student evals

well the workday is done and i wrote fewer words than i’d hoped but i gave it my best shot, and also i finally did it, i finally broke my iphone screen while out running

BUT I’M STILL IN A GOOD MOOD BECAUSE IT WAS SUFFERING FROM PLANNED OBSOLESCENCE ANYWAY AND ALSO YOU ALL ARE SO SWEET AND NICE TO ME, THANK YOU FOR YOUR COMPLIMENTS THEY HAVE WORKED AND MADE ME FEEL BETTER

2017.09.19

potatoes: two buses, 2.2 miles walking, two car rides, 30 minute run

coffee: red bull, dunkin donuts

epiphany: sausage egg and cheese bagel

bphflaaaaaw

had that gta meeting this morning. it was ok, though  like, there were two women (incl me) and everyone else was a guy. i spoke more than i wanted to, but i wanted to impress one of the faculty there with my Teaching Dedication since he’s writing a recommendation letter for me. i did ask the DGS for his take on student evals, since they are (science sez) so useless and biased. his attitude was basically “there’s nothing else to do, so, like, we get as much information from them as we can” which like. please.

scheduled the laser vagina surgery for two weeks from today, which is way sooner than i thought it would happen, but now i need to stress about insurance and paying for it and stuff…… but hopefully  in 2-3 weeks i will have a much more healed up vag? fingers crossed

the prof i wrote about writing me a letter hasn’t responded and i realize it has only been, like, 7 hours since i emailed him but i am nonetheless stressing about it. and i have a research “meeting” all day tomorrow with my advisor who is trying to read my paper.

i’m really scattered and i’m having weird gender feels and i just want this semester to be over and done with but at the same time there is so much to do i want it to last, like, twice as long

part of me misses teaching French and the insight that comes with it

I remember when an anonymous student eval described me as having a “stimulating conceptual approach,” which struck me as the nicest and most eloquent way possible of reframing my pedagogical vices as virtues

Regarding ADHD and accommodations for US public schooling

I’ve worked in a US public high school for both 504 and EST and have a working knowledge of IEP/Special Ed as well.  This info was current as of 3 years ago when I worked for those departments. 

If you have documentation of a disability, you are entitled to a 504 or IEP hearing.  For both, you need to have both proof that you have the disability, and show that it’s affecting your schooling.   If it’s a severe impact, that’s when an IEP team is called together.  If it’s not severe enough for IEP (or you don’t need specialized instruction/services), then you go to 504

Section 504 is part of the Americans with Disabilities Act.  It works much like a lighter version of an IEP. A team is called together to talk about the student, evaluate how the student is doing in his/her classes and figure out the best course of action.  Normal accommodations for 504 for ADHD can include things like taking tests in an alternate location, an alternate study hall, extended time for testing, access to fidgets, etc as decided upon by teachers and the 504 coordinator. 

504 is not funded the way IEP is, so there are a lot more limitations on what can be offered.  In the school I worked there was also only one 504 coordinator for about 50 504 students so an eval meeting will likely take a longer time to come.

If for some reason, a 504 plan isn’t decided on you can look into an EST plan. Normally EST is for student who don’t have a documented disability, so if you only think you have ADHD or show signs of it without having documentation, you can talk to your guidance counselor about looking into an EST to get some supports there.   Often for students without documentation, an EST is the first step to evaluation, and in districts that are really short on resources, an EST can stand in for a 504 or IEP until documentation/testing can be arranged. 

All plans, whether IEP, 504 or EST are legally binding documents and teachers are required to follow them. That said, keep in mind that most teachers don’t really know much about these plans, and it will be up to you to talk to your teacher to make sure you are getting your accommodations.  [You’ll likely need to remind them anytime a test is coming up about your testing accommodations.]

Also keep in mind that there are a limited amount of accommodations that can be offered. Alternate setting for testing and study hall are the biggest ones and they can do a lot to help limit distractions when you really need to focus.  If you know of any strategies that help you, you can talk to the team during your meeting to get that added to your plan.  You will be the biggest resource in that meeting so brainstorm up what you think will help you the most before the meeting to help the team know what will help the most. 

Good luck! 

DAMMIT, kids, I’m a BOTANIST, not a ZOOLOGIST!
— 

my response to students on evals who said I didn’t seem to be entirely comfortable with the subject matter 100% of the time

For reference, it was a very dysfunctional Animal Bio lab that I was teaching, and at least half my confusion wasn’t lack of knowledge, but caused by the horribly terrible lab manual that we didn’t always even figure out in lab meetings