Analysis Of Rock Brook School Based On Site Visit And Research Essay

I decided to interview Mrs. Seppa first because I wanted to be able to have a basis for the questions that I would ask Ms. Villalobos, who teaches in a sixth grade special education class. I noticed after reviewing and comparing responses from both teachers how much of a difference there was not only in the grade, but also the teacher. My first question was asking if they always wanted to be in the area of Special Education. I asked this because I knew I did not always see myself as a potential special education

Union Hill Elementary School is embedded in an area of rich history in the City of Worcester. Their school building was built following the Civil War and has withstood the changes of time from its early years of a primarily Jewish Immigrant and merchant town to today’s urban neighborhood, rich in diversity but plagued with instability, crime and poverty. In March of 2010, Union Hill was identified as a Level IV School; it was a school that lacked structure with a chaotic environment with many deficits. There was a lack of supervision, schedule, standard-based curriculum, effective instruction and leadership. Most importantly, there was a lack of trust among the parents. They did not have the faith that Union Hill was going to give their children the best education possible. Under the supervision of new Principal Marie Morse, changes were made. There was a new level of commitment and passion among the school staff that drove them toward creating five areas of focus for the year:

My contribution to NYC public schools children in education has been extensive. I first began working in NYC public schools as a speech pathologist in 1980. I would examine expressive and receptive language skills of children and through task analyses develop strategies of language acquisition. In short, I was able to gets students to improve their reading and writing skills in order to master grade level competencies. In my educational journey, I was recruited by Principal Louis Rapport to become an Assistant Principal. Principal Rapport ran an after-school program for teachers who wanted to become school leaders. I worked in coordinating summer programs at George Westinghouse Vocational High School in 1986. I worked hand in hand with the principal to build community partners for our school which offered twelve or more trade programs and internships for students ranging form optical to jewelry making. In 1989, I was selected to serve as Assistant Principal of Special Education at Automotive High School, with Principal Steve Gilbert, who has since passed away. Principal Gilbert much like Principal Rapport was my mentors in leadership within the educational arena. With the support of Principal Gilbert, I was able to go to a Harvard Graduate School of Education and participate in a Summer Seminar in 1995. This was the season of “Inclusion in Schools”. Principal Gilbert recommended me for a program, Assistant Principal to Principal Program

The agency I have chosen to volunteer my time at this semester is Nathaniel Bowditch Elementary, which is a part of the Salem Public School district. Nathaniel Bowditch is located at 79 Willson Street, Salem Massachusetts. This school provides education to students from kindergarten to eighth grade. Within this school, I am currently volunteering my time with Rebekah Prescott. Rebekah is the school adjustment counselor for students in kindergarten through fourth grade, a caseload of about three hundred students. The goal of this paper is to describe in detail the Nathaniel Bowditch School including the agency’s history, mission, organization, the services being provided, qualifications for these servers,

Strategies that are in place are teachers and administration walk-through with feedback for growth. The school also provides support for teachers whose performance was

Further, they recognized the board and staff, who “work tirelessly to positively impact the lives of persons with disabilities and their families, … work to open students' minds to ideas, knowledge and dreams, and … diligently fill many roles, as listeners, explorers, role models, motivators and mentors.”

Joni had worked for over 25 years in the local school system as an Educational Tech II, otherwise known as a teacher’s aide. In this capacity, she got to know generations of teachers, students and their families. In addition, working with high needs students with challenging intellectual disabilities, she sought to identify opportunities for her students to gain practical knowledge in local organizations and life skills to ensure their dignity as adults. To create these connections she often interacted with numerous small businesses, non-profits, and community-based organizations.

My interview with the Director of Special services provided me with a unique viewpoint related to our student learning problem, both from the perspective of current district-wide policies and their influence on the current state of things and potential improvement plans, and the reasons that the CSI department is encountering difficulties.

Our daughter Vivien Braun is scheduled for your class this year. Thank you for reading the attached letter explaining a bit about her medical condition and how it impacts her learning. She has Multiple Sclerosis. Many of you may have already had her in class in previous years and have had a chance to read last year's update. This year my husband and I thought you may like to hear best from Vivien herself. She was recently featured on a site called "Oscar the MS Monkey". This is a facebook site that features teens and children with pediatric MS. She was highlighted this month. So, I've also attached a copy of what she wrote. They have a facebook page if you want to see the pictures and other children's stories. I wish you all a happy new school

Discussion: Toni (clinician) reported that Timothy's transition to Mott elementary has been very good, he has adjusted and acclimated with his peers. Ms. William said that Timothy is happy with the school thus far. Ms. Willian informed the school officials about the bullying incident at PJ hill, and indicated that bullying triggers behavior. The school clinical (Toni and Jasmine) stated that they will be proactive and informed the team that the school has a fight against bullying group. Timothy is currently in a reward program at school and the school official reported that he has been earning it.

This summary will provide information related to topics related to the board meeting on October 24. Among those topics, discussion will be had on meeting format, how the meeting was conducted, controversial issues, public participation and other interesting observations. The board meeting space and how it tends to be organized can be somewhat telling to what role the meetings play in the school and community. At this meeting, the board was seated on 3 six foot tables placed end to end with the ends angling in. The Superintendent Wilson and President Copeland was seated at the middle table with Copeland sitting to Superintendent Wilson’s left. The other board members we seated at the outside tables with with Ms. Galloway, Ms. Smith and Mr. Shackleton to the Superintendent’s right while Mr. Bowlby and another member named Bill who came in about 20 minutes after the meeting

Very warm welcome from the staff at Sidewalk’s End. Some of the first things noticed was how the areas of learning were set up. Stations such as the learning circle, reading area, and art room were all set up in an open space concept, with a dividing wall in the middle. Arriving the children were out on the playground and having fun. They are so energetic so early in the morning which was nice. As

Thank you for helping me connect with Tiffany Lassin. We had a very nice conversation earlier today, and I really appreciated learning more about your school and special education program. Tiffany and I are both available for a FaceTime interview on Thursday, 12/10/15, at 4:30 pm. Eastern Time Zone. Is this a convenient time for Dr. Fahringer as well? I appreciate your help making these appointments. I have attached my application and resume to this email to help facilitate the process.

Carnes I feel as though I have a better understanding of dealing with the school system from the parent’s point of view. I think doing this interview can help me to be more prepared if a child with disabilities is present in my classroom. This is actually the cause of the high point of the interview because Ms. Carnes had a surprised tone when hearing my questions because of the dedication the educational system is putting into preparing the new generation of teachers to be fully aware of any situation we may face with a student with disabilities. I feel a sense of pride knowing I can be knowledgeable in any situation may face with these special cases in the classroom. On the other hand, I was surprised by the amount of patience she has as a parent with a child with cerebral palsy. From her answers in the interview she has to face challenges parents with the average child do nor. I gave me a deep respect to the parents who face these challenges such as making sure their child receives the proper education they need. Lastly, after completion of the interview, I feel slightly more nervous about going into the teaching field. I know teaching these students I want to make sure

First I would love to reflect on my experiences in my fieldwork classroom. I have to say I was quite nervous the first day I arrived. I have had experiences with special education students with my own family and other students I had to opportunity to work with, but never in this capacity. Emily was a great mentor teacher, she