Special Education for Beginners | Managing Paraprofessionals, Special Education Strategies, First Year Sped Teachers, Special Ed Overwhelm, Paperwork for Special Education Teachers

Ask Us Anything Series: Part 5- End of Year Activities + Hard Transitions

• Episode 162

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Welcome to 5th segment of Ask Us Anything. In these fun episodes of of the Special Education for Beginners podcast, Jennifer and her monthly co-host, Paul,  answer the questions you ask.

Today's questions:

  1. Megan asks “What are some fun End of Year educational activities? My principal said we still have to do educational things in our classes but my kids are off the walls."
  2. From Heather..."I’ve had a student for 5 years and this is my first experience with transitioning a student to middle school. How can I prepare the student for the transition as well as myself and the parents?"

Bullet Points:

  • End-of-Year Engagement: Discuss how to keep students engaged with educational activities as the school year ends. 
  • Highlight the use of project-based learning and other creative strategies such as incorporating movement and catering to different learning styles.
  • Creative Educational Activities: Explore innovative classroom activities like creating custom escape rooms for review and adapting Genius Hour for short-term projects that allow students to explore their interests.
  • Transitioning to Middle School: Provide advice for educators facing the emotional and logistical challenges of transitioning students to middle school. 
  • Emphasize the importance of building connections with the future school's staff and preparing both students and parents for the change.
  • IEP Continuity: Stress the necessity of ensuring continuity in IEP implementation across school transitions. Suggest creating detailed snapshots of student progress to aid new teachers in understanding students' needs and strengths.

Closing:
Thank you for tuning into today's episode. We hope the strategies and stories shared here inspire you to implement creative solutions in your classrooms and support your students through important transitions. Remember, the end of the school year is not just a time to wrap up but an opportunity to celebrate growth and lay the foundation for future successes.

Keep sending your questions our way, and let's continue to support each other in our journey as special educators. See you next month, and here's to a wonderful summer break ahead! 















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Speaker 1:

You're listening to the SpedPrep Academy podcast. Your host, jennifer Hofferber, is an award-winning veteran special educator who shares her experience, knowledge and passion to help other special educators survive and thrive in this profession. Join her and other guests as they share tips and tricks of the trade for the ever-crazy, completely overwhelming, laugh-so-you-don't-cry profession of being a special education teacher.

Speaker 2:

Well, hey there, and welcome back to episode 162. It's the first week of May and you know what that means. I've got my co-host, paul, here with me to join me for another episode of the Ask Us Anything segment. How's it going today, paul?

Speaker 3:

Going pretty good.

Speaker 2:

So when's your last day of school?

Speaker 3:

The 28th of May, 28th of May, 28th Yep, we have one of those lucky districts that we start early and stay late. We get rid of the lucky, chosen few.

Speaker 2:

Lucky is the draw.

Speaker 3:

Yeah.

Speaker 2:

We get out the 17th, I think so, oh man, jealous. Well, as we navigate the close of a school year, whether you're getting out in a few weeks or you've still got another full month, these transitions that happen at the end of the school year, they're going to come, whether we want them to or not, or whether we're really ready for them to. So today we've got two great questions lined up that I think many of you will find incredibly relevant. So let's just dive right in. I've got the first one is from Megan, and she asks what are some fun end of year educational activities? My principal said that we still have to do educational things, even though it's the end of the year and my kids are just off the wall. So I feel like I talked about this last week on episode 161, about keeping the kids engaged, and I think that that was some of the things that I said on that episode were pretty relevant. So make sure you check out 161. But just keeping your students engaged, just modifying things that are going to, you know, be at their level, be at their interest level, catering to their different learning styles, incorporating movement and just fun things. I think that's important.

Speaker 2:

But when I was in the classroom at the end of the year after we were done with state testing. I wasn't done teaching, but I was done with the I guess, having to follow a curriculum or having to follow the standards, and so I always pulled in project-based learning and my kids loved it. There's a guy on TBT named or I assume it's a guy, I don't know, but it was Digital Conquer and Divide, and he has a whole bunch of project-based learning activities. I taught math, so my fourth graders would do the zoo one where it had the perimeter in the area, and then my fifth graders would do the geometricity I don't know how to say it, but it was the 3D shapes and where they were building the whole city with 3D shapes. And so they were engaged and they loved it.

Speaker 2:

And I could even pull in the students who were lower and they weren't ready for those skills. I mean, they were involved as well with the coloring and the cutting and some of those skills that they needed. And so I looked at his store today and he's got some new ones. He's got Trapped in the 80s and I feel like I definitely need to check that out. I grew up in the 80s, so I want to see how authentic it is. And then they had one. He had one called Play in a Taco truck and I feel like that's right up my alley. So those are some new ones. But yeah, I feel like just keeping them engaged and having fun. I think that's probably the most important thing.

Speaker 3:

Yeah, I agree, especially on the engaged part, and I think that if they're not engaged, that's when they start doing things they're not supposed to be doing. They're not engaged, that's when they start doing things they're not supposed to be doing, which then you're just like telling them over and over again to not do something because they keep on doing something that's against the rules. So what I typically do is like I think of it as like okay, the testing's over, we've got just a few months left and it's a great time to review, you know, review what we've learned, solidify, give them that second touch on that, on those topics that they maybe struggle with. And in order to do that, you need to have good data collection throughout the year, because you need to know, like okay, because you have limited time, so what would be a good area to review? And then what I do, which this is rather technical, I don't know, as if I could just like say, do this, because it's very elaborate and I'm extra and I do way more than I should do.

Speaker 3:

Yeah, I've learned a lot about you, yeah, but I create customized escape rooms meant for review. So I will find a topic and you can almost apply any content piece. You can apply a puzzle that's based on that content piece. There's a ton of word puzzles, you know. For example, you could do a it's called a secret word crossword puzzle, where they have to find the secret word, the password for getting into the next thing. But then it's also a vocab review because they have to fill the secret word, the password for getting into the next thing. But then it's also a vocab review because they have to fill out the crossword puzzle. But it's not just a crossword puzzle for the sake of being a crossword puzzle. This is like we have to find the password. Now we're like hackers trying to get into this secret. You know enemy organization and it's so much more fun. So that is a great thing to do. I not only do it for my students, but I also do it for my nephews and niece. I just am like here I just created this for my students, passing it on to and they love it and it's like it's so funny because I trick them now because they wouldn't do the same If I just put the problems on a piece of paper, they would whine and complain about it. But if it's the password to get into the secret, you know the computer well, then whoo. Then they work hard, they push through the frustration and they love it. So that's.

Speaker 3:

I do a lot of escape rooms, review rooms like that, um, and the other thing with the project-based learning, so I kind of took this based off I'm going to give credit where credit's due for Genius Hour, I kind of adapted from that, which is basically the idea that you give the kids an hour but it's supposed to be throughout the year. I adapted it to be a program that would just be temporary. So one of the best ways to keep kids engaged is to let them have permission to learn about something they want to learn about. Giving them the opportunity to learn about that. And it doesn't have to be. It shouldn't be the full time. You should still have content, you should still teach those reviews and whatnot that you need. But giving them that time to be like, hey, you know we have a couple months left. Uh, you're going to basically create a pitch for why you should learn about whatever it is you want to learn about. You know it could be anything you know within reason.

Speaker 3:

Obviously, learning how to pick a lock might be questionable, but learning how to you know, learning how to like more about the car industry, or learning about how programming works for games, or or even like video games, how they have, like the, the people that are paid to play video games, like find out more details. I mean it's a dream that all the kids have, like oh, make money playing video games. But tell me something real about it, like what is the struggles and what is the competition ratio? Like is it? Is everyone that goes for it? Do they get it? Or is it like the, the NFL or NBA, where it's like a very small margin actually can make money off of it? And how did they get there? And and that kind of thing is, I believe, one of the best forms of education is when it's intrinsic. It's it's them curious, when you can get them curious about something, that is the most engaged they will ever be.

Speaker 2:

Yeah, I feel like both of the things that we talked about were directed more towards older students, the older elementary and middle school age. But you know you can do these things with your little ones as well. Let them tell you what they're interested in. You know, kind of give them an interest survey Are we interested in animals, are we interested in growing things, hands-on things? And then I feel like getting your kids outside, no matter what age level. I think that is so important when the weather starts getting nice, to get outside and even take even if you were going to do a worksheet or something take it outside and put it in a different environment, and that just kind of puts a little bit of different spin on it for kids and they they seem to not realize what they're doing as much as much.

Speaker 3:

Yeah, definitely. Yeah, that that going outside. I do a like a nature scavenger hunt. I normally do it at the beginning of the year where we're going over expectations and it's real rigorous, but you know it'd be something that'd be good at the end of the year to you know. Find have a purposeful time outside, especially when the weather is nice after being cooped up all winter. I think that that would be very valuable.

Speaker 2:

And another thing I think I didn't do as a teacher because I didn't like it, but it was arts and crafts, kids I think this time of the year, you know, doing those Mother's Day activities and even sending home some Father's Day activities, getting your kids involved in arts, and I don't know. I feel like when I was a little kid, we did a lot of art in the classroom throughout the year and I feel like now it's not as not that it's not as important, but it's not pushed as much, and we're always like reading and math, reading and math, and so I feel like this is a great time to start bringing in some of those art projects. Now I don't like it because I don't like the mess, but if you can find one of your paraprofessionals or a co-teacher who wants to lead that, that, or if that is your jam, then this is definitely a good time to bring in some of those arts and crafts projects and I'm gonna ramp it up into just steam projects.

Speaker 3:

Yeah, there's a lot of art and engineering things that you can do, I know for for one uh, I believe it was the day after, we had, you know, some big distracting thing like a test or something, and the day after and I think my TA was out, it was just me. I'm like, ugh, I got to figure out what to do for today. So I just brought out a bunch of random things and I held a catapult building contest where they had to fling something the furthest distance and they'd get a prize. And I was like most of them ended in disaster, yeah, but they were still OK with it. Like they were like well, it didn't work as well, but it did go a distance and it meant that you know, they learned about.

Speaker 3:

There's so many things that they had to think about and learn because we had, you know, we tested it throughout the process and that's what we did the entire day. And they still ask me can we do another catapult project? And because we've learned so much, we would. We want to start again. We want to try a different approach, and it was actually funny because I also made one to like up the competition and on the first shot it broke it like just shattered. And so I got last place and they all loved it. That I got mine was like mine looked like a catapult, mine had like multiple features that weren't necessary. You know, I even color coordinated it and the first thing, the string broke. It totally ruined my entire strategy and my my thing. You know it, I I lost, I got last place. But that actually made the people that got last place for the minimal distance, they, they went um, they were yeah, yeah, yeah.

Speaker 2:

Well, I think those are some good ideas, just overall. What we're telling you is just to keep them engaged so that they're not causing issues for you and for you know the school at the end of the year. Kids, kids need to. They're having spring fever too. They're ready, they're done. So just keeping them engaged, keeping them on track, and I think I think you'll be fine.

Speaker 2:

The second question is from Heather and she says I've had a student for five years and this is my first experience with transitioning a student to middle school. How can I prepare the student for this transition, as well as myself and the parents? And Heather, I know exactly how you're feeling. This is very hard when you have those, when you're in a position where you're teaching those kids from kindergarten through, you know, fifth or sixth grade it's.

Speaker 2:

It's very hard to let them go, it's hard to see them move on. It's kind of like you're almost losing a child, somebody that you've cared deeply for for the last five years and you've made a really strong connection with them and you've made really good relationships with the parents. It is difficult, but you have to realize that this is what you want for them, this is what you've been preparing them, for you want them to move on and grow and succeed. So I think the first thing you need to do is just make sure that the student and the family know where they're going and who they're going to make those connections with the other school and start building that relationship so that you know the parents feel more comfortable with the changes that are coming.

Speaker 3:

Yeah, yeah. I think it's similar to when, like, a parent drops their student off at school for the first time. It's like I can, I can't, like I've spent all this time with you, helping you through things, and then now I can't come with you, they won't let me, you know, and it's and that's a hard, a hard place to be for sure with some students, other students.

Speaker 2:

it's like I mean I, you, know I think she's given from the ones where she has a yeah.

Speaker 3:

I think. I think that, yeah, based on the question, it's definitely students that, um, she is, uh, going to very much genuinely miss, yeah, um, but yeah, I think that that is. I mean, it's first of all, let's just take a step back and say, oh, that's a challenge, give yourself yourself some grace to deal with that, because that is not easy. I go through it every year. I only teach fifth and sixth grade and then they move on, but it's still, like that's two years that I've interacted with them and you know, I don't need I don't even need a full year to build a relationship with kids. You know I don't need much time at all before I'm their biggest champion, you know, and trying to help them. And so, like, first of all, heather, just make sure that you give yourself some space to deal with that and process that, because, oh man, that's just hard.

Speaker 2:

Yeah, I think we always gave our kids a gift at the end of the year, so we made them like a kind of a graduation stole, but it was, it was around just like a necklace and we made it out of candy and it had their name on it.

Speaker 2:

And you know, we gave them a gift and it wasn't much. But then we would also take a picture with them and then print that picture off and give it to the family so that they had something of us to take with them. And I always made sure and gave those or made sure that the parents had my contact information and let them know that it's OK, I'm not going to be their teacher, but you can still reach out to me and you can ask questions. And I even had a parent who I wasn't her son's teacher for the last two years. She reached out to me a couple weeks ago and was asking about something at the middle school that was going on, and so I felt it made me feel really good that she still saw me as her child's teacher and somebody that she could trust and go to when she had a question.

Speaker 3:

Yeah, I definitely have some relationships like that where it's like, yeah, I can't like be your teacher anymore or be your child's teacher anymore, but I'm going to advocate for them still, like I will, I will make sure you have the info that you need to help give them the best experience, and that's. You know, there's certain kids that are just like that and it's the same kids that you get invited to their eighth grade graduation and graduation. Like you, I got to experience that for the first time last year. The kids I had my first year at this current school uh, invited me to their graduation and I went and I saw like it was just, it was just so great to see that they had not only survived but they had thrived, and I think that, heather, that's something to consider as well. You're going to be on the other end of this where you're like, wow, I'm so proud of them for IEP doesn't transfer as much information as you think it does.

Speaker 3:

When you've dealt with it, you know what's in it, you know what everything means, like there is some things that are, yes, spelled out, but there are some subtle things that are not addressed and or translated effectively in an IEP, for a lot of different reasons. You know, unfortunately, there are some, some teachers, who don't don't take as much time on making sure they understand the IEP, or maybe it's a case like especially lately they are, their caseload is full and they're overwhelmed and they and they just they haven't been able to put as much focus on on every detail and also know that they probably only will look at the previous IEP. I mean, maybe if they they'll look back, but they're really only going to look at the last one. I mean, maybe if they they'll look back, but they're really only going to look at the last one. So they're going to miss a lot of that history because one like we don't have time to go through every IEP for the entire time. They missed, especially when a student moves around some, or you know, there's so much that can be missed.

Speaker 3:

Um, and I've, as a teacher who's receiving students, I always am making the effort. I'm not always perfect. Sometimes it's a hard time to to add another thing to my plate, but I always try to to take the IEP and read it fully through as soon as I get it. You know we all we have to hold a move in meeting, but if I just I just read it and I just sit down and I have to like physically take the time and be like I'm going to sit down with this and I'm not going to stop until it's done, just so that I have a picture. But that's not always the case, you know, for a variety of reasons. So I say all that I'm not going to give you a problem without giving you a possible solution. A lot can be transitioned in what I call snapshots of the student.

Speaker 3:

Student um, districts often carry on similar interventions into higher grade levels. So one figure that out and then two make sure that their teacher has a snapshot that says they were at this level doing this thing when they left at the end of the school year and, um, that could be for like a math intervention. It's like they had this many facts fluent and they re they only really struggled on sevens and eights, multiplying by sevens and eights. Well, that gives them something real and tangible to put into the system, because first beginning of the year there's going to be some regression and there's going to be some lack of motivation, probably from some students. So the first data collection tool isn't going to be effective.

Speaker 3:

And something that I've found is like when I get students, sometimes their paperwork, their IEP goal, which was set at the beginning of a year, they're like I assessed it once and they're like way higher, yeah, and you know. So when you have an IEP that's right at the beginning of the year, you don't know the full scope of the student and I know that from my perspective. I also will get students and they'll jump grade levels. So if you look at their goals that I said at the beginning, they've met them, they got they left at this score they use it was. Now they have it synced, which is nice. So, like through clever, they have it synced. So it should stay with them as they go, which is great, and provide data collection. But that's not always the case. So it's a good idea Just just give them a snapshot print off the the progress monitoring from each individual intervention and that gives a much clearer picture than the IEP sometimes can.

Speaker 2:

Yeah, yeah. I feel like once you give all of that information to the teacher, you know you have to intentionally connect that parent with that teacher. So you're giving that information to them. They need to meet them. You need to take that student to that school, especially if it's a high needs child or a set of parents. They're really, really concerned and they're very anxious about what the next year is going to bring. Take the kid to the building, take their data there and show them this is what the kid can do, this is what they can do functionally, this is what they can do academically. And just make sure that you're trying to have that seamless connection with the new school so that parents feel a lot more comfortable.

Speaker 2:

Whenever they were leaving preschool and they were coming to me, I remember having parents who weren't too sure about what my program was going to look like, and so I remind the parents of that.

Speaker 2:

You know, remember, I got them as preschoolers, as babies, and they've grown so much. They're going to be just fine, they're going to do just fine. It's going to be a little bit of a hiccup for everyone, usually more for the parents than it really is for the students, but they're going to be fine is for the students, but they're going to be fine and this is what we want for them. We want them to continue to grow and to progress and to someday, you know, hopefully live independently or live in a group home or, you know, have a, have a job, go to college, whatever it is. We, we want this for them and you have to communicate that to the parents and I know it's hard and, like Paul said, you've got to give yourself that space to be able to kind of grieve that loss a little bit, but you've got to be excited for their future as well.

Speaker 3:

Yeah, definitely.

Speaker 3:

I think that, in conclusion, just do your best to to communicate as clearly and I'd even say like Make it clear to the next year's teacher, whoever it is like, wherever you put it, just give them permission to contact you if they have questions.

Speaker 3:

I think that there's that unwritten rule is like well, they don't want to be bothered by me, but actually it's kind of a joy when you get contacted by a teacher and they said help me, you know, understand this, you know how you did this and how you worked with this, because it's like, oh, yes, okay, and I think that that has been one of the things that I have definitely done and it helps to just say it, to just have it verbally or written expressed Please contact me with questions. I want to help you understand what we went through, especially if you've had them for five years. You are, you know, an expert in this kid for working with them so often. So give the next step up, the permission to do that, and they'll probably appreciate it, because it's it's valuable advice from an educator. So like, sometimes there's a disconnect between parents and educators because they don't understand, but as an educator, you have a unique way to help and support even after that, with just one or two phone calls.

Speaker 2:

Yeah, it's not a competition. You're not saying, oh I need. You're not asking for help because you can't do it. You're asking for help, like you said, because the expert before you had five years or six years with this kid and they know the kid in and out, and so just asking for help at the beginning of school isn't a bad thing either. Very good tip. Well, these were some great questions for this busy time of the year and it also gave us a moment to celebrate the growth that our kids are having and the achievements that our students have. And when we're preparing for those transitions, just know that the preparation and the dedication that you have can lay the groundwork for successful new beginnings. So keep sending your questions our way. We'll put the link in the show notes so that you can ask your questions. Thanks for a great conversation, Paul. I will see you next month.

Speaker 3:

All right and I'll be off for summer break. I can't wait.