Mud Pay Learning for Kids

Kids of all ages love mud! Our class read the Magnificent Magical Mud story posted on this blog site. Then we planted flowers in flower pots as gifts for seniors and homeless residents. Students learned how to make mud while watering the plants in flower pots. We studied different types of potting soil to determine how much water it took to make mud in the flower pot. We also studied the ingredients of various mud solutions. Some mud samples had a sandy composition while others contained small rocks. The students were fully engaged while playing with their magnificent mucky mud. They were excited about learning. They were also curious and eager to learn about the composition and the many uses of mud throughout the ages.

Mud Observations While Planting a Flower

As we planted the flowers in containers, we first studied the composition of the mud samples we were using to plant each flower.  Then students counted how many ounces of water they used to make mud in their flower containers. Students could choose to use either 3, 6, 9, or 12 ounces of water to create mud in a container Then they used their hands and spoons to mix the mud in their flower pots. Finally, they recorded their mud observations on a reflective worksheet that included these questions:

• What was the composition of the type of mud you used?
• How many ounces of water did you add to make a mud mixture?
• What did your mud look and feel like when planting the flower?
• What else do you want to learn about mud when researching this topic online to complete a written or typed report?

More Mud Topics Students Wanted to Research

The following are some interesting topics the second-grade students are exploring to write their reports:

• What is mud?
• How are different types of mud made?
• How do you make mud bricks?
• How can you build an adobe house?
• What animals live in mud houses?
• What sports use mud?
• Is mud good for your health?
• Can mud hurt you?

Learning to Write Research Reports

The students are using their computers to research these topics. I also provided them with a bibliography with online websites they can use to research these and other mud topics. As the students learn to research fact-based articles online, I will encourage them to take notes. Then they will type or print a final draft of their report. Once students complete their reports, they will share their newly gained knowledge with a short verbal presentation to the entire class.

In the comments section below, share engaging topics you have used with students or your children to inspire them to research and learn more about fact-based research.

What is Response to Intervention Education?

If you look inside any general education classroom, chances are good that you’d see different students struggling for different reasons. It can be hard for a teacher to tell right away which students are struggling or why. Simply put, Response to Intervention (RTI) is a framework for implementing proactive data-driven decision-making. It provides teachers with better, more timely information about students to improve student learning and performance.

An Effective Prevention Model

RTI is not just a model for special education classrooms. It is increasingly an early identification and prevention model that helps schools and districts nationwide broaden the range of interventions available in general education. RTI also ensures that the curriculum truly meets the needs of all students. With the appropriate processes in place, RTI can help schools identify students at risk for poor learning outcomes. It monitors their progress and provides evidence‐based interventions early on – when students first exhibit signs of learning problems. The nature and intensity of such interventions can be continually adjusted depending on each student’s responsiveness.

Teachers Provide the Interventions

Teachers can provide targeted teaching — called interventions — to help struggling students catch up. A big part of the RTI process involves closely monitoring student progress—that way the school can see which students need more academic support. RTI isn’t a specific program or type of teaching. It’s a proactive approach. RTI measures students’ skills and uses this data to decide which interventions to use.

Response to Intervention Components

Below are key components of RTI.

• Early Identification of Learning Issues: RTI helps in the early identification of students who may be facing academic challenges. By monitoring students’ progress regularly, educators can identify difficulties and intervene promptly, preventing further academic setbacks.
• Individualized Support: RTI emphasizes providing individualized support based on a student’s specific needs. This tailored approach allows educators to address the unique learning styles and requirements of each child, helping them progress at their own pace.
• Prevention of Academic Failure: The primary goal of RTI is to prevent academic failure. By intervening early and providing targeted support, educators can help students catch up to their peers, reducing the likelihood of long-term academic struggles.
• Data-Driven Decision Making: RTI relies on data and ongoing assessment to guide instructional decisions. This data-driven approach allows educators to make informed choices about the most effective interventions for each student, ensuring that efforts are targeted and efficient.
• Collaboration between Teachers and Parents: RTI promotes collaboration between teachers and parents. Parents are integral members of the intervention team and are kept informed about their child’s progress, the interventions being used, and how they can support their child at home.
• Inclusive Education: RTI fosters an inclusive education environment by recognizing and addressing diverse learning needs. It helps create a supportive atmosphere where all students, regardless of their initial skill levels, have the opportunity to succeed.
• Reducing Special Education Referrals: RTI can help reduce the number of unnecessary referrals to special education by providing early and targeted interventions. This ensures that students receive appropriate support within the general education setting, reducing the need for more restrictive environments.

Student Achievement Data Produces Results!

In many states, RTI or intervention data is needed as part of the body of evidence to qualify for special education services as a student with a learning disability. Many states also have READ plans to support students reading below grade level. RTI ensures teachers are completing interventions and using the data to close reading gaps. If you don’t know if your child is receiving classroom-based interventions, ask your teacher. The teacher can also provide you with your child’s supporting achievement data.

New State, New School, New Challenges

When we decided to move from California to Illinois, my first panicked thought was, “What about school for the kids?!” I felt completely overwhelmed by the idea. How would I support them in a positive way and find educational solutions for each of them? My oldest son is extroverted, very involved in extracurricular activities, and will be a sophomore in high school. He loves his charter school here in California. I currently homeschool my other two daughters under the support of a charter school.  I had no clue about homeschooling laws in Illinois. My middle daughter also has an extensive IEP. How would her services transfer in a new state? I spent a few sleepless nights thinking about their unique needs. To be honest, it was less thinking and more like frantic worrying.

One Day at a Time

We are now only a few days away from our big move. At this point in our transition, we have a plan in place for the next school year and I feel more confident. Unfortunately, I don’t have a nicely packaged, “one size fits all” solution that will work for all families facing a cross-county move. I can only offer this:  take deep breaths and move forward every day, even if that means taking baby steps toward a solution. Nothing about my kids’ education for next year came together all at once. I tackled one question at a time, and eventually it all came together. Eventually, I started sleeping better at night.

 When to Move

First, we decided on a timeline. Since we had the luxury of choosing when we would move, we decided to wait until the end of the school year. This allowed my kids to be able to finish the year in a familiar place with their friends instead of trying to transition to something new in the middle of the year.

 Different New Schools for Different Needs

Once we answered the question of when we would move, I started working on what the new school year would look like. I researched public schools, private school options, and Illinois homeschool laws. I called school districts. I talked to superintendents, principals, and special education directors. My husband and son took a spring break road trip to our new state, so he could tour his new school. I talked to a few parents with kids in local schools to get their perspective and input. One step at a time, we made a plan that worked for our family.

And now, it’s time to pack the U-Haul. Deep breaths. Once box at a time.

Why Do We Lose Our Minds?

Two conversations this week made me question why it is as parents that we sometimes lose our collective minds. One conversation was with the parents of a 9th grader and the other was with the parents of a 6th grader. While on different topics, there was a clear tie that interlinked these two talks.

9^th Grade Student’s Academic Progress Concerns

The conversation with the 9th-grade parents was about the academic progress of their child. Their child received perfect grades in the first semester of their high school career. The parents were not excited about this, however. They were upset because when they started to plan out the courses their son would take in the 10th-grade year, their student did not want to take all Advanced or Honors classes. The parents shared that this had already led to three conversations ending in tears. I asked a direct question of the parents to understand their frustration. “Why are you upset by this?” Their answer was that their child would never receive Valedictorian or the best scholarships if they did not take the hardest courses.

6^th Grade Student’s Basketball Team Challenges

The conversation with the 6th-grade parents was about their child’s playing time on the school basketball team. The parents were seeking support in their frustration with the coaches and the way they were running their program. As former coaches, they did not receive much support.

Again, I asked a question. “Do you think the coaches dislike your child enough that they are willing to lose or negatively impact the rest of the team just to make them unhappy?” They agreed this was not the case. So, we found some common ground in understanding that the coaches were probably doing the best they could and with the best intentions. The conversation eventually ended.

How Parents Can Model Respect for School Leadership

The worst part of the experience was that this conversation was taking place IN FRONT OF THEIR CHILD. As the parents belittled and criticized the coaches for not showcasing their daughter’s talents more, they were unwittingly empowering their child to show the same level of disrespect for the coaches and future coaches, leaders, and bosses.

If these two conversations were outliers, I would not feel compelled to write this blog. The issue is that conversations such as these seem to be more of the norm instead of the exception. And to be clear, I have been as guilty as anyone for losing my mind in this manner on an issue or two in the past.

When thinking of how I wanted to address this issue, I was fortunate enough to read a great reflection by Paul Assaiante. His reflection prompted me to consider how to best help parents when they lose sight of what is actually important. He encouraged supporting parents to reframe their thinking by asking them about their “Big Three”.

First, ask them to write down the three most important things they WANTED for their child when they were born. They will likely respond with them being happy, healthy, cared for, prepared for the world, or some other altruistic end.

Next, ask them to write down the three most important things they WANTED for their child when it comes to whatever activity they have seemed to lose perspective regarding. For instance, if it is academics, the question would be what do you want for your child as a result of their schooling experience. If the issue pertains to athletics, the prompt is what did you want your child to get out of the experience of playing competitive sports.

Then ask them to analyze their current behaviors and to evaluate whether how they are conducting themselves would likely result in any of those six areas being actualized. This also clearly works for other scenarios outside of academics and athletics.

A Win – Win for Students, Parents, and School Leadership

In the case of academics, parents would likely answer that they want their child to learn how to learn, find their voice, become a lifelong learner, develop critical thinking skills, create friendships, become a better communicator, and/or learn how to operate in society.

In the case of athletics, parents would likely answer that they want their child to become a good teammate, learn how to push themselves, respect authority, put the good of the group ahead of their individual interests, sportsmanship, and/or learn how to lead a group of their peers.

The issue is in the midst of the moment, as parents we somehow collectively lose our minds and all focus on the things WE say are important to us. We become consumed with things like class rank, playing time, and social status.

The trick in breaking this trend and not losing our mind is simple, but hard to hear (and read). TYPICALLY, when we lose focus on what we originally wanted for our children and do not act in accordance with what WE originally said was important, it is when we are operating based on OUR EGO and not what is best for our children. Even if you can rationalize that this is not about your ego and you are just protecting your child, please remember that if we never allow our kids to experience failure we are setting them up for catastrophic consequences when the ‘real world’ inevitably punches them in the face.

I cannot overstate the importance of taking the time to consider the WHY behind your interactions with your children. The ability to take a step back and evaluate our behaviors and their alignment with what we actually want for our children may be the difference between your child growing to love academics or athletics or them hating it as they grow older. More importantly, this may also be the difference between a healthy relationship with your kids or a toxic relationship.

Whenever we lose sight of what we want for our kids and start acting in accordance with what we want for ourselves, we must actively take a second to put our own egos in check and remind ourselves that protecting our children from all struggles and failures is a recipe for disaster.

Parenting is a Long Game

I had really good parents. Thankfully, I still ‘have’ them, but I intentionally used the past tense to focus on the formative years. My parents loved me, loved each other, taught me right from wrong, and gave me trust even when I sometimes did not deserve it.

This may surprise some of you then when I share that when I left high school as an Honors Student with a full academic scholarship and a myriad of leadership accolades that I turned into, at times, a person I was not always proud of in college and even as a young professional.

Why I  Made Poor Choices

I partied, abused too many substances, fought, made poor financial decisions, and did not treat people – particularly those I was dating – very well. To paint a clearer picture – I was the poster-boy for your stereotypical fraternity guy. To be clear, as a fraternity guy, I know that this picture and stereotype is ill-informed in general – it just was not for me.

So, what happened? I was raised right. I knew right from wrong and still I chose to do wrong. This seems counterintuitive. It is. And now, it is quite embarrassing. But, it was the truth.

How My Parents Responded

Throughout all of my carrying on I knew three things. First, my parents loved me unconditionally. Second, I knew they were not fools and they would continue to hold me accountable as much as they could. Most importantly, I knew the type of man I wanted to become even if I was not acting in a manner in which anyone could tell, except me. I also was very confident I would become that man, just on my own time.

How I Became Responsible

As my life unfolded, I fathered a son out of wedlock with a woman I had only dated a few times. This occurred at the age of 24. The moment I received notice of this I realized it was time to grow up. I made the decision at that moment to become the man that my parents raised me to be.

Now, as it turns out, that mistake is one of the very best things that have ever happened to me in my entire life. But, that is not the point of the story. The point is that parenting is akin to sowing seeds. Parents are continually pouring into their children and you never quite know what is going to stick and how. Moreover, even if something sticks, it may not come to yield very quickly. Thus, parenting is a long game.

So, if some of you reading this right now are trying to figure out what you did wrong or why your kids are not acting the way you have raised them to behave, the answer may be that you have done absolutely nothing wrong. Sometimes, as humans, we have to find our own way. And even for the most stubborn among us, like myself, we often come back to the truths and lessons taught to us by our parents on our own time. In hindsight, I wish I would have aligned my behaviors to the values my parents instilled in me earlier, but I cannot go backwards. All I can do at this point is to be thankful that my parents never quit parenting and never quit loving me. Even when I did not deserve it, I always knew that they trusted that I would turn out to be a good man. I hope they can now say that they were right.