February 13, 2013

I went to work, after all...on my birthday! I needed to meet the principal for the pre-obs at School B, first thing in the morning. Got some useful feedback.

February 12, 2013

The WIDA assessments are wrapping up. I'm glad that the kindergarten assessments have been completed and that I became quite adept at reading the prompts and setting up the appropriate cards. Repetition and training are apparent!

Additionally, I was finally able to meet a kindergartener whose older brother also enrolled recently. Also evident with him is a sophistication of speech and critical thinking...but a delay in reading skills, or in the kindergartener's case, sound-letter knowledge. It's not for lack of trying--he was earnestly making the sounds and trying to come up with the corresponding letters, and even making crossing motions with his arms to facilitate his recall, but perhaps switching schools so many times i.e. the interrupted education and services effect, really is telling.

February 11, 2013

Today a first grader whose teacher has referred him to ESOL services since September...has finally joined the roster and taken the entire battery of language proficiency tests. What is it like to go under the radar for so long? You definitely develop your own coping skills in a heavily academic environment. Although he may be lacking in spoken vocabulary compared to a native English-speaker, I was impressed by his ability to respond to my questions. That is a good sign--that he is receptive to the teacher's direction. However, I have already heard that the Hispanic/ESOL population characterized by the principals of both schools as "good kids...you can see they are trying their best to follow you.". My, I do not want to let them down!!

February 9-10, 2013

Saturday was a bright spot, gaining a toehold in confidence by taking time out to the Special Ed praxis. The computerized test posted a score of 191, which seems to be above the minimum for gaining certification. I've gained two insights: 1) the perspective that the principal from School A brings, from his Special Ed inclusion background...in how student learning should be gauged and even in how he approaches new teacher-practitioners; and 2) how each question that I miss I the areas of development and characteristics of learners and assessment reveals some grounding that I am lacking.

All in all, a good day. It was nice to get home to celebrate: Gras surprised us with a gem of a DVD--The Ghost Writer!

February 8, 2013

I don't want to stop recording my impressions in this journal, even when it is slightly retroactive. (Strangely still helps me with forward movement!). The following day--early Saturday morning--I had a Praxis exam in Special Ed. I get satisfaction in continuing to learn and reflect. For example, it only occurred to me after I had taken (and passed) the exam that, even though I still have difficulty getting around to recording things (documentation), "anecdotal" evidence is more a natural outgrowth than the scientific habit of recording "frequency," even when the latter is just a matter of making tallies. It's that you measured reliably and used the results for a purpose that takes another order of brain space and level of organization.

February 7, 2013

Today was not such a good day. It is very stressful when you feel that your credibility is being undermined. At least within 24 hours, my input was validated by the central office...but who gets the credit, anyway, for clarification and support? Not me!!! ;)

February 6, 2013

I met the last student today, a transferee from another school. High-calibre...it really is a challenge to have students of different language proficiency levels and academic ability in one ESOL class. This student had been in a class of newcomers who are still developing sufficient language skills to be able to write at grade-level. On the other hand, this child is fluent in English, has been receiving ESOL services throughout elementary school, and is both articulate and responsive to teacher's line of questioning. I'm grateful during this testing that I have seen a variety of response to test questions in all domains: listening, reading, speaking, writing.