Reply to How to help MCPS' lowest performing students?

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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]Grouping by ability and dedicating the entire math and reading block to active instruction rather than forcing the teacher to race through multiple groups while kids mostly “work” independently.

Adjusting the schedules so there is time for actual grammar instruction. It’s critical for a solid foundation.

Investing in the spelling/vocabulary workbooks that private schools use. This is useful busy work in the classroom or independent homework.

Slow down the math. Private high schools start with Algebra 1.

Instead of wasting a special on the Media room, offer Spanish. Foreign language instruction must start in Kindergarten, not middle school.

Essentially model the curriculum on what private schools do. It works. [/quote]

I agree with a lot of this. Especially the math grouping. Small groups are tough and don’t accomplish a lot, especially in classrooms with behavioral issues. Though the Chromebooks are handy for keeping kids quiet during this time.

Re Spanish, I’d love to see this but it would be difficult for three reasons. One, money. The librarian is already on payroll -[b] media special is a teacher break that’s close to free. [/b]Two, we can barely find able Spanish teachers for middle and high school schools so hiring would be tough. Three, the kids only get media once a week for a short time so it’s not consistent language instruction. Better than nothing though. But they still need some media center time to check out their books. 
I’m guessing they could do online Spanish lessons - like a twenty minute daily lesson on the Chromebook. That might be worth exploring. [/quote]

Spoiler alert…There are no breaks for teachers during school hours. At the elementary level, when students are in a specials class, teachers are in a meeting. There are math planning meetings, ELA planning meetings (with a new curriculum to navigate), and team meetings. All meetings require detailed note taking (accessible to all) and are usually attended by people outside of the immediate grade level teachers (reading specialist, focus teacher, admin, ELD teacher, etc.)

We leave these meetings with a general idea of what we are planning to teach for the following week. However, then teachers need to spend hours figuring out what that will look like for their individual students. We’re creating supplementary supports and resources, as well as figuring out how to differentiate it for learners of all abilities. There are many students with IEPs and 504 plans in classrooms, as well as other students who may be struggling and working below grade level. There are also students who are excelling and need enrichment opportunities. I usually work several hours in the evenings and (always) spend several hours during the weekend, working to prepare for the upcoming week.

It’s all consuming and never-ending. I will return to prepping for the upcoming week only after I have completed mandatory paperwork due this week for upcoming IEP and EMT meetings. (I currently have seven students with an IEP in my homeroom, as well as two students with 504 plans). There will never be time during the day to work on documentation and mandatory paperwork needed for these students. That’s what weekends are for these days. [/quote]

I work in an elementary school - I meant it’s a break from the kids. We don’t always have meetings during those times. But that means they’re after school. However the time is used, I meant it’s important for the teachers and not something just to be dismissed as media time. Among other uses, it may be the only time a pregnant teachers gets to use the bathroom in four hours. [/quote]

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