Kristine Dougherty Wts 10 Entry Final

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Professionalism
Kristine Dougherty
Saint Marys University of Minnesota
Schools of Graduate and Professional Programs
Portfolio Entry for Wisconsin Teacher Standard Ten
EDUW 696 Portfolio Production and Presentation
Instructor: James Sauter, Ph.D.
December 30, 2016

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Wisconsin Teaching Standard #10: Teachers are connected with other teachers and the
community. The teacher fosters relationships with school colleagues, parents, and agencies in
the larger community to support students learning and well-being, and acts with integrity,
fairness, and in an ethical manner.
Knowledge
The teacher understands how factors in the students environment outside of school (e.g.,
family circumstances, community environments, health, and economic conditions) may influence
students lives and learning.
Dispositions
The teacher is willing to consult with other adults regarding the education and well-being
of his/her students.
Performances
The teacher makes links with the learners other environments on behalf of students, by
consulting with parents, counselors, teacher of other classes and activities within the schools, and
professionals in other community agencies.

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National Board Core Proposition #5: Teachers are members of a learning community. They
work with other professionals on instructional policy, curriculum development and staff
development.
Danielson Framework for Teaching
Domain 4: Professional Responsibilities
A teachers professionalism develops over time and encompasses not only what a teacher
does in the classroom but also what the teacher does outside of the classroom. Teachers show
their skills in this domain through their ability to reflect on their teaching, create and maintain
accurate student records, communicate effectively with students, colleagues, and parents, and
participate in learning communities within their district where they are able to develop
professionally.
Component 4a: Reflecting on Teaching
Effective teachers regularly reflect on their teaching and use those reflections to improve
their practice. As part of regular reflection on lessons and activities being taught, teachers should
ask themselves if a lesson worked, if students met the learning targets, if students were engaged
in the lesson, and note aspects of the lesson that can be improved upon. Additionally, teachers
should utilize resources available to them, such as instructional coaches and mentors, for
professional development and improvement of their instructional design and effectiveness in the
classroom.
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Element: Accuracy
Teacher makes a thoughtful and accurate assessment of a lessons effectiveness and the
extent to which it achieved its instructional outcomes, citing many specific examples from the
lesson and weighing the relative strengths of each.
Professional Development Goals
With respect to Wisconsin teaching standard ten, one goal I have is to work on curriculum
development. I teach a pull-out English class for students with learning disabilities and, because I
move up with my students each year, I have to create new curriculum at each grade level. I have
the appropriate grade-level English power standards; however, I question whether I am covering
all that I should be covering with my students. I would like to find a lesson plan and unit plan
format that I could use consistently. Also, I want to learn more about community resources for
my students as they prepare to graduate. I want to be able to provide them with information on
scholarships, internships, and work opportunities prior to their graduation. Another area I need to
better understand is how to help my students who want to pursue a career in the military. I know
students have to take the ASVAB, which is the standardized test they must pass in order to enroll
in the military. I have two students who want to pursue a career in the military, and I want them
to be properly prepared when they take the ASVAB.
As a co-teaching trainer for the Hudson School District, I would like to work with district
administrators to train additional teachers on how to co-teach and increase the number of classes
being co-taught in the district. Currently, only another special education teacher and I co-teach
math at the high school. I would like to see co-teaching extend beyond math to both English and
science classes.
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Lastly, I would like to improve the learning environment for students by working with
other teachers and incorporating what I have learned from my St. Marys classes, such as the
impact of brain breaks, the detrimental effect of too much testing, and what brain research says
about classroom environment and instruction. I am frustrated with the teaching approach of we
teach this way because we have always done it this way so we are going to keep doing it this
way regardless of the impact on student achievement.
Introduction
Self-Reflection Assessment of Professionalism Related to WTS 10
I am a third-year, special education teacher at Hudson High School. I work with students
who have specific learning disabilities and emotional and behavioral disorders, and I also co-
teach two general education Geometry classes. I am one of two special education teacher at the
high school co-teaching with a general education teacher. The districts direction for special
education is to increase the number of special education teachers co-teaching with general
education teachers as this has shown to close the achievement gap not just for students in special
education who have Individualized Education Plans (IEP) but also for struggling students who
are at risk of failing. In addition to co-teaching, I am a co-teacher trainer for the district.
I am also a resource for teachers who have questions about post-secondary transition
plans (PTP). A PTP is part of a students IEP when the student reaches the age of 14. The PTP
defines a students post-secondary goals and career aspirations and makes sure the student is on
the correct academic path to reach those goals. During my first year as a teacher I attended a PTP
seminar at our CESA, and ended up putting together a resource guide for my own use. Later that
year, I was asked to lead a training on PTPs where I referenced the resource guide I created. As a
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result, the district special education administrators asked to make copies of my resource guide
for all middle school and high school special education teachers.
I also participated in the state pilot program of new IEP forms called Results Driven
Achievement (RDA), which focuses on the impact of reading deficits on student achievement. I
am a resource for all the special education teachers at the high school as they switch over to
using the new RDA forms. One of the IEPs I have written using the RDA forms was redacted
and is being used as a training tool that teachers can refer to if they are unsure about how to
complete a specific RDA form.
Additionally, I am the Student Services Network Facilitator for the specific learning
disabilities teachers at the middle school and high school. I attend district meetings where special
education administrators share the latest information and news I need to share with my group. I
schedule meetings for every other month with my group and share the information given to me
by our administrators. I also serve as a go-between my group and administrators when issues
arise.
Lastly, I tutor students for the ACT. I prefer to work with students prior to them taking the
test; however, I get a lot of students who have taken the ACT and not received the score they
needed for the college they are interested in attending. Now that juniors in Wisconsin have to
take the ACT in February, I already have two classes scheduled (and might be adding a third) to
start after Christmas break. I do not advertise that I tutor for the ACT, but get students via
referrals from the parents of past students and the counselors at the high school.
With respect to standard 10, I am involved in a variety of ways with my students and
their families via the relationships I have with them and the support I provide them with at the
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high school, engagement in the community through ACT tutoring and a possible community-
based out-reach project with Syrian refugees, and as a learner by taking on the new role as co-
teacher and co-teacher trainer.

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My Work with Family and Community
Accomplishment #1 Janes Story
I have a student (Jane), who has been on my case load for the past two years. She is
now a junior and has specific learning disabilities in the areas of mathematics, reading
fluency/comprehension, and written language. She also struggles with impulsive and
inappropriate behaviors, including fighting at school. The combination of her learning deficits,
behaviors, and truancy put her at a risk of not graduating. Additionally, her home life is
challenging. She does not have contact with her father, her mother (Susan) is a drug addict and
has, at times, a violent personality. Janes her elementary-aged brother is in a lock-down
classroom for students with emotional and behavioral disorders (EBD), and an older brother has
moved home with his pregnant girlfriend.
When issues arise at school, Susan always takes the side of her children. Because of the
numerous (i.e., at times weekly) situations that have occurred at school, Susan does not trust
school authorities and has a habit of becoming belligerent at meetings. Thankfully, I have a good
relationship with Susan, and she has told administration that I am the only staff member in the
building she trusts.
This year Jane has had some difficult times with fighting, a possible pregnancy, drug use,
and truancy. Since Janes freshman year I have worked with her and her social worker on a
regular basis and when issues arise at school or at home. As a result of all that has gone on this
school year, Janes family has been assigned a therapist from Multi-Systemic Therapy (MST).
The therapist works with the family as a whole and with Jane individually as they progress
through an 18-week program. I now work closely with Susan, Jane, Janes social worker, and the
MST therapist. We meet weekly to talk about Janes academic progress, discuss attendance
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issues, review upcoming court dates, and talk about the results of court-mandated random drug
tests. These meetings have been going well, and I have seen improvements in Janes attitude
toward school, her attendance, and in her academic achievement. One thing that has made a
difference with Susan is that she has my cell phone number so she can text me if anything comes
up. I see this as an easy concession to make since it makes Susan feel like she has a direct
connection with the school and it alleviates her concerns about Jane being at the school. Susan
has convinced herself that Jane is not safe at school because she is the target of racist attacks and
that is why she acts up at school.
As a result of all of us working together and me working as an advocate for Jane within
the school, Jane has been able to catch up on missing or late assignments so she is on track to
pass all of her classes this semester. Janes attendance has gone up greatly from attending school
one or two days a week to attending school four to five days a week. Jane and I have a great
relationship, and she strives to do her best when she is at school. Her therapist lets me know if
there is something I can work on with Jane at school, and I am enjoying learning strategies from
the therapist that I can apply to my work with other students.

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Accomplishment #2 Who is going to help Kennedy?
Kennedy is a sophomore I tutored during her freshman year because she was struggling
considerably in science and math. Because academic struggles were not new for Kennedy and
sensing a learning disability, her mom spent the latter part of Kennedys freshman year trying to
get her referred to special education. Legally, when a parent requests a referral to special
education, the school district is required to write a referral. Referrals are done by the school
psychologist, but he did not start the process last year. Kennedys mom continued to pursue a
special education referral during Kennedys sophomore year. Because the school psychologist
was not acting on her request, Kennedys mom took Kennedy to an outside agency where she
was tested and found to have ADD and deficits in math computation and math calculation. And
yet the school psychologist continued to drag his feet and never put any progress monitoring
tools into place, which is the first step for students being referred to special education because of
a suspected learning disability.
Because of not only Kennedys moms frustration with our school psychologist, but my
frustration too, I started working Kennedys school counselor, Lori. As a special education
teacher, I know the progress monitoring tools used to gather academic data on a student. So,
while it is not my responsibility, I worked with Lori to have Kennedy placed in a Geometry math
support study hall, and I started weekly AIMSweb math progress monitoring tests. Both of these
interventions allowed Lori and I to gather the requisite data needed as part of a special education
referral.
I spoke with the school psychologist and told him that, because I know he is incredibly
busy, I started two interventions with Kennedy. He was supportive of the interventions and,
finally, agreed to start the referral process for Kennedy. Both she and her mom are so thankful
and relieved that the referral process has been started. Kennedys mom has told me that
Kennedys anxiety and bouts of crying because of her struggles at school have decreased
dramatically. I will continue to work with our school psychologist and the school counselor
during the referral and progress monitoring process. My hope is that we will have a plan in place
for Kennedy by the end of the February.

Accomplishment #3 Should we support refugees who resettle into our community?
My English 11 class and I were discussing possible research topics for their end-of-
semester research paper. The students chose to write about the five Syrian refugee families who
have been vetted by the United States government and approved to relocate to Hudson. St.
Patricks parish in Hudson has been asked by the United States Conference of Catholic Bishops
to help the families settle into our community. Based on student reactions and letters to the editor
in our local newspaper regarding this issue, we could see how divisive this issue is in our
community.
A main point of this lesson is that students need to understand both sides of an issue in
order to form an educated and informed opinion. Without doing that, they just have a bias. As
part of the research on this issue, I asked Claire Z. to speak to my English class. She is a St.
Patricks parishioner and is the parishs spokesperson for this issue. I shared with the high school
staff that she would be coming in to speak, and as a result, a history teacher brought his students
to my room and other staff member came to hear her speak. While she was only with us for 45
minutes, she had a great impact on the staff and students. She also told me that we had an impact
on her as well, and she was impressed with the depth of the questions my students asked her.
My students not only learned about the issues surrounding the relocation of refugees into
a community, but they became emotionally engaged in the issue. We talked about what kind of
community-based project we could do to help the refugees settle into our community. This
project went from students learning about how to write a research paper to an impassioned group
of students wanting to help those in great need. Word of Claire speaking to my class and the
issue we are researching has spread throughout the high school. I have had several teachers ask
how they can become part of what we are doing. Personally, this project has gone from a rather
rote unit on writing a research paper to a community outreach project involving not only my
students but other high school students and staff. I could never predicted the path this project has
taken!
Recently, Claire was interviewed by Minnesota Public Radio (MPR) and she mentioned
that she had spoken to my class and the research we were doing. The MPR reporter contacted me
about the project my class is working on. I responded to her questions so I am waiting to see
where this goes. My students were so surprised and excited that a news reporter was interested in
our research project. The reporters interest in them brings validity to the work they have been
doing, and shows them that they can have an impact beyond the walls of the high school.
My students have learned so much while working on this project. They understand how
to vet websites for authenticity, which is an important skill for them because they will soon be of
voting age and all of them think the news they read on Facebook, Snap Chat, and Twitter is
factual. They realized the importance of understanding both sides of an issue before forming an
opinion, learned about writing letters to the editor as a means to express themselves, and how
they can become involved within their community to help others.

My Work as a Learner
Accomplishment #4 Co-teaching: Who is it good for?
Co-teaching is when a special education teacher partners with a general education teacher
to teach a class. The general education teacher brings his or her content knowledge while the
special education teacher brings his or her knowledge of working with struggling students and
accommodations that help those students.
Last spring the director of special education for our district asked if I would co-teach
Geometry in the upcoming school year. Co-teaching is the wave of the future for special
education. I was excited to be the first special education teacher to co-teach at the high school. In
July, I went with a math teacher to an intensive co-teaching train-the-trainer conference in
Chicago. When I returned, I presented what I learned to the director of special education, the
high schools school psychologist, and an associate principal from the high school. Based on that
meeting, I was asked to co-teach two geometry classes. The math teacher and I were also told
that we would be the co-teaching trainers for the district.
After returning from the conference in July, I started researching math teaching strategies
because I had not taught a general education math class. I did a lot of research online and ended
up buying the book Mathematical Mindsets by Jo Boaler, which I had heard about from
another math teacher. Boaler uses a growth mindset approach to teaching any level of math, and I
found many of her ideas as brilliant. I also used resources from her website www.youcubed.org,
such as her TED Talk about how all people can learn math and her video about the benefits of
making mistakes. At the beginning of the school year, I showed both of these videos to the
geometry classes I co-teach. The students did not buy into Boalers TED talk that all people can
learn math if they are taught it in a specific way. However, they found the information about
what happens to the brain when we make mistakes interesting.
The teacher I was to co-teach with did not know anything about co-teaching so my first
job was to share with him what I learned at the conference and Boalers book. We then started
co-planning the lessons for the school year. I was frustrated with the lack of flexibility in the
lesson planning and my colleagues reliance on the previous years schedule. However, I did
have input into the structure of the lessons and was able to incorporate learning strategies from
Boalers book and my other research into lessons where appropriate. I was also able to
incorporate the following special education accommodations into the classroom, which benefited
all students not just those with IEPs: opportunity for re-teaching of lessons, brain breaks, ability
to take tests with me in another room where I can guide them through questions, copies of my
notes for each chapter, and shortened assignments.
One strategy I introduced was a Test Response Sheet, which students use as they take a
test. On the response sheet, students make their knowledge of each problem as they solve it. The
corresponding section in the text book is noted next to each question. This response sheet has
two purposes. One, it allows students to denote their knowledge of each question. When they
receive the response sheet with their corrected test, students can see if they truly did know the
subject matter or not. Students keep the response sheets and use them as a reflection tool when
studying for quarter finals and semester finals.
The second purpose is that my co-teacher and I use the response sheets as a reflection
tool, also. We track questions where multiple students indicated that they did not know the
subject matter or how to solve the problem. This tracking shows us content we need to re-teach
and re-check for mastery through formative assessments, such as white board drills or short
warm-up problems. We also make notes in the curriculum for next year. I happened to mention
the sheet while in a meeting with administration, and they asked if I would mind sharing the
sheet with the entire staff.
Now that I have been co-teaching for almost a semester, I can see the impact on student
learning that the accommodations are having. Not only do the special education accommodations
affect student achievement but the fact that the student to teacher ratio is 15:1 (as opposed to
30:1) in the co-taught classes. My co-teacher and I are able to monitor student progress as we
walk around the room, and students are able to have individualized support from us during
independent work time. On average, in a class of 30 students, five percent of the students have
failing grades. In the two classes I co-teach, the percentage of students failing is 1.3% and 1%.
The accommodations available in those classes is having a direct impact on student learning.
My Work as a Leader/Collaborator
Accomplishment #5 Results Driven Accountability
Last year Wisconsin Department of Public Instruction asked districts to be part of their
pilot program for Results Driven Accountability (RDA) forms, which would be replacing the
Individualized Education Program (IEP) forms special education teachers have been using for
years. Hudson volunteered to be part of the pilot program. I was asked to be a part of the
program as a representative from the high school.
As a member of the pilot program, I used the RDA forms to write IEPs and provided
feedback about the forms. The forms ask for more detailed information than the previous IEP
forms, and require specific student achievement information related to reading. The RDA forms
require more information; however, the new requirements mean that special education teachers
have to be more thoughtful when writing IEPs. While they are not supposed to, many special
education teachers clone or copy the previous years IEP and make minor changes to the
new IEP. However, best practice does not support cloning of IEPs and standard protocol
dictates that all IEPs be written from scratch. Thankfully, the new RDA forms make cloning IEPs
harder.
This year, at the back-to-school meetings, I led a session where I taught all of the K-12
special education teachers about RDA and provided them with examples. I have redacted one of
my RDA IEPs for my co-workers at the high school that has been very helpful for them. I am the
go-to person for any questions about using the RDA forms.
Because special education teachers need to be more mindful when assessing their
students and using the new RDA forms, they need to determine whether a students reading
ability affects their disability and in what way. Also, student IEP goals need to be aligned to the
Common Core State Standards so, again, teachers need to be thoughtful in what they write for
their students. In the end, students will benefit from the added attention the new RDA forms
require from special education teachers.

My Work as a Leader/Collaborator
Accomplishment #6 Academic Resource
While I am only in my third year as a full-time teacher, I had worked as a substitute
teacher in the Hudson School District for ten years. As a result, I have a plethora of curriculum
examples, progress monitoring tools, and other information that has been useful to my
colleagues.
Last year, we had a new cognitive disabilities teacher who was struggling with finding
curriculum and progress monitoring tools to use with her students. I was able to share curriculum
ideas, such as Connecting Math Concepts for math and Fountas & Pinnell for progress
monitoring, which the new teacher ended up using in her classroom. Additionally, I have created
unit studies for a variety of books for the pull-out English class I teach for special education
students who are at least two years behind their peers. I have shared the unit studies with other
teachers and have used them for students who have failed a semester of English when I teach
credit recovery summer school.
Furthermore, last year I had students complete projects as their semester final versus
giving them a test. Tests just test their ability to memorize information and regurgitate it while
projects challenge the students to show what they have learned. For example, in my Pre-Algebra
class, I gave students a CSI final in which they solved problems and used those answers to rule
out possible subjects with the end game being that, if they have done the math problems
correctly, they figure out the real criminal. Other teachers heard about my CSI final and now use
it in their classrooms. The format of the CSI final is fun and does not create the kind of anxiety
other finals create in students. My students scored better on the CSI final because they saw it as a
fun challenge. They still answered the same number of questions as would have been on a
regular final, but in a different format.
Being able to share my resources with other teachers helps those teachers improve their
practice. They also help me to improve my practice by suggesting ways I can improve the
resources I share with them. All of the resources I share are used in hopes of affecting student
achievement.
Reflective Summary
I have always had a love of learning as evidenced to me by the various jobs I have
had over the years. With respect to being a special education teacher, I have many opportunities
to learn about different aspects of my job, such as writing effective post-secondary transition
plans, learning how to co-teach with a general education teacher, and planning curriculum for the
English 11 class I teach. To improve my pedagogy and stay current within my field, I have gone
to several CESA 11 workshops, trainings within my district, and a conference in Chicago.
I love doing research that makes teaching fun for me and learning fun for my
students. For example, while looking for handouts and lesson plans to use while teaching my
students how to write a research paper about Syrian refugees, I found the book The Arrival by
Shaun Tan. The book tells the story of a husband/father who leaves his family and goes to
another country to try to find work. The gorgeous hardcover book does not contain any words
but, rather, tells the story through beautiful illustrations. I am excited to see how my students
interact with the book given that it removes all struggles with respect to reading fluency and
reading comprehension. Figuring out activities and lessons related The Arrival has been really
fun for me. When I am excited and impassioned during my teaching, the students feel it and
become more engaged in their learning.

Additionally, I love sharing information with my colleagues. I am frequently asked by
colleagues for ideas for their math or English classes. Also, I teach Credit Recover summer
school each year (allows special education students to make up work and get credit for one
semester of one class), I have a variety of curriculum modifications I have done to meet the
needs of the summer school students. Recently I provided curriculum I have either developed or
modified to a new student who came into special education with a specific learning disability.
She joined out school at the beginning of December, and had not been to school yet this year.
The school counselors used my curriculum to get her started with some core classes.
Bottom line is that I love to learn and share what I have learned with others, whether
that is colleagues, students, or parents/guardians. It makes me happy to be help others and,
possibly, get them as excited as I was about a project or some lesson plans I have used. I hope to
not only co-teach math next year, but also co-teaching English, which will require a whole new
set of skills for me to learn. It will also allow me to use special education accommodations to
support even more at-risk (non-IEP) students. The more I learn, the more I impact student
achievement.
Communication Log
Date Person Type of Nature of Communication

Contacted Communicat
ion
5/10/16 Elizabeth V. E-mail Informed Julies outside therapist
outside about a fight that occurred
therapist (not between Julie and another
part of the student.
Hudson
School
District)
5/10/16 Dana K. Dean E-mail Included Dana and Michelle in
of Students the email to Julies therapist so
and Michelle, that both are aware of the
who is Julies situation.
social worker
5/11/16 Dana K. and In-person Dana and I met with Julie. Julie
Julie will now be escorted between
her classes and eat her lunch in
my classroom.
12/8/16 Conors In-person Ran into Conors mom at County
mother Market. We talked for 25 minutes
about Conors recent arrest for
drug possession with intent to
sell. Talked with mom about the
struggles she and her husband
are having with Conor. Came up
with a plan for helping him make
up the work he missed while in
jail, and what he needs to do to
make sure he passes his classes
this semester.
12/14/1 Kennedys Phone call I told her what she needs to do
6 mother to get her daughter referred to
special education. (This process
should be started by our school
psychologist; however, that has
not happened, and this mother
has been requesting a referral
since last school year.) *I put in

place two progress monitoring
tools we can use to collect data
on Kennedys progress as part of
the referral process.
12/14/1 Lori In-person Told Lori about my email to
6 Kennedys Kennedys mom. Also talked to
school her about progress monitoring
counselor tools we can put into place now
so we can gather data on
Kennedys academic progress,
which is part of the referral
process. Moved Kennedy to a
Geometry support study hall
(tool #1), and I have started
weekly AIMSweb math progress
monitoring tests with her (tool
#2).
12/14/1 ClaireSt. E-mail Asked if she would talk to my
6 Patricks English 11 class about the five
Parish Syrian refugee families St.
parishioner Patricks has been asked to help
settle into our community. My
students chose to research
Syrian refugees and what impact
their arrival could have on our
community.
12/20/1 Ms. Landers E-mail Touched base with this teacher

6 as I am having to teach her Plant
Science class as an independent
study class for one of my
students. I wanted to make sure I
was on-track with her schedule.
12/29/1 Chris E-mail Asked about setting dates for
6 Executive upcoming Junior Achievement
Director of classes he has with my Advisory
the Hudson class; also let him know the
YMCA dates I need to reserve a room at
the YMCA for ACT tutoring
12/29/16 Tony Director E-mail A Minnesota Public Radio reporter
of Student requested an interview with me and

Services my students as a result of a
(oversees all research project on which my
of sped for the students are working. I wanted to
district) make sure it would be okay to talk
to the reporter.
12/30/16 Parents of Newsletter Informed parents of the meeting
students I dates, location, and subjects
tutor for the covered each week. Also explained
ACT the information I would be sending
home weekly with each student,
including supplemental information
specifically for the parents. (see
below)
Newsletter to Parents whose students I tutor for the ACT

Appendix
Accomplishment #1 Documentation
Below is a string of emails between me, Elizabeth (Janes outside therapist from MST),
and Dana (high school Dean of Students), as we tried to devise a plan for Jane after she was
suspended for fighting and failed a random drug test. Our goal was to figure out a way to keep
Jane in school until the end of the year, which required us to put Jane on a short lease in hopes to
keep her from getting into any more fights. These emails occurred on May 13, 2016.
Hi Elizabeth,
Yesterday during 6th hour Jane came into my room quite agitated. She said another student, who she's had
repeated trouble with this year, made a comment about her as Jane walked by her. Jane and I talked, and she
calmed down. I told her I would let the Josh know so the incident would be documented.
I just talked to Josh and he said the student who made the comment claims she was in a classroom at the time
Jane said the incident happened. So, there is a question about what truly happened. I've copied Dana
Krahenbuhl on this email because she works with the other student involved.
Jane isn't in school today so we're not able to get to the bottom of what really happened. I just wanted you to
know in case you'll be meeting with the family today.
Please let me know if you have any questions,

Kris Dougherty
Kris,
To help out both girls and the back and forth situation, could Jane get escorted by an EA from 5th hour back to
your room? Julia has class in same general area and Deb has every other passing time covered but that one.
This way neither has a chance to create a situation.
Dana Krahenbuhl
Dean of Students (last names L-Z)
Hey Kris,
Wondering if mom and I can come in and do some perspective taking with Jane and school around this
incident. I think this is important working with mom due to her reactivity and I really want to teach her the
process of getting other peoples perspective before she jumps to conclusions. I could meet Tue or Wed at 8
am or anytime on Thursday. What works for you? Has mom been reaching out to you at all?
Elizabeth M Anez, MSW, LCSW
St. Croix County DHHS

MST Therapist
The documentation for this accomplishment are the three cards shown below from
Kennedy and her mom. I have also included emails between me, Glenda (Kennedys mom), and
Lori (school counselor).
Kris,
I've been bugging about Kennedy and testing and they keep saying she is doing so well now!
My concern is if she doesn't have your watchful eye the next two years that we would be screwed LOL! So I
guess now they are making me write a letter to formally ask for testing. I was under the impression that me
asking through email was enough!
So now I guess we will see what happens!!

Thanks!
Glenda
Lori,
Hey! I talked to Tom about Kennedy and he said she is not going to qualify because we don't have any
progress monitoring data on her. (I can tell more about this in person.) With that in mind, would it be possible to
have her in a math support study hall so we can start tracking data in second semester?
Just an idea...
Kris
Kris,
Math Support with Kaufman? 1st hour? that could work....

Lori
Glenda,
I have suggested two math interventions for Kennedy that will allow us to gather data on her progress. First,
Ms. Rossini has put Kennedy in a geometry support study hall for next semester. This will allow Kennedy to
receive math help from a math teacher. Also, I will be giving her 10-minute timed tests once a week during her
first hour study hall. These tests that will provide us with meaningful data. There is also academic achievement
tests I can do with her; however, I'm not sure where in the process it would be appropriate to do this testing. I
will keep you posted on the testing.
I hope you have a relaxing, joy-filled Christmas break with your family,
Kris
Thank you Kris!
I had a VERY frustrating conversation with Mr. Hellmer (school psychologist) yesterday!!!!!
He keeps going in circles and making promises of things that never happen!! This came after I sent a formal
letter on wanting testing and he called and seemed upset with me!
He was telling me that Kennedy is doing too good right now and I told him the only reason that is happening is
because you have taken her under your wing!!!! And I need something that is going to guarantee us that she
will get help next year and her senior year! She wants to take her CNA this summer and she is terrified...her
confidence level on doing any school work is not so good!
I get sooooo frustrated with all the amazing opportunities they have for all these academies and the advanced
classes....my niece in the health academy got to watch a baby be born this Monday which is great!!!!
But I can't guarantee my daughter help with a math class that's ridiculous!
You will never understand how GREATFULL I am that we found you!! You are like my mom eyes for Kennedy
at school!
Your ears should be ringing all the time because I am constantly talking to people in town about how AMAZING
you are!
Sorry for the morning rant LOL!!!!
Have a great day!!! :)

Glenda
For this accomplishment I have included email exchanges between me and Claire from
St. Patricks parish, an entry from a students journal, and my email exchange with a reporter
from Minnesota Public Radio.
The following emails with Claire start with me reaching out to her to speak to my class
and the experience both my students and I had after she talked with us and the experience she
had with us.
Hi Claire,
I was given your name by Mary Jo Greatz, a parishioner at St. Pat's, who had asked Fr. John for someone to
talk to about the prospect of Syrian refugees coming to Hudson.
I am an 11th grade teacher at Hudson High School, and my English students have had questions about the
refugees coming to Hudson. As a result, they have chosen this issue as the topic they want to research for this
quarter's research paper. We are looking at this issue from both sides, and would love the opportunity to hear
from community members who are invested in and knowledgeable about the issue.
Would you be willing to come in, talk to my students about the resettlement possibility, and answer their
questions? I teach English from 8:23-9:11 every day.
Thank you,
Kris Dougherty
Hello Kris,
Thank you for contacting me. I would be very happy to come to any of your classes. I dont profess to be an
expert, but I have been educating myself about the war in Syria, the plight of the refugees and the pros and
cons of resettling refugees in our community. I would be willing to share what I have learned (I have been
making presentations to civic groups so I can modify that for this purpose) and of course, answer any
questions. I would welcome questions from skeptics as much as from supporters.
Let me know what dates you had in mind. I can do some days next week or it can wait to the new year,
depending upon your needs.
Sincerely,
Claire Z.
Claire,
I wanted to thank you again for coming to the high school today. I just had one of the staff members who sat in
on the discussion tell me that guest speakers can be tricky but you were a "home run!" I am still so excited
about the learning that happened this morning, the prospect of my students being involved in helping others,
and the feeling that comes from serving those in need. That's an experience that can last a lifetime.
Please let me know if there's ever any way I or my students can help out. I will keep you and your church
community in my prayers as you approach this big decision.
--Kris
Kris
Thank you for a very warm welcome today. I have to admit I was a little nervous about giving the presentation
beforehand, but you and your class put me at ease and I felt we had a good conversation. My compliments to
you on your students' willingness to engage in the conversation and ability to think critically. Please tell them I
enjoyed the morning with them.
And thank you again for allowing me to speak to your class. It made a great impression on me.
Claire
Hi Kris,
Ive been talking to Claire Z. about the Syrian refugees issue at St. Patrick Parish and she mentioned your
11th grade class took this on as a research project? Im working on a story about whats been happening there
and Im wondering, did the students focus on just Syrian refugees? Or all refugees?
And how did it go? Id love to know what your thoughts on. What did the students learn? How do they plan to
use the information in other studies? Will they share anything at the town hall meeting on Tuesday?
Thank you so much for any help you can provide!
MPR News
Riham Feshir
Reporter
Because I am the first special education teacher to co-teach at the high school, I wanted
to document the experiences my co-teacher and I had during this first year. Below is an excerpt
from the document I created at the beginning of the year that we are using to document our
experiences. Following that is the Test Response Sheet I referenced above.
Co-Teaching Notes
What is working
Using special education strategies (e.g., provide class notes, reduce the number of
problems, non-verbal signals to indicate he/she needs help) to increase student
achievement for struggling students who do not have an IEP.
Brandon and I introduced each other as co-teachers (i.e., we didnt say I was a
special education teacher). Because students dont know I am a special ed teacher
there isnt any stigma with getting help from me.
What we tried that didnt work
I thought that I should do the grades for one of the two hours we co-teach. I
wanted to make sure that I was doing my part and sharing the load with
Brandon. However, Brandon has a slick system that he uses to check and grade
homework that it didnt make sense for me to do that part of the grading.
However, if students show me late work, after Brandon has entered the
assignment, I can put the students scores in for that homework.
What we do during our co-planning time
Teaching
strategies for teaching each lesson, i.e., are there areas where we think students
will struggle, can we use visuals or group work to teach the concepts, can we
differentiate the lesson, etc.
how long do we want the lesson to take versus time doing the assignment
Determine where we can fit in a brain break or math-specific activity
Quizzes and Tests
how to score them and which problems to include
incorporating the new Test Reflection document
how the data from that document will inform our teaching
teaching students how to use the data for self-reflection and when preparing for
the mid-quarter final
Student Engagement
try to incorporate team/group work when possible
try some brain breaks half way through the lesson to see if that improves student
engagement--would like to see if brain breaks during 8th hour will improve the
students quiz/test scores since their scores are below the 1st hour and 7th hour
Geometry classes
Student Progress
We regularly talk about students who are struggling, classroom dynamics, and
observations we make during independent work time.
For struggling students, we discuss accommodations we can make to build their

confidence and improve their achievement, such as providing notes to struggling
students and teaching them nonverbal cues to use as a signal to us that they need
help.
What surprised us...
I am surprised at how smoothly this is going for us. Its the end of September and
we are still figuring things out, but doing so collaboratively.
What do we still want to try
We would like to include visual or group exercises when appropriate.
We want to look at reducing the number of problems but still give the students
the practice they need to master a concept.
Struggles we encountered
getting math teachers to understand accommodations/modifications for not only

students with IEPs but also for struggling students. For example, allowing
students to use a sheet that lists axioms/postulates on a quiz testing their ability
to do algebraic proofs. Brandon was hesitant to allow this accommodation;
however, I emphasized that we arent testing students ability to memorize
postulates but, rather, how to use the correct postulate while solving a proof.
getting others to realize that the accommodations/modifications we provide for

IEP students help to level the playing field and bring their skills close to their
peers rather than giving them a leg up over their peers
the size of the classroom needs to have more consideration for co-taught classes.
It wouldve been nice to have a bigger room where we could have a break out area
for one of us to work with struggling students.
How to deal with issues regarding my caseload students that would need to be
addressed during co-teaching time. Brandon was incredibly understanding and
flexible so we were able to work it out; however, I felt bad that I would have to
miss class periodically.
Chapter 3 Response Sheet Name:
Please place an X in the appropriate response for each problem.

I know this--You fully understand the concept and the math required to solve the
problem.
I kind of know this--You recognize the concept and can start the problem, but you are
unsure of all the math/steps required to solve the problem.
I totally guessed--You might recognize the concept, but you have no idea how to set up
and solve the problem.
Question Section I I kind I totally Question Section I I kind I totally

# know of guessed # know of guessed
this know this know
this this
1 3.2 14 3.3
2 3.1 15 3.4
3 3.1 16 3.4
4 3.1 17 3.4
5 3.1 18 3.4
6 3.1 19 3.6
7 3.2 20 3.6
8 3.2
9 3.2
10 3.2
11 3.2
12 3.3
13 3.3
As a member of the team piloting the use of the new RDA forms that special education
teachers will now use to create IEPs, I am the resource person at the high school. As the Student
Services Network Facilitator, I am also a resource for teachers at the middle school level as well.
I created a Google document for teachers at both schools to use to post questions regarding the
RDA forms. I check the document every Friday and post responses either on the document or
individually to people with specific questions regarding an IEP they are writing.
Questions regarding the new RDA forms:
If I have a student who has extended time (200%) because he/she is slow at processing
information (no deficit in reading), can I have the extended time on just the Program Summary
page or is there somewhere else I need to put it?
Could we have some instruction (examples) on writing RDA forms for an IEP where the goals
and objectives are primarily behavior and emotional?
How do I use the new progress monitoring forms? Can we get some examples of verbiage?
Do of the areas of need have to have a goal tied to them?
Can an area of need be addressed just on the program summary?
Do I need to explain why a students reading level does not affect their academic achievement or
can I just check the box that says No, reading ability does not affect the students academic
achievement?
Below are the instructions students receive prior to taking the CSI Pre-Algebra final.
CSI Final Instructions

Detectives,
As you know we are after a group of international evil geniuses, the Mathemagicians. Our
evidence indicates they plan to build a world conquering device to conquer the world. It seems
one of the anonymous henchmen, Pemdas Orelse, has committed a string of robberies all over
South America. We fear this is another step in the Mathemagicians attempt to build a world
conquering device.
Fortunately, Pemdas has left behind a trail of notes and a cryptic text message that we have been
told will calculate to their favorite number. Thus far there are six suspects that police have
questioned. It is hoped that someone with a relatively strong number sense can crack some codes
that have puzzled the detectives on the case so far.
Your job is to bring Pemdas to justice and save the planet. You need to be prepared to state your
case and demonstrate your understanding of the following skills that Pemdas is known to use in
his notes.
Order of Operations Integer Operations Verbal Expressions
Evaluating Expressions with Substitution Combing Like Terms,
This is not a time to be sloppy. The slightest miscalculation or illegible footnote could result in a
not guilty verdict. Oh, did I mention that use of a calculator might prematurely set off his world
conquering device? Good luck to you, gumshoe!
Chief Dougherty
Kris Dougherty
352 Deer Valley Drive
Hudson, WI 54016
651-269-6497 kdough8@gmail.com
Education
Current student - St. Marys University, Master of Education, graduating in June
Norda, Inc. - Special Education Cross-Categorical Teaching Licenses (2013)
Middle Childhood-Early Adolescence and Early Adolescence-Adolescence
St. Paul College - American Sign Language Certification (2012)
University of Minnesota - Bachelor of Arts in English (1987)
Teaching Experience
Cross-Categorical Special Education Teacher - Hudson High School, Hudson, WI
July 2014-Present
Teach and support 11th grade students who have a specific learning disabilities
Teach a daily pull-out English 11 class for students with reading and writing disabilities
Co-teach two sections of general education Geometry and a daily Advisory class
Member of the high school's School Improvement Team
Member of the Research Driven Achievement pilot project aimed at redesigning IEP forms
Mentor for AIMSWeb progress monitoring tool
Mentor for Post-Secondary Transition Planning

District trainer for co-teaching
Facilitator for the middle school and high school Student Services Network
Student Teacher - Hudson High School, Hudson, WI
November 2013-January 2014
Worked with 9 -12 grade students with EBD, SLD, and ASD. Supported students in their general
th th
education subjects and taught Math, Reading, and English curriculum to pull-out students in our
classroom
Modified assignments and curriculum as needed to meet IEP requirements
Established effective classroom management techniques and expectations that lead to successful
relationships with the students
Implemented a spelling curriculum (including developing the lesson plans and teaching the
lessons) that was developmentally appropriate for students with special education needs; this
curriculum was used as an RtI to help with fluency and comprehension
Performed an FBA and BASC-2 for a students 3-year re-evaluation and presented the reports at
the IEP meeting
Integrated technology into different classes using a Smartboard, iPads, Kindles, Nooks,
Audible.com, and Newsela.com
Student Teacher - Rivercrest Elementary School, Hudson, WI
September 2013-November 2013
Worked with 5th grade students with EBD, SLD, and ASD. Taught Math to a pull-out group of
students, co-taught 5 grade Writing, and supported students in other subject areas as needed
th
Modified assignments and curriculum as needed to meet IEP requirements
Used a variety of assessment tools to progress monitor student development

Utilized PBIS to establish a safe and positive classroom, and to decrease problem behaviors
CID Summer School Teacher - Hudson High School, Hudson, WI
June 2014-July 2014
Worked with non-verbal students with CID on life skills and social skills through classroom
projects and field trips to various local businesses
Used technology for interactive opportunities for students in the classroom
References
Deb Taylor, EBD Teacher, Hudson High School, Hudson, WI (715) 377-3800
taylordl@hudson.k12.wi.us
Alleyne Knudson, SLD Teacher, Hudson High School, Hudson, WI (715) 377-3800
knudsoar@hudson.k12.wi.us
Brandon Bock, Math Teacher, Hudson High School, Hudson, WI (715) 377-3800
bockbn@hudson.k12.wi.us
Kari Crawley, Parent, (715) 781-1202
kari.crawley@icloud.com

Kristine Dougherty Wts 10 Entry Final

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WTS 10 Page 1 of 42

Saint Marys University of Minnesota

Schools of Graduate and Professional Programs

Portfolio Entry for Wisconsin Teacher Standard Ten

EDUW 696 Portfolio Production and Presentation

Instructor: James Sauter, Ph.D.

December 30, 2016

fairness, and in an ethical manner.

students lives and learning.

professionals in other community agencies.

Danielson Framework for Teaching

Domain 4: Professional Responsibilities

Component 4a: Reflecting on Teaching

lesson and weighing the relative strengths of each.

Professional Development Goals

to be properly prepared when they take the ASVAB.

way regardless of the impact on student achievement.

Self-Reflection Assessment of Professionalism Related to WTS 10

complete a specific RDA form.

teacher and co-teacher trainer.

My Work with Family and Community

Accomplishment #1 Janes Story

has, at times, a violent personality. Janes her elementary-aged brother is in a lock-down

moved home with his pregnant girlfriend.

building she trusts.

that is why she acts up at school.

the therapist that I can apply to my work with other students.

My Work with Family and Community

Accomplishment #2 Who is going to help Kennedy?

a suspected learning disability.

for Kennedy by the end of the February.

My Work with Family and Community

Accomplishment #3 Should we support refugees who resettle into our community?

they can become involved within their community to help others.

Accomplishment #4 Co-teaching: Who is it good for?

accommodations that help those students.

July, I went with a math teacher to an intensive co-teaching train-the-trainer conference in

that we would be the co-teaching trainers for the district.

what happens to the brain when we make mistakes interesting.

notes for each chapter, and shortened assignments.

studying for quarter finals and semester finals.

sheet with the entire staff.

Accomplishment #5 Results Driven Accountability

program as a representative from the high school.

require from special education teachers.

Accomplishment #6 Academic Resource

While I am only in my third year as a full-time teacher, I had worked as a substitute

credit recovery summer school.

regular final, but in a different format.

to several CESA 11 workshops, trainings within my district, and a conference in Chicago.

become more engaged in their learning.

Additionally, I love sharing information with my colleagues. I am frequently asked by

that is colleagues, students, or parents/guardians. It makes me happy to be help others and,

Date Person Type of Nature of Communication

since last school year.) *I put in

12/20/1 Ms. Landers E-mail Touched base with this teacher

of Student requested an interview with me and

Newsletter to Parents whose students I tutor for the ACT

Please let me know if you have any questions,

Elizabeth M Anez, MSW, LCSW

St. Croix County DHHS

Lori (school counselor).

So now I guess we will see what happens!!