59 results for: "printable"
Printable: Back-to-school update to learn from families
At the start of the school year, it’s important to gather information about your students. Asking a few questions can help you build positive relationships with your students and their families. What were the challenges? What were the successes? What changed in kids’ lives? And how are they feeling right now? Share this one-page questionnaire with your students’ families. Families can download it on a computer or phone, and then type answers into the form. Or they can print it out and fill it in by hand. The form is also available in Spanish.Responding to families’ concernsAfter families return their questionnaires, follow up as needed and plan for how you can partner with families throughout the year. Some families may mention new behaviors that concern them. You can direct them to Take N.O.T.E., a step-by-step tool Understood developed with the American Academy of Pediatrics to help families spot signs of learning and thinking differences. The tool includes resources on frustration, stress, and anxiety, and it empowers families to seek support. Ready to dive deeper? Find out more about the benefits of strong family-teacher partnerships.
The Opportunity GapIEP meeting tips for parents of kids of color
Learn how to be an equal partner at your child’s IEP meetings. Get tips from education specialist Taína Coleman of the Child Mind Institute. Meeting school plan child’s Individualized Education Program (IEP) intimidating. true parent guardian. may feel extra layer unease you’re Black brown person room. Listen episode Opportunity Gap get IEP meeting tips parents kids color. Learn Taína Coleman, mom two education specialist Child Mind Institute. See uses experience special education explain: documents right see meetingHow ask IEP’s annual goals aiming high enoughWhat don’t feel ready sign IEPRelated resourcesHow tell child’s IEP goals SMART (Explainer lots examples)IEP goal tracker (Printable worksheet)10 tips better IEP meeting (Video)How organize child’s IEP binder (Includes video printable checklist) Episode transcriptJulian: Understood Podcast Network, "The Opportunity Gap." Kids color ADHD common learning differences, often face double stigma. there's lot families address opportunity gap communities. podcast explains key issues offers tips help advocate child. name Julian Saavedra. I'm father two assistant principal Philadelphia, I've spent nearly 20 years working public schools. I'll host. Julian: Hey, listeners. Welcome back. Today, we're talking prepare IEP meeting. know stressful annual IEPs be, meetings important opportunities advocate child. really extra special guest today. name Taína Coleman. Taína education specialist Child Mind Institute, works bridge gap science learning teaching practice. Taína 15 years experience working special education, literacy education, education administration New York City. She's also mom two small ones. Hey Taína. Thank much here. Taína: Oh, thank me. Julian: So, Taína, always try ask guests quick question get things going. So, what's giving life right now? Taína: What's given life right now? right. grew Harlem, New York City. Winter favorite season ever. I'm starting appreciate little kids. know, officially sled. Every day try finesse hot chocolate it's like 40 degrees, know, it's wonderful time year. I'm learning appreciate more. Julian: already like kids haven't even met yet, already like them. right, let's get business. Taína: right. Julian: 15 years working special education, you're also parent child receives related services. tell us exactly IEP us might know? Taína: Absolutely. IEP stands Individualized Education Program. people refer individualized education plan. folks really need know it's really part pre-K 12 public education system. It's legal document. tends map special education instruction kids need support make progress could thrive school. document, there'll list annual goals kinds services school provide child. use different school settings many ways, me, it's way ground conversation around child might learning needs needs, period. gives us opportunity touch base. Julian: Taína, dive specific tips get ready IEP meetings, anything general want say meetings might particularly challenging parents kids color? Well, know, "The Opportunity Gap," show really try talk intersection special education services race class cultural background. you're here, thinking background, thinking experience teacher, educator, parent, things might particularly challenging? Taína: So, parent color, raising children color, educator well, recognize there, opportunity gap exists. There's cultural implications right there, historical reasons that. One thing wanted point there's also language gap, ways families different cultural backgrounds understand language education. could really difficult folks get handle "What's happening? happening? saying child?" want give historical background think it's really important parents understand it, right? 1975, Congress enacted act, called Education Handicapped Children Act. Awful name. point is, act really tried focus protecting individual needs children disabilities, right? till now, weren't legal protections would mandate school educate child various difficulties disabilities, rather. So, 1990, reauthorized, renamed IDEA Individuals Disabilities Education Act. so, opportunity children disabilities learn public setting. that's really important folks know document something folks fought for. It's legal mandate disability activists long discussed powerful tool really provide equity education system. thing is, grew Harlem. word disability really charged, right? so, families real hard time wrapping mind around that. would sometimes prefer saying, learning differences. "My child learning difference." want us point time really consider that, yes, language could sometimes make one uncomfortable you're thinking child. say disability, we're talking legal protection we're talking diagnosis that's often done great care evaluator. you're saying learning difference, feels politically correct. It's broader term, doesn't give specifics child may may may offer legal protections. want parents understand use language could better advocate child. going balanced, thoughtful, caring conversation child's full humanity classroom. so, power language really important us embrace point time. want us able hold complicated language, put time place relates disability rights ableism, importantly, understand we're really talking children may benefit support. parent, I'm going make sure get it. Julian: think things brought up, know, people forget sometimes changes relatively recent. us speaking now, parents grandparents profound experiences special education even word disability, meant completely different program see today. And, know, we've talked extensively podcast, even changes seen teaching career began it's drastically altered experience. So, know, keeping fight is, it's fight, right? It's fight provide appropriate students power language, power owning language provide family incredibly important. So, appreciate bringing up. So, know, now, knowing that, again, we're hearing expert telling parents need know language need really embrace help student access deserve. It's sometimes really challenging, right? Like sitting hearing IEP meeting, it's challenging situation, right? Like it's heavy hear walk situation. So, know, let's say parent, parenting adult child qualified IEP. specific things get ready IEP meeting? Taína: truly believe IEP meeting part larger conversation. first time hearing child's needs IEP meeting. Julian: No, not. Taína: needs communication think parents color, systems communication aren't often built around communities color needs communities color, right? so, need sometimes find ways ensure classroom teachers communicating us. work parent coordinator? etc. So, first thing want know lines communication used, understand child's experience classroom? So, there's one that's going shocked IEP meeting, right? Shouldn't be. side evaluations here, takes several assessments, several days, different interviews us conceptualize believe might happening child. reason I'm illuminating process want parents understand voice matters conceptualization. we're saying maybe child reading difficulty, believe case we're looking services around that. Maybe there's going testing around that. I've
Printable: Get to know your students with a 3×3 card
When you’re familiar with your students’ strengths and challenges, it’s easier to help them succeed. A 3×3 card introduces you to three of your students’ strengths and challenges — along with three strategies that can facilitate success.You can have students fill out the 3×3 card in different ways:Send it home for students to fill out with their families.Work directly with your students (one at a time) to fill it out together.Alternatively, you can combine both approaches: First, work with your students to complete the card together. This process will help you get a sense of your students’ own ideas about their strengths, challenges, and strategies. Then, send another copy home for students to complete with their families. From this, you’ll gain more of the family’s perspective about the student’s strengths and needs. By having the cards completed in two different settings, you’ll end up with a better overall view. You’ll have perspectives from both the students and their families and will be able to see in what ways they’re the same or different. You can have your students fill out the card at the beginning of the school year. Or you can try to get an even earlier start if you know by late spring which students will be in your class in the fall.At the end of the school year, connect with teachers whose students will be coming into your class. Ask if the teachers would be willing to help your incoming students complete the 3×3 cards before everyone goes on summer break. The students’ strengths, challenges, and strategies will be fresh on the teachers’ minds at that time. By August or September they may not recall some details. (If you're concerned another teacher’s opinion might sway your first impression of your students, consider waiting until a few weeks into the school year to review the cards.)After you’ve read the cards, consider sharing them with other teachers and school staff who work with your students. Have the cards on hand for quick reference during data meetings or any other collaborative meetings about your students.You may also want to consider meeting with students throughout the year to revisit their cards. Talk about how their strengths and challenges have changed. As students progress and face more complex tasks, they may want to fill out a new 3×3 card. You can use all the cards you complete during the year to document students’ growth, continuing challenges, and the most effective strategies that have helped them succeed.
What Now? Season 1How to talk to your child after a tantrum or meltdown
Talking can help you find out what caused the outburst. But timing is crucial. Learn how to tell if your child is ready to talk and what to say.Talking to your child after a tantrum or meltdown can help you find out what caused the outburst. But timing is crucial. Try to talk too soon, and you may rev up big emotions. Wait too long, and your child may lose track of key details that can help you figure out what triggered the outburst.Watch or listen to this six-minute episode of “What Now? A Parent’s Guide,” where psychologist Dr. Andrew Kahn teaches you how to know when your child is ready to talk and how to start the conversation. Get expert tips including the best open-ended questions to ask after your child has a tantrum or meltdown.Timestamps(0:41) Why timing is really important (2:16) How to know when your child is ready to talk (3:44) How to start the conversation (4:55) What you can practice ahead of time Related resourcesFeelings wheel, a one-page printable with pictures and words to help kids talk about their emotionsWunder by Understood, a free app with exercises that can help you manage your child’s outbursts, track your progress, and get personalized tips along the wayEpisode transcriptFrom the Understood Podcast Network, this is "What Now? A Parent's Guide to Tantrums and Meltdowns."I'm Dr. Andrew Kahn. I'm a licensed psychologist who has been working with kids, teens, and adults for more than 20 years. I'm also the father of a teenager, so I have a lot of personal and professional experience when it comes to parenting. I'll be your host.Today's episode explains how to talk to your child after a tantrum or meltdown. There are two key parts: Knowing when your child is ready to talk, andAsking open-ended questions to help your child express themselvesLet's get started.(0:41) Why timing is really importantSo, let's talk about why timing is really important.Talking to your child after a tantrum or meltdown can help you do a variety of things:Figure out what caused the outburst Teach them to label and talk about their emotionsLearn better ways to regulate their emotions when they have big feelingsAnd, lastly, try to keep it from happening again or reduce the intensity and frequency of that behaviorBut your child may be feeling a lot of emotions, including being embarrassed or ashamed.So, finding the right time to talk about what happened is super important. If you try to have this conversation too soon, your child may shut down completely or restart the reaction all over again. If you wait too long, your child may lose track of what was happening when the tantrum occurred, and they will likely want as much space from the event or topics as possible. So, it's just as important to know when to start the conversation as knowing what to say.In my daily work, it's always a balancing act helping parents and kids break down why their tantrums and meltdowns happen. During a recent session, a 12-year-old client of mine had a meltdown right in front of me. The outburst was relatively short. But the parents put tremendous pressure on the child to share what had happened, and those demands caused a second meltdown in my office. I could completely understand the parents' anxiety about wanting to know what happened as soon as possible, but the pressure proved too great and their requests ultimately made things worse. This is a really common problem for parents, myself included. Remember: Try not to rush your child. A little extra time can go a long way.(2:16) How to know when your child is ready to talkOK, so let's talk about how to know when your child is ready to talk. There are some simple signs you can look for to see if your child is ready or needs more time to calm down.Calmly ask, in a voice without anger or judgment: "Are you ready to talk?"Look for signs that your child may be too worked up to talk, like are they screaming or yelling?Are they pacing back and forth? Are they showing tense body language, like a clenched jaw or hands balled into fists? Are they showing disrespectful behavior?You see, it's OK to show some emotion, and both you and your child are human, so be kind to yourself. Crying or being a bit withdrawn doesn't always mean your child isn't ready to talk. The goal isn't for them to show no emotion at all. The goal is for your child to work on understanding that they can have big emotions and, with your help, learn how to regulate them and have a better ability to share what they feel.If your child doesn't appear ready or you start talking and it becomes clear that they aren't ready because they're screaming or being disrespectful, calmly say: "It looks like you need a bit more time. I'll come to check on you again in another five minutes."If your child appears ready to talk, set the expectation for them that being ready to talk means talking in a calm voice and being respectful towards one another.And one last thing: Sometimes our kids just refuse to talk about what happened or how they feel. As a parent, it's OK to encourage your child even when they're not 100% ready or motivated to talk.(3:44) How to start the conversationLet's talk about how to start the conversation.First, start with open-ended questions, like: "How are you feeling?" "Is there a problem you need help solving?""Is there something else you want to share with me that maybe I don't know?" It's really important to remember that sometimes your child may just want you to listen rather than solve a problem.If your child struggles to answer open-ended questions, give them some options, like: "It seems like you're feeling angry. Is that right? What made you feel so angry?"It's very common for kids to have trouble communicating, especially when they're having big feelings. You can help your child identify or label their feelings. Remind yourself and your child that a feeling is never bad or wrong.Stick with non-judgmental language, and remind your child that it's their behavior you dislike and not them.One thing I want to mention is be prepared for a whole lot of "I don't knows." Give your child time to answer your questions. Sometimes kids will have a clear answer. Sometimes they may not know what caused the outburst. So, calmly say, "I'm here if you want to talk more about this later." Remember: Try not to rush your child. (4:55) What you can practice ahead of timeOK, let's talk about what you can practice ahead of time.When your child is calm, ask them how they're feeling and why. During these calm moments, take a few minutes to help your child look inward and label whatever they're noticing. Being intentional in this process can make your child more aware of their body and their feelings.Practicing talking about feelings in these calm situations may make it easier to talk about feelings when emotions are running high. Try to do this three times this week.To help with this, you may want to use Understood's feelings wheel. It's a one-page resource that uses pictures and words to help kids name their emotions. I'll put a link in the show notes.OK, folks, that's it for today's episode. I hope you'll join me for the next episode on how to prevent tantrums with proactive praise.If there's one thing you can take away from this episode: Remember, talking to your child after a meltdown or tantrum can be challenging. So look for signs they're ready to talk and don't rush them. That's the key. You've been listening to "What Now? A Parent's Guide to Tantrums and Meltdowns," from the Understood Podcast Network.If you want to learn more about the topics we covered today, check out the show notes for this episode. We include more resources, as well as links to anything we've mentioned in this episode.Understood is a nonprofit organization dedicated to helping people who learn and think differently discover their potential and thrive. Learn more at understood.org/mission.What Now? A Parent’s Guide to Tantrums and Meltdowns is produced by Julie Rawe and Cody Nelson, who also edited the show. Briana Berry is our production director. Our theme music was written by Justin D. Wright, who also mixes the show.For the Understood Podcast Network, Laura Key is our editorial director, Scott Cocchiere is our creative director, and Seth Melnick is our executive producer.
Printable tools to help manage your child’s IEP
Navigating your child’s IEP can be tricky. These printable tools can help make the process easier. Use them to monitor your child’s progress and keep track of conversations with the school.
How’d You Get THAT Job?!A wastewater engineer cuts the crap about ADHD at work
Scottie Donovan is a NYC wastewater engineer with ADHD. She thrives in this interactive civil engineering work, and uses tools to help along the way. Scottie Donovan is a New York City wastewater engineer with ADHD. When she entered the field, being on the frontlines of a pandemic wasn’t what she expected. But since wastewater helps determine positive COVID-19 cases, she’s played a vital role in public health information. She’s also heard enough poop jokes to last a lifetime.Scottie chose to study civil engineering because of how interactive it is. She’s worked in water treatment plants, and eventually found herself at a desk job in a consulting role. This transition wasn’t the easiest for her ADHD. But with tools like lists and time chunking, she makes her days work for her. In this week’s episode of How’d You Get THAT Job?!, get Scottie's tips for being honest about how much work you can take on. Plus, get a history lesson on how the sewer system advanced our civilization.Related resources4 ways I stay organized with ADHDADHD and sensory overload30 examples of workplace accommodations you can put into practiceEpisode transcriptScottie: And then there's all these large red buttons that you're not allowed to push for some reason. Like it looks like a video game, sometimes you're like "There's a button right there. I need to push it. It's flashing." But, you know, you can't. Eleni: From the Understood Podcast Network, this is "How'd You Get THAT Job?!," a podcast that explores the unique and often unexpected career paths of people with learning and thinking differences. My name is Eleni Matheou and I'm a user researcher here at Understood. That means I spend a lot of time thinking about how we find jobs we love that reflect how we learn and who we are. I'll be your host. Today we're talking about poop. Let me explain. My next guest, Scottie Donovan, is a civil engineer. Scottie was diagnosed with ADHD in high school. Today, she's got a hands-on job that really fascinates her. She specializes in treating wastewater in New York City. During the COVID pandemic, wastewater has been a really important tool in figuring out how prevalent the virus is in our communities. And did you know you can track other diseases through waste as well? I don't even want to imagine what a world without wastewater engineers would look or smell like. Scottie will help explain how it all works. Welcome to the show, Scottie. Scottie: Thanks for having me. Eleni: I'm really excited to learn more about this topic. It's like, not really something that I had thought about and I was like, "Oh, it's so obvious, you know, that I know." But, I know that you can learn some interesting things from studying wastewater. So, could you talk about maybe what some of those things are? Scottie: I always like to start with my fun fact of the biggest improvement to public health in history is the invention of the sewer system. It completely changed how humans live and completely cut back on diseases and filth in general, really advanced our civilizations, and just we wouldn't be where we are today without that simple or seemingly simple infrastructure. And now that we already have that, it's kind of cool, especially right now — I always feel weird saying it's cool in regards to a pandemic — but, you know, it was something that we used to improve public health and now we can also study public health with it. We can learn about, you know, COVID numbers, what percentage of the population actually have it, and also other diseases. So, you're getting raw data in a kind of gross way, but very cool. People who don't want to go get tested or don't even know that they're sick, it will already be there. Eleni: What is your role in that process? Scottie: So, I am a civil engineer and I actually just design and, you know, help construct the infrastructure for distribution and treatment of wastewater. So, I work at the place where they would sample it or I'll design the infrastructure to get it to where it needs to be and hopefully treated to get that disease or whatever stuff is in that water out and made into fresh, clean water that will be not polluting the oceans anymore or our country's and world's waterways, not just oceans. Eleni: It's interesting because, you know, we've had a mechanical engineer on the show and, you know, I have a bunch of friends that are civil engineers. You know, when I think of infrastructure, I think of like what they focus on, which is like building roads, bridges like trains like that kind of thing. I've never actually heard it, like, also including wastewater infrastructure. Scottie: Yeah. Civil engineering — you know, my sector is the smaller branch off — but I like to think of civil engineering being anything having to do with making a city run. So, it really is any infrastructure a civil engineer will touch. Like you said, there's the trains, there's roads, there's buildings, there's all of that. But all the underground stuff as well are different options of civil engineering.Eleni: What made you decide to focus on water treatment and wastewater management? Scottie: I kind of lucked into it in a weird way. I took just a couple of intro courses to civil engineering and had a professor that I really enjoyed, and her focus was water and wastewater. I thought it was an interesting subject. I like the concept of taking something dirty, making it clean. I like the environmental aspects of it. I did an internship in college working at a drinking water plant and really enjoyed that. I mean, I got kind of lucky, really, to find something that I actually am passionate about and really enjoy doing. Eleni: Do you think that your interest was driven in any way by your ADHD? Scottie: I don't know. I think that is what drew me to liking working at a plant because it was fast moving and you know, there was so much that you could just see. It wasn't like conceptual. And I think that's what drew me definitely to civil engineering versus other types. I liked that it's a little bit more hands-on, it's, you know, like I'm seeing it happen right in front of me when I do it. I can hold up dirty water and then I can hold up clean water. And it's right there. Eleni: What is what is like the most interesting or like surprising thing that you've learned about working with wastewater? Like, what makes it more interesting to you than the drinking water? Scottie: You're starting with a harder product. You know, like you want kind of the same result. In theory, every wastewater plant would come in with really dirty water and it would be drinkable by the time it's out. That would be the end goal. Whereas, you know, a drinking water plant takes something that's like probably fine, or depending on where you are, fine, and then makes it even better. Yeah. It's not because I love the smell of it. That's for sure.Eleni: Do people ask you that?Scottie: They ask me more of how I deal with the smell or if you ever get used to it. And the answer is no, you do not get used to it. You will always know it. It makes you less nauseous over time, but you don't get used to it. Eleni: Yeah. I was actually going to ask about, you know, what field visits are like from that perspective, from like a sensory perspective. Scottie: From a sensory perspective, it's an overload, especially because you can't touch anything or you shouldn't because it's all kind of gross. And then there's all these large red buttons that you're not allowed to push for some reason. Like it looks like a video game sometimes you're like "There's a button right there. I need to push it. It's flashing." But, you know, you can't. And then obviously the smells because there's so many of them, it's not just, you know, what you would think because there's also chemicals, there's different byproducts at different steps and different additives at different steps, and they all are different. So, it's a lot when you're walking around. Eleni: Is it a dangerous environment to be in?Scottie: It can be, depending on what you're working with and depending on the step, I guess, that you're in. Yeah, I mean, you wouldn't want to get any of it at pretty much any step except for the end on you at all. That would be pretty bad. I don't know if it's folklore or if this actually happened, but at one of the plants I worked at every time they ask you to wear your eye protection, they tell a story about how their old CEO had one drop get in his eye and went blind. I only needed to hear that once, because I don't want to lose my sight. And again, not sure if it's real or not, but it is a possibility. At one point in time, I had to actually sample water at a job — it was only for like a week or so because we were starting up a brand-new facility — so we had to prove that what we built worked. You know I have a really funny photo that I used to keep on my Tinder of me in like head-to-toe like Tyvek suit, and they only bought like Triple XL because most of the construction guys are pretty big. And there I am, I like at the time, probably a 100-pound, 5'2" girl in this thing that I'm swimming in, holding this like gross water. And I just thought it was really funny. So, I always kept it on like on dating profiles just to see it, to see who was interested in that. But yeah, you definitely do have to be careful. It's not a nice environment then. It's, I mean, there's a reason we're trying to get it out of the water. Eleni: There's so much involved that like I never would have considered. It's not something you think about, you know, it's like "That's gone."Scottie: Yeah. And, I mean, that's kind of what I, that's also another weird thing that I like about it. I like that no one thinks about it, but I can be a silent hero here. Eleni: Yeah. As you said, super necessary for, like, progress and public health. So, I was going to ask you, I know you've mentioned a few things that you really like about your job, and you know how that kind of vibes with the ADHD in terms of like things being really tangible and like seeing a result and you know, being able to visit plants and not always be like at a computer. On the inverse side, like, do you have any challenges that come up at work and how do you manage them? Scottie: Yeah, I definitely have some challenges. I'm not sure how many are specific to people with ADHD, or specific to me, or specific to my role, but I used to always work at plants like in construction roles or just like, you know, in roles that you had to be more active. So, about almost exactly four years ago, I think this week, I switched over to consulting, so, it's more of an office role and that was an extremely hard transition for me, just it was my second job out of college and I had never worked in really a professional atmosphere because working at a wastewater treatment plant or on a construction site, it's a very different attitude. Like, everybody carries themselves differently. I had never owned, like, professional attire before, ever, like I wore jeans and a t-shirt every day with my hair in a baseball cap. Just never had to, you know, impress people or do anything like that and just, you know, sitting at a desk all day, I just had never done that. I mean, it was just very weird for like six months to have to completely revamp how I did everything at a job that I was pretty confident in going into. And like, "I know like a decent amount. They're, expecting this from me, I know how to do that. Cool. Got it." And there were so many little things that I did not realize. Like, I didn't realize how long it would take me to get ready every morning even. That was a big one, panicking because I couldn't find anything that was right in front of me. Eleni: Yeah, I relate to that. I always put my clothes out the night before because I spent too long in the morning. Yeah, my morning brain looking for things. Do you want to talk a little bit about, like what some of you know, maybe the routines or like other like coping strategies that you came up with during that transition time? Scottie: Yeah. Yeah. Definitely. Eleni: Things that you're still doing now? Scottie: That routine definitely was a key factor, not just only like you mentioned, I did learn "Set out your clothes the night before because you will not have time in the morning." That's a big one. And I also kind of made routines during the day, you know, like during my 9 to 5, you know, got there at 8:45, I would give myself 15 minutes to have coffee and just, you know, get all settled, you know, and things like that. Like I would, you know, up until 9:30, you can answer emails and then, you know, go get more coffee or something if you need it. So, like organizing my day a little bit differently was definitely something that helped, and then planning out my day as well. I gave myself 15 minutes every morning to, you know, make a list of what I felt I could accomplish that day, you know, versus what needed to be done, you know, just break it apart a little bit and putting in that time to organize yourself every morning, really, definitely was helpful. I'm a big list person now as well. I have a calendar, but then I also have an agenda. I have to have both because I need to be able to see both because that's just how it works. Because I need the big picture and I need what's due today is what or what I'm doing today. And I think it maybe just took also a level of maturity in me growing up to be honest with myself and with other people about how I work and working with people that understood that was nice. Eleni: Yeah. Do you want to give an example of how you might phrase that or what you might say?Scottie: Yeah. So, first was me asking someone like, "Hey, can you get me this spreadsheet? OK, how long do you think that will take?" Like I always ask, what are their expectations? Because people don't always, you know, just tell you things because that's life. But they'll get back to me with "I think that this is how long it will take." Yeah, it's nice when you get a person that's like when they actually ask, "Is that reasonable?," because that makes it easier. But if they, you know, tell me, "I think it'll take an hour." Like, OK, I'm like, "All right, let me go look a little bit more into this in, you know, whatever time frame I think. And let me make sure that that is how long it will take me," because if it's something I've never done before or if it's just something that I knew right away would take me longer, just got to be blunt and say, "OK, would it be OK if it takes me about an hour and a half? Because I think that it would give me the space to work the way I find efficient." And I've never had someone say no, but I have had some people say, "OK, I think I'll find someone else to do it then." And the first time that happened, you know, you build yourself up to like, "I'm going to just be honest myself, I'm going to do it," blah, blah, blah. And is something like "Damn, like I just lost that." But you didn't really lose anything because you weren't going to fulfill their expectations anyway. It would have been worse if it took you twice as long to do it, or if it was late and it was something they really needed. You know, it's better to be honest. Eleni: Yeah, I think normalizing that is pretty cool. You know, it's like, you're not always going to get it right, but trying things out and seeing how people respond and if it gets you somewhere, that's great. Scottie: Agree. Eleni: So, usually we like to end with like, what advice do you have for people wanting to get into the space, like particularly for women or people with ADHD? Scottie: My advice would be if you're interested in the space and if you just want to learn more about it, there are so many different, like, volunteer organizations that you can actually go be a part of and do a cleanup and they'll introduce you to different aspects of the water resources world. And that way you don't have to like go get an engineering degree first because that would be insane. Also, a lot of places will offer wastewater treatment plant tours. If you just reach out to them, if you really are interested in seeing what it's all about and it's fun. So, if you do have ADHD, there's a million things to look at. Just don't press the big red button. Eleni: Good advice. Scottie: Keep your hands to yourself. Eleni: Thank you for talking to me about poop. Scottie: Any time. Eleni: I feel like we could do so many more poop jokes.Scottie: Oh, it's a big part of the industry. Eleni: You've been listening to "How'd You Get THAT Job?!" from the Understood Podcast Network. This show is for you, so we want to make sure you're getting what you need. Email us at thatjob@understood.org with your thoughts about the show, or maybe you'd like to tell us how you got that job. I'd love to hear from you. If you want to learn more about the topics we covered today, check out our show notes for this episode. We include more resources as well as links to anything we mentioned in the episode. Also, one of our goals at Understood is to help change the workplace so everyone can thrive. Check out what we're up to at u.org/workplace. That's the letter U dot org slash workplace. Understood.org is a resource dedicated to helping people who learn and think differently discover their potential and thrive. Learn more at understood.org/mission. "How'd You Get THAT Job?!" is produced by Grace Tatter. Briana Berry is our production director. Our theme music was written by Justin D. Wright, who also mixes the show. Margie DeSantis provides editorial support. For the Understood Podcast Network, Laura Key is our editorial director. Scott Cocchiere is our creative director and Seth Melnick is our executive producer. And I'm your host, Eleni Matheou. Thanks again for listening.
Printable back-to-school downloads
Going back to school and adjusting to new routines can be tricky for kids who learn and think differently — and for you. But having the right tools can make it easier. Use these back-to-school downloads to start the school year off right.
Printable: Help families prepare for parent-teacher conferences
Parent-teacher conferences are a great opportunity to connect with parents and caregivers and strengthen your partnership with them. By finding out in advance what’s on a parent or caregiver’s mind, the conversation can be more productive for both of you.Send this worksheet home to parents and caregivers well ahead of the conference dates. For instance, you might attach it to the conference notice and ask families to fill it out and return it with their preferred conference time. Let them know you’ll be using the same worksheet to organize your own thoughts and notes.Asking parents and caregivers for their input shows that you’re interested in their perspectives. They’ll see that you take seriously this opportunity for family engagement. Using the worksheet can also put both you and the student’s family at ease — knowing you will address the issues that are most important for their child.
SEL printables to share with your students’ families
How can you help your students develop a growth mindset? How can they build resilience and keep trying even when something is hard? Many families are working through these same challenges with their kids at home. And tackling them in partnership with families leads to better outcomes for your students. Share these social-emotional learning activities with your students’ families. You can send them home to families or do an online workshop on how to help kids develop a growth mindset and resilience.Keep in mind that many families may not have access to a printer. In that case, you can suggest copying these worksheets onto blank pieces of paper.15 growth mindset questions These growth mindset questions can help students focus on learning from mistakes, developing new strategies, and persevering even when something’s hard. Share them as examples of conversation starters families can use.Get the PDF in Spanish.Share the Understood article for families in English or in Spanish. It explains how to use this and the other growth mindset downloads.Growth mindset action planStudents who learn and think differently sometimes hyperfocus on mistakes or avoid talking about them. This growth mindset action plan can help them find new ways of approaching challenges. It also reminds kids that mistakes are a normal part of the learning process.Get the action plan PDF in Spanish.Why I can do thisThis worksheet helps students get from “I can’t” to “I can because _______.” Families can use it to help kids think through the reasons they feel like they can’t do something — and why it’s still important to try.Get the “Why I Can Do This” PDF in Spanish.Try saying something elseAs an educator, you know the importance of positive self-talk. Sharing this activity with families can help grade-schoolers find something else to say instead of “This is too hard” or “I give up.” This printable gives examples of phrases that show either a negative, fixed mindset or a positive, growth mindset. Families can help grade-schoolers sort the phrases and choose which ones they want to start using in the future. A variation of this worksheet for older students encourages them to come up with their own phrases that they could say instead of “I can’t.” Download it here:Whether you’re using the printable for younger kids or the printable for older kids, it may be emotional for families. So you may want to be more explicit in how to model the positive statements. Consider organizing an online forum where families can discuss what statements resonate with them and how to turn negative statements into positive ones.Spanish PDF for grade-schoolersSpanish PDF for older studentsStrengths chainRecognizing strengths is just as important as working on challenges, especially for kids who learn and think differently. This fun activity includes examples kids can use in academic and non-academic areas. Share it with families as a way to help kids identify and focus on their strengths. To save paper, you can suggest making the strips out of cereal boxes or toilet paper tubes.Get the strengths chain PDF in Spanish.Share the Understood article for families in English or in Spanish. It explains how to create a strengths chain.Accomplishment boxThis printable guides families to create and decorate an accomplishment box to celebrate wins big and small. It includes examples of wins in four key areas: school, home, social skills, and extracurricular activities. Share it with families as a way to increase kids’ motivation at home.Get the accomplishment box PDF in Spanish.Share the Understood article for families in English or in Spanish. It explains how to create an accomplishment box.Get tips on how to teach SEL during distance learning.
Organization printables to share with your students’ families
Download these free printables to help your students and their families get organized. They can help with morning routines and other organization challenges.Getting — and keeping — a backpack organized is a huge challenge for many students. Help families turn a luggage tag into a backpack checklist that’s an easy, discreet tool to help students keep track of what they need to carry to and from school. Depending on what grade you teach, you may want to give families the version for older kids. Spanish PDF of backpack checklist for younger kidsSpanish PDF of backpack checklist for older kids Understood article for families that explains how to use a backpack checklist For many families, homework can be a source of great frustration and tension. A homework contract can be a good resource for families who are looking for new ways to manage this challenge. It can hold everybody accountable for what they need to do to make sure homework gets done on time and well. A homework contract can help students feel proud of the work they do. It can also help students stay on track to complete work that meets the standards and expectations you set for them. Depending on what grade you teach, you may want to share the version for middle-schoolers and high-schoolers. Spanish PDF of homework contract for grade-schoolersSpanish PDF of homework contract for middle-schoolers and high-schoolersUnderstood article for families that explains how to use a homework contractGetting ready for school can be challenging for some students. Picture schedules can help them follow these daily routines. For many families, these visual planners are easier to follow than written schedules. Spanish PDF of picture schedule for getting ready for schoolUnderstood article for families explaining how to use this and other picture schedules Much like a morning routine, an afterschool routine can be challenging for some students to follow. Share this picture schedule with families to help students stick with a schedule for homework and other important activities. Spanish PDF of picture schedule for afterschool routineUnderstood article for families explaining how to use this and other picture schedules Handing out a school communication log can help you encourage families to communicate regularly with you — and to let them know you welcome hearing from them. The log helps families jot down notes about important meetings, phone calls, emails, and other school-to-home communication. The log also makes it easier for families to keep track of who they communicated with and when — which can be especially helpful if their kids are struggling with academics or behavior. Spanish PDF of school communication logUnderstood article for families explaining how to use a school communication log
Terms you may hear from speech-language pathologists
When you meet with a speech-language pathologist (SLP, or sometimes called a speech-language specialist) about your child’s learning differences, you may not know some of the terms you’re hearing. This printable mini-glossary can get you up to speed quickly.Accommodations are changes in how something is taught or in the materials used to teach it. The goal is to make it possible for a student to work around learning challenges. A student with language difficulties might not have to answer questions out loud, for instance. But the student would still have to learn the same material as other students.Assistive technology is any tool that helps students work around their issues. These could include a laptop, voice recognition software, or electronic math worksheets.Audiologists are health care professionals who test for hearing and balance issues. An audiologist can rule out hearing loss as a medical reason for a child’s language and listening comprehension issues.Auditory memory refers to the brain’s ability to remember what it hears. That might include a teacher’s lecture or a line in a play. Weak auditory memory makes it hard to follow directions.Auditory processing is the brain’s ability to process and interpret sound correctly. Trouble with auditory processing is not related to hearing loss.Average range is a term therapists use when testing a child for learning differences. If the results fall below the average range for reading or listening comprehension, for instance, it may mean a child has a reading disability or language disorder.Decoding is the ability to recognize basic sounds and sound blends within a word. It can involve sounding out an unfamiliar word and being able to read it out loud.DSM-5 stands for The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition. (It is also called DSM-V.) This is the guide doctors and specialists use to diagnose learning, attention, and behavior disorders.Expressive language allows people to put their thoughts into words, both speaking and writing.Listening comprehension refers to the ability to understand speech. Kids with poor listening comprehension may have trouble interpreting what others say.Modification refers to a change in what’s being taught to or what’s expected from the student. An example of a modification is having shorter assignments. Multidisciplinary evaluation is an evaluation of a student by at least two professionals. The purpose is to see whether the student can get special education services.Oral language difficulties can involve a number of language skills. These include vocabulary, grammar and listening comprehension. They can also contribute to writing and reading issues.Phonemic awareness is the ability to notice, think about and break down the individual sounds in spoken words. It’s a key skill for learning to read.Phonological processing refers to the ways children simplify speech as they’re learning to talk. Phonemic awareness is just one example of phonological processing.Receptive language means comprehending what’s said or read. Kids with weak receptive language skills may struggle with concepts, vocabulary, directions, and questions.Screening is often the first step in determining whether a child has a learning difference. It may include observation, interviews, a brief written test, and a review of school and health records.Speech impaired (SI) is a type of special education services for students who have difficulty with speech sounds in their native language. Impairments include difficulties with articulation, fluency, and voice.Understanding these terms can help you talk about your child’s issues with speech-language pathologists. For more information, find out what you need to know about speech therapy.
Terms you may hear from learning specialists
If you meet with a learning specialist to talk about your child, you may hear terms like “modifications” and “accommodations.” If you’re not sure what these terms mean it can be hard to follow the discussion. This printable mini-glossary can make it easier.Accommodations are changes in how something is taught or in the materials used to teach it. The goal is to make it possible for a student to work around learning challenges. A student with language difficulties might not have to answer questions out loud, for instance. But the student would still have to learn the same material as other students.Assistive technology is any tool that helps students work around their issues. These could include a laptop, voice recognition software, or electronic math worksheets.Average range is a term therapists use when testing a child for learning differences. If the results fall below the average range for reading or listening comprehension, for instance, it may mean a child has a reading disability or language disorder.DSM-5 stands for The Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition. (It is also called DSM-V.) This is the guide doctors and specialists use to diagnose learning, attention, and behavior disorders.Executive function refers to a group of mental skills that work together to help the brain organize and act on information. These include the ability to organize, prioritize, and get started on tasks.Fine motor skills refers to the ability to make movements using small muscles, such as those in the hands and wrists. They’re used for tasks like writing, drawing, coloring, tying shoelaces, and using scissors.Gross motor skills refers to the ability to make movements using the larger muscle groups, such as those in the arms and legs. Poor gross motor skills can affect balance, coordination, and the ability to run, kick, jump, and skip.Intelligence quotient (IQ) is an intelligence test score. Most kids who learn and think differently have an average or above-average IQ.Modification refers to a change in what’s being taught to or what’s expected from the student. An example of a modification is having shorter assignments. Nonverbal learning disability (NVLD) affects a child’s ability to understand the nonverbal aspects of communication. A child with NVLD may have trouble interpreting tone of voice, body language, and facial expressions.Screening is often the first step in determining whether a child has a learning difference. It may include observation, interviews, a brief written test, and a review of school and health records.Sensory processing or integration refers to how the brain organizes and responds to information it gets through the senses. Trouble with sensory processing or integration can cause kids to over- or under-react to things like noise, touch, or sudden movement.Self-monitoring is the ability to observe your own behavior and adjust it to fit the situation. This includes keeping track of how you’re doing on a particular task.Specific learning disability (SLD) is the legal term for a learning disability. SLD is a language-based condition that causes difficulty with listening, thinking, speaking, reading, writing, spelling, or doing math calculations.Working memory is the brain’s ability to hold on to information long enough to use it. When you hear a phone number, remember it, and then dial it, you’re using working memory.Understanding terms like these can make it easier to communicate with learning specialists. It’s helpful to know education terms, too. Explore words educators use.
Download: Help your child get ready for an event
Events like family gatherings, weddings, and holiday parties can be stressful for many kids. But for children who learn and think differently, not knowing what to expect can be especially overwhelming. One way to make things easier is to talk about the event together. This printable worksheet can help guide the conversation. There are two choices for how to use the worksheet depending on what you and your child prefer. The first option has space for writing. You and your child can type directly into it, or print it and write by hand on the lines. The second option has enough space for you and your child to sketch or paste in some pictures.Use the worksheet to preview the most important details about the event. Talk through what your child may be wondering about — like who will be there, what kinds of food there may be, and other expectations. Then, use the second page to come up with a few strategies to help make the event manageable. For example, where can your child go if they feel stressed? What can your child do if they don’t like the food? Having these strategies in place ahead of time can help prevent outbursts or strong feelings at the event. Looking for more ways to prepare for events? Learn how to get your child ready for a trip. Get tips for role-playing social situations.
Terms related to English language learners
An English language learner (ELL) is anyone who doesn’t speak English fluently or who is still learning English. The school must help ELLs become literate in English. If you think your child may also have learning and thinking differences, you may be able to get extra support for those issues, too.This printable mini-glossary can help explain some of the terms you may hear if you talk to the school.Academic English is the English language ability needed to participate in school. This is also called cognitive/academic language proficiency (CALP).Accommodations are classroom techniques or materials that are used to help struggling students work around difficulties.Basic interpersonal communication skills (BICS) refers to the ability to speak basic English. It’s sometimes called “survival English” or “playground English.”Bilingual education is a program that provides instruction in both the native language and in English.Biliteracy means being able to speak and understand written material in both English and another language.Dual language program/dual immersion is designed to make all students in the class literate in two languages. This is also called two-way immersion or two-way bilingual education.Early childhood English language learner (ECELL) refers to a child under age 5 who is learning English as a second language.English language learner (ELL) refers to a student who is age 5 or older and who is learning English as a second language.English as a second language (ESL) is an approach in which students who are not native English speakers are mainly taught in English. It focuses on language skills rather than content. It can be done in the classroom or as a pull-out service.Exit criteria is a set of guidelines for determining when ELL students are literate enough in English to end special language services.Language minority (LM) refers to a student from a home where a language other than English is spoken. It does not refer to how well the student speaks or understands English.Language proficiency refers to whether the student has enough language skills to read, listen, write, and communicate well.Mother tongue is the first language a child learns that is spoken at home.Newcomer programs help new immigrants learn English and get accustomed to the U.S. They’re usually for middle school and high school students who have had limited schooling.Primary language is the language that students who speak two or more languages are most fluent in or prefer to use.Pull-out ESL is a program in which students are pulled out of their classrooms for special instruction to learn English.Push-in ESL is a program in which the ESL teacher comes into the classroom to provide English instruction.Standard English refers to formal English writing and speaking. This is the most widely accepted and understood form of English in the U.S.Transitional bilingual education uses two languages to provide instruction. The use of English is gradually increased until it’s the only language used.Get information on learning and thinking differences in ELLs and the related challenges ELL kids may face. And find out what the school needs to know about your child.
Contracts to Help Your Child Stick to the Rules at Home
It can be hard to get on the same page with your child about things like homework and cell phone use. But when you both agree to something in writing, it can be a big help. That’s especially true for kids who learn and think differently. Use these printable contracts to work on behavior at home.
Questions to ask about your child’s IEP goals
As you and your child’s IEP team develop your child’s annual IEP goals, there are several things to consider. Keep in mind that goals should be SMART: Specific, Measurable, Attainable, Results-oriented, and Time-bound. That means they shouldn’t be vague or general.Bring this checklist with you to help the team make sure your child’s goals provide the appropriate support. You can view or download a printable version of this checklist by clicking one of the links below.Are the goals clear and understandable? Do the goals avoid jargon or undefined acronyms?Are the goals positively oriented? (“With supports, Henry will…” as opposed to “With supports, Henry will not...”)Do the goals reference and line up with your child’s present level of performance (PLOP)?Do the goals address academic and social areas your child struggles with because of specific challenges?Are the goals standards-based? (Is the desired outcome to reach grade-level academic standards?)Do the goals address how your child will gain skills? Do they identify instructional strategies?Can the goals be accomplished within the time frame of the IEP?Do the goals list ways to measure progress? (Standardized tests, curriculum-based measurements, screening, etc.)Is it clear what your child will be able to do when the goals are met?Do the goals set ambitious, but realistic, expectations for your child?Are the goals strengths-based? (Do they use your child’s strengths to help address a particular need?)Did your child have a chance to give input on goals and share information about strengths?If your child is in high school, do the goals include transition planning?Learn more about the IEP process, including questions to ask before and during the meeting. Take a look at the anatomy of an IEP plan. Download a fact sheet about strengths-based IEPs And explore real stories from parents about their IEP experiences.
Download: IEP goal tracker
Your child’s Individualized Education Program (IEP) includes annual goals. The school is required to update you on progress toward the goals. But you may want to keep track on your own, too.This downloadable IEP goal tracker can help you stay on top of your child’s progress throughout the year. It can also help you keep track of questions or observations you might want to raise with the IEP team.What’s in this downloadThis printable IEP goal tracker has three parts:A blank form that is digitally editable, so you can fill it in by typing or writing A filled-in example tracking an IEP goal about academicsAnother filled-in example that tracks an IEP goal about behaviorHow to get startedChoose one goal to focus on in the tracker. Fill out the first page using the information in your child’s IEP: Present level of performanceAnnual goalAny smaller milestones that are listed in the IEP Specially designed instruction or servicesAccommodations and other key parts of the IEPUse the second page of the tracker to take notes on your child’s progress throughout the year. There is also room on this page to write down the questions and observations you want to share with the IEP team.Tracking annual goals and smaller milestonesIEPs have to include annual goals. But some states also require IEPs to include smaller milestones. These are often called benchmarks or short-term objectives. If these smaller milestones are optional in your state, you can ask to include them in the IEP. They can help you see if your child is on track to meet the annual goal.One key detail is to make sure the goals and smaller milestones are measurable. Learn how to tell if your child’s IEP goals are SMART.
Download: Backpack checklist
Getting your child’s backpack organized is a feat worth celebrating. But making sure kids put in everything they need for the trip to school and back can take some work. A luggage tag checklist is an easy way to help your child keep track, without it being obvious to other kids.All you have to do is buy an inexpensive clear luggage tag to attach to the backpack’s zipper pull. Take out the address label and replace it with this printable checklist.You can customize the “To School” and “To Home” sides. For example, if your child is in the orchestra, add the instrument to the checklist. Or maybe your child wants to make each side a different color. Brainstorm together about ways to make sure your child checks the tag before heading out to school, and again before leaving for home.
10 things for teachers to know about English language learners
If you have English language learners (ELLs) in your class, you may have questions about how best to teach and support them, especially if they’re struggling. You already understand the importance of getting to know your students. But learning about ELLs — their strengths, challenges, and background experiences — is especially important. Knowing these things will help you respond with the right support.Read on to learn about the most important information to gather. Then use this printable form from SupportEd to write down the information you learn all in one place.Personal and family information1. Student’s nameThe first piece of information to gather is the correct spelling and pronunciation of a student’s name. You can do this at the beginning of the school year by asking all students and their families for their formal name and the name they prefer to be called in school.Keep in mind:In Spanish-speaking countries, children may have two given names and the surname of the father and mother. Or the family may choose to use just the mother’s names or father’s names. Keep this in mind when you use students’ names in the classroom or see the names on forms. For instance, a child whose name is Juan Carlos would not be called “Juan.”Parents may use different spellings of English names, like Jhonny or Yessica. Use those names exactly as they’re spelled and refrain from assigning a new, “American” name to a student on a form or in conversation.With this information, you can make sure that forms and records from your school’s front office include the right spelling, punctuation, and order of the students’ names. Why is this so important? According to research, incorrect entries can lead to multiple entries for a student in a database. This makes it more likely for students to have incomplete records. That can impact a student’s eligibility for services such as English language or special education.Just as important, pronouncing a student’s name correctly is a point of pride. It affirms the student’s identity. This set of naming conventions guides for multiple languages can help you. Plus, learn more about strategies for getting students’ names right.2. Country of birthKnowing where your students were born can give you important information about them as learners, including:Providing clues about what kinds of situations the student has experiencedSparking ideas for making the student feel welcomeMaking culturally responsive connections between students and classroom contentAt the same time, it’s equally as important not to make assumptions about a student based on country of origin. In particular, avoid assumptions about a student’s religion, immigration status, socioeconomic status, or cultural affiliation. Each family’s situation is unique.Many students and families will happily provide that information. They may welcome the chance to share information about their home countries. Others may be more reluctant to discuss this if they have endured trauma or if they are concerned about immigration issues.If you have a relationship with the family, you may feel comfortable asking this question. You can explain that you’d like to get to know them better to support their child. Make clear that they don’t have to answer questions they don’t feel comfortable with.If you don’t know the family well, keep in mind that asking where someone comes from can be off-putting. It might send the message that they don’t belong here. In this case, you can ask your school’s family liaison or English as a Second Language (ESL) teacher whether they know the student’s country of origin.Remember: Never ask students about their immigration status. All students have the right to a free, public K–12 education, regardless of their immigration status, that of their parents, or where they were born.3. Family backgroundWho your students live with, what languages their families speak, and any possible instance of family separation can be sensitive and difficult information to gather. However, knowing these facts can also provide insights on a student’s social-emotional health and progress toward meeting developmental milestones.Start by speaking with a family liaison or counselor (ideally one who has established relationships with families of ELLs) if you have questions about this information. Keep an eye out for clues that indicate changes in a student’s living situation, such as a change in routine or indications of food insecurity, a lack of daily care, absenteeism, excessive tiredness, or the need for medical care.4. Home languageWhen students’ families fill out forms to register for school, they’re typically asked to complete a home language survey. Your school or district may have its own policy for how that information is stored and who can access it. (You can learn more about these home language surveys and view a sample survey from the English Learner Tool Kit from the U.S. Department of Education.)The home language survey may ask only about the student’s primary language. In that case, you may want to ask students and families for additional information, including:Whether the student speaks multiple languages and which languages are spokenWhat language(s) the student and family use at home and with whomAt what age the student started speaking the home languageWhether they want their child to maintain and grow their home languageYou can use this information to learn more about a student’s linguistic and cultural background. Keep in mind that some families’ number-one priority may be that their children learn English. But you can gently share some information about the benefits of being bilingual as time goes on.Note on translation: Families are legally entitled to information from the school in a language they understand. If an interpreter is not available to help with family conversations, consider using a language telephone line. (Your district should have information about how to access interpreters through this service.) Experts strongly discourage using students as translators in family conferences, either on behalf of themselves or other students. In addition, Google Translate is best used for quick definitions rather than for important conversations. Academic and language skills5. Educational experiencesIt’s important to know how much time your English language learners have spent in U.S. schools, what their educational experiences were in their home country (if not the United States), and if there were any interruptions in their schooling. You may be able to find out this information from your school’s family interview or home language survey.Refugees or students with interrupted schooling may have big gaps in educational skills or content knowledge. Migrant students may have moved frequently from school to school with limited record keeping. (Students from military families encounter similar challenges.) These gaps should be taken into consideration when reviewing their data.Yet ELLs, including those with gaps in their education, bring important experiences and background knowledge to the classroom. Identifying those “funds of knowledge” is an excellent way to build rapport, increase student engagement, and identify their strengths.6. Reading and writing skills in home languageYour school district may conduct a family interview when an ELL first enrolls in your school. A person who speaks the family’s first language will typically be part of that interview. Interviewers usually ask the family about the student’s ability to read and write in the home language. Your school’s ESL teacher may be present for the interview and able to share this information.One informal way to get a better sense of your student’s home language literacy is by providing a picture prompt. Ask the student to write a story based on the prompt. Invite your school’s ESL teacher or a bilingual staff member to help you read the student’s writing. In the process, the student will create an artifact that you can refer to if a special education referral is later needed. This will help you determine if the student can write in the home language, and if those writing skills seem to correspond with the number of years of schooling.You may also wish to ask the student’s family questions about literacy activities at home, such as:Does the child have a favorite book?Does the child read the book or is the book read to her or him? In what languages?Does the child talk about what happens in the book?These questions provide insight into the print-rich environment at home and typical vocabulary-rich experiences that can be used in the classroom.7. English language proficiency (ELP) levelEnglish language learners must develop proficiency in the four domains of language: speaking, reading, listening, and writing. Every state has its own set of English language proficiency (ELP) standards and assessments. The standards describe what a student should be able to do in English in each of the four domains and at each level of English proficiency.Remember that most of the time, schools only measure how much English the students know — not how literate they are in their native language. Some students will come fully literate in their native language, while others may come with limited literacy skills or interrupted formal education.You can learn more about the standards used in your state from Colorín Colorado’s ELL Resources by State guide. The names of these levels will vary depending on your state but will look something like this, moving from most basic to most advanced:Starting/Beginning/EnteringEmergingDevelopingExpandingBridgingReachingTalk with your school’s ESL teacher to find out your English language learner’s level of proficiency. Then collaborate with that teacher to find out ways to support your students at their level of language proficiency.8. English language proficiency scoresEnglish language learners typically take two types of assessments. These are aligned to a state’s ELP standards:Screener assessments: A “screener” is an assessment tool that helps to determine whether a student is eligible for English language development services. It usually includes both an oral component and a literacy component. But it may also include assessments of all four domains of language. Students can take the assessment online or on paper at any time of the school year.Annual English language proficiency (ELP) assessments: Federal law requires all ELLs in grades 1–12 to take an annual assessment of English proficiency in the four domains of language. This assessment is used to determine what language services they’ll receive and at what level. These assessments are often given during a specific window of time determined at the district level.Work with your school’s ESL teacher to access and interpret the results.Look at the composite (total) score of the annual ELP assessment. This will tell you how the student performed across all four domains.Analyze how the scores compare across the four domains. There may be some differences. Perhaps the student is stronger in comprehension (reading and listening) than expression (speaking and writing). This data can be powerful information for planning lessons. It can also help you understand why a student might be struggling in a content area. ESL teachers have many strategies you can use to target instruction in each of these areas.Strengths and interests9. Student interestsGetting to know students’ interests is one of the most important ways to fuel your connection with students and inform your instruction. You can learn about student interests by asking students and families to complete these questionnaires (either in writing or in conversation), available in both English and Spanish.For students with limited English and/or students who learn and think differently, make time to meet with them individually. Allow them to share information about themselves by showing photos, drawing pictures, sharing in their first language, or sitting together and sharing a snack.10. Plans or goalsAsk your students and their families their plans or goals for the future. Without knowing those goals, you won’t be able to help students achieve them. Provide encouragement and maintain a positive attitude. ELLs and immigrant students — including those who learn and think differently — can thrive when they receive support from their teachers.Use these sentence starters as prompts, making sure to allow students and families multiple means to express themselves. For instance, some students and families may prefer to speak rather than write. Other students may prefer to draw.By the end of the year, I want to _____.After I finish high school, I want to _____.The benefits of information collectionIt may seem like a lot of work to gather this information about a student, but you just have to do it once. You can also share information you learn with colleagues and even pass it on to the student’s teachers the following school year.The benefits can pay off throughout the school year for you and, most importantly, for the student. This information can also give you a more complete picture of the students to help inform conversations if they struggle with academics or behavior. Together with your colleagues, you can develop a shared understanding of how best to support the ELLs in your classroom.
Retelling: An evidence-based literacy strategy
Retelling is a short, consistent routine students can use to recall, order, and summarize a text. With this retelling routine, students practice important comprehension skills, including: Determining key detailsUnderstanding text structureMaking inferencesSynthesizing the main ideaYou can use this retelling routine to help students retell both nonfiction and fiction texts. You can also use this retelling routine to monitor comprehension. Watch: See retelling in actionWatch this video from EL Education to see how a first-grade teacher uses retelling with a nonfiction text.Download: Printable graphic organizer for retellingRead: How to teach retelling Objective: Students will identify, organize, and retell key details of a text to show their understanding. Grade levels (with standards): K (Common Core Literacy RL.K.2: With prompting and support, retell familiar stories, including key details; Common Core Literacy RI.K.2: With prompting and support, identify the main topic and retell key details of a text)1 (Common Core Literacy RL.1.2: Retell stories, including key details, and demonstrate an understanding of their central message or lesson; Common Core Literacy RI.1.2: Identify the main topic and retell key details of a text)Best used for instruction with:Whole classSmall groupsIndividualsHow to prepare: Choose a fiction or nonfiction text (or allow students to choose from a few options). The text should take no more than three to five minutes to read aloud. Make sure to choose a reading level where students can decode the words and read the text fluently. You can also provide an audio version of the text. For English language learners (ELLs), it's helpful to provide the text in a student’s home language, if available. Pre-read the text and identify the key details. Before the lesson, take a few minutes to read the text to help you choose which retelling activities to use for this particular text. Pre-reading can also help you figure out what background knowledge students need. As you pre-read, focus on the following: Fiction: Identify key characters, setting, conflict, resolution, and other key events.Nonfiction: Identify topic, author’s purpose, main idea, and two to four supporting details. Consider your students’ needs. Use recent data from formative and summative assessments, like the Developmental Reading Assessment (DRA), to assess each student’s current retelling skills. This information can help you decide how to best support all your students. See the table below for options for providing differentiated levels of support. How to teach: 1. Explicitly model the retelling routine. You can model the routine using a very short text or the first section of a text. 2. Explain what you expect students to do. You might say, “Today we are going to read a story two times. After we finish the first time, you’re going to tell me about it. Then, we’ll read the story again. When I finish the second time, you’ll do another activity to retell the story.” Pause to check that students understand the activity. Ask, “What are we going to do today?” You can display a list on chart paper as a visual reminder of the steps in the routine.3. Preview the text. Start by looking at the title and any subtitles or pictures with the students. Talk about whether the text is fiction or nonfiction. Then, activate prior knowledge by having students turn and talk with a partner to answer questions like, “What do you know about this topic?” or “What do the pictures make you think of?”4. Read or listen to the text. In some cases, you may want students to read. In other cases, you may wish to read the text aloud or give students the option to listen to an audio version. For instance, if students struggle with working memory or attention, you may opt to give them an audio version so they can pause and rewind as needed.5. Ask students to do an initial retelling. Students can show their understanding by retelling verbally, in writing, or drawing. Don’t use any supports at this point. You want to gauge their initial understanding of the text and find the “gaps” (if any) in their comprehension.For ELLs: Invite ELLs to retell the text initially in their home language. If you have more than one student who speaks the same home language, put them in a group to talk about the text and then share a summary in English. 6. Reread the text. Students can read it, you can read it, or use the audio version.7. Ask students to do one of the following retelling activities with support:Five-finger retelling: Have students hold up one hand. Explain that each finger represents a part of the retelling: who (characters/key figures), what (conflict/key events), where (setting), when (setting), and why (resolution/motives). Ask students to orally retell the five W’s of text — pointing to each finger as they go. For visual support, create an anchor chart that shows a hand with each finger labeled. Display the chart so students can refer to it as they retell. Picture/props retell: Gather some materials, like printed pictures from the text, puppets, or other related props. Lay the materials in front of students and ask them to retell the text using the materials. (This type of retelling is best for individuals or small groups so all students can actively engage.)Sequence retell: Give students the retelling graphic organizer. Have them point to the sequence word in each rectangle (first, then, next, and last) as they orally retell the story. Or students can draw pictures or write in the boxes for their retell. If students write, prompt them to use 10 words or fewer for each box.8. Provide differentiated levels of support. Use this table for options to support your students during retelling activities:Understand: Why this strategy worksRetelling is a complex skill. It takes knowledge of text structure, understanding of vocabulary, and the ability to recall and summarize. It’s a valuable skill, too. Research has found that retelling promotes comprehension and vocabulary development. For students who struggle with memory, attention, or language processing, a predictable retelling routine — with support — helps them internalize the skill. Because students know what to expect, they’re more likely to check their understanding while they read or listen. When students follow the retelling routine, they engage with the text more than once. That’s particularly helpful for students who struggle with working memory or language processing. When they read the text the first time, they can read for a general understanding. Their first retelling can help you find any gaps in their understanding and be ready to ask specific questions. When students read the text for a second time with support, they can focus more on the details — making them more likely to experience success.For all students — and particularly for ELLs — previewing the text and reading multiple times gives them many chances to interact with new vocabulary and text structures. Pictures (including images from the text), props, or word banks all give students vocabulary practice in different formats. Also, when students retell, they have to use words they read or heard in the text. This means more chances for oral and written language development, as well as practice building comprehension skills.Connect: Link school to homeIn an upcoming email or newsletter to families, tell them how they can practice retelling at home. Or you might model the activity at a family event so they can see it in action. You can use language like this:In class, we are practicing how to retell what we’ve read. That means we read a short text (fiction or nonfiction). Then, students say in their own words what they have read. Being able to retell is an important reading skill.You can practice retelling at home with any book (or even just a few pages of a book) you read with your child. You can do this in as little as 15 minutes in one sitting. Here are the five easy steps:Preview the book. Talk about the title and pictures with your child.Read the book. You can read the book, your child can read the book, or you can read it together.Ask your child to retell what they read. Don’t give too many hints or ask too many questions. The retelling will give you a good idea of what your child understood.Reread the book.Ask your child to retell again. This time, ask your child to hold up one hand to do the five-finger retell. For this activity, your child will use different fingers to represent five different parts of retelling the book: who (characters/key figures), what (conflict/key events), where (setting), when (also the setting), and why (resolution/motives). Your child will point to each finger while retelling. If your child has trouble, look back at the book for clues. If you have a chance to practice this week, write back and let me know how it went. If your child has trouble with retelling, I can give you some other ideas to practice. Together we can help your child become a better reader.Research behind this strategy“Children’s story retelling as a literacy and language enhancement strategy,” from the Center for Early Literacy Learning“The power of story retelling,” from The Tutor“The effects of storytelling and story reading on the oral language complexity and story comprehension of young children,” from Early Childhood Education Journal“Comparison of the effectiveness and efficiency of oral and written retellings and passage review as strategies for comprehending text,” from Psychology in the Schools
Elkonin sound boxes: An evidence-based literacy strategy
Phonemic awareness is the ability to hear and manipulate the smallest units of sounds (phonemes) in words. Many students with learning differences like dyslexia struggle with phonemic awareness. Because phonemic awareness is a foundational literacy skill, students who have trouble with this skill often have difficulty with reading. Elkonin sound boxes can help students develop phonemic awareness by focusing on segmenting and blending the sounds in words. Segmenting is breaking a word apart into its individual sounds. Blending is putting the individual sounds together to say the word. Read on to learn how to use Elkonin sound boxes to teach these important skills. Watch: See Elkonin sound boxes in actionDownload: Printable Elkonin sound boxes Read: How to use this strategyObjective: Students will use Elkonin sound boxes to segment words into phonemes and blend them back together.Grade levels (with standards):K (Common Core ELA Literacy RF.K.2: Understand spoken words, syllables, and sounds)1 (Common Core ELA Literacy RF.1.2: Understand spoken words, syllables, and sounds)Best used for instruction with:Small groupsIndividualsHow to prepare:Gather materials. Give each student an Elkonin sound boxes printable and five counters, coins, tiles, or other small objects. For students who struggle with fine motor skills, consider using larger objects that are easier to handle.Choose words to practice. Prepare for the lesson by choosing words for your students to practice. Depending on your students’ needs, you might focus on any of the following: Words with two sounds and two letters: it, noWords with three sounds and three letters or with three sounds and four letters ending in a ‘silent e’: hop, cat, gameWords with three sounds and one or more digraphs (two letters that make one sound): fish, tooth, chimeWords with four phonemes and blends (two or more letters that blend together but that have separate sounds): crab, skip, tradeWords with five phonemes and blends: street, crust, blendHow to teach: 1. Review sounds in words. Remind students that words are made up of sounds. Explain that they will practice hearing all of the sounds in a word. Be sure to emphasize that they should focus on the sounds they hear, not the letters they see.2. Model. Point to the set of boxes that has two squares. Explain that students will move one counter into one square for each sound they hear. Model how you’ll do that by lining up two counters above the squares. Say the word it. Pull down one tile into the first square as you say /ĭ/ and the second tile as you say /t/. Then run your finger along the arrow underneath the box to blend the sounds back together: it.3. Practice and give feedback. Invite students to practice another word with you. Depending on your students’ needs, you might use the sound box with three squares and the word hit. Support students as they pull down one tile for /h/, one for /ĭ/, and another for /t/. Then blend the sounds back together to make hit. Repeat the activity with several words that have two, three, four, or five sounds (as appropriate for your students). Provide feedback as students segment and blend the sounds.For English language learners (ELLs): Hold up a picture of the word you are asking students to segment. Say the word and have students repeat it. (If the word is a cognate, say the word both in English and in the student’s home language.) After students say the word in English, segment the sounds and then blend them together. By doing so, you’ll help students build vocabulary by connecting the word with its meaning. 4. Reflect. Wrap up by asking students to tell you how the boxes helped them to hear the sounds in each word.Understand: Why this strategy worksAll students — and particularly students who learn and think differently — benefit from explicit instruction in literacy. The visual element of the sound boxes helps students to segment each sound separately. Similarly, moving the tiles and dragging their finger along the word helps to engage students in multisensory learning.Elkonin sounds boxes are especially useful for ELLs. Learning English can be difficult for some students because there are sounds in English that may not exist in their home language. For instance, English has many more vowel sounds than Spanish. Elkonin sound boxes give students repeated practice with hearing unfamiliar sounds. Connect: Link school to homeShare this resource with families to help them understand the importance of phonemic awareness and other phonological skills. Research behind this strategy“The elusive phoneme: Why phonemic awareness is so important and how to help children develop it,” from American Educator“Using word boxes as a large group phonics approach in a first grade classroom,” from Reading Horizons“Word boxes improve phonemic awareness, letter-sound correspondences, and spelling skills of at-risk kindergartners,” from Remedial and Special Education“Supporting phonemic awareness development in the classroom,” from The Reading Teacher
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