Muddy Waters/Bright Ideas from 6/8/11 -- this is what you all put on your post-it note exit slips. Feel free to comment or address any of these at any time!

Bright Ideas:

The Institute for the Study of the Neurologically Typical "socially & behaviorally rigid"
Looking forward to developing a project I can use in school pertaining to social skills
Carry post-its around during group work and activities
Labels are not everything--just a jumping off point
Movement Disturbance includes speech, not just flapping
The idea that noises and behavior could be a physical manifestation
Students with autism need peer interventions, too. They just don't express it the same way
Reminder to include ALL persons when working with students (bus, cafe, custodians, etc.)
Sharing the videos with other staff members
Love the mentoring with professionals idea!
Mentors are essential * I am rethinking how to have more mentors...
Temple Grandin and Marty Murphy
Love the chance to discuss these topics
"Investigative Spirit"
I really enjoyed reading the quotes in the book. I like the personal touch it gives :)
Think about visual thinking in instruction
Buddy Project will be great success!
Students think in pictures---find strengths to motivate

Muddy Waters:

Implementing effective, specific strategies to support learners
Ways to involve support staff
How to build peer community for students
Project ideas
How to adapt classroom sensory issues if you have 2 students with different needs
How is more inclusion going to work for us?
Probably will be addressed, but inclusion strategies to provide for needs of body movement
Can't wait for the literacy chapter; I've struggled with this!
Looking forward to learning about more strategies for helping students express their knowledge
Help with figuring out how to assess
How do I help the other students understand the ways to interact with the student?
Please give more parental insights!
Why are we so concerned with the different kinds of autism? Why can't it just be autism?

Plus/Minus/Interesting 6/15/11 exit slips


Love the U shape of the desks -- small enough to listen to everyone at once!!
Ability to discuss the chapters informally
I really liked the discussion format -- I am excited to create my contacting parent schedule
Sharing our ideas on what the book triggered - going through chapter by chapter
I like hearing everyone share stories and ideas -- PROCESS!
Brainstorming ideas were beneficial & applicable to the classroom
I LOVED how we discussed the chapters! I like scheduled breaks so we don't miss anything!
Loved hearing other staff members' perspective on the role of the teacher
The open "aha" moments we could share. You wrote them down and validated our ideas
SO appreciate the flexibility (different seating arrangement)
Brainstorming ideas for products and process
LOVE the discussion of each chapter!
Our students don't belong to one single teacher
I like the semi-circle discussion format
Loved the "Fair" activity -- I plan to use that with both staff and students
I really enjoyed the group discussion. I like hearing what is happening other districts and at other grade levels
I really enjoyed the way we went through the chapters. I felt like I heard a wide variety of perspectives
All group discussion -- flexibility
I liked our discussion format because I feel I learn the most from my peers and their perspectives
I really like how we discussed the chapters as a whole group. I also loved the beginning of the year activity about fairness
Allow others & students (especially ones you don't think would know) to help be a part of the solution


The room was too cold!
Organized break a little sooner :0
Not getting through all the chapters in their entirety (maybe set a time per chapter or pick which to start first based on group favorites)
Class needs to be longer!!!!
I wish we had more time! Maybe having an all day class meet 4 times next year!
I would like to talk more about kids on the spectrum that are lower functioning and how can we improve their school experience?
Sometimes I felt out of the loop b/c the majority were at the same school w/the same issues -- hard to relate to my experience and needs


Using interventions in a variety of ways w/students and parents to gather more information
Ideas for process or product were helpful *Facebook*
Common Core Standards & grades really need to reflect proficiency/mastery of standards
Facebook Professional page
I think it is interesting how far behind my school is. I have a lot of work to do!
Activity with ailments to show students needs are different based on each student
Brainstorming ideas for product/process as we go through chapters
The discussions brought up such good practical ideas
Loved hearing the conflict w/another student/parent and teacher not responding to inclusion
Interesting stories that make it "real"
The idea of having clear targets and grading my student with Downs Syndrome based on the clear target is my goal now!
Don't make special needs a secret!
Common Core Standards -- 1 year gain (more specifics about what it looks like w difficult content areas)
Survey on light, sound, temp & room configuration -- good/bad? pros/cons?

Stop-Start-Continue Exit Slip 6/22/11

Stop (in my classroom, I am going to stop...")

deciding student reinforcers w/out their input
allowing TA talk about the student in front of the student
thinking that removing the student could solve anything
myself from nagging and repeating myself
giving back papers with very little feedback
making assumptions about students
letting other teachers talk negatively about a student and not take an active stand (make an active response)
trying to teach "eye contact" as a social skill
thinking that there are always prerequisite skills involving reading --it never hurts to assume competance
trying to STOP certain behaviors --instead understand them *to help other teachers do this too*
sending a student out of the classroom
expecting students to "fit" into the box that I make
assuming students "can't," "won't," or are "unable"
TALKING!! I want to give my students the wait time they deserve
feeling like I have to have control over everything all the time
using the language of US & THEM "they do..."
"assuming" based on a label or exhibited behaviors
trying to control situations -- help instead

Start (in my classroom, I am going to start...")

listening more to the verbal AND visual messages
contacting parents more often (once a month)
looking at ways all students and teachers in school might expand their ideas of what appropriate participation looks like
using more checklists
using writing with my students more and eliminate more of my talking
word wall bingo, writing buddies, silent discussions
sharing any/all of the ideas or strategies in this book with other teachers
the writing fluency intervention found of p. 167
including families as a resource for all my students
using Suzy as a resource for support *YAY*
video modeling of classroom routines
doing the Help Wanted activity in my classroom
writing buddies
seeing beyond "typical" behaviors& work with students on this as well
observing & listening to students more, spending the wait time they need & not rushing
using ideas from table 9.2 on page 208 (prevention of behavior problems)
developing friendships between my students & their peers
being more careful with languages to describe all students
video modeling social skills
to reinforce a respect for social diversity

Continue (in my classroom, I am going to continue...")

to find what works based on individual needs, not labels
think alouds
making words
talking to kids on THEIR level
focus on strengths
video modeling -- but have students help w/ planning & writing scripts
being respectful to every student
building relationships with my students!!!!!
looking for possibilities in every student!
making words strategy
write the direction instead of repeating it verbally (nagging)
learning about autism and trying new concepts/ideas
focus on comprehension with my students
learning about different strategies & trying new ideas
showing respect to all my students
providing ALL students w/relevant age appropriate learning opportunities
giving my students CHOICE and SUPPORT every day

Related to Chapters 10, 11, or 12 (or anything from this book study), I Commit to... and will do it on/by _ Entrance Slip for 6-29-11

I commit to reviewing IEP's for ASD students and looking at accommodations for testing/classroom accommodations (including alternate projects, giving tests a low % of final grade, chunking standardized tests and checking for understanding along the way, and scheduling meetings to amend by the end of September.
Lauren Meier -- I will give this book to the K-2 Special Education teacher and by 2nd week of school, my students will have completed "The Company You Keep, Jigsaw, and What is it?" by October, I will ensure everyone understands class schedules and make transitions easier
Kelly Carmody -- By 831 I will create & implement visual supports for my students and by 9-30, I will give MAPS assessment.
Angela Sicinski -- by winter break in December, I will have tried Round Table Recording, The Company You Keep, and Numbered Heads along with Stop/Start/Continue ideas. I will also Contact the principal about this book/class and build a professional library by August, 2011.
Erin O'Grady -- By 9/30/11, we will have identified students for our "club" (typical peers who will mentor students with special needs), held a parent meeting, and planned our first monthly activity.
Donna Matlock -- I will utilize the forms on p. 35 & 94 to help me when dealing with parents
Toni Boomgarden -- I will commit to discussing w/the LD teacher the possiblity of co-teaching some reading classes in her classroom by October 1, 2011.
Julie Basting -- I will e-mail Suzy by October 1 about getting more collaboration between Special Education and Exploratory teachers (no my "my kids" mentality; they are my students too).
Anne Portz -- I commit to share with my administrator about the need for continued support and training for co-taught inclusive classrooms by October, 2011.
Joy Solvie -- I commit to TRUE co-planning and co-teaching Science with Anne by the end of the 1st 9 weeks.
Christine Mitchell -- I commit to being more consistent in using various co-teaching practices (incorporate more station teaching, parallel teaching, etc. by December, 2001.
Carolyn Sunkel -- I commit to play the "Walk it to Know it" game when students are learning the scientific method/process of scientific inquiry by the end of September.
Ellen Main -- I commit to share the MAPS process (from page 257) with my administrator by 11/11
Jillian Johnson -- I commit to share with a colleague the different co-teaching structures and table 12.7 by September 1, 2011.
Beth Hendrichs -- I commit to design and mail a survey with greeting letter to students and families (including parent skills and special interests of students) by August 8, 2011.
Julie Vesper -- I plan to use many of the games from Chapter 10 but I know I will do "Walk it to Know it (p. 232)" with alphabet letters for kindergarten. I want to do this by October, 2011.
Treva Budde -- I commit to co-teach with the special ed. teacher with my 6th grade class using the "Are we really Co-teaching?" checklist by the end of August, 2011.
Sue Warren -- pp. 297-305 by September 15. I'm committing to make sure I plan a time each week to conference with our school's paraprofessional to discuss program and instructional plans. I also need/want to take her through parts of Paula's book about fading prompts and rethinking how she assists when she is in the gen. ed classrooms.
Logan Beckman -- I plan to try the Human Treasure Hunt in my Science class. Iwill try to create at least one of these by Christmas.
Jill -- I commit to talk with team and new special education teacher to make sure that we are planning/ co-teaching effectively (using the checklist on p. 302 & 306 at the start of the school year and continuing checking throughout the school year).