Determining Eligibility for Special Education

Here is a brief overview of the process of determining if a child is eligible to receive special education.

CHILD STUDY

If a parent/guardian requests a Child Study Team meeting, the school has 10 business days to meet to discuss any academic and/or behavioral concerns regarding the child.  The people required to be present at the meeting would be: parent/legal guardian, general classroom teacher, a special education teacher, and an administrator.  Additional participants could include the school psychologist and school social worker.  Intervention teachers the child is working with (i.e., ESL, reading specialist, gifted, etc.) are encouraged to be present as well.

Note: A business day occurs Monday through Friday (no weekends) when the school board office is open (excluding holidays).  If you have the day off from school due to inclement weather, but the school board office is declared open for administrators, this still counts as a business day.

Note: The Child Study Team can go by many different names (i.e., Student Study Team, etc.), so consult your individual school district on what terminology is utilized.

Three outcomes can come from the Child Study Team meeting:

  1. The team feels there is not sufficient evidence to suspect a disability is present; thus, the process stops.

If Option 1 is chosen, and the child begins to struggle later, the process restarts from the beginning.

  1. The team monitors (or continues to monitor) progress and meets back (usually within six weeks) to see if improvements have been made.  Interventions are implemented at this time.

If a child has never received any interventions, the team will likely choose Option 2.  This may be particularly true if this is a child’s first school placement (i.e., preschool or kindergarten) or is a recent transfer to the school.  The Child Study Team may not be willing to perform an evaluation yet as they have not had time to see the child in action.

If academic and/or behavioral concerns are present, the school will most likely implement targeted interventions.  The reason for this is to collect data.  In order for schools to justify referring for a full evaluation to determine special education services, they have to show documentation that they have tried multiple interventions first.  This becomes important later when determining eligibility to prove that specialized instruction is necessary, because other specific strategies have already been attempted.

Children may continue in Option 2 for some time assuming they are making progress with the interventions being implemented.  After meeting a few times to provide data on the interventions’ effectiveness, the Child Study Team may decide to dismiss the child from the special education process if progress is continuous.  If the child is dismissed, and the child begins to struggle later, then the process restarts from the beginning.  If the child makes minimal to no progress after multiple interventions, then the team may go to Option 3.

Note: Option 2 does not necessarily have to occur prior to Option 3; however, with the implementation of multi-tiered system of supports (MTSS)/response to intervention (RtI) in schools, this seems to be the path most schools are taking prior to referring for a full evaluation.

  1. The team suspects a disability, and refers for a full evaluation.

If the team chooses Option 3, the school has 65 business days to complete an evaluation and to meet as the Eligibility Committee to go over the results and determine if the child is eligible to receive special education services.  In addition to the original members of the Child Study Team, the school psychologist and school social worker are required members who will be present for these results.  Other individuals present may include related specialists (i.e. speech/language, occupational therapist, etc.) depending on the concerns being addressed during the evaluation.

During the meeting, all teachers will report updated data on the child, and each individual who conducted assessments with the child will report their results.  The Eligibility Committee will then consider all of the information presented to come to a decision.  They have to also consider exclusionary factors.  This means considering external factors that could be contributing to the child’s needs, but protects the child from being discriminated against due to personal situations (i.e. low socio-economic status, non-native English speaker, etc.).

Note: A special education evaluation cannot be administered until the parent/legal guardian provides written consent.  This is important, because if the parent/legal guardian is not present at the Child Study Team meeting (or participates by phone), and the child is referred for a full evaluation, the 65 business day timeline begins regardless.  Tests cannot be administered until written consent is obtained from the parent/legal guardian, even though the timeline has started.

ELIGIBILITY

After all tests have been administered (multiple means of assessment are required), the parent/legal guardian has a right to a written copy of all tests results 2 business days prior to the Eligibility Committee meeting.

Three outcomes can come from the Eligibility Committee meeting:

  1. A child is found eligible to receive special education services.

If the Eligibility Committee finds a child is eligible to receive special education services, then two different types of services are discussed:

Section 504 Plan = This is a plan outlying environmental accommodations that a child’s general classroom teacher can implement to help them better access the general curriculum.  It does not involve the child receiving specialized instruction from a special education teacher.

Note: Section 504 Plans can be developed for students without a full school evaluation being completed, if proper medical documentation is provided by the parent/legal guardian.  Consult with your local school district on their specific regulations.

Individualized Education Program (IEP) = This is a plan with the same accommodations a Section 504 Plan provides PLUS the child receives specialized instruction from a special education teacher.  This specialized instruction can taken place inside the general education classroom (i.e. inclusion) or outside the general education classroom (i.e. resource).

The school has 30 calendar days to write up the legal document (either Section 504 Plan or IEP) outlining what will be provided to the child at school.  An administrator, special education teacher, general education teacher, and parent/legal guardian must all be present for this meeting.  A child cannot begin to receive services through either document without parent/legal guardian written consent.

After a Section 504 Plan or IEP is created and agreed upon by all stakeholders, these documents are updated at least once a calendar year.  However, the school or parent/legal guardian can request a meeting at any point to update either document as necessary (i.e., a change of educational setting or a new accommodation needs to be added).

Note: A calendar day is any day of the week on the calendar, regardless of weekends, holidays or if the school board office is open.

Note: A Section 504 Plan can still provide related services (i.e. speech/language, physical therapy, occupational therapy).  Check with your individual school district’s policies.

  1. A child is found not eligible and all stakeholders agree with the results.

If this occurs, then the child is likely referred back to the Child Study Team for Option 2, which would be to continue to implement interventions and meet regularly to monitor progress.

Note: A stakeholder other than the parent/legal guardian (i.e., school psychologist, administrator, etc.) may disagree with the child being found eligible.  If this occurs, the dissenting stakeholder(s) is encouraged to write up a summary as to why they disagree with the Eligibility Committee’s decision.  However, the child would still receive special education services once written consent is provided by the parent/legal guardian.

  1. A child is found not eligible and the parent/legal guardian disagrees with the results.

Assuming an outside evaluation (more on this below) was not already provided by the parent/legal guardian, then they have the right to disagree with the results and request an Independent Educational Evaluation (IEE).  This is the right for a parent/legal guardian to seek out an outside evaluation by an objective provider (i.e. doctor, psychologist, clinic, etc.), but it is paid for by the school district.  The school may provide a list of possible outside evaluation providers.  The parent/legal guardian may choose any provider they wish, even if they are not present on the list, as long as they are licensed to perform cognitive and achievement assessments.  Once the results of the IEE are available, the Eligibility Committee will meet at the school and determine if the child is eligible to receive special education services in the form of a Section 504 Plan or IEP.

Note: Although the school district’s pays for the IEE, it is the parent/legal guardian’s responsibility to contact the outsider provider and complete the evaluation themselves in a timely manner.  Discuss with your individual school district about what constitutes a “timely manner.”

Note: If a child is found eligible, and a parent/legal guardian initially signs that they agree with the results, this does not eliminate the possibility of an IEE.  The parent/legal guardian could come back later to the school, disagree, and request the IEE, if it has occurred within a reasonable timeframe.  Check with your local school district about what constitutes a “reasonable timeframe.”

PRIVATE EVALUATIONS

There are thirteen different disability categories.  Some are more straight-forward in terms of criteria (i.e., deaf, blind), while others are more subjective (i.e., specific learning disability, other health impairment).  With other health impairment (OHI), school districts will most likely require an outside medical diagnosis from a doctor or clinic (such as ADHD, Epilepsy, Tourette’s Syndrome, etc.).

A parent/legal guardian can have the child privately evaluated outside of the school without the school completing their own evaluation.  If a parent/legal guardian chooses to do this, they would request a Child Study Team meeting, who would then refer them to the Eligibility Committee to determine eligibility for special education services.

Note: In my professional opinion, it would be beneficial for a parent/legal guardian to provide a copy of the results from the outside evaluation to the school at least one week prior to meeting with the Eligibility Committee.  This gives time for the school personnel who will be present at the meeting to review the information.

Three outcomes can come from a parent/legal guardian providing an outside evaluation to the school:

  1. The school accepts the outside results and uses it to determine if the child is eligible to receive special education services.

At this point, the Eligibility Committee will meet to discuss the results of the evaluation.  If the child is found eligible, then the process of creating a Section 504 Plan or IEP will commence.  If the child is found not eligible, then the child will likely return to the Child Study Team for further interventions to be implemented and progress monitoring to continue.

  1. They can reject the results, stating they disagree. 

I have never personally seen this ever happen as most schools are willing to at least consider the results of the outside evaluation, particularly as it saves them time and money from having to complete their own evaluation.

  1. They can choose to do further testing on their own (assuming they have not yet).

If a school chooses to do further testing on their own, they would have 65 business days to conduct their own evaluation and then reconvene the Eligibility Committee to discuss all of the results of both evaluations and determine eligibility for special education services.

TRIENNALS

The Eligibility Committee is required to reconvene at least once every three years since the previous eligibility meeting.  This is called a triennial eligibility review.  However, the school or parent/legal guardian can request an eligibility review prior to the three year mark.

Note: Meeting prior to the three year mark, does not necessarily restart the timeline for the three year triennial review.  For example, if a child is receiving services under a specific learning disability (SLD) and speech/language impairment (SLI), and the speech/language pathologist requests an eligibility review at the year two mark to dismiss the child from SLI services, the school would still need to meet the following year at the year three mark to discuss eligibility about SLD.

HOWEVER, if during the eligibility meeting when SLI services were dismissed, and SLD services were continued with no testing update, then the three year timeline restarts again.  So in theory (if this were to occur), it would be five years from the initial eligibility before a child would get reevaluated if the school or parent/legal guardian never requested an updated evaluation before then.  Look at my example below:

2010 = Initial Eligibility = Child is found eligible for SLD and SLI.

2012 = Speech/language pathologist dismisses SLI and the Eligibility Committee continues SLD services without an updated evaluation.

2013 = This would have been the original triennial eligibility had the 2012 meeting never occurred.

2015 = This is the new triennial eligibility date based on the 2012 meeting; thus, five years since the initial eligibility before an updated evaluation occurs.

Realize this example is more likely an anomaly than the norm that would occur in most school districts.

Three outcomes can come from the Triennial:

  1.  The Eligibility Committee determines the child is still eligible to receive special education services, and no updated assessments are necessary.
  2. The Eligibility Committee performs an updated evaluation and determines the child continues to be eligible to receive special education services.
  3. The Eligibility Committee performs an updated evaluation and determines the child is no longer eligible to receive special education services.

Although schools are not legally required to update assessments every three years, the parent/legal guardian is encouraged to request them.  This is particularly true for students being served under the category of specific learning disability (SLD).

If assessments are not updated at the three year mark, best practice dictates an updated assessment should occur at six years and/or when a child is transitioning school buildings (i.e., elementary to middle or middle to high).

If updated assessments are administered, the school district is allowed 65 business days to complete the updated evaluation and reconvene to discuss the results; however, this must be completed prior to the three year mark.

If the child is being served under more than one disability category (i.e., OHI & SLI), and Option 3 occurs, the Eligibility Committee could dismiss the child from just SLI (i.e., speech services), but continue services under OHI or dismiss the child from all services.

Note: A child should NEVER be dismissed from all special education services without an updated evaluation being administered!

THINGS TO REMEMBER

  1. Schools have legal “red tape” they must follow in order to identify a child eligible for special education services. Just because they decline an evaluation, the school does want to help the child to succeed.
    1. If the Child Study Team decides to continue to monitor, then the parent/legal guardian is encouraged to request a copy of what interventions are being administered by the school, how often they are being administered, how they are progress monitoring data for the child, and if progress is being made.

 

  1. The special education timeline is long, but thorough. If all timelines are exhausted, it can take up to 105 days from start to finish.  This is a lot considering schools are only in session for approximately 180 days per year.
    1. No single test may be used by itself to determine a child’s eligibility for special education services. Multiple measures must be administered.

 

  1. A school CANNOT tell you they are no longer accepting referrals to Child Study or allowing evaluations for the rest of the school year. This tends to happen around mid-March/early April, because the 65 business day timeline would push the Eligibility Committee meeting to the summer when school is not in session.
    1. Be aware that if an evaluation is completed during the summer months, then the people who know the child best, may not necessarily be a part of the Eligibility Committee if schools have already been released for summer vacation.
    2. Schools are required to have a school psychologist, school social worker, general education teacher, special education teacher, school administrator, and the parent/legal guardian present at eligibility.
    3. However, anyone employed by the school district who has this license can be asked to participate. This means that any individual holding general education teacher licensure can sit in as the “general education teacher” (i.e., a fifth grade teacher from school A could sit in for a meeting on a first grade child who attends school B).  The same goes for any of the other individuals necessary.  Realize that the people determining eligibility may not have done the testing or have ever met the child, and are making decisions solely based on written documentation of the evaluation data.  (This is why schools try to prevent referrals after mid-March/early April, because if they get to 65 business days, the above scenario could occur.)

 

  1. If a child is not found eligible to receive special education services:
    1. A parent/legal guardian should never be pressured or coerced to sign any document.
    2. They have the right to disagree with the results and request an IEE.

 

  1. If a child is found eligible to receive special education services:
    1. Section 504 Plans and IEPs are required to be updated at least once a year.
    2. The Eligibility Committee must meet every three years to determine if a child is still eligible to receive special education services.
    3. A school CANNOT evaluate for special education services or implement a Section 504 Plan or IEP without written consent from the parent/legal guardian.
    4. A child should never be dismissed from special education services without an updated evaluation being administered!
  2. Parents/legal guardians are contributing members to all meetings, and should be respected and valued for their knowledge and input.

The following links may also be helpful:

The first explains what I stated above in more depth to provide an understanding of what steps the schools are required to perform when determining eligibility for special education services:

http://www.doe.virginia.gov/special_ed/parents/parents_guide.pdf

2. The second explains the rights of parents/guardians of a child with a disability:

http://www.doe.virginia.gov/special_ed/regulations/state/procedural_safeguards/english_procedural_safeguards.pdf

(Note that these two resources are specific to the state of Virginia.  Contact your individual state’s department of education for relevant information.)

Jared holds Virginia state licensure in Special Education General Curriculum, English as a Second Language, and History and Social Sciences.  He earned a Master of Arts degree in Teaching and Bachelor of Arts degree in Interdisciplinary Social Sciences, and is currently completing a Master of Education degree in Equity and Cultural Diversity, all from James Madison University.  Jared previous taught elementary special education in the Shenandoah Valley, and currently is an educational consultant conducting achievement assessments at the Shenandoah Valley Child Development Clinic.  His areas of interest include: educating parents on their rights, universal preschool, dyslexia, cultural competency in teacher education, and psycho-educational assessment for English Language Learners (ELLs).

Dream vs. Reality: The First Day of School

I have dreamed of this moment for seven years. A fantasy from 11th grade still replays itself in my mind with crystalline clarity: My first day of school as a teacher. I’m wearing all professional black clothes with my hair slicked back in a bun. I’m stricter than I need to be because I want my students to take me seriously. I’m cool and aloof and ooze authority and respect. I talk about learning and brain growth and the value of hard work until we suddenly have an inspirational “Dead Poets Society” moment. The students leave, backpacks slung over one shoulder, talking about how they can’t wait for tomorrow. They jump, fist in the air – and freeze frame!

My real first day was nothing like that.

When I realized that baseline data must be collected before I could implement any learning community activities as per my goal and research this year, I immediately accepted the fact that my students’ first day of class with me would be… unorthodox. I stood at the door as they walked in, asking each student to say their name as they wrote it down so that the first time I heard it would be the correct way to pronounce it. The first thing they saw upon entering the room was a sign saying, “Welcome to Physics! Grab a baseline survey from the Pick Up station (near the door) then take a seat and begin the survey.” Once the bell rang, they had seven more minutes to complete the survey before I gave my two minute introduction to myself and to the course. The rest of the class was spent doing a Group Juggle with squishy bird shaped toys in order to start getting the students comfortable and familiar with each other.

Collecting Baseline Data: An Abrupt Start

Norms and expectations are easiest to establish at the beginning of a group’s existence. That means that the best time for me to introduce the notion of a learning community was the first day of school. So, as unorthodox and abrupt as it sounds to have the students silently submit a ten-question survey about learning communities as soon as they walked in on the first day, it was a necessary action in order to get the least biased baseline data that I could. Well, if I had been more zealous in my quest for unbiased data, I probably could have covered up our giant community calendar and “Welcome to Our Physics Fiesta!” decorations but I put a lot of trust in the students being slightly too overwhelmed by their first day of school to be so analytical of the wall decor.

The baseline survey consisted of two free response prompts and eight Likert scaled prompts that asked students to circle a number between one and eight where one implied that they “strongly disagree” and eight meant that they “strongly agree”. Heather had given me some advice and information about the benefits of using more versus fewer and even versus odd numbers on the Likert scale. I decided upon a scale of eight quantitative points because an even number denies the students an opportunity to respond with a true neutral. I also chose eight points on my Likert scale because it would allow me more clarity into the differences in the students’ choices than a smaller number would while still remaining mangable for me to record by hand. With the prompts, I tried to tease out what students knew about community oriented learning and how they felt about it.

The Part With The Numbers

To record the data, I created a Google Sheet in which the columns represented each survey prompt and the rows represented each student’s responses. I included their name or initial in my Google Sheet so that I would have the opportunity to compare a student’s responses throughout the year. I made a separate page for each class period as well as one total group page. Google Sheets was helpful in that I was able to include a cell for each prompt that calculated the class averages and the grand total averages for that prompt. The prompts and their all-class averages are as follows:

  • What the phrase “sense of community” means to me: (free response)
  • I have experienced a sense of community in previous classes. (4.78)
  • I like feeling a sense of community in my classes. (5.5)
  • I learn better when I feel like I am a member of my classroom community. (5.48)
  • I am familiar with the term “learning community”. (4.62)
  • What “learning community” means to me: (free response)
  • I feel confident in my ability to learn physics this year. (5.50)
  • I feel confident in my ability to pass the physics course this year. (6.04)
  • I believe that having a sense of community will help me succeed in the physics course. (5.88)
  • I believe that participating in a learning community will help me succeed in the physics course. (6.09)
  • I feel a sense of community with the people in this class. (4.71)
  • People in (our school district) have a shared sense of community. (5.41)

Reflections and Analogies

I’m still processing the information. I’m still figuring out what the data implies and how the averages compare across the class periods. I’m still interpreting data and sorting through rumours of remarkably high failure rates last year and re-takers this year. I’m still hearing and reading comments from students who are terrified of physics and have a wide range of confidence in their abilities. While I’m chewing on my data like a cow on its cud, life in our classroom has moved forward at lightning speed. In the last two weeks, we’ve discussed the traits of a learning community; we have drafted, finalized, and displayed our top five community agreements; we have learned each other’s names; we have developed routines with daily greetings and exit tickets; we have helped each other review mathematics concepts; we have run through the halls in a particularly fun pursuit of problem solving; and yesterday, we decided to believe in the power of “yet” by turning around each sentiment in which we express doubt in our abilities. Gone are the days of “I can’t do math”, there is only room today for “I’m not good at physics yet.”

I, too, am taking on the power of yet. I’m on a steep, but manageable, learning curve when it comes to my lesson plans and preparing materials. While each day of class so far has left me in love with my new job and with the communities we’re building, I’m not quite at the level of preparation that I’d like to be… yet. I will get there, I know it. With practice and experience, I will leave behind twelve hour (or more) days at school. There will come a day when I have nearly everything for the next week planned and printed the Friday before. So too will the day come when I will write these blog posts when I mean to write them instead of a week later like I did with this one. I’m not too worried and I’m not letting any of these current slips or shortcomings overwhelm me with personal disappointment. Heather and I have talked about this project being my “lizard’s tail”- the thing you never want to drop, but can lose if necessary to survive. I’m nowhere near needing to drop my “lizard’s tail” but I’m glad to feel secure in my plans and priorities.

New teachers and veterans, what is your “lizard’s tail” this year?

What is your yet?

First year teacher – passionate about community and equity

Reacting VS Responding

Yell and sit…sit and yell, get a little louder, be a little firmer…they’ll eventually listen-right?

Wrong.

I walked into a room recently where an educator was sitting on a bench demanding that the kids stop! She kept saying “I said stop, stop!…(a little louder) Stop it NOW!…(even louder) I said STOP STOP STOP!” Her face was turning bright red and she was clearly frustrated. Teaching isn’t easy, we all get frustrated, patience is hard, so, so hard. We are all human. We all have emotions. But, I want to encourage you think about this question: how does yelling help?

Children are in tune with adults more than we like to admit. They read our body language, notice our facial expressions, and feel our emotions, sometimes as if they are their own. Children’s frontal lobes are still developing, this is the part of the brain that helps us control our emotions. It’s our job to help nourish that development, help it grow. That’s what we do as teachers-right?

Just as you might spend extra time with students working on letter sounds or multiplication facts, we MUST spend time developing social-emotional skills. With this, it’s also important to constantly remind ourselves that their brains are growing (yes even in the teenage years). We also must remember that students need varying levels of support recognizing, managing, and expressing emotions. (I know, this is a lot, you already have so many other things you must teach and fit into your day, that curriculum map is just haunting you at night!) However, research shows that learning can’t happen without self-regulation, trust, feelings of safety –from both peers and adults—all of which are part of social-emotional development. So how can we do this?

It starts with modeling.

The teacher I described above was trying to get her students to lower their voices. They didn’t hear her, they were engaged in a game, and instead of complying to her demands, they just matched her volume and continued the activity. She was frustrated and angry. I get it.

But to be honest, I don’t know that they even knew she was talking to them, or understood what it was that she wanted them to “STOP!”  Instead, they matched or modeled her tone, her yelling.

Wait. Sometimes kids only respond to yelling…right?

Wrong. It might seem like it to us, as adults. Perhaps, because once our faces have reached a certain level of red or we’ve stomped and made enough noise we get their attention, or scared them, they comply?

Let’s be honest though. Yelling isn’t fun for anyone, including the yeller. Besides the obvious—sore throat, exhaustion, anger— it also causes an increased amount of adrenaline and stress hormones for ALL parties involved. When is the last time you screamed at your students and said— alright good, that felt great, time to get back to learning those multiplication facts?

I want to challenge you to consider the difference between a reaction and a response.

The dictionary definition of reaction is: an action performed or a feeling experienced in response to a situation or event.

But wait, the word response is in that definition, so what’s the difference? To make things even more confusing…

The dictionary definition of the word response is: a reaction to something.

Despite the concise dictionary definitions, there is a difference and it matters!

ReACTion has the word ACT in it. When we react to something it’s typically a more immediate action that comes from an event or situation that occurred. When reacting we often don’t take time to think or process the situation, instead we jump into flight or fright mode and act.

For example, a child just knocks over the entire tub of papers (after you have asked them to stop running in the room multiple times). You’re frustrated, you yell, you demand they pick it up, or lose recess for not listening, you REACT.

Next, let’s look at RESPONSE. If you just look at the dictionary definition you could argue that the above example is a response as well. I won’t disregard this point, but I want to encourage you to think about a response with a different mindset.

Response = thoughtful and intentional action.

Where you take a quick moment, that deep breath, you try to remind yourself that your student is still learning. You are the teacher.  You find empathy. Remember, mistakes are okay, they help us all learn.

So that child knocks over that paper and instead of yelling, you take a deep breath, quietly walk over to the child, make a plan for how to pick it up, help them re-focus, teach them how to self-regulate, model that response. With calm. With words. You respond with understanding and through a teaching lens, not with anger. Not with yelling.

I know this is hard. You won’t be perfect. We all slip, we are all human and sometimes even our own emotions get the best of us in front of students.  But every moment that you can remind yourself to RESPOND instead of react is another moment that you are modeling self-regulation, communication, and helping your students develop the social-emotional skills that are key to successful learning.

What strategies do you use to self-regulate when you feel yourself reacting emotionally?  Stay tuned for some suggested strategies and more on teachingisintellectual.com

Mira Cole Williams, PhD is an assistant professor in inclusive early childhood education and exceptional education. That means I prepare future educators to go out into this world and doing AMAZING things…I always tell my students…small actions can ignite large change, it starts with YOU today!

I’m Here To Learn

A little about me in the month before my first year begins

To be perfectly honest, I’m nervous about my first year of teaching. I’ve spent the summer
reviewing learning theory and teaching strategies, reading radical books about equity and power dynamics in the classroom, building an elaborate teacher emergency kit filled with everything from pepto to a tiny hair straightener, and trying to find the courage to refresh my memory of physics. Yes, physics – the subject that sends shivers down the spines of rising high school juniors and, for many others who have taken the course, flashbacks of nightly fifty-problem homeworks straight from the textbook.  Physics has a bad reputation of being isolating and difficult. As someone who struggled through physics courses in both high school and college, I know first hand how true that can be.

Early in my college career, I was determined to become a math teacher through the more common route of majoring in physics with a minor in education but I quickly became overwhelmed by the independent lecture/homework structure of learning in college level math classes. In hindsight, it seems like fate that I took my first education course during my second attempt at Calculus II; the more I suffered in math, the more I ached for a learning environment that used research-based strategies and theories to ensure the understanding of its students. I was introduced to the idea of learning communities, classroom structures that encourage students to learn collaboratively towards shared goals, and I constantly imagined how such communities could improve my
experience in math. I continued taking Calc II until I passed it on the fourth try, having changed my major to Philosophy and taken on a fifth year of private university to do so. By then, I was hell-bent on teaching math with learning theory in mind so I pursued a Master of Arts in Teaching.

I took a long, difficult, and less travelled road to becoming a teacher and I believe that I’m
personally the better for it. I’ve learned how to work hard and recover from failure, I’ve met a network of creative and intelligent people through talking about my own passions, and I’ve been given many exciting opportunities like this one by being willing to take risks with people I trust.

How I’m going to make my teaching intellectual my first year

My experiences in education and philosophy over the last six years have instilled in me a love of research and self-reflective learning. It seems that the natural progression of this would be to participate in some scholarly exploration in my first year of teaching. Similarly, it seems natural that I should continue to be mentored by a faculty member who guided me through academic and professional quandaries in the past. With Heather’s encouragement and knowledge of the process, I’ll be improving my teaching this year through action research.

I believe that the best way to become good at anything is to study it. I don’t want to just keep my head above water this year; conducting action research will allow me to hone my craft and provide my students with a thoughtful and intentional academic experience that considers their social, emotional, and academic needs through community-based learning. I’m still nervous but I know exactly where to channel that excited energy: becoming the best teacher I can be.

Now some things I want to know from you!

How are other first year teachers reflecting on their practice?
What are other first year teachers reflecting on? (parent communication, reading instruction, etc.)
Can action research help me be a better teacher?

First year teacher – passionate about community and equity