Okay I am starting to freak out. My school district has not found a long term subsitute for me yet. I will be leaving Jan 20th. I We have contacted all the subs who have a SS degree or who have 24 hours in SS. None of them want it or can take my long term sub job
I have a sub who I like but she is an English teacher and the school district is saying she must be highly qualified in SS. But we do not have a person who is highly qualified in SS in the district, so what next... And what next means having a sub work for 10 days then kicking them out for another sub. So I could have rotating subs in my classroom!! My classroom will be a mess and the sub will not be able to do half the activities with the students because they must be trained to use our computers, so they will not have permission to use them and we do not have text books so we use computers alot! I am FREAKING OUT!
The district says we will lose Title one funding if we use this English sub, does anyone know if there is any waiver or anything so I can use the sub I want. My district office has been many of times made up rules, etc... So I do not trust them when they say their is nothing they can do.... I work in Colorado, but the district says it is a federal rule why I cannot use the English sub and my only option is then having rotating subs so I was hoping one of you guys might be able to shed more light on this law or know how I can get around it. Thanks for the help.
@skiingstark at first I was wondering why they were being so picky about a highly qualified LTS and then I read "Title 1" and I was like ohhhhhhhh... yeah, unfortunately, that's true. You have to have highly qualified teachers in core content area in order to get Title 1 funding.
I would start planning for a long-term research project for your classes. See if your librarian can help you compile text sets that students can use. Create a folder for each student with a checklist of required assignments and documentation stapled inside, and leave thorough instructions for your students and your subs. I've done long-term independent research projects every year because our last marking period gets completely screwed up with remediation and testing, so I need the kids to be working on independent projects the entire time because I never know when I'm going to lose half my class for a day. I have lots of resources for independent project work, if you're interested.
@skiingstark at first I was wondering why they were being so picky about a highly qualified LTS and then I read "Title 1" and I was like ohhhhhhhh... yeah, unfortunately, that's true. You have to have highly qualified teachers in core content area in order to get Title 1 funding.
I would start planning for a long-term research project for your classes. See if your librarian can help you compile text sets that students can use. Create a folder for each student with a checklist of required assignments and documentation stapled inside, and leave thorough instructions for your students and your subs. I've done long-term independent research projects every year because our last marking period gets completely screwed up with remediation and testing, so I need the kids to be working on independent projects the entire time because I never know when I'm going to lose half my class for a day. I have lots of resources for independent project work, if you're interested.
@skiingstark Could you do some kind of current events/source analysis assignment? Combining some of the long-term research project ideas/resources @NiceyMeany has with some discussion of a "post-truth" era and source evaluation skills? Have students pick a topical issue that interests them and do a running analysis of coverage of the topic, with research into background issues as needed?
If you front loaded them with a few lessons on recognizing bias/invalid research methods, they could evaluate the information they track down on different media and comment on it. It could culminate in a presentation when you return, with some write-ups/analysis to be submitted for evaluation?
@skiingstark at first I was wondering why they were being so picky about a highly qualified LTS and then I read "Title 1" and I was like ohhhhhhhh... yeah, unfortunately, that's true. You have to have highly qualified teachers in core content area in order to get Title 1 funding.
I would start planning for a long-term research project for your classes. See if your librarian can help you compile text sets that students can use. Create a folder for each student with a checklist of required assignments and documentation stapled inside, and leave thorough instructions for your students and your subs. I've done long-term independent research projects every year because our last marking period gets completely screwed up with remediation and testing, so I need the kids to be working on independent projects the entire time because I never know when I'm going to lose half my class for a day. I have lots of resources for independent project work, if you're interested.
This would be great if we had a Liberian.
You can compile text sets on your own, but it would certainly be easier with a librarian. I also like @poetryandoceans idea - you could collect recent newspapers and magazines from local libraries, doctors' offices, etc. over the next couple of weeks, and ask your students to do the same.
Yeah, I can get books together for the project, still, that is going to suck with rotating subs. The project won't really fix that issue. I really just want one sub. So is there no form or waiver that I could fill out that says, yes we realize you cannot find a highly qualified sub and is better to have one person the whole time, then have rotating subs so we will waive the highly qualified part? Like where does say in title one that a long term sub has to be highly qualified?
@skiingstark I understand that a project won't solve the issue, but at least it will give your kids some consistency and independence while they have rotating subs. The reason you can have unqualified short-term subs is because they are considered temporary employees, while LTS are contracted (usually for 90 days at a time). Qualifying for Title 1 funding is a really complicated process with extremely specific requirements. Your district should have a Title 1 instructional specialist who can go over the details with you.
Yeah, I can get books together for the project, still, that is going to suck with rotating subs. The project won't really fix that issue. I really just want one sub. So is there no form or waiver that I could fill out that says, yes we realize you cannot find a highly qualified sub and is better to have one person the whole time, then have rotating subs so we will waive the highly qualified part? Like where does say in title one that a long term sub has to be highly qualified?
I don't know all the specifics behind the legality issues but at any rate, I hope there is something they can do! Is there a way they can use that English sub for 10 days, have someone else come in 1 day, and then have her come back for 10 days on a rotating cycle? Or is there a limit for a specific time frame?
@skiingstark I understand that a project won't solve the issue, but at least it will give your kids some consistency and independence while they have rotating subs. The reason you can have unqualified short-term subs is because they are considered temporary employees, while LTS are contracted (usually for 90 days at a time). Qualifying for Title 1 funding is a really complicated process with extremely specific requirements. Your district should have a Title 1 instructional specialist who can go over the details with you.
My districts sucks, they just fired most of the admin people and they are still finding people to replace them or people are filling in who really do not know what they are doing that is the issue with the Title 1 specialist, we do not have one, we just have an HR person filling in, who does not really know anything past the basics.
All week I've been sleeping til 7, having breakfast, reading, and going back to bed for a mid-morning nap. How am I gonna do real life again for 6 more weeks?
So I spent all day (today was a snow day for us) doing some more prep work for my sub. I feel like no matter how much I do, I'm never doing enough. And plus I also have a summative project for my third year residency which sucks because I worked on that for 2 hours today too. I'm so burnt out.. but I still have answer keys to make
I know this is a thread for teachers to talk and I'm not a teacher (well I don't get paid to help teach my kids at home lol) but I thought since you all gathered yourselves in one single thread I might be able to ask you a question?? my daughter is behind where she should be with her reading. A lot of kids in her class have started reading chapter books. She's not even close to that level. (She's in 2nd grade not sure if that matters) but she wants to read chapter books. She's not too interested in reading her level in books, but is willing to stumble through and sound out chapter books. Should I let her attempt these chapter books since she actually has an interest or will it not actually help her to progress correctly in her reading skills?
@kswiger06 I'm not a reading specialist, but I'm an English teacher, and I generally think that a kid should read what he or she is interested in, regardless of whether it's supposedly age-appropriate (content-appropriateness notwithstanding, of course!). She is probably not interested in books that are on her level because she views them as "baby" books. Chapbooks, by comparison, contain more sophisticated stories, which kids her age are surprisingly sensitive to. It's great news that she is eager to engage with material that is a reach for her. LOTS of kids have the opposite problem, where they want to continue to engage with content that is safe and easy for them.
You can help her to read these more challenging books by providing what we call "scaffolding," which is support that will help her to understand the content of the story while stretching for the challenging format and language. You should ask her lots of questions about the content to ensure that she is comprehending the words, not just figuring out how to say them.
Start with simple questions that ask her to identify elements of the story the first couple of times she attempts it. "Who is that?" "What is she doing?" "Where are they going?" This will help her to ensure simple comprehension of characters and events in the plot. The next few reads, focus on questions that ask her to predict - "what do you think will happen next?" "How do you know?" - and comparisons - "How are the cat and the fish alike?" Questions like these will allow her to begin to flex her intellectual muscles. And once all of that is under her belt, you ask her to analyze and evaluate - pretty much all "why" questions, as well as questions that ask her to make value judgments. These allow a reader to engage more actively with the experience of the story and see it as more "real" and present.
You can also help with reading by working on low-intensity reading experiences. Help her to read street signs, billboards, recipe instructions, etc. Finally, you can help your kid develop a love of reading by reading to and with her as often as possible. I think all parents should be reading daily with their kids until they are voluntarily reading daily on their own. The association of love and warmth and affection with reading is absolutely invaluable for a kid's future development.
Thank you so much @NiceyMeany!! Yesterday she wanted to read a chapter book so I let her read a chapter. (They are short) and when she finished, I only asked her to summarize what she read. She didn't really remember a lot, so I then re-read that chapter to her, so she could just listen. Then I asked her again to summarize the chapter. She did ok, but I didnt think about breaking it down into questions like the ones you suggested. Part of her homework is to read at least 20 minutes 5 days a week. She occasionally asks me to read to her at bed. She enjoys listening to stories, so I figure that's a good sign. I have screen shotted everything you said, and will start incorporating that into our nightly reading! Oh but another question... do you think it's beneficial to re-read her the part of the book after she reads it to let her hear it more fluently? Or will that let her become lazy in reading if she knows I'll read it to her anyway?
@kswiger06, butting in, but former teacher and parent of second graders. One of the things we used to encourage in our older kids was to listen to books on CD and read along. I think reading with her would be even better. Talk about what she's reading, ask questions and have her read back and forth with you.
@NiceyMeany has great suggestions, I just wanted to throw out the listening to books idea. Are there certain chapter books that interest her?
Married - 7/29/06 Ben and Maggie - 4/10/09 Mia - 6/16/11 Surprise! due 2/23/17
@Partyof6? She doesn't have any particular books she's interested in yet... (like our son loves diary of a wimpy kid and magic tree house) she just sees a chapter book and wants to try it. She did get a set of books for Christmas called "rainbow magic, the magical animal fairies" and she read the first chapter of the first book yesterday..(pic below) but she likes princesses, fairies, animals so if you have any book suggestions from your girls I'd be appreciative.
Re: the rereading: I would suggest that you read it aloud first to model the fluency, then have her read it
@NiceyMeany had great suggestions. If she's eager to read chapter books, I say encourage her to with some scaffolds and checks for understanding. Beverly Cleary might be a good author to try! I teach HS but I have a second grader
@kswiger06 to answer your follow-up question, I think if she wants you to re-read things to her, you should go for it. I wouldn't worry too much about her getting "lazy." At her age, she is better off having as many positive associations with reading as possible. She is still doing the work of comprehension (and eventually higher-order functioning such as analysis and evaluation) while listening to you read, which is the ultimate goal. If she's enjoying the stories, she'll be more motivated to pick them up for herself when you're not around. Language fluency is a really important part of reading, and the more of it she hears, the more she'll start to intuit the cadences of vocabulary and grammar. The key is positive, interactive reading experiences. Maybe try letting her take the lead a little bit. She'll probably lean toward more independence, given her age.
I think the others' suggestions of listening to audiobooks are great, but the research does suggest that the experience of reading with a parent has benefits that extend far beyond intellectual development. I would rely mostly on shared reading time and supporting her independent and assisted reading efforts, especially as you work to help her catch up with her peers. But audiobooks make an excellent supplement, especially in the place of movies and games on a long car ride!
I'm a chemistry teacher but I have a first grader so I'll butt in!! I do find that reading to her helps a lot. I read to her for about 20 minutes or so before bed, books above her reading level (like right now we are reading Where the Red Fern Grows) but she absolutely follows along and knows exactly what spot I'm on as I go, so it helps! We also have some really simple chapter books.. I think Owl Diaries is one of them(?) that she reads herself too.
@Starfish113 my daughter has a soft heart, if we read "where the red fern grows", she and I would both be crying lol... I'll look into owl diaries, thanks!
Edit because I'm in the teacher thread, and managed to construct an absolutely terrible sentence. Haha
@Starfish113 my daughter has a soft heart, if we read "where the red fern grows", she and I would both be crying lol... I'll look into owl diaries, thanks!
Edit because I'm in the teacher thread, and managed to construct an absolutely terrible sentence. Haha
Oh yeah we totally have both cried twice so far. And I haven't finished it yet!!! I remember my mom reading it to me and my brother when we were little and she cried the whole ending. But it's still such a good book!!
ETA: and I'm not necessarily suggesting that particular book. Just one that you can read to her to keep her interest in reading and she can read along. Charlottes Web was the one we read before this!
Re: Teacher talk
I have a sub who I like but she is an English teacher and the school district is saying she must be highly qualified in SS. But we do not have a person who is highly qualified in SS in the district, so what next... And what next means having a sub work for 10 days then kicking them out for another sub. So I could have rotating subs in my classroom!! My classroom will be a mess and the sub will not be able to do half the activities with the students because they must be trained to use our computers, so they will not have permission to use them and we do not have text books so we use computers alot! I am FREAKING OUT!
The district says we will lose Title one funding if we use this English sub, does anyone know if there is any waiver or anything so I can use the sub I want. My district office has been many of times made up rules, etc... So I do not trust them when they say their is nothing they can do.... I work in Colorado, but the district says it is a federal rule why I cannot use the English sub and my only option is then having rotating subs so I was hoping one of you guys might be able to shed more light on this law or know how I can get around it. Thanks for the help.
Married to my Soul Mate since 09/06/09
I would start planning for a long-term research project for your classes. See if your librarian can help you compile text sets that students can use. Create a folder for each student with a checklist of required assignments and documentation stapled inside, and leave thorough instructions for your students and your subs. I've done long-term independent research projects every year because our last marking period gets completely screwed up with remediation and testing, so I need the kids to be working on independent projects the entire time because I never know when I'm going to lose half my class for a day. I have lots of resources for independent project work, if you're interested.
Married to my Soul Mate since 09/06/09
If you front loaded them with a few lessons on recognizing bias/invalid research methods, they could evaluate the information they track down on different media and comment on it. It could culminate in a presentation when you return, with some write-ups/analysis to be submitted for evaluation?
Married to my Soul Mate since 09/06/09
I've been having trouble finding a LTS too and came in here to AW that we hired one today, but now I don't wanna do that and sound like a jerk..
Married to my Soul Mate since 09/06/09
You can help her to read these more challenging books by providing what we call "scaffolding," which is support that will help her to understand the content of the story while stretching for the challenging format and language. You should ask her lots of questions about the content to ensure that she is comprehending the words, not just figuring out how to say them.
Start with simple questions that ask her to identify elements of the story the first couple of times she attempts it. "Who is that?" "What is she doing?" "Where are they going?" This will help her to ensure simple comprehension of characters and events in the plot. The next few reads, focus on questions that ask her to predict - "what do you think will happen next?" "How do you know?" - and comparisons - "How are the cat and the fish alike?" Questions like these will allow her to begin to flex her intellectual muscles. And once all of that is under her belt, you ask her to analyze and evaluate - pretty much all "why" questions, as well as questions that ask her to make value judgments. These allow a reader to engage more actively with the experience of the story and see it as more "real" and present.
You can also help with reading by working on low-intensity reading experiences. Help her to read street signs, billboards, recipe instructions, etc. Finally, you can help your kid develop a love of reading by reading to and with her as often as possible. I think all parents should be reading daily with their kids until they are voluntarily reading daily on their own. The association of love and warmth and affection with reading is absolutely invaluable for a kid's future development.
@NiceyMeany has great suggestions, I just wanted to throw out the listening to books idea. Are there certain chapter books that interest her?
Ben and Maggie - 4/10/09
Mia - 6/16/11
Surprise! due 2/23/17
@NiceyMeany had great suggestions. If she's eager to read chapter books, I say encourage her to with some scaffolds and checks for understanding. Beverly Cleary might be a good author to try! I teach HS but I have a second grader
I forgot that she does like fancy nancy and the older nancy Clancy books.
Sorry for bombarding your thread.
I think the others' suggestions of listening to audiobooks are great, but the research does suggest that the experience of reading with a parent has benefits that extend far beyond intellectual development. I would rely mostly on shared reading time and supporting her independent and assisted reading efforts, especially as you work to help her catch up with her peers. But audiobooks make an excellent supplement, especially in the place of movies and games on a long car ride!
Edit because I'm in the teacher thread, and managed to construct an absolutely terrible sentence. Haha
ETA: and I'm not necessarily suggesting that particular book. Just one that you can read to her to keep her interest in reading and she can read along. Charlottes Web was the one we read before this!