Run by Iowa educators, #IAedchat is on Twitter the first, second, and third Sundays each month at 8:00pm CST. We have added #IAedchat LIVE to the fourth Sunday of the month at 8:00pm CST. This will take place in Google Hangout on Air. We will share the invitation and link to #IAedchat LIVE each month.
Your co-moderators for tonight’s #IAedchat are @townsleyaj@duffysclassroom and @danpbutler.
Take a moment to introduce yourself, your role in schools, and where you are tweeting from tonight.
My name is Nikki Clemen and I am a junior at the University of Northern Iowa in Cedar Falls. I am studying Elementary Education and am thinking about getting a literacy endorsement! #IAedchat@townsleyaj@DuffysClassroom@danpbutler
Good evening, #IAedChat! Dan Butler, principal of #eesbobcats in Western Dubuque Schools. Happy to be with you and excited to assist in facilitating the conversation tonight.
Hello everyone! I'm Sophia Melanson, a pre-service teacher studying at Grove City College. I can't wait to learn from some amazing educators tonight! #iaedchat#gccedu
A1:
Students who need additional practice or help with skills.
Sometimes it means they are missing the background knowledge of the skill you are currently teaching. #IAedChat
A1 At Risk are kids on the cusp, either academically, emotionally, or economically. This can vary from year to year or change due to life events. #IAedChat
A1: A student who may need extra supports for success could be defined as at-risk… in a variety of areas (social/emotional, academics, behavior, at home conditions, etc.) #IAedChat
A1: I see "at risk" as students who are on the margins of school. Students who lack connection to an appropriate adult or activity. Students whose barriers to accessing learning deserve support. Transforming the system may help keep kids from being labeled "at-risk" #iaedchat
A1: I really struggle to use the words “at risk” but we have a series of indicators we use that help determine next steps with kids-attendance, behavior data, academic data. #IAedChat
A1: At risk students are students that require temporary or continuing intervention in order to be successful. At risk students need more help than the average student but should be treated the same. #IAedchat
A1. Ohh interesting question. Ss that struggle to function in multiple facets of education..so, socially, emotionally, and academically. ...so basically I’m “at risk” 🤔 #IAedChat
As a future educator I would describe an At-Risk student as one who is not able to follow along at the same pace as other students and begin to fall behind. These learners should be provided with additional assistance in order for them to succeed. #IAedChat
I would say that students are "at-risk" when they are not responding well to the format of instruction. They are unable to keep up with the pace that the teacher is setting. #IAedChat
A1: Like so many others who have tweeted before me, I define at-risk as needing additional support or skill building from an academic, social/emotional, behavioral, or outside of school standpoint. #IAedChat
I suppose "at risk" could have a lot of different meanings. I would classify an at risk student as one who doesn't fit in entirely with the typically culture of the school. An at risk student could also require extra attention and compassion from a teacher to learn. #iaedchat
A1: As a future educator I would describe an At-Risk student as one who is not able to follow along at the same pace as other students and begin to fall behind. These learners should be provided with additional assistance in order for them to succeed. #IAedChat
A1: I would say that students are "at-risk" when they are not responding well to the format of instruction. They are unable to keep up with the pace that the teacher is setting. #IAedChat
A2: it usually means these Ss require a different level of support to succeed from other Ss. This could mean social-emotional supports in addition to academic.#iaedchat
A1 at risk for me is a student who needs a little extra love and care to be successful in school each day - that could mean needing a mentor, extra academic support, or even more #IAedChat
Bingo on the at-risk for academics. We’re going to talk about several different types of at-risk areas tonight including academically at-risk. #IAedChat
A1. Our Gap Ss! Ss who are at risk for greater chances of failing for numerous reasons from income, language barriers, disabilities, etc. that put them at risk and not ready to learn! #iaedchat
A2: Emotional safety can be fostered by creating opportunities for success and celebrating them, embracing differences, and requiring that all show respect. #iaedchat
A2: Emotional health is about three things for me. Being consistent, building and maintaining trust, and loving unconditionally. These three things build emotional safety in kids and adults. #IAedChat
A2: I do so many things! The first thing that I do is build strong relationships with all my students and let them know they are safe and I care about them so much! I give them opportunities to share if they need more support from me, and teach them coping skills! #IAedChat
A1: At risk students have some factor or factors inhibiting their potential successes. Could be external factors such as SES or split parents or internal such as mental health. #iaedchat
A2: providing classrooms where teachers believe in every learner and work to adapt curriculum and activities to meet each learners needs. Making sure students know that we will support and care for them through our actions and interactions. #iaedchat
A2: Safety in being able to take risks and fail forward in learning, comfort in consistency in interactions with adults (communication with family) - these could help foster an emotionally safe environment. #IAedChat
#iaedchat@SFecich teaches us all about creating a positive classroom environment for our students. I think that a loving teacher will encourage their students to approach them with their concerns. More specifically, it is important to keep their trust.
A2 You have to "feed" the relationship. Be an active listener vs a fixer. Never say "It'll be alright", sometimes it isnt. Be authentic AND supportive. Invest in the relationship and the student. #IAedChat
A2: Emotional safety is being consistent, building relationships and maintaining relationships. Creating a safe classroom environment as well.
#IAedChat
That made me think about the fact that every day is a new day and the student has the right to return being loved as if nothing negative has previously happened #IAedChat
A2: Emotional health is about three things for me. Being consistent, building and maintaining trust, and loving unconditionally. These three things build emotional safety in kids and adults. #IAedChat
A2: Emotional safety is probably the most important thing to me. Making sure my students know and feel like the can talk to me about anything is so important. Keeping an eye on all differences that are occurring in the classroom is key. #iaedchat
A2: This is still a big growth area but we have started working on helping kids recognize emotions, triggers and learning self regulation strategies. We are trying to get to root cause so we can better address behavior and outcomes! #IAedChat
A2: It would be helpful to express a deep care for your students right from the get go. At the start of the school year you could create assignments or games that will help you get to know them on a more personal level and see them as more than just students at a desk. #IAedChat
A2. Creating a safe learning environment where Ss are not afraid to take risks! We celebrate our differences, and uniqueness, and keep an open minds in learning! #iaedchat
A2.2: Let students (and the adults you serve) know that you are human. Be courageous enough to be vulnerable and share your story. This will lead to connection and a deeper level of understanding. #IAedChat
Q3: Mental health - statistically, one in five students may struggle with a mental illness. How does your system embed strategies and design and an environment that supports these learners? #IAedChat
One way to foster emotional health would be cultivating a safe space. Although children are mostly egocentric at a young age, it is crucial to promote students to consider one anothers feelings. #iaedchat#ece#edchat
A2: This is still a big growth area but we have started working on helping kids recognize emotions, triggers and learning self regulation strategies. We are trying to get to root cause so we can better address behavior and outcomes! #IAedChat
A3: this is so challenging bc so many can be “functioning” and secretly struggling. Another reason why the relationship has to be there for ANYONE to feel safe enough to reach out or take the risk of letting you know they are struggling.. #iaedchat
A3: Regardless of label, we have to know our Ss. What are their strengths, motivations, fears, or triggers. How do they prefer to learn? We need to talk to our students and really get to know them. Our strategy at #eesbobcats is fostering a relationship-driven culture. #IAedChat
A3: Ts are often the first responders to struggles w/ mental health. We need to have the knowledge/learning involved around supportive strategies. Open communication w/ parents. ACES awareness is a great tool for teachers, but districts need to make it a priority. #IAedChat
A3: Ensuring that our MTSS framework addresses not only academics but social/emotional skills as well. Having a school counselor who is a Licensed Mental Health Counselor working to help students achieve emotional wellness. #iaedchat
A3: Again, a growth area. We are doing a lot more #SEL work this year to enhance self-reg, we are learning about the impact of trauma too. We have a school based therapist but we definitely need to reflect on how our system can better support kids’ mental health needs. #IAedChat
Q4: Once again, mental and emotional health is number one. I think having weekly check in with my students is always something I wanted to do. Pulling aside students and asking them questions about life in hopes they open up to me. #iaedchat
A3: Mental Health- This is why relationships with your students are so important. They need to feel safe enough to reach out to you.
Also understanding any triggers, or fears they may have.
#IAedChat
Q3: Mental health - statistically, one in five students may struggle with a mental illness. How does your system embed strategies and design and an environment that supports these learners? #IAedChat
A3 One of the most brutal parts of teaching. How do we help those that have been marginalized by the State of IA having almost all supports removed? #iaedchat
GREAT point, Mande. How can we ensure Ss don’t have to suffer in silence? Relationships. Truly build a solid relationship with your Ss. Get to know them. #IAedChat
A3: this is so challenging bc so many can be “functioning” and secretly struggling. Another reason why the relationship has to be there for ANYONE to feel safe enough to reach out or take the risk of letting you know they are struggling.. #iaedchat
A3: Make yourself aware of the common battles that students in your age band struggle with. Avoid certain "trigger" words/ touchy subjects when presenting your content. #IAedchat
A3: This is an area that we are trying to grow in moving forward. This year has been about "preparing the soil" so that we can instill a system that bears fruit. #iaedchat
A3. Concentrating on the entire child including social/emotional health and well being. Providing PD trainings for T, working with Ss we have liscensed counselors in schools. #iaedchat
A3: We incorporate Social Emotional Learning! Also providing staff training opportunities to help learn how they can support students! We after staring our PD with 10 minutes each time for strategies to help teachers support students! #IAedChat
A3.2: Relationship-driven culture includes a trauma-responsive approach with adults feeling as though they are the one for students. We are interested in regulation, asking rather than assuming, and dropping our personal mirrors. #IAedChat
A3 pt 2 . Metal health is NOT something that can be "healed" or "modified" like Behavior. I apply all the same strategies knowing that I'm only fighting for a plateau. #IAedChat
A3: It is important to take the time to care and understand how the mental illness affects the students day to day life. Once you have a grasp of the students illness, it is important to then apply these in a way to take it into consideration during interactions #IAedChat
Q3: There seem to be so many systems set up to try to support kiddos with mental health issues. This is an area where communities could always improve. How do we help before the issue becomes a barrier? #iaedchat
Q4: Mental health - What are your thoughts on this quote from Carol Ann Tomlinson from a January 2018 Ed Leadership article? And, HOW do we ‘make it better’?
@cat3y#IAedChat
I agree! So many times kids who struggle mentally do not feel comfortable coming to someone. Mental struggles bare no physical scars; and we need to watch for changes in how our students behave and interact with each other. #iaedchat
A3: We started having regular meetings with Ts, counselor, principal, instructional coach, & AEA to address SEL concerns. This will help us identify students in need of mental health concerns, discuss signs, triggers, accommodations, & best support all students. #iaedchat
A4: We can’t pretend this problem doesn’t exist. You’re either ignoring the problem or you’re doing something about it. There isn’t an in-between. We make it better by being relentless advocates for our students. #IAedChat
A4: Until we are ok with talking about mental health openly, it continues to be a challenge in addressing it. We need to talk about it and make it a priority to provide schools and communities the supports to address mental health. Start a conversation about it. #iaedchat
A4 I think she is spot on! The stress that can come from education added to the stress of life can be absolutely too much. Be flexible. Be kind. Be understanding. #iaedchat
Q4: Mental health - What are your thoughts on this quote from Carol Ann Tomlinson from a January 2018 Ed Leadership article? And, HOW do we ‘make it better’?
@cat3y#IAedChat
A4 I feel like she is saying we are no longer just academic teachers. We are responsible for the whole student and if we are not addressing the whole student, then we are leaving pieces behind that are undeveloped. #IAedChat
Q4: Mental health - What are your thoughts on this quote from Carol Ann Tomlinson from a January 2018 Ed Leadership article? And, HOW do we ‘make it better’?
@cat3y#IAedChat
A4: I agree that we make it better! The first step to that is being mindful of our works and actions, spread positivity! Students can tell if you care! We can make it better by building strong with the students who are in our classroom, and letting them know we care. #IAedChat
A4: This quote is very true. We make it better by reassuring our students we are there for them EVERYDAY. It can't be something you comment on one time one day, each day you have to let your students know they can talk to you. Keep your eyes and ears peeled for signs #iaedchat
A4: We cannot do this work alone, people. We need each other to meet the varying needs of all kids. Solicit help from your team members within your school. Be vulnerable and courageous enough to ask for help if you don't know what to do. #IAedChat
A4: Totally agree and similar to what we discussed earlier. We need something more. Iowa is just starting to look at #SEL curriculum and stuff is happening in pockets and our lids deserve more. We need to fund education and mental health at the state & national level! #IAedChat
A4: I agree. Sometimes even the best of systems and relationships are no match for an emotional health issue. Sometimes we do what we think will help and it doesn't. But sometimes we are what they need. #iaedchat
A4 I feel like she is saying we are no longer just academic teachers. We are responsible for the whole student and if we are not addressing the whole student, then we are leaving pieces behind that are undeveloped. #IAedChat
Q4: Mental health - What are your thoughts on this quote from Carol Ann Tomlinson from a January 2018 Ed Leadership article? And, HOW do we ‘make it better’?
@cat3y#IAedChat
Are we talking about a S that has experienced trauma or are we talking about a S with a psychosis? One we can help, the other, we can only manage. #iaedchat
A4. As teachers we cannot ignore the mental and emotional needs of students and just focus on academics. We need to learn how to look for the signs of Ss in emotional and mental distress and intervene. #iaedchat
A4. We know these problems exist, but it's how you look at things! In our school system, we use the Orange Frog Story for positivity training, and how you see things! Everything can appear grey abd dismal, however, if we look into the positive, it can change att.! #iaedchat
A4: One major way in order to "make it better" instead of "make it worse" is by showing them that you care about their lives and consider the challenges that they have in their everyday lives. #IAedChat
5: Ss arent the same as theyve always been. We need to recognize we have learners with a variety of strengths / struggles. We need to be advocates to meet those needs and provide diverse learner experiences. The system needs to up the expectation and make this the norm. #IAedChat
A4: One major way in order to "make it better" instead of "make it worse" is by showing them that you care about their lives and consider the challenges that they have in their everyday lives. #IAedChat
A5: We need to learn more about and implement SEL practices and restorative work. We also need to better understand our students and ourselves. We need to practice self care and bring our best self to school every day. #IAedChat
A5: It starts with a conversation in each of our own settings about how well we're serving kids. What are the needs in your school/community? What organizations can there be partnerships built with? How can we advocate on behalf of those in need? We have to talk. #iaedchat
A5: It starts with raising awareness of the need. Sharing, sharing, sharing! Definitely Professional Development sessions, and taking learning from that and sharing it with others in and out of the school network!! Awareness and learning opportunities are the start! #IAedChat
A5: We start with what he have, keep evaluating. Remember that sometimes just being there is enough for a kiddo sometimes. but we also need to Speak to our legislators to get more funding for mental health in our schools. #IAedchat
A5: As simple as it sounds, it starts with us and developing caring relationships with all people we serve. We can no longer simply focus on academics and deliver content, as has been done in the past. We have to tap into the whole child and that starts with connection. #IAedChat
A5 I think it has to start ASAP. How - I think we need to examine our community and meet them where they are. My community has very different needs then the community that neighbors us. #IAedChat
5: Realizing that students have many different struggles and we need to address each one. Nobody's struggles are more important to address than others. They system needs to make changes on how emotions and mental health are just as important. #iaedchat
A5: it starts by recognizing there is a need being unfulfilled. When Ss are not succeeding despite improvements in instructional practice, there has to be an awareness that school is more than academics #iaedchat
A5 We have to first recognize that a S's life experience is completely different now than a decade ago or 20 years ago or 50 years ago. Kids are NOT coming from the same place where I grew up. Needs are way more profound. #IAedChat
A4: We cannot do this work alone, people. We need each other to meet the varying needs of all kids. Solicit help from your team members within your school. Be vulnerable and courageous enough to ask for help if you don't know what to do. #IAedChat
A6: Our Tier III team addresses student behavior & academic concerns. Through PLC, teachers work to identify interventions to reach all students. When those don't reach the desired results, we work together to find what barriers may be present before talking IEPs. #iaedchat
A6: The system needs to expect more than just the intervention block. Is there a knowing/doing gap? Educate your staff to understand that MTSS is about a quality core, screening, data-based decisions, progress monitoring, AND intervention. Not JUST intervention. #IAedChat
A6: All goes back to relationships.... just because the intervention block is over, your student still needs to be comfortable with you and asking for help throughout the day, and as the teacher, I need to keep my eyes on the lookout for when they may need more help.
#IAedChat
A6. I think for the academically at risk it comes down to formative assessments. Giving a quick check on what students know or not know at the beginning of the lesson and scaffolding and differentiating to meet the Ss needs. #iaedchat
A7: Its much more than JUST intervention. Making sure my students are comfortable will always be my first priority so I have no doubt I can succeed in ensure this system throughout the day. #IAedChat
A6: Strong relationships ! Blended learning opportunities to embed Social Emotional Learning opportunities during core instruction. Embed strategies that work all day, every day, not just during an intervention block. #IAedChat
A6 I think there has to be analysis of current areas of need, a goal written, and an intervention picked to address that particular need, monitor progress ... repeat cycle every few weeks #IAedChat
A6 MTSS is not a "time", it's a philosophy of support that is built into the system. T's and Admin's must be purposeful in approach to recognize and address Tiers throughout the lesson and school day. #IAedChat
While doing all that is required from a standard/learning target standpoint, it is critical that we dedicate time and space to connect with students. Regardless of the requirements, this needs to be a priority. #IAedChat
A6: parents have to be part of the equation. Parents may not know how to support their Ss at home. PLCs can also help by identifying the exact supports necessary that the schedule may lack #iaedchat
A6 Data?
There are many diff models (set time, naturally embedded, etc). Diagnose back to the "unfinished learning," begin there, prescribe targeted intervention, monitor progress or lack of. #iaedchat
A6. It's based on relationships with your Ss! Spending some 1:1 time working with them, talking, solving problems, homework, discussions, etc. Ss feel more comfortable coming to you for problems! #iaedchat
A6: Ensure core instruction is solid and that the right skill gap has been identified. We are going to dedicate time to the intervention to close the gap, but it doesn't stop there. #IAedChat
A7: Be a trusted adult in these students’ lives. Build relationships with students; model appropriate and consistent tone, body language, responses, behavior; promote self care and advocacy... with Ts and Ss!
Be. The. Change… #IAedChat
A7:
*Creating a safe environment
*Providing backpacks of food for the weekends
*Extra support before and after school
*Sharing community resources with their families
*Creating a positive relationships with the students
*Positive role models
#IAedChat
A7: Empathize, listen, and learn. Are there barriers getting in the way of learning where we can provide assistance? That could mean materials, that could mean food, that could mean a listening and non-judgmental ear. Focus on connection and partnership. #IAedChat
A7. We find out what Ss are in need of food, send them home with bags of snacks for the weekend. They receive food boxes from the school from food donated through Go pantry! #iaedchat
A7: we haven’t done it yet but at our next parent meeting one of our parents is going to lead in finding ways to support each other. She said, “if we are all open about our struggles we can help each other more.” I can’t wait I see how she does that work! #IAedChat
A7. We find out what Ss are in need of food, send them home with bags of snacks for the weekend. They receive food boxes from the school from food donated through Go pantry! #iaedchat
A7: the district recognizes that poverty is a large struggle on our community. All of the elementaries provide free breakfast and lunch to all Ss during the day. The secondary have food pantries for Ss to take what they need.#iaedchat
A7: Be an advocate and trusted adult for all these students! Relationships, relationships, relationship! Go the extra mile, let them know you care and also hold them to those high expectations to show them you believe in them. Change starts with us! #IAedChat
A7: Working in a very low income district has given me many strategies on how to help students in need. Sometimes, all they need is a hug and a smile. Just build relationships with them and promote self care!! Offer any extra help you can give but be subtle about it. #iaedchat
So glad to have you all join us tonight for #iaedchat! Hope you have a great week making an impact for every kid! You are edu-rockstars! Thanks to co-moderators @townsleyaj and @danpbutler for their awesomeness.
Q7: Ts are no longer allowed to know if students are F/R, we must plan as if all are. Make sure that assignments don't require families to purchase items, have computers or internet, pay money to participate in a school-wide activity, participate in fundraisers, & more #iaedchat
Thanks to tonight's participants and my partners in moderating @danpbutler and @duffysclassroom! Don’t forget to bookmark our #IAedChat google site which houses an archive of these chats, our live chats, and resources! https://t.co/q8mtcjVIo3
A7. Building relationships with Ss and their families. Also create options to help meet their needs: extra clothes for students to take home and use, food for students to take home, providing transportation for Ss after extracurricular practices. #iaedchat
A7 Addressing food insecurities and lack of supports is important. We MUST show the dreams, the possibilities, celebrating the capabilities are S's can build to achieve. #IAedChat
