Bev+Metzger

Bev Metzger

Hello. My email address is b_metzger@chuh.org. I am the Program Specialist for Early Childhood where I serve as the Director of our preschool program and support Kindergarten in the areas of Transition, DAP and the Implementation of the Common Core with a focus on creating literacy environments and supporting oral language development through dramatic play. My role also includes creating connections with Community Partners to strengthen outcomes for the children we serve.

I hope to gain a better understanding of how we can identify and serve children in community settings who need additional support (typically developing children demonstrating difficult behavior due to developmental stage or behavior that may be situational, children at risk, children with suspected disabilities and those who are eligible for services).

I hope to learn ways to develop relationships and connection between staff in community programs and our public school staff so we can include children in community settings with the support of public school services.

Wondering how we can find community placements for students who are not in a center but qualify for services.

I can speak to our experience using positive behavior supports including visual supports.

How do we engage families and sustain engagement in the partnership?

Read a Chapter in your chosen book. List the name of the book, name of the chapter and summarize the chapter briefly. Talk about how it relates to you. Respond to at least one other participant's posting. Session 3 Online...Begins May 21, 2013 The Power of Observation for Birth through Eight by Judy Jablon, Amy Laura Dombro and Margo L. Dichtelmiller, 2nd edition

I chose to reread parts of the entire book to refresh my memory as I have the first edition. I like the simplicity and format of this edition along with the additional resources the authors have included.

Chapter 6, Using What You Learn (p. 93-142), focuses on the **//ongoing cycle of observation//**: asking questions; watching, listening and taking notes; reflecting; and responding. The chapter emphasizes how observation must begin with a willingness to learn about children and about one's practice. The cycle begins with a **//question//**. The question drives where, when and how to observe. **Watching, listening and taking notes** occur next (notice this is NOT the first step!). **Reflecting** on the information gathered will assist when attempting to answer the initial question (What is the explanation for the behavior?). The last step in the cyle is **responding** by linking the explanation to instruction. The cycle then repeats to determine the effectiveness of your intervention or teaching.

Observation is not an add-on but an important part of a teacher's practice. It is ongoing, can happen in the moment, has no right or wrong attached to it, can happen formally or informally, does not always need to be documented and can come with its challenges. It's a learning process and can be used to support individual children and/or groups of children. It's an assessment tool and should be part of an assessment process especially when reporting to parents. Observation needs to occur over time to get the "big picture" of a child or situation. A powerful example illustrating the stages of a daffodil was used to describe the process. If someone had never seen a daffodil but only observed the planting of the bulb, they would never see the blooms or the dropping of the petals. That made me think! On a personal note, I met a family I had served 13 years ago. The son who is now 16 years old was standing alongside his dad and his brother. He was the first to greet me and remembered my name. As a 3 year old, he presented with limited language, anxiety and very rigid behaviors. I was sure we were looking at a long term disability. Needless to say, he qualified for services. Two years later, he left our program to join a regular K classroom. His language developed and the anxiety and rigidity decreased. He's now an honor student, confident with no trace of the concerns that were documented when he was three. I'm offering this example to illustrate how easy it is to jump to conclusions especially as we become more seasoned professionals. We think we know because "it looks like....." today. Tomorrow, changes can and will occur and we need to be open, watchful and reflective so we don't miss the blooms!

I thought about the KWL process and how the observation cycle closely aligns with the cycle of inquiry. Our staff often use a KWL when designing a child-drive project (Project Approach). It reminds me of how the strategies we use with children are strategies we can also use to develop our own practice. This is a book I'd like to order for a book study withour staff. I like the many examples of teachers using observation, their challenges and their successes. The section on how to organize the information gathered would be very useful to our staff who struggle sometimes with the documentation. As the book states, teachers must begin by asking a question and then **//prepare//** to collect information in a manner that can be easily analyzed.


 * Session 4. Review the Kara's Kit. Think about how you might use the Kit with a child you know now or have worked with in the past. Write about how you might use/have used the kit. Respond to another participant's reflection.**

A great resource for any preschool classroom regardless of the population. I like the expression, "an extra set of hands" and the focus being on independence and active participation in the curriculum. I thought it was also important to note that Cara has field tested this with her own classroom with a diverse group of children which gives her resources credibility. I like the idea of fostering independence by implementing adaptations versus always jumping to teaching a behavior. I love that she believes in the power of a well engineered environment. The environment is the teacher...the extra set of hands. I also liked the analogy of grocery store. Several methods are used to inform the customer: ie circulars, bright colored tags, sale items placed at end of aisle. visual/signs which help customers locate items, predictable, consistent locations for items...usually meats are in the rear. Teachers provide the same supports in the classroom. Adaptations usually make it better for individual child or sometimes it helps the group.

I like the way it goes hand in hand with The Power of Observation which I reviewed for the previous assignment.

I took notes from the audio presentation to capture the authors comments. I was unable to open the materials to follow along but I'm very interested in seeing the tools. My notes.... Page 5 - Checklist of Priorities and Concerns Helps you decide if it's an individual child or group who needs adaptations. Check periodically Step 2 What do you want to see happening: Teacher, child, environment, hearing? Ask yourself/colleague questions Step 3 Consider adaptations Blank matrix Tailor to your needs Step 4 Adaptation Notes: Record adapations used and place with lesson plan - great documention Step 5 Why? How? Step 6 Try adaptation every day for at least one week; Return to step 3 and repeat until you find one that works. Review those that have worked. Locate mini posters - Hang throughout the classrooms With practice, teachers can make their own Adapations using the 6 step process and the blank matrix.

One of our teachers recently complained that before nap, she always reads a story. The students can then choose a book to read before going down for their nap. She was so frustrated that the children always want the book that she has just read to them and there's usually upset and hurt feelings. I think we could have used the matrix to problem solve. I'm usually giving my suggestions but would much rather have the teachers work it out based on what they would like to see. I suggested that her activity change after finishing the book by emphasizing the opportunity to choose and enjoy another selection. The book she reads can appear on the shelf later in the day during choice time and thereafter when there's not so much competition for the book. I think there could be other solutions based on their thoughts. It will be nice to pass this kit along to support all teachers and their efforts to support individual and group needs.

I agree with Krista. I think this Kit would make a very effective resource for Professional Development. I could see our staff using it throughout the year in PLCs. I love the idea of teachers eventually creating their own adaptations and growing their collection.


 * Session 7: Investigate Kara's kit further and either use it with a child you currently have access to OR hypothisize how you would use it with one of the children you know. Talk about it and comment on other's work.**


 * I have copied blank forms for both full day teachers to use with a targeted student. The blank adaptation matrix will be used to collect data on their students for two days during transitions. I am starting with the blank form without background info to get a baseline on the teachers' practice for their own reflection. (What are you doing now to support transitions? Where on the continuum of adapations do their interventions fall?)** **The teachers will share the book, view the audio and review the forms during their PLC meeting this week. The teachers will then reflect on their data in comparison with the continuum of adaptations illustrated on page 13 of Cara's Kit.** **My guess is that most of the data will reflect the more or most intrusive adaptation (teacher assistance).** **Hopefully, they will see the value of beginning with environmental changes first.**

 Session 8 (Online Begins June 10 through June 16, 2013 <span style="-webkit-transition-delay: initial; -webkit-transition-duration: 0.218s; -webkit-transition-property: border-color; -webkit-transition-timing-function: initial; background-color: #f3f3f3; background-image: -webkit-gradient(linear,0 40%,0 70%,from(#f5f5f5),to(#f1f1f1)); border-bottom-color: #dcdcdc; border-bottom-left-radius: 4px 4px; border-bottom-right-radius: 0px 0px; border-bottom-style: solid; border-bottom-width: 1px; border-left-color: #dcdcdc; border-left-style: solid; border-left-width: 1px; border-right-color: #dcdcdc; border-right-style: solid; border-right-width: 1px; border-top-color: #dcdcdc; border-top-left-radius: 4px 4px; border-top-right-radius: 0px 0px; border-top-style: solid; border-top-width: 1px; color: #6e6e6e; cursor: pointer; display: inline-block; font-size: 14px; font-weight: 700; line-height: 18px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; outline-style: none; padding-bottom: 6px; padding-left: 10px; padding-right: 10px; padding-top: 6px; position: relative; text-decoration: none; text-shadow: #ffffff 0px 1px 0px;"> <span style="-webkit-transition-delay: initial; -webkit-transition-duration: 0.218s; -webkit-transition-property: border-color; -webkit-transition-timing-function: initial; background-color: #f3f3f3; background-image: -webkit-gradient(linear,0 40%,0 70%,from(#f5f5f5),to(#f1f1f1)); border-bottom-color: #dcdcdc; border-bottom-left-radius: 0px 0px; border-bottom-right-radius: 0px 0px; border-bottom-style: solid; border-bottom-width: 1px; border-left-color: #f3f3f3; border-left-style: solid; border-left-width: 1px; border-right-color: #dcdcdc; border-right-style: solid; border-right-width: 1px; border-top-color: #dcdcdc; border-top-left-radius: 0px 0px; border-top-right-radius: 0px 0px; border-top-style: solid; border-top-width: 1px; color: #6e6e6e; display: inline-block; font-size: 14px; font-weight: 700; line-height: 18px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; outline-style: none; padding-bottom: 6px; padding-left: 10px; padding-right: 10px; padding-top: 6px; position: relative; text-decoration: none; text-shadow: #ffffff 0px 1px 0px;"> <span style="-webkit-transition-delay: initial; -webkit-transition-duration: 0.218s; -webkit-transition-property: border-color; -webkit-transition-timing-function: initial; background-color: #f3f3f3; background-image: -webkit-gradient(linear,0 40%,0 70%,from(#f5f5f5),to(#f1f1f1)); border-bottom-color: #dcdcdc; border-bottom-left-radius: 0px 0px; border-bottom-right-radius: 4px 4px; border-bottom-style: solid; border-bottom-width: 1px; border-left-color: #f3f3f3; border-left-style: solid; border-left-width: 1px; border-right-color: #dcdcdc; border-right-style: solid; border-right-width: 1px; border-top-color: #dcdcdc; border-top-left-radius: 0px 0px; border-top-right-radius: 4px 4px; border-top-style: solid; border-top-width: 1px; color: #6e6e6e; display: inline-block; font-size: 14px; font-weight: 700; line-height: 18px; margin-bottom: 0px; margin-left: 0px; margin-right: 0px; margin-top: 0px; outline-style: none; padding-bottom: 6px; padding-left: 10px; padding-right: 10px; padding-top: 6px; position: relative; text-decoration: none; text-shadow: #ffffff 0px 1px 0px;">[|…]

Read another chapter and summarize it for the group. Comment on someone else's post. The Power of Observation page 155- 192. I chose to review Appendix A: The Power of Learning with Others: A Study Guide; Appendix B: FAQ; References and Resources. The Study Guide provides a brief overview of each chapter with questions to guide reflection and reinforce the topics. I think this new section of the second edition lends itself perfectly to individual or group study. The FAQs validate not only the importance of observation but the pragmatics of making time along with other challenges that are very common to the practice. I think it encourages us to expect a learning curve and to keep trying until we achieve satisfaction...and we wil! Finally, I enjoyed looking over the references and resources. Some of our best resources in early childhood are not the most current. We seem to be swayed by "trends" in all facets of our lives. One of the References dated back to 1981. Best practice is a classic. It really doesn't change much. It's one of those things that's really not broken so we don't have to fix it. Even with the addition of technology, content standards and testing mandates, there is no substitute for "best practice". It is the foundation that all other initiatives must rest upon!  The  The          <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 13px; height: 600px; line-height: 1.5; margin-right: 58px; min-height: 600px; overflow-x: auto; overflow-y: visible; padding-bottom: 2em; position: relative; width: 911px; z-index: 10;"> <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 13px; height: 600px; line-height: 1.5; margin-right: 58px; min-height: 600px; overflow-x: auto; overflow-y: visible; padding-bottom: 2em; position: relative; width: 911px; z-index: 10;"> <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 13px; height: 600px; line-height: 1.5; margin-right: 58px; min-height: 600px; overflow-x: auto; overflow-y: visible; padding-bottom: 2em; position: relative; width: 911px; z-index: 10;"> <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 13px; height: 600px; line-height: 1.5; margin-right: 58px; min-height: 600px; overflow-x: auto; overflow-y: visible; padding-bottom: 2em; position: relative; width: 911px; z-index: 10;"> <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 13px; height: 600px; line-height: 1.5; margin-right: 58px; min-height: 600px; overflow-x: auto; overflow-y: visible; padding-bottom: 2em; position: relative; width: 911px; z-index: 10;"> <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 13px; height: 600px; line-height: 1.5; margin-right: 58px; min-height: 600px; overflow-x: auto; overflow-y: visible; padding-bottom: 2em; position: relative; width: 911px; z-index: 10;"> <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 13px; height: 600px; line-height: 1.5; margin-right: 58px; min-height: 600px; overflow-x: auto; overflow-y: visible; padding-bottom: 2em; position: relative; width: 911px; z-index: 10;"> <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 13px; height: 600px; line-height: 1.5; margin-right: 58px; min-height: 600px; overflow-x: auto; overflow-y: visible; padding-bottom: 2em; position: relative; width: 911px; z-index: 10;"> <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 13px; height: 600px; line-height: 1.5; margin-right: 58px; min-height: 600px; overflow-x: auto; overflow-y: visible; padding-bottom: 2em; position: relative; width: 911px; z-index: 10;"> <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 13px; height: 600px; line-height: 1.5; margin-right: 58px; min-height: 600px; overflow-x: auto; overflow-y: visible; padding-bottom: 2em; position: relative; width: 911px; z-index: 10;"> <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 13px; height: 600px; line-height: 1.5; margin-right: 58px; min-height: 600px; overflow-x: auto; overflow-y: visible; padding-bottom: 2em; position: relative; width: 911px; z-index: 10;"> <span style="display: block; font-family: arial,helvetica,sans-serif; font-size: 13px; height: 600px; line-height: 1.5; margin-right: 58px; min-height: 600px; overflow-x: auto; overflow-y: visible; padding-bottom: 2em; position: relative; width: 911px; z-index: 10;">