Thank you. Hopefully I will be able to have raised enough to pay for COBRA at least for April.
Ordinarily I wouldn't do this, but desperate times call for desperate measures.
https://t.co/IURXmSe20B#resiliencechat
We use a basic Q = question and A = Answer format. Just jump in, and please use the #Resiliencechat tag in your posts so everyone can follow along. #resiliencechat
A1 #resiliencechat My two cents: Some folks believe that if we give children the same thing, that we are being fair, and yet, #equity is truly about providing the things that each student needs to have #access#opportunity and be fully #engaged.
A1. I think this best explains my understanding, it's making things a level playing field. You work to make things equal by giving each student equity to get there. #resiliencechat
#Resiliencechat Q2. Please consider times when #equal is an important concept, and if you could provide an example of how #equal might be an exceptional strategy in an educational setting?
YES! This is one of my favorites! #resiliencechat Great visual representation of providing #ACCESS I've also had some take it to another level and ask, Why is there a fence up as the kids should be left on the field!
A1. I think this best explains my understanding, it's making things a level playing field. You work to make things equal by giving each student equity to get there. #resiliencechat
A1: Equal relates more to sameness and fairness. Equity is more about needs-driven, data-driven... Ex. Given the data we have about ___ , these resources should go to support ___ students/schools, etc. #resiliencechat
A2: In some #innovation lessons that might seek to challenge thinking, we could provide the same things to groups of students, and have them seek to solve a problem, or build a tower with (marshmellows and pasta noodles) Thus #equal items helps promote #innovation#resiliencechat
A2: Equal can have a positive connection when we treat students will equal amounts of respect, compassion, & grace even after presenting with “challenging” behaviors. We continue to give them equal respect to that of their less challenging peers. #resiliencechat
#Resiliencechat A2. Students who struggle with X and division were allowed to use calculators is my last math chapter of converting units of measure (feet to miles, etc.) They can still show mastery w/o getting caught up in the paper pencil computations
#Resiliencechat Q3. I wonder how we could take a similar lesson, and build options through #equity which might further support children in this same setting? What types of things could be differentiated? Why might we do that?
#resiliencechat A1: If we believe in teaching the PERSON, our responses need not always be equal. Ss are not in the same place as people...and we need to respect that and respond appropriately, and FAIRLY.
A2 I think that equal is important in the sense that people, adults and children alike, need to be aware that no one is better than anyone else. #resiliencechat
A2: When referring to shared frameworks, norms, and standards with our colleagues. These are our standards that we hold ourselves accountable to. When we lose sight of these, our capacity for high quality work to improve student learning diminishes. #resiliencechat
So true, which of us does not have a calculator on their phone? The knowledge of how it works is important, yet the ability to build true math sense and knowledge is a more pressing issue! #Resiliencechat
#Resiliencechat A2. Students who struggle with X and division were allowed to use calculators is my last math chapter of converting units of measure (feet to miles, etc.) They can still show mastery w/o getting caught up in the paper pencil computations
A2 As George Orwell put it in Animal Farm, "Some animals are more equal than others." Of course that is simply not true. We may have different strengths and weaknesses, but we are equal. #resiliencechat
So true! Each person is unique, so shouldn't our #relationships be based on the human factor first, and recognize the imperative to connect as people first. #Resiliencechat
#resiliencechat A1: If we believe in teaching the PERSON, our responses need not always be equal. Ss are not in the same place as people...and we need to respect that and respond appropriately, and FAIRLY.
A3: We differentiate based on student needs: allow them to alternate ways to demonstrate content knowledge, using yoga ball seating for movement/standing desk, or building choice into the assignment. Looking at Ss needs and allowing differentiation is equitable. #resiliencechat
#resiliencechat A3: Differentiation comes in ALLOWING Ss different ways to show mastery, as long as the T is convinced the standard is met. But what is allowed for 1 must be allowed for all....even if they don't all choose it. That's "fair" AND "equal." (extra time)
A3 My immediate thought is that you introduce children to kids from a variety of backgrounds and with different abilities. That is what always bugged me about Kid O being segregated from the rest of a school population. It's as if she should disappear. #resiliencechat
A3 I can't help but think there were missed opportunities by separating out kids with disabilities from the general population. Sets up an Us vs. Them mindset. #resiliencechat
A3: Our Ss needs change often throughout the day, specifically socially and emotionally. We may need to take a break and focus on individual needs, or pull together as a community to work through a situation. #resiliencechat
#Resiliencechat Q5. When we speak of students we often use the word “Each” child. I sometimes wonder if we are all really focusing on “All” children or if in some classes we think we are, yet, still might be excluding some. The national suspension rate is still very high!
Yes, in California we have had a number of success stories with students being fully included. Sometimes the true benefits fall to all of the children at a school where this happens. #resiliencechat
A3 I can't help but think there were missed opportunities by separating out kids with disabilities from the general population. Sets up an Us vs. Them mindset. #resiliencechat
#resiliencechat A4: I think seeing differentiation allows Ss to at least THINK about alternative methods of doing and thinking.....and how each might help both others and themselves. When you see yourself in others....that's empathy.
A4. my 5th graders understand s's need different things to be successful, but I struggle w/ peer perceptions. Any differentiation is perceived by peers that the student is less intelligent and then looked down on. Suggestions? #Resiliencechat
A4: When we differentiate based on S need, & treat them equitably, we build relationships with Ss. We model empathetic behaviors we want them to demonstate. The hope is they are immersed in a culture of empathy, and this behavior will transfer to peer interaction. #resiliencechat
A4: We have class meetings throughout the day so we can discuss how we can help each other with our individual and community goals throughout the day. This helps them work together when things are tough. #resiliencechat
A4: When we differentiate based on S need, & treat them equitably, we build relationships with Ss. We model empathetic behaviors we want them to demonstate. The hope is they are immersed in a culture of empathy, and this behavior will transfer to peer interaction. #resiliencechat
A4: I see creating a culture of #compassion in the classroom as long as we continue to engage in ongoing reflection on our own practice. #resiliencechat
#Resiliencechat Q6. Some programs and systems are designed to “support” Students, yet could they be limiting true growth? I'm thinking pull-out English Language Development/Double blocks/interventions, and to some degree Special Education programs… Interested in your thoughts!
A5: Focus on all Ss by being intentional in creating relationships, create a positive proactive behavior framework, allow flexibility, & if needed provide discipline - not punishment - never shame. Get rid of zero tolerance policies. This will 👇suspension rates. #resiliencechat
A5: Focus on all Ss by being intentional in creating relationships, create a positive proactive behavior framework, allow flexibility, & if needed provide discipline - not punishment - never shame. Get rid of zero tolerance policies. This will 👇suspension rates. #resiliencechat
A5: We need to try different things in our setting because the traditional hasn’t worked. We want to keep our Ss at school as much as possible. We repair relationships and talk about how others are impacted, rather than jumping to suspension. #resiliencechat
A6 I think we ought to get rid of Special Ed altogether. But it needs to be done in a way that is sensible. We need to redefine classrooms and school in general. #resiliencechat
A5. It's a balance of grace & accountability. Identify the missing skill, have some grace b/c the S is still learning. Coach, preteach, reteach, role play, and restrict enviros for the student to be successful. Celebrate successes, process mistakes, not lecture #Resiliencechat
#Resiliencechat Q6. Some programs and systems are designed to “support” Students, yet could they be limiting true growth? I'm thinking pull-out English Language Development/Double blocks/interventions, and to some degree Special Education programs… Interested in your thoughts!
#Resiliencechat Q7. What might our schools like if we focused on #equity#access#choice for students,, PBIS, Exceptional instruction for each child, and provided real professional development and resources to all of our instructors on #engagement and #relationshipbuilding?
A6: We need to ensure that whatever setting our Ss are in, we provide opportunities for them to practice their soft skills. They need to learn how to work with others appropriately, accept opinions, etc. Find out what your Ss want to do with their lives and expand #resiliencechat
Q6: We need to do the things we have talked about in this chat (differentiate, positive framework, flexibility, sensory diet, equity, etc.) to keep kids in the LRE. If all those supports are in place, with fidelity, and no success an alt environment might benefit #Resiliencechat
#Resiliencechat A7. It won't fix things entirely BUT coming from that implemented a version of PBIS it does make a diff. Our referrals and suspensions are WAY down, disruptive behavior is quickly addressed and squashed, and our test scores have continued to increase.
#Resiliencechat Q8. How important is it to create educational environments for our students to #thrive and build #resilience? It is so important that we use an #equity lens to build, modify as needed, & review our systems to ensure that #access and #opportunity is occurring.
