Life in the IEP Tribe
Join us as we dive into the world of special education with two educators who have walked the same path as many of you. In addition to teaching in self-contained and collaborative settings, our hosts bring a unique perspective to the challenges and triumphs of raising a special needs child. From classroom strategies to heartfelt family moments, they offer practical advice, empathy, and a community of support. Discover how their personal experiences can shed light on your journey and gain valuable insights into navigating the complexities of special education both in and out of the classroom. Welcome to the tribe!
Life in the IEP Tribe
Beyond the Classroom: From Para to Teacher
Amber Lueth never planned to become a special education teacher. When she first stepped into a special education classroom as a paraprofessional, it was simply a practical decision to align her work schedule with her daughter's school hours. "At first, I was like, I can't do this," she confesses, describing her initial reaction to the challenging environment. But something unexpected happened – the students grew on her, and she discovered a sense of purpose absent from her previous career in a law office.
This transformation from reluctant para to passionate special education teacher forms the heart of our conversation, revealing how meaningful work can appear in unexpected places. Amber shares the pivotal realization that drove her career change: "I felt good when I went home, being able to help them regulate themselves and use all their strategies." This sense of making a tangible difference starkly contrasts her law office experience, where she describes "taking people's houses" and never feeling satisfied with her contribution.
Our discussion clearly reveals the challenges of special education teaching, from the complexities of developing appropriate IEP goals to the constant need for flexibility when strategies that worked yesterday suddenly fail today. Yet Amber's innovative approaches shine through, like creating number manipulatives based on students' favorite show, "Number Blocks," to teach math concepts. These creative solutions yield remarkable results, with one parent reporting her child becoming "obsessed with numbers" at home.
What ultimately sustains educators in this demanding field? Amber doesn't hesitate: "I wouldn't be able to do it without you guys for support... I don't know what I would do without any person on our team." This honest acknowledgment of interdependence highlights why supportive professional relationships are crucial in special education, where the average career spans less than five years. Amber offers straightforward advice for those considering this path: "Go for it if it's something you're passionate about." Because without that passion, as our hosts note, "you're going to burn out pretty quick."
Ready to hear more perspectives from the special education world? Subscribe to Life in the IEP Tribe and join our conversation about the challenges, triumphs, and unexpected joys of teaching exceptional students.
And that, my friend, is how a bill becomes a law. Welcome to the newest, freshest, most ridiculous episode of Life in the IEP Tribe. I'm here and I being Jared with my wife, laura, and we have with us another special guest. Now I got to tell you this whole guest thing is really cool because I really like hearing what other people have to say and their perspectives on things, and I realized when we first started doing this that my depth of knowledge wasn't enough to carry on many, many episodes, so now we can talk to other people.
Speaker 2:It's definitely been helpful to help us. We've learned a lot, and hopefully other people have learned some things. A thing or two.
Speaker 1:Yeah, and so it's been a lot of fun. And again, like I said, we have another, another, another. Sure we have another special guest who has a pretty interesting story as to how she came about in the world of teaching special education. So what I'm going to do is I'm going to stop talking and, laura, I'm going to let you introduce her.
Speaker 2:All right. So with us tonight today I always say tonight because we record at night, but you know some people might be listening during the day, but anyway. So for this episode we have our friend and coworker, amber Luth, who we came to know last year. We got a student and that was, I guess, unplanned and we said, okay, well, yeah, we're okay with that, but she's got to come with them. So that's how we got her as part of our crew and then, just through some series of events and some other unplanned things, she now is teaching one of our classes. So she started off as assisting us with a student as a para last year and when she worked as our para or a para this year with our third class and just really took the lead in the classroom, and then when it was time to hire somebody, then she got the job and so she is now our third teacher.
Speaker 1:And we didn't even have to drug her.
Speaker 2:I know she came willingly.
Speaker 1:It wasn't even one of those things where it was okay. So this kid is young, she's got a lot of life in her. We need to make sure that she doesn't leave us and so. But no, we didn't like she wanted to be there and that's kind of strange. But it's a good thing that you want to be there, because if you didn't it'd be pretty miserable. That was deep, wasn't it? Yeah, see I things? So, laura, go ahead and kick this off with Amber.
Speaker 2:All right. So I know, when we were kind of preparing for this a little bit, you told me that this isn't something that you thought you would do, which I had no clue, because you're such a natural and you're a para and that a lot of times is the progression, a para and that a lot of times is is the progression. So why don't you give us a little bit of background of how, um, yeah, how you got into the special education field and then how you made that transition?
Speaker 3:yes, I actually became a para when my oldest started kindergarten to have the same schedule as she did for school, because the schedule that I was working when I was in a law office was not the best with her school schedule and when there were snow days or days off the law offices were still open.
Speaker 3:So it didn't work. So if I was a parent at her school, I could be home when she was home, home with her over the summer, take her to school and they just put me in a special education classroom. It was a therapeutic learning program and worked one-on-one with kids that had behaviors and tried to get them into the classroom and if they had to be taken out we took them out and we always tried to keep them in the classroom as long as they were being safe with the other students and I just continued to do that. And then we moved down here and same thing. I knew I didn't want to go back into a law office because it was boring and it's the same thing every single day and the job now is never boring and it is never, ever the same thing.
Speaker 1:Right, and you can certainly have five separate experiences during the course of the week.
Speaker 3:Yes.
Speaker 1:Even with the same students, and so, of course, we've shared a lot of those students and we're familiar with those students as well. So what kept you from running away when you first ended up in a classroom that was a special education classroom.
Speaker 3:At first I did. When I first started I was like I can't do this, I can't. But the kids grew on me and I felt good when I went home, being able to help them and regulate themselves and use all their strategies. And I didn't. I felt good coming home.
Speaker 1:It makes. It makes a big difference when, when you feel like what you do matters yeah, I know that I've worked a handful of jobs over the course of my life and there aren't many of them like the ones that I all left, the exception of maybe one I found myself thinking, yeah, there's not a whole lot of real value to this. I'm helping somebody make money and I don't really care about that.
Speaker 3:That's what I was doing, yeah, law offices and taking people's houses. I never, ever felt good, oh gosh. When I went home at night it was not good. I was making peanuts and the lawyers were getting all the money and they weren't doing all the work.
Speaker 1:Yeah, I get that.
Speaker 2:This is a rewarding job where the other one is not so what is it that made you decide that you wanted to take it a step further and go for the teaching instead of staying as a para?
Speaker 3:Yeah, I don't really know, other than I knew that I wanted to do what I was doing and help the kids and be able to advocate for them and push for inclusion and help them meet all of their goals in any way that I can. I love buying things to help them reach their goals.
Speaker 2:So you needed the salary, you needed the salary. Yeah, those big bucks that we all get you know.
Speaker 1:Laura's story is very similar to yours. She started as a para as well, and then it's really funny because one day she's like, hey, guess what, I just signed up for school. I was like, oh, wow, okay, that's cool. And then, you know, fast forward and she's teaching as well. And so I think there's, I think there's a lot to be said for somebody who, you know they find themselves in the middle of the special education world and then being willing to say, you know, I'm willing to invest time, money, sanity, like all of these things, into a profession that this isn't going to come as a shock to anybody isn't making anyone rich, right? So there has to be that fulfillment of the job itself, because if somebody's doing it just for the money, or even it's not going to pan out very well.
Speaker 2:Yeah, that's for sure. So you know we're talking about. I went about the same route that you did. Jared didn't para, he subbed, but then um, so yeah, a little bit of experience in the classroom. What do you find that has been valuable from going from a para to a teacher instead of um, cause we've all gone that non non-traditional route where we didn't go to school to be a teacher and have the student teaching. And but as far as the experiences as a para, what? What skills or tools did you bring into your classroom now that you developed or learned while you were a para?
Speaker 3:A lot of different things. I've learned things from you guys and I've learned things from the people that I worked with before, and I worked closely with the BCBA up in Connecticut. She taught me a lot of different things and just kind of bringing it all together and seeing what works best for a certain kid, it might not work for another one, and just knowing what will work for one might not work for the other, and then you got to be flexible and try and come back around to figure something else out that will work for them Right, and's it?
Speaker 2:one of the things that I think is is challenging is like okay, well, we tried this and it's. I think it's easy sometimes to try it for a couple days and go up nope, it's not working. Start away, and so I I find sometimes it's difficult to nope. Okay, let's, let's give it a shot, for you know this many days and at least try it, instead of saying, well, you know, we gave them this manipulatively, well, you just threw it and okay, we can't have that anymore. So let's try to reintroduce and try to help them learn how how to use it. Um, so, do you feel that your background with working close with the BCBA has helped you prepare for this position you're in now? I think so. Yes, so talk a little bit about I don't want to say that, so we know that the IEP is individualized. What are some of the ways that you have to individualize your instruction for your students?
Speaker 3:It's really tailored it to their goals. Some of them can do things that others can't and making sure you have things that for one, that they can realistically do and for the everything is tailored to their individual needs and their goals. Because what might be somebody else's goal and they have a way of that they can do it, and you try and do it with somebody else, they might not be able to learn it and pick it up the same way as the other student Right, so they tailor it around what works for them.
Speaker 2:And what they like. I know you are really big on providing things that they're interested in, and I know we talked about one of our other episodes about really learning the students and their you know, not just their needs and their abilities but what they're interested in, and you do a fantastic job at including things that they're interested in in the instruction. And can you give us a couple of examples of what you've done with that?
Speaker 3:The number blocks. Three of the five love the number blocks and so when they're working on their goal where they have to match the number and count out, you know, here's number five, show me five. I've done the little math cubes and I've stacked them up to look like the number blocks, because if they know the colors of them they will put them in order. So you got to make sure that it's not. Oh, I know that this one goes here and this is how they go and the color of the number blocks. So I get the white blocks and I build them to look like the number blocks so that they can match them to the numbers. But the number blocks are our big one. They like those.
Speaker 1:That's perfect, like all the way around. All of them well, what's crazy is like we hear these stories of of our students learning all these great skills and as much as I would love to take credit for it, no, it's the number blocks. The kids watch number blocks. They watch if they have free time. They want to watch number blocks and but you know we'll take what we can get.
Speaker 3:One of the moms told me that her son is obsessed with numbers now and he has a number chart and he goes and he traces them and points them all night long.
Speaker 1:That's great well, that is, and that's one of the things about working in special education as well as raising a child with special needs, is that there has to be a lot of flexibility on the part of the teacher and the parents, because sometimes you're going to have to learn how to just roll with certain situations and if you have, if you don't have kind of that, that toolbox with you different ideas, different approaches it's really easy to find yourself getting stuck. And so I know that that we found, you know, when we talk about the classes, that we've had our first year in the school that we're in now. Our classrooms are very different than what they are today, and the kids are very different than that first group. And so what worked with that first group doesn't necessarily work with the rest of them. And as far as raising children goes, we know that even those that develop typically typically whoo Curtis, I don't know that talking is working very well this evening those that are learning things as what would be called almost normal, it's hard as well.
Speaker 1:It's hard to raise kids and teach kids, and there's this need for flexibility. But when it comes to again to our students, not only is every year different but, like you were saying sometimes every day is different. What worked with the student today may not work with them tomorrow, and vice versa. So let me ask you this as far as your transition from being a paraprofessional and moving into the classroom setting being the one Now, your situation was a little bit different, where we had this really odd situation I guess that's what we'll call it where we had a classroom with two paras and no teacher Right. So it was like how are we going to figure this out? But what have you? This is the word I'm looking for. What would you say is the biggest surprise in shifting from a para position to being the lead teacher in the classroom?
Speaker 3:Definitely, I would say, the IEP goals.
Speaker 1:Yeah.
Speaker 3:Making the IEP goals Like making them or tracking them, or all of them, right them or tracking them, or all of them right, just deciding what, what their goal should be, and it's hard to see like, because some days they can do it real good and where they're at and you don't know if you should move them up or keep them where they're at or if they can. It's hard to track right and and.
Speaker 1:And identifying where to start is really difficult, because I mean, when you think about the school year in the general education setting, especially with teachers that teach the same grade or subject every year, there's kind of a.
Speaker 1:They already kind of have an idea of what they're going to do, they already have an idea of how they're going to present the material, they have a pretty good idea of the breadth of the spectrum of kids that they're working with, the highest and the lowest really not being, you know, miles apart, and so they go into every year with an idea of what they want to do. Well, that doesn't quite work for us, because not only do we have multiple students with multiple abilities, but we have multiple ages and are still required to teach multiple standards, to teach multiple standards, and so it's kind of a double whammy, because we have to try to learn the kid and then develop something specifically for them. And I don't remember why I started saying all that, like my brain just went. It's kind of sound like the goat right, it was just horrible. So yeah, so that's us. Go ahead, curtis.
Speaker 2:We were talking about her jumping into this role and then having to, like you know, evolve into the teacher and yeah, but I'm not know where you were trying to go yeah so, yeah, it works hard, we're going to go with that.
Speaker 1:And then the paperwork right. So there's a ton of paperwork that comes along with it. That is by far the worst part of the job. Paperwork is stupid. They should just get rid of all of it. All right, let's see where we at.
Speaker 3:Yeah.
Speaker 1:Okay, I got it. So we have questions. Right, we put these questions out, so we don't have to do this, right? So I'm going to pick a question. Okay, here we go. Let's start with this one.
Speaker 2:Are you talking to me?
Speaker 1:Yeah, go ahead.
Speaker 2:Okay, we know that at the beginning of the year there was a lot. You know that we had to kind of help each other put together and help do some different things, and our team moves around a lot and so you've had to have a lot of collaboration and a lot of teamwork, so you've had to have a lot of collaboration and a lot of teamwork. So, being in this role, how has your perspective on that of collaborating with other teachers and having a team, how has it changed and evolved, like, especially when you're working with paras or other SPED team members and are, as you're now, the teacher and not the para.
Speaker 3:Well, I definitely know I wouldn't be able to do it without you guys for support.
Speaker 1:But mainly me, right? Yeah, that's what I thought.
Speaker 3:That's just because he's got the muscles, our team works really well together and you can rely on them if you need something. I don't know what I would do without anyone person on our team.
Speaker 2:I think we agree with that one. For those that don't know, we have a team of is it nine of us? Yeah, nine of us, and it's surprising how we function and get along. I'm not saying that there's never any hiccups, because you know coworkers, friends, families all have issues, because you know co-workers, friends, families, all have issues. However, for the size of team that we have, it does work well and I feel like, yeah, just treating each other with that kindness and respect goes a long way too. Was it weird for you to go from working with this group? You know you were a para and was it weird for you to step over to that teaching role? Did you like feel weird?
Speaker 3:I did feel weird. I don't know why I just did.
Speaker 2:No, and I get that we're going from being a para to a teacher, because I still, and, like we said, our paras, they, they're the reason why we can do what we're doing. And so, you know, I think it's it's great to still have that para mindset because we know, we know that, we know what they make and and we know that they're they do a lot and for for that and um, so I, I me, personally, I feel like it's it's, it's good for teachers to have had that kind of experience and I don't feel like I hope that they don't get taken for granted or advantage of.
Speaker 1:So, yep, hold on, I was going to say something. I forgot what it was again. Yeah, so what I was going to say, I remember. Now I remember. So one of the cool things that we've been able to experience this year is we have three members of our team that have decided to go back to school and pursue being teachers not moving from that paraposition to the teaching position and it's been really cool to see other people not only experience the job with us and enjoy it, but grow such a connection with it that they are pushing forward in their education to again be teachers. What would you say if you could say one? We have one thought, one piece of advice, one bit of direction to any para out there that was considering becoming a teacher in the special education world.
Speaker 3:I would say go for it if it's something that you're passionate about and that you love doing.
Speaker 1:Right, just kind of like take a stab at it, because you never know. And again, this is one of those occupations that if you don't love the people you're serving, you're going to burn out pretty quick. I think I read somewhere that the average career for a special education teacher was, I think, less than five years, if I remember correctly, just because of how hard it is and there's not a bunch of money in it. But the truth is this is that working in the setting that we work in, if you got paid a ton of money, it still would be very hard to stick with it if you don't love the kids, because it is a whole different world, it is a whole different tribe, as we've mentioned numerous times. And so you know, I think that you can also take that advice and share that with parents.
Speaker 1:And you know, I know parents don't typically choose for their children to have special needs, right. They kind of shock them when it comes along, right, and we're not expecting. But at the same time, I think it really is great advice to really urge and support parents and say, hey, listen, but jump in. Like some of our other guests have said, it gets messy, it gets kind of crazy sometimes and it's not necessarily all because I don't know about you, but I know. There's times when we have conversations with people and one of the standard questions is oh so what do you do? And when you tell them that you work in special education, they go oh so.
Speaker 1:I know listen, I've got scars I'm looking at right now from those children that you aw. No, because it is, it's a tough. It's a tough relationship to grow when we're working with students with special needs. And, yes, there are some that are just sweet as candy, but they're kids and even the best of kids can be turdy, right and so, but what we have to do for their benefit, for our benefit, is, like you said, amber, just you kind of have to dive in and and one thing that that I know has been huge for us is that that willingness to kind of approach every day as an as a new day, and that we have to have short memories and and you know they talk about football players, quarterbacks, they throw an interception. Well, they have to have a short memory come back out and it's kind of the same thing, right.
Speaker 2:Well, yeah, you can't If we hold things about that happened the day before and try to well, now we're not going to do that again today, right, that doesn't help anybody. And then they just remember that, oh yeah, I did do that. Let me do that again, yeah, every day. Every day with a clean slate, because at the end of the day and I know I mean we've seen you, amber, evolve into a fantastic teacher. Your love for the kids is apparent and I would not think that you would be there if that wasn't there.
Speaker 1:I think I ran out of words. How about you, Critty?
Speaker 2:It's hard at the end of the week, isn't?
Speaker 1:it.
Speaker 2:Yeah, in our world, tomorrow's Friday Fridays are always worse than not worse, but they're harder because we've been getting up and going all week, all week, all week, and it's like, oh Friday. So Thursday night, friday Eve, is hard.
Speaker 1:Well, Miss Elle, you have anything else you want to share with our listener out there? All both of them.
Speaker 3:I don't think so.
Speaker 1:Okay, well, that's fine and dandy, there's nothing wrong with that. See, that's something. But see, and that's something strange too, because, let's be honest, how many teachers have you ever met?
Speaker 2:I don't like to talk. I don't like to talk, Right? So it's like yeah, it's one of those things.
Speaker 1:You know, every teacher, and then we'll end with this because I'm afraid I'll say something to get myself in trouble. But every staff meeting you ever sit in is full of teachers, right? I mean, we work at schools. Teachers are always the ones getting on the kids about hey, hey, I need you to not talk when I'm talking, please catch a bubble, listen to what I have to say, and then you throw us all in a room and that's all they do.
Speaker 1:Teachers are all so that even like you know, the bosses the principals have to be like catch a bubble, and there's nothing more exciting than being 40 years old and being told to catch a bubble.
Speaker 2:So anyway, but we go all day. Well, most teachers go all day talking to children.
Speaker 1:Yeah.
Speaker 2:We're lucky that we have a team. Most teachers do go all day long talking to children and even though they're in a building full of adults, there's not a whole lot of adult conversation that goes on in their what? Three minutes of planning and their two-minute lunch, I mean.
Speaker 1:That's true, that's a good point. Well, that's sad. It's like I spend all day talking to an eight-year-old Like who wants that?
Speaker 2:Hey, we've had some eight-year-olds have some pretty great conversations.
Speaker 1:That is true, that is true. So anyway, with all that said, we're going to go ahead and wrap up this episode. Thank you, amber, for hanging out with us and chit-chatting, and hey, anybody that's listening to this. If you haven't heard the other stuff, go ahead and listen to some of the episodes from the past, Way back in the day, like October. All right, that's it, I'm done.
Speaker 3:We'll see you later, Amber.