Writing Archives

Summer Learning Fun For The Whole Family

June 14, 2017 Brad Hoffman Leave a Comment

Research has shown that many students lose academic skills over the summer vacation. But it doesn’t have to be this way! Summer learning – and keeping those skills sharp and ready to go for the fall – can be a whole family endeavor that’s fun and goes beyond your typical book report assignment or summer math packet!

Below are some activities that engage a variety of thinking skills. There are endless possibilities and teachable moments within daily life and routines; it’s just a matter of finding what piques your child’s curiosity and engagement!

Math

Have your school age child help you cook breakfast, lunch and/or dinner. Measurement skills, fractions skills, and reinforcement of visual-spatial and counting skills are targeted as well as reading to perform a task; not to mention, your child is fast becoming a cook.
Grocery shopping is something that we all have to do and provides an opportunity for working on estimation skills, counting skills and budgeting all while developing the grocery list and filling the cart.
Sorting and rolling coins you’ve been collecting during the year is a great way to practice counting with and adding money. Your child might earn a percentage of the total value of the coins rolled, which is another teachable moment. You can also use coins (or dice or dominoes) to practice subitizing.
Younger children often enjoy setting and/or clearing the table. Ask them to count how many utensils and/or plates and glasses are used during a meal. Sorting skills can be practiced if utensils are loaded into the dishwasher by category, for example, all the forks are placed together, etc.
If you are traveling on a trip or even in a car or subway for errands, this is an excellent time to practice using elapsed time skills. You might say to your child, if we leave the house at 10:30 a.m. and it will take us 45 minutes to get there, what time will we arrive? Or, we need to be at your friend’s house at 11:00 a.m. and it takes us 30 minutes to get there. What time do we need to leave the house?

Reading and Writing

If your family is planning a trip during the summer, consider having a family book club and reading about the area you will be visiting.
Identify a book of interest to the whole family and hold read aloud time, with each family member reading a portion of the text, as appropriate. Discussion can follow with predictions made about the plot or character’s actions or choices. This is a great way to engage family members of varying ages.
If a family member or close friend is traveling, ask them to send postcards from each location they visit. Ask your youngest child to try and read the message and then identify the location on a map.
Students of all ages can have a pen-pal that they write to using paper and pencil and/or email. Identify a relative who is committed to developing a pen pal relationship – it’s a win-win venture.
Don’t forget to visit the public library – many offer a variety of programs during the summer.
Ask your child to write, direct and produce a small play. Don’t forget to reinforce that there needs to be a beginning, middle and end.
It’s fun for students of all ages to develop a picture book. An older child could write the story while the younger child dictates it. Students of all ages can be the illustrators.
Museums in small doses can also ignite interests and wonder and be a springboard for verbal discussions and targeted reading.

If you’re interested in more targeted activities to help address summer slide for your child, please contact us and we’d be happy to develop a program for your family.

By Laurie Gross, Educational Consultant and Reading Specialist.

Do You Know Where Your Child’s IEP Data Is?

May 1, 2017 Brad Hoffman Leave a Comment

It surprising in this environment of data-driven education that teachers are still sometimes surprised to find out when their students are doing poorly at the end of the term, or that many IEP goals remain with little progress made. How can that be? What are we doing with all this collected data?

Surprisingly, the answer is sometimes we aren’t doing anything. We give a quiz, get frustrated the student isn’t doing well. It doesn’t really change anything. At most, there are times when the information is reviewed, but in the same fashion it was already taught. If our students didn’t get it the first time we taught something, chances are we need to do more than repeat it, we need to research it using different methods and engaging different senses.

I have spent time working in strict ABA environments and if there is one thing an ABA therapist does it is collect data! What is amazing is how sometimes this data is collected and no changes are made when it shows weeks of stagnation! Whether you administer quizzes or have more informal checks, you are collecting data about your students’ learning but that is meaningless if you don’t use it to change your approach.

It might take more than a small change too. It is not always enough to just cover a topic again, change what is motivating learning, etc. You may actually need to try a play perspective, an approach that is multisensory or moving away from the table to the natural environment.

You also need to make sure you taught all the precursors first. Think about it, if you were trying to teach a student calculus right after Algebra 1, chances are your data would show failure over and over no matter what approaches you apply! If you skip important steps your student will need to go back. If your data is showing a consistent failure to have success with new material, it is important to consider if your student needs to go back before they go forward.

Finally, it is important to look at data from more than one source. Data can be taken wrong.

I worked with a student with a lot of aggression. We were supposed to record every instance of aggression, while trying to manage the behaviors, teach targets and record progress on those targets. Even though as a team we kept reporting that this was impossible, and that instances of aggression were being underrepresented, the case supervisor still felt aggression was decreasing and would site our faulty data to prove it. Of course speech and OT reported seeing aggression at the same levels and this should have been a red flag for everyone to check their data and perceptions.

We all want to make sure what we are doing is working. There are many ways to measure progress. One way is test scores. Another is to look at student output (like essays) over time (like a semester) and see how they improve in structure, topicality, specific ness, grammar etc. No matter how we collect our data, or what measure we are interested in, we need to assure the data is accurately and fairly collected and that we do something or make modifications based off the results. Since students need new approaches and methods NOW, not after they don’t succeed, we owe it to our data to put it to use and not just leaving it collected and lying in a drawer! Our data is as useful as we utilize it to be!

Written by: Editorial Team, My Learning Springboard, Inc.

SAT Redesigned for Spring 2016

March 5, 2016 Brad Hoffman Leave a Comment

The College Board redesigned the SAT in March 2016. Below is the complete explanation from the College Board about the changes.

The Basics

The redesigned SAT will first be given in spring 2016.
The SAT will be offered in print and, at selected locations, on computer.
There will be three sections: Evidence-Based Reading and Writing, Math, and the Essay.
The length of the SAT will be about three hours, with an added 50 minutes for the essay. Precise timing will be finalized after further research.
The exam will once again be scored on a 400- to 1600-point scale. The Evidence-Based Reading and Writing section and the Math section will each be scored on a 200- to 800-point scale. Scores for the Essay will be reported separately.

Eight Key Changes

The redesigned SAT will ask students to apply a deep understanding of the few things shown by current research to matter most for college readiness and success. They’ll find questions modeled on the work of the best classroom teachers and perform tasks practiced in rigorous course work. The SAT redesign is centered on eight key changes.

Relevant Words in Context

The redesigned SAT will focus on relevant words, the meanings of which depend on how they’re used. Students will be asked to interpret the meaning of words based on the context of the passage in which they appear. This is demanding but rewarding work. These are words that students will use throughout their lives — in high school, college, and beyond.

Requiring students to master relevant vocabulary will change the way they prepare for the exam. No longer will students use flashcards to memorize obscure words, only to forget them the minute they put their test pencils down. The redesigned SAT will engage students in close reading and honor the best work of the classroom.

Command of Evidence

When students take the Evidence-Based Reading and Writing section of the redesigned SAT, they’ll be asked to demonstrate their ability to interpret, synthesize, and use evidence found in a wide range of sources. These include informational graphics and multiparagraph passages excerpted from literature and literary nonfiction; texts in the humanities, science, history, and social studies; and career-related sources.

For every passage students read, there will be at least one question asking them to select a quote from the text that best supports the answer they have chosen in response to the preceding question. Some passages will be paired with informational graphics, and students will be asked to integrate the information conveyed through each in order to find the best answer.

Questions that assess writing skills will also depend on a command of evidence. Students will be asked to analyze sequences of paragraphs to make sure they are correct, grammatically and substantively. In some questions, students will be asked to interpret graphics and edit the accompanying passages so that they accurately convey the information in the graphics.

The redesigned SAT will more closely reflect the real work of college and career, where a flexible command of evidence — whether found in text or graphic — is more important than ever.

Math Focused on Three Key Areas

The exam will focus in depth on three essential areas of math: Problem Solving and Data Analysis, the Heart of Algebra, and Passport to Advanced Math. Problem Solving and Data Analysis is about being quantitatively literate. It includes using ratios, percentages, and proportional reasoning to solve problems in science, social science, and career contexts. The Heart of Algebra focuses on the mastery of linear equations and systems, which helps students develop key powers of abstraction. Passport to Advanced Math focuses on the student’s familiarity with more complex equations and the manipulation they require.

Current research shows that these areas most contribute to readiness for college and career training. They’re used disproportionately in a wide range of majors and careers. The SAT will sample from additional topics in math, but keep a strong focus on these three.

Problems Grounded in Real-World Contexts

Throughout the redesigned SAT, students will engage with questions grounded in the real world, questions directly related to the work performed in college and career.

In the Evidence-Based Reading and Writing section, reading questions will include literature and literary nonfiction, but also feature charts, graphs, and passages like the ones students are likely to encounter in science, social science, and other majors and careers. Students will be asked to do more than correct errors; they’ll edit and revise to improve texts from the humanities, history, social science, and career contexts.

The Math section will feature multistep applications to solve problems in science, social science, career scenarios, and other real-life contexts. Students will be presented with a scenario and then asked several questions about it. This allows students to dig into a situation and think about it, then model it mathematically.

Analysis in Science and in Social Studies

When students take the redesigned SAT, they will be asked to apply their reading, writing, language, and math skills to answer questions in science, history, and social studies contexts. They will use these skills — in college, in their jobs, and in their lives — to make sense of recent discoveries, political developments, global events, and health and environmental issues.

Students will encounter challenging texts and informational graphics that pertain to issues and topics like these in the Evidence-Based Reading and Writing section and the Math section. Questions will require them to read and comprehend texts, revise texts to be consistent with data presented in graphics, synthesize information presented through texts and graphics, and solve problems based in science and social science.

Founding Documents and Great Global Conversation

America’s founding documents — such as the Declaration of Independence, the Constitution, and the Bill of Rights — are all rather short, but they have inspired a conversation that endures today. Every time students take the redesigned SAT, they will encounter an excerpt from one of the Founding Documents or a text from the ongoing Great Global Conversation about freedom, justice, and human dignity. In this way, we hope that the redesigned SAT will inspire deep engagement with texts that matter and reflect not only what is important for college and career, but what is important for citizenship here and around the world.

No Penalty for Wrong Answers

The redesigned SAT will remove the penalty for wrong answers. Students will earn points for the questions they answer correctly. This move to rights-only scoring encourages students to give the best answer they have to every problem.

Written by: Editorial Team, My Learning Springboard, Inc.

10 Back-To-School Teacher Tips for a Successful School Year

February 14, 2016 Brad Hoffman Leave a Comment

As an experienced educator who has been through more than two dozen back-to-school seasons, I have my own ideas about how to get a new school year off to a good start and keep it moving forward. Here are some quick tips for teachers at any grade level and in any location.

Get your personal life in order. Reduce your stress level by preparing for pre-service week by getting caught up with bills, mail, household projects and lingering issues. I have found it best to begin a new school year with an empty personal to-do list. That way, you can focus on the setup of your classroom or space.
Pre-order or shop early for materials. Avoid the crowds by purchasing any materials that you need for the start of school beforehand. During the summer time there are more bargains to be found at the teachers’ store and in educational catalogs, therefore it is wise to shop and save in July and August. I hate crowded stores and long lines so you won’t find me buying school and teaching supplies the first week back!
Be inspired by someone.Find a mentor, an instructional coach or author who moves you to expand and enrich your own practice. Talk, read. and or view DVDs or video clips to learn more about their ideas. Bring those ideas to life in your own classroom. Don’t be afraid to put your own twist on their thoughts.
Communicate early.Whenever possible make contact with students and families early on, even before school begins. Send a card, letter or e-mail if possible. A warm welcome goes a long way in building strong relationships where families feel valued, included and respected. Continue to provide multiple ways for you and your families to access each other so that sharing is ongoing.
Tidy up and get organized.No one likes to come back to a mess or piles of stuff. Organize your files and materials. Don’t be afraid to pitch old papers, books and resources that are dated and are no longer useful. It is a luxury to have empty space at the beginning of a school year…no doubt it will get filled up shortly. Also, develop systems for keeping track of data and documenting student progress.
Establish a positive classroom climate and learning environment. I like to say that I have a “no secrets policy” in my classroom. I continually and clearly communicate expectations to my students about their learning and behavior. Using rubrics and checklists ahead of time allows students to understand what you expect from them. If students know what you expect, they are better able to meet or exceed your expectations. By providing and maintaining a positive classroom climate, students are better able to take risks, feel safe and improve academically.
Try something new. Each year I like to expand my skill set or repertoire by adding at least one new program, routine, strategy or material to my current practice. This helps me to stay excited about teaching and learning. For example, last year I was focused on using more technology and used programs such as Wordle and Kidspiration to engage my students. This year I am planning to incorporate more suggestions from Words Their Way into my word study program as well as use an electronic grade book to document my students’ progress.
Get connected.Make a positive first impression with students and parents. Right from the beginning make sure your students and parents know that you are committed to their learning and that you care about them as individuals. Let them know that the work that occurs in your classroom is important and that you believe that everyone can succeed. Share with them that if a student needs help you will be there for them.
Build relationships.Get to know the people in your building, especially your teammates and colleagues. Work to develop professional learning communities where teachers and administrators can work together to break down obstacles that interfere with learning. Also be kind and appreciative to the secretaries and custodians in your building. They are invaluable resources, and you will likely need their assistance in the future.
Be reflective.Continually think about the work that you do with your students. The best instruction is deliberate and purposeful. Evaluate what is working and what needs change or enhancement. Make adjustments as needed and keep moving full steam ahead. Your students will benefit from your thoughtfulness and continuous expertise.

By Amy Shapiro, Reading Specialist and National Board Certified Teacher

Hebrew School Can Be Fun!

August 15, 2015 Brad Hoffman Leave a Comment

Religious school education is not just about learning how to read the Alef-Bet, or memorizing prayers, or even learning about holidays. Religious school education is about a hands-on opportunity for children to learn more about their identity. Hebrew school tutoring offers students an intimate opportunity to ask thoughtful and insightful questions, to learn practical skills as well as the history, language, and practices of the Jewish people.

Here at My Learning Springboard we work with a variety of students, ranging in ages and background, Hebrew school education, and family practices. Our younger students get intensive and hands on experience in a wide curriculum, ranging in Torah study, holiday practices, Jewish/cultural foods, Israeli history and current events, conversational Hebrew, Biblical Hebrew, prayers, and more. Our older students receive this same training, but additionally receive training for their Bar or Bat Mitzvah, which includes studying their Torah and Haftarah portion and understanding how it relates to their life. A typical hour long tutoring session for any student includes a half hour of Hebrew language study, both Biblical and conversational so they may use their skills when they go to Israel, and a half hour of Judaic study, which varies based on the interests of the student.

Each lesson is filled with new and exciting learning opportunities. Sometimes we use technology to enhance our lessons, music, you tube videos, etc. Other times we look at Jewish texts. And still other times the student has the opportunity to prepare something to teach me about a particular topic. Hebrew language study always includes some dialogue using new and old words, in addition to word games.

Hebrew school tutoring offers children an incredible opportunity to supplement the training they receive in school and at home. It helps to build language and thought processing skills while also engaging the student and helping the student to connect with his or her Jewish identity.

By Faryn Kates, Private Tutor