a classroom library that will provide windows to the world and students' lives to see their humanity in varied and vibrant aspects. Literature is works considered superior and of lasting artistic merit, basically a written expression. Art is the expression and application of human creative skills and imagination that are to be appreciated for their beauty and emotional power.  Amongst the current literature lists, the top writers include  Toni Morrison and Alice Walker, Richard Wright, Chinua Achebe, Mary Shelley, Harper Lee, Hemingway, and Tolkien.

In living them all,  the books that I return to are more often books that provide me greater insight into my life, and when I want to learn more about a community and its culture, I will look to read a book from a daughter or son of that community.

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Intersectionality is there, is UGLY but we as a Teacher can fight it together.

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Week 4 M7 Discussion_ Journal Entry Intersectionality

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M7 Discussion Journal Entry Video Podcast

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M7 Discussion Journal Entry Video Podcast

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Intersectionality highlights how overlapping social identities, such as race, class, and gender, contribute to unique experiences of bullying and emotional distress, affecting not only individuals in school but also their families.

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At a glance

The Individuals with Disabilities Education Act (IDEA) requires public schools to provide special education services to eligible students.

IDEA covers 13 disability categories.

Not every student who struggles in school qualifies.

The Individuals with Disabilities Education Act (IDEA) requires public schools to provide special education and related services to eligible students. But not every child who struggles in school qualifies. To be covered, a child's school performance must be "adversely affected" by a disability in one of the 13 categories below.

1. Specific learning disability (SLD)

The "specific learning disability" (SLD) category covers a specific group of learning challenges. These conditions affect a child's ability to read, write, listen, speak, reason, or do math. Here are some examples of what could fall into this category:

SLD is the most common category under IDEA. In the 2018-19 school year, around 33 percent of students who qualified did so under this category.

2. Other health impairment

The "other health impairment" category covers conditions that limit a child's strength, energy, or alertness. One example is ADHD, which impacts attention and executive function.

3. Autism spectrum disorder (ASD)

ASD is a developmental disability. It involves a wide range of symptoms, but it mainly affects a child's social and communication skills. It can also impact behavior.

Various mental health issues can fall under the "emotional disturbance" category. They may include anxiety disorder, schizophrenia, bipolar disorder, obsessive-compulsive disorder, and depression. (Some of these may also be covered under "other health impairment.")

5. Speech or language impairment

This category covers difficulties with speech or language. A common example is stuttering. Other examples are trouble pronouncing words or making sounds with the voice. It also covers language problems that make it hard for kids to understand words or express themselves.

6. Visual impairment, including blindness

A child who has eyesight problems is considered to have a visual impairment. This category includes both partial sight and blindness. If eyewear can correct a vision problem, then it doesn't qualify.

Kids with a diagnosis of deafness fall under this category. These are kids who can't hear most or all sounds, even with a hearing aid.

The term "hearing impairment" refers to a hearing loss not covered by the definition of deafness. This type of loss can change over time. Being hard of hearing is not the same thing as having trouble with auditory or language processing.

Kids with a diagnosis of deaf-blindness have both severe hearing and vision loss. Their communication and other needs are so unique that programs for just the deaf or blind can't meet them.

10. Orthopedic impairment

An orthopedic impairment is when kids lack function or ability in their bodies. An example is cerebral palsy.

11. Intellectual disability

Kids with this type of disability have below-average intellectual ability. They may also have poor communication, self-care, and social skills. Down syndrome is one example of a condition that involves an intellectual disability.

12. Traumatic brain injury

This is a brain injury caused by an accident or some kind of physical force.

13. Multiple disabilities

A child with multiple disabilities has more than one condition covered by IDEA. Having multiple issues creates educational needs that can't be met in a program designed for any one disability.

Having a disability is not enough to qualify for special education. The disability has to have an "adverse effect" on a child's education.

Key takeaways

Each of the 13 disability categories in IDEA can cover a range of difficulties.

Dyslexia, dyscalculia, and written expression disorder fall under the "specific learning disability" category.

"Other health impairment" can cover ADHD.

About the author

About the author

Andrew M.I. Lee, JD is an editor and attorney who strives to help people understand complex legal, education, and parenting issues.

Reviewed by

Reviewed by

Rayma Griffin, MA, MEd has spent her 40-year career advocating for the rights of children with learning and thinking differences, both in the classroom and as an educator.

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See a list of the 13 IDEA disability categories. Find out which disabilities can qualify kids for special education.

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Mistakes to Avoid When Constructing SMART Goals

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Mistakes to Avoid When Constructing SMART Goals

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Student goal setting is a topic that is often covered during teacher professional development and in-service days. Educators have naturally been setting goals for students since the beginning of teaching, and goal setting today has become a critical element of an effective MTSS (Multi-Tiered System of Supports) framework. MTSS meets all student's needs with three levels of support for each school's entire student body. Within MTSS, Tier I (also known as whole class core instruction), the core curriculum should be meeting the needs of at least 80% of all students. Tier II includes whole class core instruction with the addition of targeted instruction for students needing support, often provided in small groups. Tier III is whole class core instruction, additional targeted instruction, and explicit intensive intervention. Support activities provided to students receiving Tier II and Tier III instruction should be robust, research-driven and align to student's specific needs.

The MTSS framework hinges upon the use of goals so teachers can measure how students are responding to core and targeted instruction, as well as intensive intervention support. As universal screening and progress monitoring data are regularly evaluated and student performance is considered, goals are set and monitored around a skill the student is working to master. Becky and Dr. Richard Dufour (my childhood superintendent!) popularized the use of SMART (Specific, Measurable, Attainable, Results-Oriented, Time-bound) goals in education during their work with schools around the country (DuFour, DuFour, Eaker, & Many, 2006). Using SMART goals within the MTSS framework elevates the goal setting process, and teachers can engage students into their own learning, create accountability, focus on growth, and connect support directly to specific areas of need.

Over the years, SMART goals have become one of education's most used acronyms, and also one of the most misapplied. The SMART goal setting process is powerful, but it can sometimes go awry if the SMART acronym intent is not adhered to when creating the goal. This misapplication results in missed outcomes, especially when applied to MTSS and creating targeted instruction and intervention goals for students. Although you may be thinking to yourself right now, "Oh, no! Not another blog about SMART Goals!," rest assured, this blog is not the standard discussion of what the acronym means. Instead, this article will discuss the common mistakes that are made when creating goals, and how to remedy these errors by effectively creating SMART goals that can be linked to specific student needs within the MTSS framework.

Mistake #1: The goal is not written specifically enough.

Mistake Example #1: Matthew will improve reading.

When goals are too broad, it is very difficult to select the just-right intervention to support an identified need if the specific skill to receive support is not named. As a result, working towards trying to achieve the goal becomes overwhelming as teachers may not have the alignment between the support they are providing and the goal.

SMART Goal Remedy : Ensure the goal is specific--it should include a specific skill and a targeted outcome.

SMART Goal Example: Matthew will orally read a grade level passage at 70 words per minute with accuracy and 3 or fewer miscues as measured by mCLASS: TRC, administered by the interventionist by March 15.

In the SMART goal above, Matthew is working on increasing his fluency and reducing miscues. Specifically stating this information in the goal allows for Matthew's teacher to select a support or activity that directly matches his oral fluency need (such as using a fluency letter wheel or creating fluency mini-cards) during intervention time with Matthew.

Mistake #2: The goal does not lend itself to measuring or tracking progress.

Mistake Example #2: The First Grade Math Targeted Instruction Group will be able to c ompare and order whole numbers using the symbols < and >.

The mistake example inadvertently creates difficulty in determining if the students in the First Grade Math Targeted Instruction Group are making progress after receiving support.

SMART Goal Remedy: Establish measurable outcomes for the goal so you are able to determine if the students are making progress or are needing additional support.

SMART Goal Example: The First Grade Math Targeted Instruction Group will be able to c ompare and order whole numbers up to 100,000 and represent comparisons using the symbols < and > as measured by aimswebPlus Math with a goal score of 90, administered by the classroom teacher by March 9.

Measurable goals allow for measuring progress. This is critical as teachers work to determine if an activity or intervention provided is making an impact. In addition, measuring progress allows for students to invest in their own learning experience. Research shows that tracking progress towards goals contributes to positive emotions, strong motivation, and could help to spiral the group's productivity upward. (Yang, Stamatogiannakis, Chattopadhyay, & Chakravarti, 2021).

Mistake #3: The goal sets a bar that is too difficult to meet.

Mistake Example #3: Brianna will complete two digit into four digit division with no errors, as measured by the interventionist.

The mistake example does not have a realistic outcome as it states that Brianna should master a concept without making any errors. Furthermore, it is important to check to make sure that resources are available to measure progress as stated in the goal, or determine if additional resources are needed.

SMART Goal Remedy : Make certain the goal you set for a student is attainable.

SMART Goal Example: Brianna will be able to complete 2 digit into 4 digit division as measured by Aimsweb - Math Computation (M-COMP) with a goal score of 80, administered by the interventionist by March 1.

Brianna's remedy goal is now realistic for her to achieve, and her teacher is able to select the just-right intervention to support working towards 2 digit into 4 digit division, as well as clearly track her progress.

Mistake #4: The goal does not define specific desired outcomes or results.

Mistake Example #4: Rebecca will remain engaged during remote learning.

In the mistake example, there is no clarity around what behaviors or actions Rebecca will need to complete in order to accomplish her goal.

SMART Goal Remedy : Goals should be results-oriented with clear expected outcomes.

SMART Goal Example: Rebecca will login to google classroom on time, keep her camera on during instructional periods, and complete a daily behavior exit ticket at the end of the day 4 out of 5 days each week, as charted at the end of each day by the classroom teacher.

In the SMART goal example, Rebecca has straightforward expectations for her to follow and the desired results are clearly stated.

Mistake #5: The goal is not time-bound.

Mistake Example #5: Carlos will be able to increase his phonemic awareness by mastering his CVC's, as measured by the classroom teacher with a goal score of 80 on the EasyCBM Lite - Phoneme Segmenting.

This goal does not contain a time frame when the goal should be accomplished. As a result, it will be difficult to determine if progress is being made and if the targeted instruction Carlos receives has been impactful.

SMART Goal Remedy: Ensure the goal is time-bound and contains a statement about when it should be accomplished.

SMART Goal Example: Carlos will be able to increase his phonemic awareness by mastering his CVC's, as measured by the classroom teacher by March 15 with a goal score of 80 on the EasyCBM Lite - Phoneme Segmenting.

The goal is time-bound and includes a time frame in which Carlos's progress will be measured towards his goal. This goal also specifically states the skill so his teacher can provide targeted support activities to support mastery with CVC's.

Goal Mistakes and SMART Goal Remedy Take-aways

Finding robust instructional support and intervention activities that align with student's goals is a critical component of the MTSS framework, and it relies upon well-created SMART goals for targeted instruction and intensive intervention. Revisiting how goals are created in your building to ensure they are SMART (specific, measurable, attainable, result-oriented and time-bound) will result in student progress, increased student motivation, and impactful instruction.
References
DuFour, R., DuFour, R, Eaker, R., & Many, T.(2006). Learning by doing: A handbook for professional learning communities at work. Bloomington, IN: Solution Tree

Yang, H., Stamatogiannakis, A., Chattopadhyay, A., & Chakravarti, D. (2021, February 23). Why we set unattainable goals. Retrieved February 25, 2021, from https://hbr.org/2021/01/why-we-set-unattainable-goals

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5 Mistakes to Avoid When Constructing SMART Goals in MTSS

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The Construction of SMART Goals in MTSS and How They Link to Student Intervention

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Learning disabilities are due to genetic and/or neurobiological factors that alter brain functioning in a manner which affects one or more cognitive processes related to learning. These processing problems can interfere with learning basic skills such as reading, writing and/or math. They can also interfere with higher level skills such as organization, time planning, abstract reasoning, long or short term memory and attention. It is important to realize that learning disabilities can affect an individual's life beyond academics and can impact relationships with family, friends and in the workplace.
Since difficulties with reading, writing and/or math are recognizable problems during the school years, the signs and symptoms of learning disabilities are most often diagnosed during that time. However, some individuals do not receive an evaluation until they are in post-secondary education or adults in the workforce. Other individuals with learning disabilities may never receive an evaluation and go through life, never knowing why they have difficulties with academics and why they may be having problems in their jobs or in relationships with family and friends.

Learning disabilities should not be confused with learning problems which are primarily the result of visual, hearing, or motor handicaps; of intellectual disability; of emotional disturbance; or of environmental, cultural or economic disadvantages.

Generally speaking, people with learning disabilities are of average or above average intelligence. There often appears to be a gap between the individual's potential and actual achievement. This is why learning disabilities are referred to as "hidden disabilities": the person looks perfectly "normal" and seems to be a very bright and intelligent person, yet may be unable to demonstrate the skill level expected from someone of a similar age.

A learning disability cannot be cured or fixed; it is a lifelong challenge. However, with appropriate support and intervention, people with learning disabilities can achieve success in school, at work, in relationships, and in the community.

In Federal law, under the Individuals with Disabilities Education Act (IDEA), the term is "specific learning disability," one of 13 categories of disability under that law.

"Learning Disabilities" is an "umbrella" term describing a number of other, more specific learning disabilities, such as dyslexia and dysgraphia. Find the signs and symptoms of each, plus strategies to help below.

Types of Learning Disabilities

Related Disorders

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Learning disabilities are due to genetic and/or neurobiological factors that alter brain functioning in a manner which affects one or more cognitive processes related to learning. These processing problems can interfere with learning basic skills such as reading, writing and/or math.