Good evening! Tonight I'm honored to introduce our guest hosts @AmandaEHutch & @BiancaRaeGerald who'll lead our #DeafEd discussion about preparing for the new school year.
Hi #DeafEd folks! It's very exciting to be here once again! I'm Darren and I teach government & economics in high school at @csdriverside. Although I'm somewhat occupied at this hour, I've scheduled my answers. I'll try my best to comment, like, and retweet your tweets! 8)
Hi! I’m Randi. I work at The Florida School for the Deaf and the Blind. I taught Kinders for 5 years. Now I’m coordinator of PD and one of the team members of #fsdbpineapplepd@FSDB_PD#deafed
A1: For me, I like to do a getting to know you activity on the first day, or a check in after break. If you've known your kids for years, maybe the check in, if not, maybe the getting to know you. Something to get them up and moving #DeafEd
A1: I have nothing I do regularly except ask use what they did over the summer to start a conversation. I am lucky to keep my students for 2 or 3 years so I don't have to get to know them over and over again. #DeafEd
A1: The Kinders are always nervous, overly excited, or so ready to be like a big kid in elementary school. We would get to know each other during circle time. We had specific activities for the guest week, but introductions were based on group. #deafed
A1. I love doing Blobs & Lines! I form questions I want to know about the students & have them get to know each other by lining up or getting into groups. This allows all of us to get to know each other quickly, even I get involved! #DeafEd
Wonderful to have parents on and participating in these chats. PLEASE share ideas that you know or that your children come home and tell you about!! Those will be memorable ones. #DeafEd
A1: I am planning to throw some object around the classroom and have students ask each other information. For example, throw the ball and ask that person "What's your favorite ice cream?"
A: Maybe not day 1, but early on we do an identity wheel to see how they see themselves and start to discuss how identities impact perspective. That's a lens for how we read/write/sign all year. #DeafEd
A: Maybe not day 1, but early on we do an identity wheel to see how they see themselves and start to discuss how identities impact perspective. That's a lens for how we read/write/sign all year. #DeafEd
A2: Send a welcome email and follow up with a conversation in person or through phone call. Share goals and positive things happening in classroom & school/district. #DeafEd
A2 - Communicate consistently often. Find out what their preferred method of communication is. I also used Google Classroom as parents could check in on their student's work anytime. #deafed
A2: This past year I used the seesaw app so I could take pictures and videos that would be sent only to the parents. It was a great way to show off what the students were doing in my room. Parents could comment and like and they loved it as well as the students. #DeafEd
Yep! And we'll revisit their products later in the year to compare. Sometimes there are big changes other times not, but they start to think about perspective. #DeafEd
A:1 I ask parents to send me some pics from the summer and have the students talk about what they did. One of my students went to Spain this summer for a month. That should be a really interesting story. #deafed
A2: I do a lot of communication early on. This year I'm planning on sending an intro letter to our 9th grade parents and a reintro letter to the old hats, just reminding them who I am. #DeafEd
A2. I’m planning on using an app this year to work on family communication. Being itinerant makes it difficult to form a relationship with families that you may only see once a year at IEP meetings. I’m hoping to send out more updates and comm. through Remind. #deafed
More and more schools are having the entire faculty do quick home visits before school starts. Teachers go in pairs and deliver Registration packets and some goodies #DeafEd
I called every parent at the beginning of the year to learn how they communicate best whether by phone, email, written note, or text. Then I touch based with them at least monthly. The students helped determine what to say. #deafed#RMTCDHH
A2: This year, I'm also translating my syllabi for all courses into spanish, so the parents 1. know I value them and their language enough to tell them about my class in it, and 2. so that they can read and know about my classes to help hold their kids accountable #DeafEd
A2: the Sunday before school starts is open house, I was able to meet most of the Ps during that time. Weekly updates kept parents informed on what was happening. Parents were invited in for projects, presentations, and more! Also, I directly told parents we are a team #deafed
They definitely interact with the photos.I even have parents 'like' and comment on the pictures like "Wow! Look at my angel!" or things like that. #DeafEd
A2. I’m planning on using an app this year to work on family communication. Being itinerant makes it difficult to form a relationship with families that you may only see once a year at IEP meetings. I’m hoping to send out more updates and comm. through Remind. #deafed
I was an itinerant for 4 years. You have to be intentional with developing relationships with them but it is possible. I had pretty strong ones. #DeafEd
My parents respond very well and I think it helps those parents see higher expectations being set and achieved in the classroom. It also reinforces for the student that the parents knows what is going on in the classroom. #DeafEd
More and more schools are having the entire faculty do quick home visits before school starts. Teachers go in pairs and deliver Registration packets and some goodies #DeafEd
A2: I do an infographic about myself as a teacher to introduce myself to the families. Then, I have students develop one about themselves to share with each other and with their families. I develop guiding questions and a rubric https://t.co/bqtbHpSP7O@piktochart#DeafEd
A2: After I’ve collected family info from students, inquiring them about their goals for their child, I invite families to make appts to see me or vice versa I reach out to them so we can do 1:1 sessions. #DeafEd
Remind has been one of the best resources I've used for the last year. The kids mostly all have phones and its easy to include parents too. love it! #DeafEd
A2: I also am planning to implement a monthly newsletter to parents to keep them informed on what will be happening in the classroom and when, in case they want to participate. #DeafEd
Q3. What are some strategies that can be implemented in the first few weeks of school to collect baseline data on student's IEP goals and current educational performance? #DeafEd
A2: I am such a fan of the Seesaw App, they should pay me a fee. I had a student go to the Philippines in the spring for 5 weeks and I was able to post videos of lessons in ASL and then he watched them there. It's a brilliant method for sharing w parents what's going on. #deafed
That is awesome! I love Seesaw too but have only used it one year. I would love to learn more on how to better use its features in my classroom. #DeafEd
I often use the one here: https://t.co/ngVhiYiedu
I do it with high schoolers, 9th & 12th grade this year. Also a great opportunity to give them the vocabulary to discuss their lives. Everyone should have the language to describe their experience. #DeafEd
In reply to
@HeidiGASL, @andreaintrees, @AmandaEHutch
A3: For my high school students, I like to have conversations about the importance of doing well in any and all tests. Sometimes they underperform because they don't care. #DeafEd
(1) I'm also a little atraditional. All my parents had my cell numbers. Mostly so they could contact me if needing help with homework. But I've also been there during family crisis, & much more cuz I'm one of the only ppl who understand #DeafEd
My parents have told me they love seeing the pictures. It helps w communication & connection especially for my parents who don't sign. I post a lot of links to ASL & Deaf resources & videos of successful Deaf people to help shift their perspectives on what is possible #deafed
I suppose it depends on what kind of data you're trying to collect. I tend to use Google Forms usually as feedback. I use @Schoology for most of my formal assessments. #DeafEd
Absolutely. I want to focus on positives first, then eventually I can share my concerns/challenges with their child by using constructive feedback sandwich approach. #DeafEd
You can make them! There are so many different kinds of locks. @BreakoutEDU has some amazing sets, but if you can't do that, use Google Forms, USBs, ropes, wires, locks of your own. I've had a laptop with the battery removed and the wires hidden be part of my breakout! #DeafED
In reply to
@HeidiGASL, @breakoutEDU, @breakoutEDU
A3: If you don't have this book, get it! It provides so many simplified ways to collect data, and guides you into writing better measurable goals. https://t.co/1G5kYfJoGp#DeafEd
The district I worked in the past few years is a Google based school. All of our kids 7-12 have Google Chromebooks and Google forms is a quick and easy way to gather data. I'm an interpreter and I would use Google forms to collect data from Ts to help develop PD #DeafEd
A3: I have used kid-friendly charts/graphs that the student can fill in after each 'check'. I have a data binder for each student and they take ownership of it and love to see their progress improve. It helps them give more effort every time. #DeafEd
... all families are actively doing something. I want to recognize the positives as much as possible and offer any guidance I can as appropriate. #DeafEd
A3: 1st week of school, books/activities & district assessment gathered school ready info, IEP baseline, & students’ Develop. For ex, read Chicka Chicka Boom Boom. I learned if they knew their name, could go left to right, able to sit still & follow commands etc. #deafed
A2: another thing I do when my students are learning & have learned their phone numbers, is have the students text their parents every Friday morning. It's awesome seeing the communication happening. #deafed
You should jump into the #games4ed chat as well - they have a million amazing ideas regarding games and tonight's theme is all about #BreakoutEDU and Escape Rooms. It starts at 8:00EST. :) #DeafEd
In reply to
@HeidiGASL, @AmandaEHutch, @LaurenMaucere, @piktochart, @Buncee
A2: I do an infographic about myself as a teacher to introduce myself to the families. Then, I have students develop one about themselves to share with each other and with their families. I develop guiding questions and a rubric https://t.co/bqtbHpSP7O@piktochart#DeafEd
#deafed A1 - Book Creator is a great way for students to share all about themselves! I love when students make an "all about me" type book with pictures, text, video and share it with classmates!
A4: I teach in a content area in one grade level, so my groupings are purposefully organized by language levels. Depending on objectives, groups can be done in same or different levels. #DeafEd
To keep them in loop about their children. Fluent/clear communication is one of the most keys to make the great connection with the parents. They will be MORR appreciated if the teachers share the accomplishments about their children. #DeafED
A4: I teach in a content area in one grade level, so my groupings are purposefully organized by language levels. Depending on objectives, groups can be done in same or different levels. #DeafEd
A4: My purposeful grouping for my ELD class last year included a lot of varied level kids, and rotating groups so they didn't get too comfortable, but always had strong language users around them #DeafEd
A4: I’m fortunate that I had 1 grade level at a time. Language levels varied so that would determine my small groups or where they sat st the U-shape table. Depending on the group or activity, I would mix the students or put like students together #deafed
Q3: Oh, it's tough! I don't think I've ever said, "Golly, I wish I had another assessment!" I give a writing prompt early and we go to the library to pick out books. A discussion about what you read and reading your writing is great general info. #DeafEd
#deafed a3 I'm usually working on observation stories and photoes to create #visualstorytelling. Especially when I'm trying to build L1 with L2 ( being used as well ny mainstreamers). The photos are actually good evidence for relecting.
Yes, it's a big part of it. Prepares students for careers in the future. Many businesses, especially small startups, require good teamwork between co-workers. #deafed
Yes. The only thing is the free app allows for two teachers to have access. You have to pay if you want to add more. For DHH, it would be awesome if we could add all of the support providers as well.#deafed
Q5. What are some tips for actively engaging students (a) to make content more comprehensible and (b) to develop college/career readiness or 21st century skills? #DeafEd
#deafed I agree! I use Google Forms a lot for data collection from gen. ed. teachers. I set a reminder on Google Calendar so I remember to send it out. :)
A5: @csdriverside is implementing @ThinkingMaps school wide. I strongly believe that #ThinkingMaps will help our Deaf students' reading comprehension and lifelong critical thinking skills. #DeafEd
A2: I do an infographic about myself as a teacher to introduce myself to the families. Then, I have students develop one about themselves to share with each other and with their families. I develop guiding questions and a rubric https://t.co/bqtbHpSP7O@piktochart#DeafEd
A5: In our IDEP program at CSUN, we learned to incorporate a lot of technology into our lessons. We also learned that project-based learning is important to keep kids actively involved in what they're learning. #DeafEd
A4: I disregard the grade level entirely and base my groups on needs. In HS, they are taking the same class cause they all need it and are relatively at the same level. Grade is only a consideration when planning the DC trip cause only 11th or 12th graders can go! #DeafEd
A5: chaining/sandwiching is my go to strategy to teach new content & engage students. Integrating technology or doing a hand-on/experiential activity that relates to the content, enhances the chain.#deafed
A5: One thing I wont do ever again is come somewhat unprepared to a lesson. Bell-to-bell engagement period is the best way to keep kids involved in their lesson and on track #DeafEd
A5 (1): Enter #designthinking. This year for the 1st week or so, my students & another group (I share room w/ another teacher) will design our classroom space, decorations, & procedures from a blank canvas using the design thinking process. #DeafEd
A4: I disregard the grade level entirely and base my groups on needs. In HS, they are taking the same class cause they all need it and are relatively at the same level. Grade is only a consideration when planning the DC trip cause only 11th or 12th graders can go! #DeafEd
Good evening. I'm Trevor. It will be my second year at Texas School for the Deaf. This year I will be teaching Government/Economics and U.S. History. I look forward to learning from y'all and contributing when I can. #DeafEd
A5 (2): This will touch on so many 21st century skills plus lots of higher order thinking, reading, writing, math, etc. If it goes really well, I plan to find other ways to incorporate #designthinking throughout the year #DeafEd
A5 - more of the same as Q4/A4. STEM activities create challenges/problems that are drawn from the real world. Students have to collaborate and design solutions. Via critical thinking discussions, they can feel the understand what's happening. #deafed
A5: I also wanna echo what @BiancaRaeGerald said about using technology. SO important. Many of my kids (I learned last year) didn't know how to start writing a paper typed. They do now #DeafEd
A5: Word relationships. Have students write words/ concepts on indiv strips of paper and make a diagram w the words showing their perception of relationship to each other. Each students' diagram will be different. Have them explain it (#AcademicLanguage) #DeafEd
Google Apps for Education is probably my favorite thing I've ever used in my classroom. Classroom, Docs, Forms, Slides... it goes on. Not an option for me right now, but it's amazing. #DeafEd
A5: I also can't understate self advocacy skills. My support provider worked with myself and my other teacher last year to develop a lifeskills program for our school to teach our kids how to be independent individuals, b/c no one else is #DeafEd
A5: Word relationships. Have students write words/ concepts on indiv strips of paper and make a diagram w the words showing their perception of relationship to each other. Each students' diagram will be different. Have them explain it (#AcademicLanguage) #DeafEd
This is an hour week where students get to research, create or focus on a topic or something they are interested in. After a set time they present their research or what the created or built.
This is an hour week where students get to research, create or focus on a topic or something they are interested in. After a set time they present their research or what the created or built.
If you are a teacher and do not own THE First Days of School by Wong, tsk tsk :) I read it 20ish years ago and just bought the 2018 version to prepare to going back to the classroom. A must read! #DeafEdhttps://t.co/hB7cPJPWhB
Ha! Obv my lifeskills curriculum thing should go here. A6: Teaching kids about their IEP's, how to advocate for services required and not to be afraid to stick up for themselves. Explicit lessons. Make the time. #DeafEd
A6: I tell my Ss at the start of the year that they are responsible for keeping up. However, everything is gamified, so assignments are quests and Ss are free to create their own quests with T approval. They love that they have choice and voice. #DeafEd
Also, I am going to share this here. My students absolutely LOVED this project. It's free to do and parents can purchase a copy if they want!! And in the end, my kiddos were PUBLISHED AUTHORS.
https://t.co/66851M70Uq#DeafEd
A6: One thing I'm doing this year is a syllabus scavenger hunt. It puts the knowledge of expectations on the students and also is something fun they can do the first day to burn time. Then they can't say they didn't know when homework was due #DeafEd#teacherwinning
A3: I bought this on TPT. I'm making binders for each of my kids that will include a section for data, reading levels, samples, a student resume that I'm sending with the kids to mainstreaming, and the speech spectrum w their audiogram marked out https://t.co/QGftu3wDRQ#deafed
A6: classroom jobs are set up to empower students to be part of the workings of the classroom. 1 year, the Kinders got paid in fake dimes for doing their jobs. They could use the money to buy prizes, time on technology, or for special supplies. #deafed
#deafed a5 Students created a command sentence like "Give me the pen" they signed, captioned and acted it out. Those videos springboarded next years ideas. Built a nice library
I also have a money system for jobs or for hard work, etc. LOVE how independent they are with their jobs! I am constantly being scolded for doing their jobs for them.... haha :) #DeafEd
@classcraftgame is amazing and if you have the tech for the kids to use it, its really awesome stuff. Worth the pay per month subscription and the HS level buy in is tremendous. #DeafEd
In reply to
@kmymay18, @JaredRLopatin, @classcraftgame, @classcraftgame
Someone asked about Genius Hour. I tried it one year as an itinerant with one of my MS students who plays baseball and is obsessed. He wanted to research the impact Deaf individuals have had on baseball. Awesome topic. #DeafEd (1)
It was great! We created and changed the jobs based on the needs of the class. One time we had an expert shoe tie-Er and they would tutor their friends. #empowering is powerful #deafed
I also have a money system for jobs or for hard work, etc. LOVE how independent they are with their jobs! I am constantly being scolded for doing their jobs for them.... haha :) #DeafEd
A1: Something else I'm introducing all year is this writing activity that mimics Instagram. It also helps the kids get to know each other & encourage one another. It's differentiated. https://t.co/al7y4lizq9#deafed
Yes to all that! Create scenarios & have students apply the skills. Then encourage real-world experiences so students can actually advocate for themselves in the community. This builds confidence. Work with their families on how their Deaf child can be self-advocates. #DeafEd
Ha! Obv my lifeskills curriculum thing should go here. A6: Teaching kids about their IEP's, how to advocate for services required and not to be afraid to stick up for themselves. Explicit lessons. Make the time. #DeafEd
A6: This year I"m doing a token system with my kids because I can't keep up with @classcraftgame for some reason. They'll be able to trade in sticker sheets for missing assignments or EC points. Hoping itll be amazing because I've invested a lot #DeafEd
That's unfortunate. Hopefully it returns in some form. We had some staff attend, including myself and I think it sparked positive change at my school. #DeafEd
Q7. What are some strategies for establishing a solid foundation of respect, open communication and collaboration with your paraprofessionals and interpreters? #DeafEd
He knew about Dummy Hoy but wanted to know much more. So he researched other Deaf baseball players throughout history and currently playing. He then emailed a few current or recently 'retired' minor league players. #DeafEd (2)
A7: I had some experience working with interpreters & paraprofessionals in a public school. We can earn their respect and trust by valuing their input and feedback in lesson plans, groupings, and strategies. It was helpful when I taught in a mainstream setting. #DeafEd
A7: still working on this. I think its important to let everyone on the team know they're valued and their opinion and support is necessary to student success. Establishing engagement with them in the classroom is trickier. #DeafEd
He ended up having great conversations with @SkipFlanagan22 and learned a whole lot through the process. It made him a better ball player too. He's on the high school team now #teacherbrag#DeafEd (3)
A7: I believe the best way to develop community & respect with support staff is to listen to their ideas, where they are coming from, and emphasize that it takes a community to raise a child. Listening, building relationship, keeping an open mind helps establish respect #deafed
Yes! As an interpreter, I'm part of the educational team. Being included as a valued member of that team is important. Also being part of the IEP meetings. I can do my job so much better if I know what the Ss goals are. #DeafEd
My team and I adore Class Dojo, although a few parents complain they couldn't sign up. The rest seemed to love it. Last year was our first time using it. We probably would use it again this year. #deafed
A7: Also, having open communication, as @DarrenHause said, is so important. Making the time for team building and meetings to get all perspectives. @csunorthridge 's IDEP program taught me that all parties in #DeafEd are important to the ed process.
A7: I believe the best way to develop community & respect with support staff is to listen to their ideas, where they are coming from, and emphasize that it takes a community to raise a child. Listening, building relationship, keeping an open mind helps establish respect #deafed
A7: I REALLY struggled with this last year (my 1st yr). I am learning to pick and choose my battles. I ask my interpreter and assistant for more input and they feel valued. I plan to keep this up and I hope to gain their respect through humility. #DeafEd
A7: Have your team do a personality quiz, color, north, south, east, west or anything like that. It is great to know each other's tendencies to be able to relate better. I always make sure my team knows I'm red & have them remind me if I'm being too red LOL #DeafEd
A6:I'm really excited about this year. Class Bucks have been hugely successful w my Ss. We have denominations up to $50. On Fri we have a store & they can buy something. Our most expensive item is $550. This year, they will be manager & solely responsible for the month. #deafed
This is rough, especially when you come in to a situation that is "predisposed" to a particular culture. Persevere. You are making changes and the students FEEL that. 💜 #DeafEd
A7: I REALLY struggled with this last year (my 1st yr). I am learning to pick and choose my battles. I ask my interpreter and assistant for more input and they feel valued. I plan to keep this up and I hope to gain their respect through humility. #DeafEd
Love this! I've been very lucky to work with awesome Ts, but Iknow interpreters that have never even been invited to their Ss IEP and have never even talked to the deaf ed teacher. We are doing the Ss a disservice when that happens. #DeafEd
In reply to
@AmandaEHutch, @DarrenHause, @csunorthridge
A7: I also use feedback sheets to solicit feedback about students from my staff, to make sure they feel included in IEP's and such. They're a valid part of the team and need to be treated that way #DeafEd
I used google forms this year to track IEP goals for my students. It was a little time consuming inputting the goal information upfront but it was so easy to maintain and show student growth over the course of the year! #DeafEd
A7: I believe the best way to develop community & respect with support staff is to listen to their ideas, where they are coming from, and emphasize that it takes a community to raise a child. Listening, building relationship, keeping an open mind helps establish respect #deafed
