# data[].attributes.attachment_link.readable_text
In my current position as a math interventionist, I work with struggling students in grades K-5. It goes without saying that the students I see in grades 3-5 are at risk for not being successful on the state test they will take in the Spring. I've attended a number of professional development sessions over the past couple of years that stressed the need to have students involved in tracking their own data and setting goals for achievement. This past week, I began the process with my students. This should actually have been done in the fall, but better late than never.

First, let me give you a rundown of the data we used for this activity. I wanted to use the data that would be the best predictor of success on the STAAR test, so we didn't use classroom grades. There are too many factors involved in classroom grades for them to be a strong predictor for STAAR. Over the course of the year, however, our students have the opportunity to take several assessments that mirror the STAAR test, so these are the assessments I decided to use. Some of these assessments are developed at the district level. We call them DLAs, which stands for District Learning Assessments. We also recently gave a STAAR Benchmark test which, in effect, was a practice STAAR test. Because our DLAs are short (15 questions or so), we felt it was important for our students to experience a test that was the same length and rigor of the test they'll take in April (46-50 questions...don't get me started...). In addition, we have previous STAAR results for our 4th and 5th grade students, if they were in Texas and took the tests. I will reference these tests as I discuss our process.

I started with a story about running a marathon. I explained that a marathon is a 26-mile race and that people take up to a year to train for one. I told the students that in order to train for a marathon you have to set goals and make a plan, and that the goals and plan depend on my starting point.

What if I tell you that right now I can only run 1 mile. If I can only run 1 mile right now, what might be a reasonable goal for me to set for the distance I want to be able to run 2 weeks from now? (I got some pretty interesting answers to this question that were definitely a formative assessment for reasonableness!) Sure! I think if I can run 1 mile right now, I should be able to reach 2 miles in a couple of weeks.

Now, what if I tell you that I'm already running 5 miles four times a week? If I'm already running 5 miles four times a week, I'm a pretty strong runner. What might be a reasonable goal for me to reach in 2 weeks? Seven or eight miles? I think 7 or 8 miles is pretty reasonable. Because I'm already a pretty strong runner, I might make quicker progress.

The point is that you have to look at where you are right now before you can set goals. That's why we're going to take a look at how you've done on some of the tests you've already taken and then set a goal for what you want to score on the next DLA.

Now remember, if I just set a goal-I want to be able to run 2 miles in two weeks-but I don't actually go out and run, I probably won't reach my goal. So we're also going to decide on three action steps you can take to reach your goal. For example, I might say I'm going to run 4 days a week, I'm going to cut down on fast food and eat healthier, and I'm going to get at least 7 hours of sleep at night. Do you see how doing each of those things might help me reach my goal of being able to run 2 miles two weeks from now? Good! Let's get started!

We used a very plain graph, which you can download . I worked graphing skills into the activity by having the students add a title to their graph and figure out and add the missing numbers on the graph scale. Then, I told the students their scores for the previous tests, and they graphed them. I have to tell you that seeing the scores came as quite a shock to some of the kiddos. I think we assume our students know their scores and understand them, but seeing them on the graph was very eye-opening for them. I think some students were also surprised at how flat their bars were, or that their scores were actually going down. I'm happy to report there were no tears.

After graphing their scores, I asked each student to consider what they wanted their goal to be for the next DLA they will take. Some of them wanted to set the goals unrealistically high, so I reminded them of my marathon example. I still think some are a little high, but it will be a learning experience. I used a blue highlighter to mark their goal. Here are a couple of the 5th Graders' graphs. You can see that their goals are quite different.

Monday, we will discuss and decide on specific action steps they can take to reach their goals. The action steps should be very specific, such as:

Practice multiplication facts on FASTT Math 5 times a week

Spend more time and effort on my homework

Slow down and read word problems more carefully and draw pictures to help me visualize the math

Ask my teacher to move my desk so I can focus my attention better

Find a math partner to work with who can help me understand math better

These are just some examples I thought of. I'm sure the students will come up with lots more on Monday. The students are going to write their three action steps on the back of their graphs, and we'll review them every couple of weeks to hold the students accountable.

On Monday the students will also take a closer look at their data from the Benchmark to determine the standards they already know well and those they still need to work on. As we work on each standard over the coming months, we'll revisit the data and they'll be able to see growth.

Once the students take their next DLA, they'll add it to the graph and decide if they need to adjust their goal for the STAAR test.

I'd love to hear your thoughts and suggestions on this process! I think holding students accountable for their own data and achievement can be very powerful and is often underutilized.

You can click to download a copy of the graph,

You might also like these posts:

# data[].attributes.attachment_link.title
Setting Goals for Student Achievement - Math Coach's Corner

# data[].attributes.attachment_link.description
In my current position as a math interventionist, I work with struggling students in grades K-5. It goes without saying that the students I see in grades 3-5 are at risk for not being successful on the state test they will take in the Spring.

# data[].attributes.attachment_link.description
Special Education, Technology and Learning for ALL students!

# data[].attributes.attachment_link.description
Special Education, Technology and Learning for ALL students!

# data[].attributes.attachment_link.readable_text
Hi everyone! I'm sure by now you have read many posts and seen many Instagram photos about flexible seating. This past school year, I really started thinking about how flexible seating would work in my classroom and if flexible seating was really even possible.

I had been reading some of the great blog posts out there, such as this one from Kayla at Top Dog Teaching { here} and even a blog post from Kayla's principal { here}. Lucky Little Learners { here} has a great FAQ about how flexible seating works in her classroom, and I used a very similar anchor chart when I first introduced flexible seating with my students.

We started the year off with this set-up.

After all of my reading, I stayed late the last day before Christmas break and completely rearranged my classroom. Who does that? I was determined to make it work though and wanted a fresh start in January. My students walked into this after their return from Christmas break.

Since I was teaching a resource room, my students were already used to sharing community supplies. I kept their pencils, crayons, and scissors in blue baskets. What I found so funny is that my students basically just sat in the same spot as where their desk had been previously.

The standing desks were a huge hit and one of the most used spots this school year. I had several students who were ADHD and extremely energetic. These were fabulous for those students, and I noticed that they typically chose them on their own as a working space.

Along the way, I wrote a Donors Choose project for 8 stability balls and was fortunate enough to have it funded pretty quickly.

I also lowered a circle table and pulled out my crate seats. For testing, I just told my students to find a good place for them to work and grab the dividers (manila folders laminated together).

I used this front carpet for any whole group instruction that required modeling with the document camera. My students were already used to using clipboards, so this wasn't a new skill for them. However, I quickly realized that stepping over students as I was going back and forth from my document camera to the board was not a good choice.

Which lead me to buying another rug from Target, and I came up with this set-up. My rule for students was that your body must be on one of the carpets. This way I had an aisle as a walkway for me to go back and forth from the table to my board.

One day, I happened to come across the highly sought after Scoop Rockers by pure chance. I scooped up four of them, and my students were in love! Have you ever seen anything as adorable as this Kindergartener reading?

This picture here is my proudest moment as a special education teacher. I have always struggled to get my students to independently read. I'm not sure what I did differently this year (other than the flexible seating), but I had students reading independently.

My students knew that a clipboard was always a choice they could pick for seating.

By the end of the year, I had come up with this configuration. I "think" I've worked out all the kinks and will be starting off the year like this for next year, with a few minor changes (such as that gray cabinet has been taken out).

After looking back at this year, I feel like giving my students a choice in their seating was absolutely a positive thing. There were only a few times that I had to make a choice for someone and move them. Whenever that happened, I made them come sit at my kidney table until they could show me that they had earned back their right to choose.

How do you feel about flexible seating? Is this something that would work in your classroom?

# data[].attributes.attachment_link.description
Hi everyone! I'm sure by now you have read many posts and seen many Instagram photos about flexible seating. This past school year, I really started thinking about how flexible seating would work in my classroom and if flexible seating was really even possible.

# data[].attributes.attachment_link.readable_text
I am reposting this post, because it is so relevant for this time of year. Special ed friends, it is so important to know your kids and to be prepared for a new year!

Here are my top 10 tips for special education teachers:
.
1. Read those IEPs and psychological reports
Do you want to know who you kids are? Read their reports and IEP! These two very important documents give you (almost) all of the information you will need about your students. I say 'almost' because you can get so much great information from the paperwork, but some of the best information you will get on the students will come from the student's previous teachers and their parents! (More on this in a minute) As far as getting all of the pertinent information you will need the child's due process folder is the place to go. Oh, and don't just read...take notes! That's what 'good readers' do, right?! :) I suggest writing down the student's category of disability, due dates, minutes and location of services, related services, goals, and any information that is of extra special importance (behavior, programming, special transportation, etc).
2. Meet the Parents
Take the time to send a note, postcard, make a phone call, use a carrier pigeon ;) Just make contact with the parents. I have to admit that I used to be kind of nervous about calling parents, until I became one. I know that I want to know my children's teachers, so I figure other parents must feel the same way. Your students are going to know their child's classroom teacher, but are they going to know you? Make sure they do. Introduce yourself! You are taking care of their precious child's most unique needs. They deserve to know that someone qualified is watching out for and creating materials that will make their child be successful.
3. Prepare Materials
After you have gathered information from paperwork and people, now is the time to prepare the materials you will need to make successful programming for your students. Some of your students may have sensory needs, need a visual schedule, or a behavior plan. Have something prepared for the first day, so the students know your expectations and are started off on the right foot. Remain flexible though, what you prepared may need some tweaking after you meet the child in person.
This leads me to #4...
4. Be Flexible
This should probably be numero uno! Special education teachers should take a class in flexibilty. Schedules, students, due dates, are constantly changing. You have to hang in there and roll with the punches. Find a way to get organized so when the times get tough, you are able to bend with change! I can not tell you how many times I changed my schedule last year to accomodate different needs, gaining students, losing students, etc. I have learned the best laid plans can come to an end quickly when someone starts having a meltdown at 8am or forgets to take their medication and you find out about it at lunchtime! Just keep a level head and go with the flow!
5. Work WITH Your Co-Teachers
One thing that is difficult for some teachers is to go into a classroom of another teacher. Some people welcome you with open arms and others feel like you are cramping their space. My advice is to feel the person out, find out their teaching strategy, study their classroom management and then figure out where your personality and strengths will fit in. I do not want to go in and take over another teacher's classroom, I want to feel like I belong there and feel wanted and needed. Saying that, you do have to be upfront with your co-teachers and ask what they are comfortable with. See if your coteacher wants you to have huge, medium, or small part in the classroom. Just remember to keep the kids in mind first of all.
6. It's All About the Kids
Seriously! It is! Don't get caught up in the 'adult' junk! If what you are doing is not for the kids then is it worth doing. Do everything with the students in mind, not yourself!
7. Is This Eternally Significant?
Some "seasoned" teacher friends of mind always would say, "Is this (event, test, project) eternally signficant?" If it is isn't, then is in worth getting worked up over? Probably not. Keep things in perspective. Remember not to take things to personally, especially with "our" students. There will be days of meltdowns and tantrums, but so many times the meltdown isn't about you or even school at all. Keep a level head, take a deep breath, stay calm and deal with situation. This to shall pass.
8. Get Organized
Purchase a big desk calendar, and at the beginning of the year, write down all of your annual review due dates, re-evaluation due dates, and any other important dates. Make sure you look at this calendar daily and know what is coming up. Don't get behind, because there is no catching up!
9. Get Organized #2
Find a monitoring system that works for you. Everyone is different and monitoring of IEP goals can be accomplished 5000 different ways. I like to use an excel document to plot my probe percentages that I gather from curriculum based measures, rubrics, and other assessments. Find your way!
10. Document, document, document & Save
In special ed, "they" say, "If it isn't written down, it didn't happen." Document everything! Parent phone calls, meeting notes, co-teacher conversations, work samples...everything! Save that documentation and also save work samples. You will need these at some point in your career. I like to keep my documentation in a binder that is tabbed for each student. I keep work samples in a file folder box with a lid. Each student has a labeled hanging file folder that stores weekly work samples for each IEP goal.
*And a BONUS*
Become One with the Paperwork
Since I first mentioned becoming a special education teacher, people have groaned and told me that it is so much paperwork. They weren't kidding! There is a lot of paperwork. You have to find a way to stay on top of it (maybe that's why I have 2 tips for being organized)! I like to make one afternoon about logging in my monitoring probes and filing paperwork. If you don't do it, then you will be spending so much time at the end of the year filing and worrying. Don't do that to yourself. Get a system! :)
I hope you have a wonderful new school year!

# data[].attributes.attachment_link.description
I am reposting this post, because it is so relevant for this time of year. Special ed friends, it is so important to know your kids and to be prepared for a new year! Here are my top 10 tips for special education teachers: . 1.

# data[].attributes.body
Teach Mentor Texts - SPED could use this as well.

# data[].attributes.attachment_link.readable_text
This week it will be October already! It feels like just yesterday I was connecting with other passionate readers and writers at Nerdcamp in July. I wrote a Celebrate post after Nerdcamp this year and a great discussion about teachers as writers. I called the session I led on the first day of Nerdcamp Nerd Up and the description explained that Nerdy teachers need to extend our love of reading into our love of writing. Just like we read voraciously and share our reading lives with students, teachers should write actively and invite students to share what it means to live the life of a writer.

I was so excited to read The Writing Thief by Ruth Culham because the idea of a teacher as a writer is infused into this entire book. I found myself underlining so many of Ruth's words and chiming in along the margins to cheer for her message. After reading Kate Messner's Foreword, I knew I was going to love this book. Kate writes, "Being a reader made me want to be a writer." This is what I believe. It's natural for a love of reading to expand into a love of writing. After reading so many books, readers know what it takes to be writers. The amazing trick of mentor texts is that by reading like a writer, we notice even more what the author has done. Since starting this blog, I often read like a writer, always on the lookout for mentor texts. BUT, since writing my novel and working through the writing process, I find that I also read like a writer, paying close attention to how other authors do what I hope to do in a scene or chapter or with a character. By writing, the connections between reading and writing are so much more personal and meaningful.

As readers, we know and love great writing. It speaks to us. Great writing can be found in the books that we desperately want to share with others, the stories that make us laugh or cry, words written so well we want to post them on the wall or reread them over and over again. As writers, we take those words and use them as inspiration. We look closely at what our favorite author has done, marveling and wondering how we might try to write ourselves.

Ruth writes, "I am always on the hunt for mentor texts, and because I'm a reader and a writer, I find great stuff. I look at the world of print and nonprint through the eyes of a writing thief because I search for models of good writing that can inspire students to look at writing from a fresh perspective." (p. 2) This heightened level of awareness is something teachers can encourage students to engage in as well and Ruth spends time in The Writing Thief giving ideas for how to do just this.

One of my favorite quotes is, "This is close reading - where reading and writing intersect." (p. 6) I wholeheartedly agree. When what we read becomes a mentor text, we are much more attuned to what the writer has done. The great thing about mentor texts is that they are everywhere! On page 31, Ruth defines the term mentor text as, "any text, print or digital, that you can read with a writer's eye." This is great news because it's a reminder that we don't need worksheets or grammar exercises to teach writing. We merely need the amazing classroom libraries and access to text all around us. All writing counts and all writing can be a mentor text - sometimes for writing we want to imitate and learn from but sometimes for writing we might want to notice what is different or lacking.

In the first part of the book, Ruth shares why and how we can be writing thieves but she spends the rest of the book sharing examples of mentor texts. She also invites authors to share their insights about mentor texts throughout. I've long felt that writing is as important as reading and that they truly go hand in hand. I'm so glad to be able to spread this message more by celebrating The Writing Thief by Ruth Culham.

# data[].attributes.attachment_link.description
This week it will be October already! It feels like just yesterday I was connecting with other passionate readers and writers at Nerdcamp in July. I wrote a Celebrate post after Nerdcamp this year and a great discussion about teachers as writers.

# data[].attributes.attachment_link.description
Sharing the pandemonium of teaching young children!

# data[].attributes.attachment_link.description
School is in full swing and I'm really enjoying my class this year! We are very busy and having lots of fun, and I'm finding that setting up clear expectations, practicing our routines, and using visual clues to manage classroom behavior is really working!

# data[].attributes.body
Check it out - this is an awesome apron!

# data[].attributes.attachment_link.readable_text
I just received the most wonderful thing in the mail! My sweet friend Sandy makes these precious Show and Tell Aprons. Now, I have a child size one, too!

They are fabulous for teaching all sorts of things- spelling sight words, recognizing sight words, number facts, sequencing... I love my apron. The kids are crazy about their new apron. We are just starting our Fairy Tale unit- so it's perfect. The children can retell fairy tales in order using the wonderful cards to go with the apron.

The clip art is from Whimsy Workshop- who is another one of my favorite people in the world! We will be using this apron A LOT! After we read and retold Three Billy Goats Gruff, this little sweetie wanted to retell it during free choice time. I think she's pretty happy wearing that apron! (You can see some of my Dr. Seuss friends in the background, too...)

We planted our beans for Jack and the Beanstalk. I got a little carried away watering them- AKA mud. I hope they are going to be fine. Last year, one of my little guys brought in a bean that grew from his beanstalk. I always make some extra in case one or two of the beans aren't "magic."

I love teaching the children about writing details. This week, I put out 5 different beanie baby cats that I had. The children each had to choose one cat to write about but NOT tell anyone which cat they chose. Then, they had to write a description of the cat they picked so others could tell which cat it was, just by the description.

The cat has a pink nose and a pink scarf with white fur and blue eyes and pink whiskers and four white paws and pink nails and I love it.

After the children wrote, I showed their writing on the Elmo up on the Smartboard. We read it together, noticed the beautiful spaces, neat writing on the line, punctuation... Then, I called up another student to choose which cat was written about in the description.

To check if we were right, the children also drew an illustration on the top of the paper.

This is always a favorite activity. We do this quite a few times. I use monster pictures, different balls that I have and ducks. I posted about Ducks and Details here.

This week was all about Dr. Seuss! The children love hearing his stories. We did lots of fun activities! I posted some of my favorites here if you'd like to see them!

One of my little sweeties went on a trip last week to visit her dad who is stationed in Colorado. Along with her books to read, I sent this journal for her to write in to tell about her trip. I loved her story!

It was awesome. I liked the part when we took off. I miss you.

Saturday I went to the movie theater and watched Sponge Bob. It was good.

Sunday I played outside with my friend. We 'rided' on our bike and played on the playground.

Today it is cold outside so I am going to stay inside today.

I helped my dad shovel the whole driveway today.

Yesterday I went to the aquarium and saw sharks. Guess what? The music went 'don don don.'

I saw the Statue of Liberty. (when she was flying home... not the one in Colorado. :)

Finally, here was my sweet moment of the week. I had some of the children use our housekeeping table for writing in the morning. Then, we cleaned up to go to specials. After the children left, and I went back into the room, I noticed that one of my little girls went back and set the table, color coordinated on the place mats... including a fruit bowl! I want to take her home with me!

Have a happy, healthy weekend. Thank you for stopping by!

# data[].attributes.attachment_link.description
I just received the most wonderful thing in the mail! My sweet friend Sandy makes these precious Show and Tell Aprons. Now, I have a child size one, too! They are fabulous for teaching all sorts of things- spelling sight words, recognizing sight words, number facts, sequencing... I love my apron.

# data[].attributes.body
This is the coolest apron ever!

# data[].attributes.attachment_link.description
Browse over 30 educational resources created by kinder-gardening in the official Teachers Pay Teachers store.

# data[].attributes.body
Who should I be reading?

# data[].attributes.attachment_link.readable_text
If you're keen to explore the latest education research, Graham Mallen's blog has lots to offer. As well as covering the latest classroom trends, it also has comprehensive reading lists and posts covering his PhD topic, psychological principles within PE.

If you're keen to explore the latest education research, Graham Mallen's blog has lots to offer. As well as covering the latest classroom trends, it also has comprehensive reading lists and posts covering his PhD topic, psychological principles within PE.

Handheld Learning in Physical Education Twitter: @HHLinPhysEd

Plenty of tips on using tech to engage students in PE lessons including QR codes, apps and screencasting.

EVSport Twitter: @EV_sport

From techniques to help engage girls in sport to app recommendations and advice on pupil assessment, Rachel Moody's blog about her PE department's activities has lots of practical advice for teachers.

Chris Horner PE Twitter: @chrishorner1980

Forget "learning journeys", "scaffolding" and "unpacking" - Chris Horner is not a fan of education jargon. Blog entries aren't always regular but, if you're looking for a no-nonsense blog full of ideas and advice on PE teaching, this is the place for you.

The PE Geek Twitter: @mrrobbo

Blogging from Victoria, Australia, the PE geek (also known as Jarrod Robinson), focuses on mobile learning and how this can complement outdoor PE teaching.

GCSE Physical Education

GCSE Physical Education focuses on the Edexcel specification but many of its lesson and professional development ideas will be useful to those teaching for alternative exam boards.

The Physical Education Teacher Twitter: @DylanBlain

Dylan Blain, a sport and exercise science graduate from the University of Bath, writes about how technology can be used in class - whether it's to boost fitness or improve key skills such as collaboration and teamwork.

Useful hashtags to follow:

#PEgeeks

#PHSYED

The PE and school sports series is funded by the Youth Sport Trust. All content is editorially independent except for pieces labelled "brought to you by". Find out more here.
Topics

# data[].attributes.attachment_link.title
PE teacher blogs: who should I be reading?

# data[].attributes.attachment_link.description
If you're keen to explore the latest education research, Graham Mallen's blog has lots to offer. As well as covering the latest classroom trends, it also has comprehensive reading lists and posts covering his PhD topic, psychological principles within PE. If you're keen to explore the latest education research, Graham Mallen's blog has lots to offer.

# data[].attributes.body
Inspiring PE Teachers by sharing interviews, lessons, and teaching tools.

# data[].attributes.attachment_link.description
Sharing ideas, philosophy, reflections to improve my own practices, learn from others, and provide support for other physical education teachers looking to improve their practices.

# data[].attributes.attachment_link.description
An elementary school counseling blog to share ideas with fellow counselors.

# data[].attributes.attachment_link.readable_text
© Susan Fuller and Entirely Elementary...School Counseling, 2015. The ideas, created materials, and names of those materials belong to Susan Fuller and Entirely Elementary...School Counseling. Unauthorized use and/or duplication of this material without express and written permission from this site's author and/or owner is strictly prohibited. This would included creating materials which are similar or exact replicas of those presented here and selling them for profit or distributing them for free. Excerpts and links may be used, provided that full and clear credit is given to Susan Fuller and Entirely Elementary...School Counseling with appropriate and specific direction to the original content.

S. Fuller is a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for sites to earn advertising fees by advertising and linking to amazon.com.

# data[].attributes.attachment_link.description
© Susan Fuller and Entirely Elementary...School Counseling, 2015. The ideas, created materials, and names of those materials belong to Susan Fuller and Entirely Elementary...School Counseling. Unauthorized use and/or duplication of this material without express and written permission from this site's author and/or owner is strictly prohibited.

# data[].attributes.attachment_link.readable_text
Spring Break is over. School is heating up. Kids {and teachers} are dreaming of the dog days of summer. But every educator out there knows that once those kids charge out the front doors of school, the summer slide is on! And we aren't talking about the yellow Slip & Slide of our childhood, folks.

The summer slide is real. Research has shown, time and again, that students who do not read in the summer WILL lose two to three months of reading development. { Allington} In order to maintain their academic footing, kids have to read. Period. They've got to use those skills, or they're going to lose them!

So, teachers and librarians everywhere, I challenge you to create a take home summer reading program that your students will WANT to participate in.

(1) Make it fun. Seriously ...

You aren't trying to entice the kid who is a natural reader; they are reading in spite of you. Add a little spice to your reading program and hook your non reader {or, at the very least, make it less painful for them} by including FUN! Have your students read in different places, with different people, and in different ways.

Read in a fort made of blankets, under the kitchen table, in a tree, on a beach, in a swing, or by flashlight.

Read to a dog, a beloved stuffed animal, little kids, or older folks.

Read in a hat, in their pajamas, hanging upside down, curled up in a bean bag chair, or hiding under their blankets in bed.

Encourage the kids to take pictures of themselves reading and send them to you over the summer. Post them online to share. That's the good stuff!

(2) Think outside of the book ...

Words are EVERYWHERE!! Why limit your students' reading to those confined within the cover of a book? {Although those words are certainly my favorite.} Help parents to see that reading can happen all day, every day! Encourage them to sneak in reading with a variety of activities.

Read folktales, poems, joke books, picture books, and chapter books.

Read newspaper articles, magazines, comics, and the flyers that come in the mail.

Read cereal boxes, game instructions, recipes, movie listings, restaurant menus, road signs, and sports jerseys.

Every single word that a student reads over the summer is helping them to ward off the summer slide. Create a program that opens kids' eyes to the words all around them.

(3) Empower kids with choices ....

There isn't a human anywhere {even the littlest ones} who like to be told WHAT to do. And honestly, students have the choice NOT to participate in the summer. We can't follow them home and make sure that they are playing our silly little game. So, be sure that your reading program gives them the opportunity to choose WHAT they will do.

Give a wide variety of FUN and motivational activities. THEN, ask the kids to complete only a percentage of them.

Avoid the BINGO type of programs where students will only get credit if they do ALL the things in a certain row or on a certain card. Maybe a kid doesn't even have the opportunity to read by the beach!! That could discourage them from even trying the other activities.

Include several open ended options ... Ones that kids can easily adapt to their own environment. Consider adding a few free reading choices where a student can make up their own reading activity.

(4) Let them select their own books ...

Research has shown that those students who are able to choose their OWN books have a much better chance of keeping the summer slide at bay. { Key} Why? Kids need to read their books folks!! Simply sending home a booklist, or even a book, doesn't guarantee that anyone is reading.

Before school is out, set up a display of books for the kids to peruse. Include the most popular books, some new books, some well-reviewed books, and books of all genres.

Distribute Scholastic book orders to kids and have them circle those books that most interest them.

Allow students time to engage with the displayed books. Give them the opportunity to record book titles that genuinely interest them.

(5) Challenge them ...

I know. I know. There is a whole battle going on out there about intrinsic vs. extrinsic motivation! I get it. Really. I do. But, I also know that SOME kids love a challenge.

Create an activity sheet where students can visually SEE all of the reading activities that they have successfully completed. Kids love to check things off and color things in.

Kids love competition, and they love to "win." Include a prize in your reading challenge; one for simply participating. What better reward than a brand new book? Prizes don't necessarily need to cost money either. What about a certificate of completion, a fun bookmark, a shout out on the announcements, or their name displayed with other awesome readers?

So, the gauntlet has been thrown. Teachers and librarians everywhere, are your ready to accept the challenge and supercharge your students' summer reading??

# data[].attributes.attachment_link.description
Spring Break is over. School is heating up. Kids {and teachers} are dreaming of the dog days of summer. But every educator out there knows that once those kids charge out the front doors of school, the summer slide is on! And we aren't talking about the yellow Slip & Slide of our childhood, folks.

# data[].attributes.body
Elementary Library Centers and Lessons

# data[].attributes.attachment_link.title
Mrs. Lodge's Library | Elementary Library Centers and Lessons

# data[].attributes.attachment_link.description
Resources for Elementary Library Teachers and Library Media Specialists, including library centers, interactive online teaching tools, and lessons.

# data[].attributes.body
Collaborative tools and technology for speech therapy.

# data[].attributes.attachment_link.title
all4mychild | collaborative tools and technology

# data[].attributes.attachment_link.description
The group program that we've created, the apps that we've built and the individual services we provide empower young children by helping them develop effective social, communication and self-regulation skills. All of our services are imbedded in the context of play because we believe that childhood should be fun and that fostering collaboration through play will equip children with the skills necessary to become effective learners, leaders and friends.

# data[].attributes.body
Activity Tailor/Creative Ideas for Speech Therapy

# data[].attributes.attachment_link.readable_text
I love my job, but that doesn't mean I'm not itching for the school year to end and summer to arrive. And for many of us the last month or two seems designed to break your spirit. The paperwork, the antsy kiddos, the new referrals? (Really, you didn't notice this months ago?) Teacher appreciation week will be coming up soon and you may or may not be included in that. Let's take matters into our own hands. I've made a teacher reward and countdown calendar. (SLPs, it's specifically for you, too!) Use it to get through May, or the last 31 days of your school year, or ... continue reading...

# data[].attributes.attachment_link.title
Creative Speech Therapy Ideas | Activity Tailor

# data[].attributes.attachment_link.description
I love my job, but that doesn't mean I'm not itching for the school year to end and summer to arrive. And for many of us the last month or two seems designed to break your spirit. The paperwork, the antsy kiddos, the new referrals? (Really, you didn't notice this months ago?)

# data[].attributes.attachment_link.description
Just a reminder about the Art With Mr. E Summer Workshop!!! We are about half way to the "cap"! I know it is hard to think about summer when we're in the busy season for most of us art educators...but I'd love for you to consider coming.

# data[].attributes.attachment_link.description
Behold the magic of the elementary art classroom. This blog is intended as a venue for parents and students to check out what is going on in the art room at Thomas Elementary. Also, possibly more importantly, it is a place for other educators to find free art lesson plans and share ideas.

# data[].attributes.attachment_link.description
Behold the magic of the elementary art classroom. This blog is intended as a venue for parents and students to check out what is going on in the art room at Thomas Elementary. Also, possibly more importantly, it is a place for other educators to find free art lesson plans and share ideas.

# data[].attributes.attachment_link.description
Behold the magic of the elementary art classroom. This blog is intended as a venue for parents and students to check out what is going on in the art room at Thomas Elementary. Also, possibly more importantly, it is a place for other educators to find free art lesson plans and share ideas.

# data[].attributes.attachment_link.provider_name
Mrs. Miracle's Music Room | Music Education Blog

# data[].attributes.attachment_link.title
Mrs. Miracle's Music Room | Music Education Blog

# data[].attributes.attachment_link.description
Music education ideas, activities, games, and songs | Technology tips for the music classroom | Resources for the elementary music room

# data[].attributes.attachment_link.description
A blog written by an elementary classroom teacher focusing on center based classrooms. Full of tips, tricks, and fabulous resources!

# data[].attributes.attachment_link.description
A blog written by an elementary classroom teacher focusing on center based classrooms. Full of tips, tricks, and fabulous resources!

# data[].attributes.body
K-5 SpecEd. Tech Driven.

# data[].attributes.attachment_link.readable_text
October has always been an interesting month. You're beginning to understand how our students and classrooms work, more behavior might pop up, and we're right in the middle of curriculum with parent-teacher conferences right around the corner. I love October, Halloween is coming and the excitement of fall. I don't even like pumpkin spice lattes but somehow seeing them just makes everything seem all is right.

I figured I'd share five of my favorite October (simple) ideas that center around Halloween that are fairly low prep and easy to do. The key is that you've got to make them work for you and they DON'T require that you have to dress up.

Goosebumps, Books and TV Show
Scary stories are the best. Make sure you introduce your students to R.L. Stine and his lively collections of scary stories. Monsters, mayhem, and unexpected endings are what it's all about. You might want to preface your students that the stories could be intense...but not clown-in-the-sewer-intense.

Mix and match the books by using recess and/or lunch time and show the students the 90's Goosebumps TV show. All the episodes match up with the books and they're under 30 minutes long. Netflix has the entire catalog available but you might be able to find some on YouTube too.

Flashlight Reading with Sounds
Turn off the lights, grab a flashlight, turn on some monster music, and let the kids read. Flashlight reading isn't anything new, but adding the touch of spooky music is just what the Dr. Evil ordered. We love listening to music when we read and the perfect soundtrack enhances book reading immediately.

Check out YouTube, Amazon Music, Pandora, or where ever you grab your songs from. Just change up read-to-self time to match the mood. You might need to prep students to bring in flashlights, but if that's not possible just grab some lamps. It's easy and effective.

Study Bats
If you want to focus on real-life, you probably need to go with BATS. These cross categorical mammals work well in ELA and science. From studying the types and species to understanding how they live, there's something for everyone (and at all ages).

We know the importance of bats in our ecosystems so think about challenging your students to design and create a bat house, which you can find here.

Or encourage your students to make life-size cut-outs of bat species. They'll be amazed when they see the difference between a ghost bat and a flying fox. Your students can hang the bats from the ceiling or post them all over the walls.

The Haunted Manipulative Math House
The simple idea is for your students to create a haunted house. Set out all the math manipulatives you have from unifix cubes, geometry shapes, ten sticks, basically whatever you have. Then let them build a haunted house. If you need to set a time limit, do so-- but step back and let them see what they can create (this is the STEM portion). Once they're finished, allow students to share their creations. Come up with a list of items they must be able to answer (who lives there, what's in the house, how is it haunted, etc.).

For some classes this is plenty but if you want to add more math skills assign each manipulative a number (example: each unified cube is worth 3 or $3) and have the students find the totals. You can assign each type of manipulative a different price or make them all the same. There's really no set rule because you can tie this into many different skills. It may take you (the teacher) a few minutes to decide how you want it to work, but it's worth it.

Dealing with Zombies
It is my personal opinion that a zombie invasion is a teachable moment.
Why, you ask? Here's why...
-It takes probable problem solving. How would students really react and what are their options?
-Mapping skills
-Survival skills. No seriously, what would they do without electricity or the internet?
-Are they team players? When the invasion happens who will they help?
-It requires research, but not the book kind. They have to study surroundings, locations, and geography-- books aren't nearly as important.
-A zombie invasion requires students to use their own particular skills (not reading fluency).

Teachers can create a zombie invasion environment and see how students react, work together, and problem solve. It's team building but you've replaced trust falls with a well placed apocalyptic virus. Surviving a zombie outbreak is basically project based learning on the run, which is a resource I've created for students to do independently or as a group. It's a mix of tasks, problems, and story telling for students to work through.

If you teach special education (like I do) then you definitely want to read why project based learning should be in every classroom. PBL gives kids (at all levels) opportunities to find what they're great at when it comes to how they learn and take in information. It's also the perfect way to pull in those reluctant learners.

# data[].attributes.attachment_link.description
October has always been an interesting month. You're beginning to understand how our students and classrooms work, more behavior might pop up, and we're right in the middle of curriculum with parent-teacher conferences right around the corner. I love October, Halloween is coming and the excitement of fall.

# data[].attributes.body
Tips for teachers, parents - common core ideas.

# data[].attributes.attachment_link.readable_text
I've got some math tubs ready for next week so that I can pull my guided math groups. Also so I can keep my sanity as the weather gets warmer and the kids get "more excited". We just finished with our time to the hour and half-hour unit and I want to meet with some groups to re-teach and enrich. I also want to throw some review of ALL THE THINGS because, spiral review. ;)

My kiddos love memory/matching games for place value and this one is from my

I feel like time is so fun to teach! It's awesome to see the kiddos telling you what time lunch starts {only if they raise their hand, of course!}. They are loving this game, "Rock Around the Clock" from my Telling Time Packet:

You play music and the kiddos dance around the classroom, when the music stops, they find a different desk and write any time {whatever time you are working on} they want {digital}. Then, I start the music again {they dance} and when the music stops, they find a different seat and draw the analog clock time to match the digital time. I check them off, they erase their boards, and we play again. :)

The mats are laminated and we use dry-erase markers on them.

This one is also from my Why are kids so obsessed with spinners? They spin the spinner and make that time on their analog {Judy clock} clock. If you don't have a set of Judy Clocks, you can use the DIY cardstock clock that I provide in the packet.

Here's one of the most popular games that my kiddos loooovvvee to practice time!

Here is a game for teaching/practicing time! I have left the clocks blank so that all grade levels can insert the times that they are working on. In partners, each player takes a turn drawing a card. Then, they write down the digital time on their recording sheet. Watch out for that fly in that pile! If you pick one, you lose a turn! The first player to fill up their sheet is the winner!

# data[].attributes.attachment_link.description
I've got some math tubs ready for next week so that I can pull my guided math groups. Also so I can keep my sanity as the weather gets warmer and the kids get "more excited". We just finished with our time to the hour and half-hour unit and I want to meet with some groups to re-teach and enrich.

# data[].attributes.body
K-1 resources...

# data[].attributes.attachment_link.description
The Science Penguin Free Resource Library is a special library of downloadable resources just for email subscribers. Access the Experiment Flip Book, response pages for science pictures books, notebook pages, STEM activities, and more! Directions 1. Sign up below. I recommend signing up with your personal email so the emails don't get caught in a [...]

# data[].attributes.body
Resources and ideas for 3-8 year olds.

# data[].attributes.attachment_link.readable_text
, has been receiving top-notch praises by valued literacy professionals, including Debbie Miller, From Striving to Thriving: How to Grow Confident Capable Readers , written by Stephanie Harvey and Annie Ward Right out of the gates, the authors state their book Kylene Beers and Penny Kittle, for a variety of reasons. However, my favorite reason being their determination to let go of labels. 'grew out of a shared and evolving recognition that far too many striving readers are suffering unproductive and unintended consequences of the very instructional tools and approaches designed to support their growth (p.11).' This statement refers to book leveling systems. Educators need to remember leveling systems are a teacher's tool, not a child's label.

As I anticipated the arrival of my copy, I looked toward my PLN to learn more via tweets, blog posts and reviews featuring its high standing on professional literacy bookshelves.

Before the book was even in my hands, I was ready to *table the labels* and empower children to grow from being striving to thriving readers. When the book finally arrived, I began to delve into its greatness. The book lived up to the hype!

Today, I'm here to share with you a bit of its greatness. However, please realize, this post scarcely highlights the vast prowess of the authors. I'm here to bestow upon you a multimodal praising and sharing of quotes and tips taken directly from the book, in addition to tweets dedicated to it. Since t he framework of this professional text encompasses three parts, TRUST, TEACH, TRANSFORM, I've decided to organize the tips and tweets to follow suit. Read along to get a glimpse of what the book offers.

Chapter 1: Table the Labels

We have found that referring to mistakes as attempts decreases kids' fear of being wrong and increases their desire to have a go (p.49).

Chapter 2: Cultivate Curiosity

The tech opportunities from apps such as Google Docs, Drawing Pad, Edmodo, and Padlet are endless for inspiring curiosity, asking questions and doing research. We recommend apps like Drawing Pad, which allow kids to draw rather than write their thinking, giving striving readers a boost (p. 83).

Chapter 3: Ensure Access to and Choice of Books

Chapter 4: Pump Up the Reading Volume

Chapter 5: Book-Match Relentlessly

Chapter 6: Teach Thinking-Intensive Reading

We don't read merely for the sake of it; we read to build our knowledge store. So, when we limit striving readers to only texts they can read, they may miss out on that important act (p.190).

Chapter 7: Assess Readers in the Round

Yetta Goodman, who coined the term "kidwatching", and Gretchen Owocki explain the power of kidwatching: Rather than viewing some children as "low", "behind", or "lacking in skills", teachers who kidwatch view all children as creative, capable learners- on their way to "achieving control over the conventions of language- always in process," always moving forward (p.208-209).

The most powerful way to reach a striving reader is to spend five or ten minutes engaging with him in what Annie refers to as a "reader-to-reader, heart-to-heart conference" (p.211).

Chapter 8: Advocate Tirelessly

Discover any new insights? I hope so! I f you're on Twitter, my all time favorite platform for impromptu professional development, you can track down some great content under the hashtag I've linked her Ten Tips below. Just click on each image to be directly connected to her YouTube videos discussing each tip. Last, but not least, I have a copy of the book to give away! Please leave an insightful comment about how #FromStrivingToThriving. For literacy insight on a daily basis, give Stephanie Harvey and Annie Ward a follow on Twitter. You can also see Stephanie Harvey on YouTube.
you are growing confident capable readers in your classroom to be entered for the drawing. I will randomly select a winner from the comments this Saturday, December 2. C lick HERE for a sneak peek at the book's Introduction.

# data[].attributes.attachment_link.description
has been receiving top-notch praises by valued literacy professionals, including Debbie Miller, From Striving to Thriving: How to Grow Confident Capable Readers , written by Stephanie Harvey and Annie Ward Right out of the gates, the authors state their book Kylene Beers and Penny Kittle, for a variety of reasons.

# data[].attributes.headline
Special Education: Giggles at Greene blog

# data[].attributes.subject
Special Education: Giggles at Greene blog

# data[].attributes.attachment_link.description
Hi everyone! My name is Noelle and I am a Special Education teacher (self-contained, grades 3, 4, and 5!) After graduating, I started teaching Kindergarten!!! I had only applied to sub when I was called in for an interview! The following school year I moved schools and changed grade levels.