D096 3 PDF

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Western Governors University *

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096

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Health Science

Date

Dec 6, 2023

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pdf

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3

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Page of 1 3 Professional Collaboration Assessment #3 Hannah Gibson-White Elementary Education, Western Governors University D096: Fundamentals of Diverse Learners Michelle McCraney September 24, 2023
Page of 2 3 1. The first thing I would do when working with parents who have expressed concern over my communication skills with non-native speakers would be to reach out to our EL Coordinator and make sure I am following the school and district guidelines as well as best practices. When meeting with parents, I would schedule an appointment when we would have the assistance of a bilingual interpreter. The district I work for has used Title III funds to help facilitate meetings between educators and parents. I would use these services for any face-to- face meetings and make sure that when any written communication goes home the parents will also have a copy that has been translated into their native language. It is important to not use the student as a translator but to have someone there to help the parents understand what I am saying and to help me better understand the parents. By using best practices, working with interpreters, and continuing to meet with the EL coordinator we should be able to address the parents’ concerns, and if for some reason it does not I can always talk to the parents and ask how I can improve and better meet their needs. If we are all trying our best it should work out. 2. When working with a co-teacher for the first time my first step would be to reach out and talk to fellow educators who have co-taught before to ask them for their advice on the situation. I think I would suggest the strategy of One Teach, One Assist. This method would be beneficial because each of us would have clearly defined roles for what is expected of us. I would focus on teaching the class the material while the other teacher could work their way around the room and provide extra attention for our EL students as well as our students with exceptionalities. Having clearly defined roles will help to have a cohesive lesson and a positive working environment with my co-teacher. 3. When looking at an IEP, the three legal concepts are the current performance, the annual goals, and measuring the progress. The current performance is based on how the student is performing immediately prior to the IEP being written. When making annual goals you are thinking longer term, making goals for where the student will be within one calendar year focusing on the areas of behavioral, academic, and physical needs, depending on need. When covering measuring progress make sure the guardian knows how progress will be measured and how they will receive the information. The Teacher is responsible for setting up established time periods for checking in on the student’s progress towards IEP goals and communicating progress with the guardian in the same interval general ed students receive progress updates, i.e. mid-term and term grades. The teacher is also responsible for making sure that they are meeting all of the accommodations and goals written down in the IEP as they work through the course material throughout the year. They are directly responsible for making sure that the IEP is followed. They can be held accountable at any time, if the parent believes that the IEP is not being followed, by holding another meeting. When looking at the legality of an IEP it is vital to remember that according to I.D.E.A. we are required to review the IEP at least once a year, every year, for the entirety of the student’s need for an IEP.
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