https://padlet.com/cmoore47/3siybe6z57l5 Create a post regarding the proposed discussion questions by Friday, February 16, 2018 at 3:00 pm and respond to two of your colleague’s posts by Friday, February 23, 2018 at 3:00 pm. Please be sure to include your First and Last Name as a sign-in for this flipped meeting. en-us 2018-02-12 19:06:41 UTC 2018-03-02 20:55:16 UTC hello@padlet.com https://padletuploads.blob.core.windows.net/prod/80264060/cdf38ae2d21ee13c036196e76c1eb262/Backback.png https://padlet.com/cmoore47/3siybe6z57l5/wish/232346597 The biggest accommodation factor is time. My students do not want to ask for help until everyone has left the room. They feel singled out. I have incorporated a sticky note system that they can place on the desk when they have a question. This way they are not raising there hand and it appears that I am just getting to them while in the power zone.]]> 2018-02-16 14:44:17 UTC https://padlet.com/cmoore47/3siybe6z57l5/wish/232346597 cscott38 https://padlet.com/cmoore47/3siybe6z57l5/wish/232364795 2018-02-16 15:17:06 UTC https://padlet.com/cmoore47/3siybe6z57l5/wish/232364795 https://padlet.com/cmoore47/3siybe6z57l5/wish/232373580 I agree with the other teachers about not wanting to single the students out, but I also feel that the students are not motivated and do not understand what accommodations that are available to them.
The article repeatedly talks about using computers and technology, we do not have in the classroom. Alot of schools have lap tops for each student, I have been here for 33 years, 20 years ago we were told that we would have a computer for every student. Still no computers. ]]> 2018-02-16 15:33:16 UTC https://padlet.com/cmoore47/3siybe6z57l5/wish/232373580 sstrong1 https://padlet.com/cmoore47/3siybe6z57l5/wish/232387361 The biggest challenge is finding a system that works for your students. Every student learns differently so what works for one student may not necessarily work with another. I agree that the students do not want to be singled out or give off the impression that you are helping another student more than others. It is important first and foremost to gain active student engagement. I have often found it difficult to get the students' attention if they are not interested in the topic or "shut down" if they feel they are not getting the concept. We have to remember to give the student feedback so they will know they are getting what is being taught and reassure them that they are on the right track. As an educator, it is imperative to make sure we are not making our Special population students feel that they are not capable of being on the same level as our general education students. ]]> 2018-02-16 15:57:04 UTC https://padlet.com/cmoore47/3siybe6z57l5/wish/232387361 https://padlet.com/cmoore47/3siybe6z57l5/wish/232398543 This post is supposed to be about challenges in implementing accommodations and modifications in the classroom. I 
remember the best advice I got about accommodations and modifications was from an instructor who "what's good for one is good for all". I think that works to an extent. For example, I had a student who performed better when highlighting all the text in yellow highlighter, so I made highlighters available to everyone who wanted one. If one student needs chunked notes or guided notes, I can make a note sheet that fits that description and everyone can have it. If a student needs questions read to them, I'll let everybody in the class have the option of me reading them a question and I'll read aloud to the whole class, and then I might praise the student recognizing that the question may have been confusing and that they caught something.  Sometimes that helps all the students, and more may even catch that they read it wrong the first time or go back and look at it again.]]> 2018-02-16 16:18:52 UTC https://padlet.com/cmoore47/3siybe6z57l5/wish/232398543 https://padlet.com/cmoore47/3siybe6z57l5/wish/232416014 The most difficult challenge to implementing accommodations and modifications is not singling out students who are receiving hem from those that don’t. Some modifications are easy enough to implement without the student standing out, while others, once noticed, will be brought up by the other students. This singling our leads them to ask for those same accommodations to help with their work. I have found through this, that what’s good for the goose is good for the gander. While not all accommodations can be handed out to everyone, most can be incorporated into the lesson, such as a highlighters and longer time to test, along with chunked practice and scaffolded learning. This allows the the students to not feel so singled out and others to feel included.]]> 2018-02-16 16:54:32 UTC https://padlet.com/cmoore47/3siybe6z57l5/wish/232416014 https://padlet.com/cmoore47/3siybe6z57l5/wish/232429731 Time is a mayor challenge because I want to reach all my students  using their accommodations to make sure they can understand the concept that I want to teach and gain enough confidence in themselves so they can practice  it independently.  I think we can work with other subject teachers to ask what successful strategies they are using to reach the students we have in common so we can share ideas to improve ourselves as educators with LD students. Also, I agree with my fellow educators that students don't want to be singled out so they tend not to ask questions or accept their accommodations.





]]> 2018-02-16 17:26:25 UTC https://padlet.com/cmoore47/3siybe6z57l5/wish/232429731 https://padlet.com/cmoore47/3siybe6z57l5/wish/232436379 Being discrete or not wanting to single a student out is not so much an issue for me, as I've seem to have been able to do that without a problem as I've needed to. The biggest issue I've had is making sure to get to and address everyone's needs, and presenting the material in a way that addresses various student learning styles, while bringing everyone to the same destination within a certain time-frame (i.e. like before a district assessment). As far as with other subject areas, maybe pulling from how content is modified and varied, and then looking at how we can adjust this for science may help. ]]> 2018-02-16 17:40:46 UTC https://padlet.com/cmoore47/3siybe6z57l5/wish/232436379 vroy1 https://padlet.com/cmoore47/3siybe6z57l5/wish/232441601 The biggest challenge when it comes to implementing accommodations and modifications in the classroom is making sure I am providing the resources needed to aid in the students specific modification or accommodation while not singling out or placing the spotlight on the student. I also struggle sometimes with the "extra time" accommodation because every SPED kid is different as far as time needed on assignments. ]]> 2018-02-16 17:52:52 UTC https://padlet.com/cmoore47/3siybe6z57l5/wish/232441601 rroberson3 https://padlet.com/cmoore47/3siybe6z57l5/wish/232442697 The biggest challenge that I face is  implementing the accommodations--such as extra time--all while helping the students to keep up with the fast pace of the curriculum. How do I give students sufficient time to grasp a concept without having them to fall behind as we move on to new concepts that will build upon the previous ones? This is a challenge  even for my nonSPED students that have not adapting to covering concepts so quickly.  Also, another challenge is getting the students to complete work outside of class.

]]> 2018-02-16 17:55:40 UTC https://padlet.com/cmoore47/3siybe6z57l5/wish/232442697 https://padlet.com/cmoore47/3siybe6z57l5/wish/232450492 I have four problems with implementation of accommodations:
1. Students with accommodations who avoid accommodations because they know they are being treated differently than their classmates.
2. The exact opposite of #1, where students use their LD as an excuse for not doing their work at all, regardless of accommodations.
3. Finding the time to present the content to all levels within the scheduled timeframe for that unit.  Meeting all accommodations slows me down - I haven't yet learned how to integrate all levels at the same time.
4. Another difficulty is providing accommodations for students who appear not to need them, while having students who clearly need them but are not identified as 504.  By the time I get them they are juniors or seniors, so initiating that process would be a little late.

I think it would be valuable to encourage communication between teachers for each student to see what protocols have been successful in other areas.  I might be able to get ideas from other, more experienced teachers, or find a way to connect my content to something that the student is interested in.]]> 2018-02-16 18:14:51 UTC https://padlet.com/cmoore47/3siybe6z57l5/wish/232450492 ggupta1 https://padlet.com/cmoore47/3siybe6z57l5/wish/232451277 -Gunjan Gupta]]> 2018-02-16 18:16:45 UTC https://padlet.com/cmoore47/3siybe6z57l5/wish/232451277 cmoore47 https://padlet.com/cmoore47/3siybe6z57l5/wish/232455509 I experience many challenges...from students refusing to use them,  having many students needing different accommodations all at once, students not attending class to use them, and a lack of training for teachers. I think if we moved to problem or project based learning students with learning disabilities could easily find a role to play and be successful. This approach would be easier than the normal daily routine.
 ]]> 2018-02-16 18:26:26 UTC https://padlet.com/cmoore47/3siybe6z57l5/wish/232455509 wphitt https://padlet.com/cmoore47/3siybe6z57l5/wish/232456083 After reading the NSTA and Science article, I consistently see them talking about using varied methods of getting information to your students and assessing them afterwards to check their understanding.  Both of these are great things to aid our students, but my biggest challenges with them are time and technology.  

To create 2 or 3 different methods of presenting information and then actually presenting them takes time that we don't have in class. While block scheduling has made it easier, in my opinion, to get through an entire lesson cycle in a single class period, we still do not have the time it would take to present 2 or even 3 different options for students.

The second challenge is not having the technology in class on a consistent basis.  While we have Chromebooks and the computer labs at our disposal, they are not always available and while having our students use their personal devices is always an option, I am consistently running into issues of connectivity whenever we do use their devices in class.]]> 2018-02-16 18:27:44 UTC https://padlet.com/cmoore47/3siybe6z57l5/wish/232456083 https://padlet.com/cmoore47/3siybe6z57l5/wish/232457111 Implementation of accommodations and modifications is difficult partly because students most often reject them. Also, managing different accommodations for different students and for multiple students in multiple classes becomes a management challenge in and of itself.]]> 2018-02-16 18:30:01 UTC https://padlet.com/cmoore47/3siybe6z57l5/wish/232457111 https://padlet.com/cmoore47/3siybe6z57l5/wish/232461186 Physics is a cumulative body of knowledge. Students with learning disabilities often fail to remember the basic concepts necessary for building new skills. Much time is spent reteaching the basics leaving less time to develop the new concepts. Students would find learning physics easier if they came into the class with a reasonable understanding of basic algebra (Algebra 1/middle school math). ]]> 2018-02-16 18:39:17 UTC https://padlet.com/cmoore47/3siybe6z57l5/wish/232461186 jrr13511 https://padlet.com/cmoore47/3siybe6z57l5/wish/232462320 A challenge in implementing accommodations and modification in the classroom is that some students do not use them because they do not want to be singled out from their other classmates. Depending on the modification, some teachers may modify for the entire class allowing, allowing all students extra time to turn in assignments. ]]> 2018-02-16 18:41:48 UTC https://padlet.com/cmoore47/3siybe6z57l5/wish/232462320 https://padlet.com/cmoore47/3siybe6z57l5/wish/232509292 When implementing accommodations and modifications in science one challenge is students not wanting to use accommodations because they get overwhelmed with how difficult science is. I guess what I'm trying to say is that the student believes the course is difficult as it is, having an accommodation will not help their case. One accommodation the article mentions was making a checklist of what students need to achieve during the period. I feel this not only keeps the student organized, this will also allows the student to feel successful. 
 ]]> 2018-02-16 20:37:55 UTC https://padlet.com/cmoore47/3siybe6z57l5/wish/232509292 djoseph4 https://padlet.com/cmoore47/3siybe6z57l5/wish/232512708 The greatest challenge that I faced in regards to implementing accommodations revolved around time. While it's not an issue to implement accommodations for students, I've noticed that one on one time with the students yields better results.  I believe with more experience, I'll become more efficient in fulfilling the needs for my students. 

]]> 2018-02-16 20:52:39 UTC https://padlet.com/cmoore47/3siybe6z57l5/wish/232512708 calejandre https://padlet.com/cmoore47/3siybe6z57l5/wish/232529059 One of the biggest assumptions that we make as educators is that students come in with a natural ability to organize themselves. The articles challenges this notion, especially for students with learning disabilities. We need to explicitly teach organizational skills. The challenging part is planning how to implement these strategies, deciding when to carve out the time from content to invest in organization, and finding the  opportunity to check that the student's strategies are consistently used and working. I think that creating a portfolio system across subjects where students can keep their notes, supplemental aids, lists of steps in the classroom could work to help students get used to referring to them when they need help. ]]> 2018-02-16 22:28:49 UTC https://padlet.com/cmoore47/3siybe6z57l5/wish/232529059