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.

How Teachers Support Students’ Unique Learning Talents

I work primarily with kindergarten through 2^nd grade students. Each student I work with has unique talents, skills, and needs to remediate or nurture. When working with over 20 students in a classroom, I must focus on creating curriculum for the greater good of the student population based on the grade-level common core standards mandated by California. Then I must adapt my curriculum to meet the needs of highly challenged students as well as gifted and talented students. When working with second grade students after the COVID school shutdowns, a few students are still emerging at the first-grade level in their reading and math skills while others are performing at the 4 through 5^th grade levels.

Literacy Skill Development at Different Proficiency Levels

When working with reading groups, I have to help beginning readers learn their sight-based words and provide them with readers and activities that reinforce reading comprehension while looking at pictures and using phonics to lean the sounds of letter combinations. The focus is to learn phonics while also learning how to comprehend stories at a basic level by asking prediction, story content sequencing, and reading understanding questions. I also have students illustrate with simple words the big ideas in the stories.

Students who are reading at the second-grade level can sound out words correctly and are learning how to sustain their reading skills with more complex comprehension questions. They can summarize what they read and are able to apply their reading comprehension to everyday and new learning situations. Their vocabulary is expanding as they use the context in a story to define the meaning of new vocabulary words.

Several second-grade students can read 4^th through 6^th grade level books. They have mastered reading the Harry Potter series as well as the Babysitters-Club series. Many graphic novels are highly sophisticated and students love the illustrations as they learn to read longer length multi-chapter novels. When students can read at this level, they are able to evaluate, analyze, and apply what they have read to other situations and learn to write evaluative book reports.

Math Skill Development at Different Proficiency Levels

As I work with math skill development for challenged students, I have them learn their basic addition and subtractions skills while using math manipulatives. I encourage them to practice basic addition and subtraction math facts with flash cards and math games at home.

Students at second grade level are learning to solve addition and subtraction 2 and 3 digit numbers without and with renaming when using various strategies including number bonding, use of number lines, writing a math story, and writing the solution in standard form or expanded form. They are also learning about measurement, geometry, graphing, and basic fractions.

When working with several advanced students, I first complete the daily assignment with them. Then they will tutor students requesting help with the daily assignment. I also prepare advanced work problems for them to solve along with third grade advanced problems. They love being challenged. I started with 5 advanced students and now have half the class challenging themselves with advanced math problems.

Putting It All Together

As I challenge more students with advanced work, I had several advanced readers research and write about rattlesnake bite antidotes. Others studied snow crystals and created detailed illustrations about the composition of snow crystals while writing a factual story about how snow crystals formed. We have written and researched opinion stories about ideal pets. For black history month, our students are learning about how Ruby Bridges entered a school with no other white students initially joining her. The students will write an opinion story about how they would feel if no other students would join them in class to learn because of the color of their skin or because of another prejudice against them. As the students expand their research, problem-solving, and critical thinking skills, I am impressed with their growing leadership and compassion for their classmates. They are becoming supportive cheerleaders and tutors for their classmates as they expand their knowledge and leadership skills.

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.

Nurturing Your Children’s Passions 

It’s a new year! Your children may become anxious about how to fill long dark winter days. What can you do as parents to nurture their passions? When your children tend to shut down on cold winter days, you may feel overwhelmed and frustrated on how your family will get through the winter months without going crazy.

Questions to Ask Your Kids to Identify Passions

Here are some questions you can ask your children to get them thinking about what they would like to do or explore during their free time:

1. What do you love most about school?
2. What would you like to do to keep your body moving on cold winter days?
3. What is your favorite playtime activity?
4. What do you like to do outside?
5. Who would you like to do a project with? What would you do for a project?
6. What would you like to learn about? How do you want to learn about this topic?
7. Where would you like to go to learn more about a specific topic?
8. Is there a museum or activity program that explores or provides training about a topic of interest?
9. What can I do to support your interests?
10. What should we research online to identify classes or learn more about your topic of interest?

Some of the Best Projects Come from Our Children

Children are capable of planning incredible projects when you encourage them with your actions. For example, Maria loves art and shares art projects with her friends. She creates temporary tattoos by drawing creations with marking pens on an absorbent sheet of paper. Then she places the marking pen art against her skin and dampens the sheet of paper with a paper towel. She is very impressed with transferred tattoos. Her sister, Anna, loves to create finger weaving leashes for her collection of stuffed animals. Rosie, her cousin, designs and sews doll clothes for her doll. She has also has created an Etsy account to sell customized Cricut stickers.

Science experiments generate lots of questions that must be answered. Brandon experimented with various hand sanitizers and surface cleaners to determine which products killed the most germs. Dave learned how to code and created various digital games.  Marla won an ecology award for learning how to continuously water trees while conserving water with various irrigation systems.

Passions Lead to Internships and Careers

Although these art projects and science experiments sound like educational and exciting rainy-day activities, several led to future internships and career choices. Maria now works in a store creating graphic art designs for tee shirts and other products. She plans to major in graphic art design when she starts college. Anna loves project-based learning and wants to inspire kids by becoming a project-based elementary teacher. Brandon has expanded his scientific interests and is currently becoming certified as a train engineer at a local park. Dave is getting ready to apply to colleges. He wants to eventually construct mass transit systems. I loved playing school when I was a kid and am still teaching students after 40 years in education.

Share in the comments section below this blog what passions you may have developed as a child that led to a satisfying career. Much success as you continue to support your children’s passions.

What is an IEP?

An IEP, short for Individualized Education Program, is a comprehensive and tailored document designed to support students with disabilities in their academic pursuits. This personalized roadmap is created through a collaborative effort involving teachers, parents or guardians, school administrators, and, when applicable, specialists such as therapists or counselors. The main purpose of an IEP is to ensure that students with disabilities receive appropriate and tailored educational services and support to help them succeed academically and make progress toward their educational goals. The IEP serves as a blueprint for your child’s educational journey.

The IEP is legally mandated under the Individuals with Disabilities Education Act (IDEA) in the United States. This law ensures that eligible students with disabilities have access to a free appropriate public education (FAPE) and that their educational needs are met through the development and implementation of an IEP. Other countries may have similar laws or educational support systems in place for students with disabilities.

What does it mean when a student has an IEP?

When a student has an IEP, it means they are eligible to receive special education. To receive Special Education, you must have an IEP. If you have an IEP, you are receiving Special Education.

IEP refers to the actual document that details what type and frequency of Special Education Supports and Related Services they will receive.

IEPs are defined by IDEA. Your local school district develops and implements an IEP. The IEP age range is 3-21. Prior to age 3, children get an IFSP.

To get an IEP, your school team of evaluators must have evaluated your child and found them to be eligible under one of the IDEA 14 Categories of Disability.

Whether or not you refer to your child as ‘disabled’ is up to you and your child. I do not think ‘disabled’ is a derogatory term, nor does much of the disability community.

The IEP Process

It’s a common myth that IEPs give students an advantage over students without one. This is not true. It is to level the playing field and address any disabilities that are affecting your child’s ability to access and benefit from their education.

If your child has been evaluated and found eligible for an IEP, that means they have been identified as a child with a disability. And that disability is interfering with their education.

For an IEP, there is General Education and Special Education. With an IEP, you can receive Special Education in the General Education setting. Receiving Special Education does not mean you forfeit regular education.

Who writes an IEP?

It is developed by an IEP team. Before an IEP can be written, your child must be eligible for special education. Per IDEA, a multidisciplinary team must determine that your child is a child with a disability and your child requires special education and IEP-related services to benefit from the general education program.

IDEA defines who must attend an IEP meeting as:

• Parents – As a parent, you have valuable information and insights about your child’s needs and strengths, as well as ideas to enhance his education.
• General Education Teacher/s – They share information on your child’s performance versus the expectations in the classroom.
• Special Education Teacher/s – The teacher has the experience and training in educating kids with disabilities. They also work with other teachers in planning accommodations.
• Results Interpreter – The person who interprets your child’s evaluation results that can help in planning for the appropriate instructional program.
• School System Representative/LEA – The school system representative knows special education services well and is authorized to commit resources.
• Knowledgeable Experts – people with special expertise or knowledge about your kid invited by the school district or by you.
• Transition Service Agency Representative – When related services are discussed, representatives from transition service agencies may be invited.
• The Child – When discussing transition, and whenever appropriate, the child may also be invited. Yes, it is considered a ‘best practice’ to include them (depending on their age).

What must be included in my child’s IEP?

Present Levels of Performance

Parents, teachers, and school staff tasked to evaluate the child present information on the child’s needs and strengths. It also includes comments on how your child is doing within the general education classroom, interventions, and any data that has been collected.

Setting Goals and Objectives

Once the team has a clear understanding of your child’s strengths and needs, the next step is to set measurable, achievable, and yet ambitious goals. These goals encompass both academic and functional aspects, with the intention of fostering growth and progress. By setting realistic objectives, we empower our students to reach their full potential. The goals are based on the discussions, data-based, and documentation in the current educational performance levels. The goals are not meant to help the child achieve above grade level or to maintain skills.=

Specialized Support and Services

Perhaps one of the most valuable aspects of an IEP is its provision of specialized services and support. These services can range from specialized instruction to various related services like speech therapy, occupational therapy, or counseling. Moreover, the IEP may include the use of assistive technology and accommodations tailored to the student’s unique needs. These adaptations ensure that students can access the curriculum on an equal footing with their non-disabled peers. In addition to the above, an IEP includes:

• The limit of your child’s participation with kids without disability in regular school and class activities.
• When will the services be given, where, how often, and for how long?
• The necessary transition services (by age 14/16 or the initial IEP to take effect on the child’s 14/16th birthday).
• Strategies and supports for behavioral management if the behavior affects the child’s or other children’s learning
• Language requirements concerning the IEP in case the child has limited English proficiency or mastery
• Communication needs
• Assistive technology services or devices needed to receive FAPE
• Needed classroom accommodations in general education

Inclusion and General Education

An essential consideration in the IEP process is determining the extent to which the student will participate in the general education setting. Inclusion is highly encouraged whenever feasible, as it not only fosters a sense of belonging but also allows for valuable social interactions and opportunities to learn from peers.

Upon completion of the IEP, the team decides on the implementation. The school district must provide the FAPE (Free Appropriate Public Education) under an LRE (Least Restrictive Environment. The IEP team will consider the most appropriate for both in educating your kid together with children without disability.

The team identifies the services your child requires to reach the objectives and goals, as well as the delivery. General classroom education is preferable for most kids. However, there are various options available. These include special day classes.

Progress Monitoring and Flexibility

An IEP is a living document, subject to regular reviews and updates. Educators continuously monitor your progress and make necessary adjustments to ensure the plan remains effective and relevant. Flexibility is key in responding to the evolving needs of your child and adapting strategies accordingly. This progress should be reported and shared timely but you can request this data at any point if you have questions about your child’s progress.

Transitions and Beyond

For students approaching the threshold of adulthood, the IEP also includes a crucial transition plan. This plan outlines the steps for transitioning from school to post-secondary life, including further education, vocational training, employment opportunities, and essential life skills development.

Next Steps

Your first IEP is written once your child had been found eligible. At that point, you will come back together and rewrite the IEP every year. The annual meeting is something you’ll hear parents talk about a lot if you are in this space. Per IDEA, a child’s IEP is reviewed and updated at least annually. As stated above, IDEA clearly defines who must attend an IEP meeting. Anyone on the team can request a meeting to review or make changes at any time.

No, you don’t have to think about or communicate with your teachers daily. But if you only think about or act on your child’s IEP once a year at renewal time, I can almost guarantee you that it will be a stressful experience.

Engage and stay involved all year long.