h. Class Participation: The student is very shy as far as class participation goes. She is always trying to keep to herself. She hates to be called in during any subject especially in math. When asked questions during math time, she is not confident in her answers and is sometimes unable to correctly answer the questions. She is very friendly and welcoming to all other students and is willing to help either the teacher or classmates when needed.
2. Overall Strengths: The students overall strengths are consistent in literacy. The student is currently on a level M in guided reading and is preforming well in the area. She will most likely be placed at an L reading level by the end of the year due to her progress now. Which is would be at grade
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Specific Problems Currently: Currently, the student is struggling with identifying place value: expanded form and standard form of 2 and 3 digit numbers. She is unable to take the standard form of a number and stretch it out to give the expanded form. However, if the student it given the expanded form of a number, she is able to put the number in standard form. She also has issues of identifying the place of each digit along with the value of each digit. Along with needed additional scaffolding and support with place value, she also needs support with adding and subtracting with re-grouping. When given a problem with regrouping, the student it able to identify the regroup the numbers she need to do in order to get the correct answer. Through re-teaching, I was able to find that the student needs additional manipulates and hands-on materials to better understand the …show more content…
Accommodations: The student currently has an IEP and EIP and received additional support last year while in 2nd grade. Through the Response to Intervention process, the student is scheduled to meet with the support teacher to review previously learned concepts in order to promote the students learning in math. Throughout the year, the student has received additional support with the site teacher, support teachers and me. Through the help support with the individual, I have seen a growth within the student. Although she still struggles, she has become more comfortable in answering questions that she is familiar with. For example, during math stations she tries to take the leadership with her group and showing them how she does it. She is more talkative during math.
6. Current misunderstandings/errors in Math: Currently the student is unable to use place value to expand numbers and add or subtract with regrouping. For example, the student can take something like 255-26 the student will answer with 241. She does not understand that you must break apart the number using certain mathematical symbols to represent the
First, Rather than focusing on the child's learning deficiencies, emphasize and reward the child’s strengths and encourage them to find new interest and hobbies. Second it is important to meet with the child's teachers, tutors, and school support personnel to understand performance levels, and attitude toward school. After the student has been evaluated they are now eligible for special education services. Special education services are provided to student to work with a team of professionals, including your child's teacher, to develop an Individualized Education Program. The individualized education program is created to provide a summary of child’s current education and future goals within education. Children with learning disabilities need to know that they are loved and that they are not dumb. They need to know that they are intelligent normal people who just have trouble learning because their mind process words and information differently. Students with learning disabilities are just like every other student they just need more focus on certain learning
Beakstead, personal communication, October 31, 2013). Alternately, another student’s area of concentration might be based solely on independent living skills at home or with caretakers, and less focused on academic goals. As the goals are implemented by the special education team the student’s achievements can be evaluated daily, weekly, or monthly and in independent and group settings until mastery of the IEP goal is achieved, and where the learning goals of the IEP are age and skill level appropriate and address the future needs of the student. Additionally, these experiences encourage opportunities to practice new knowledge and skills, where teacher-directed and student feedback is available, and where instructional practice and student expectations can be reflected on and adjusted if necessary (Johnson-Gerard, 2012).
This includes having integrated co-teaching services, resource rooms, special transportation or equipment, and special classes if needed. These learners also receive transitional support services, which are activities designed to focus on improving their academic and functional achievement. Learners may need this facilitation to move from school to post-school activities, or in preparation for services in a less restrictive environment. In the general classroom setting, special education students must receive all accommodations and modifications at all times. In fact, grades and progress reports must reflect student developments with accommodations. Furthermore, educators refer to the Early Intervention Team (EIT) if students are not progressing. At the district and campus levels, there are strict timelines and schedules to obey. Most importantly, documentation is essential in verifying services have been provided. Prior to making special education referrals, teachers and Response to Intervention (RtI) coordinators must assist struggling students. This guarantees that referrals are appropriate. The special education coordinator and special education department chairperson explained that the campus uses a method for analyzing the achievement gap
Ms. Foster teaches a self-contained classroom of ninth to twelfth graders. Her students have mild to moderate cognitive disabilities and one student is considered autistic although at a high functioning level. Ms. Foster’s students move to other settings throughout the day, but they receive reading and writing instruction from her. She has one child who is considered ESOL but he has been in the US since he was small and does not appear to have problems with English.
12 Angry Men is a film about the dispute among the members of a jury on whether they should convict a teenager of allegedly killing his own father. The jury argues over and over, creating a very tense environment; whilst continuously switching positions on the issue. At the end of the movie, the jury agrees that the boy is not guilty, due to various doubts. However, only one person remained believing he is guilty all throughout the case. At the end of the movie we find out why this person had such a strong belief that the boy was guilty, it was because the person had a bad relationship with his own son and that influenced his beliefs on the case.
When educating students, it is essential to their growth, that teachers have the ability to learn and grow with their students. Every child learns, thinks, and comprehends differently; therefore, the same material should be taught in multiple ways. For example, in my Math 106 class, all students solve the same problem, the teacher then has a few students explain and depict the different ways they received the correct answer. When a student has a difficult time explaining their method, Mrs. Graybeal provides encouragement and guidance; thus. Also, students who are having a difficult time solving the problem used one of the methods provided by a peer to help them comprehend and solve the problem. Math 106 teaches future educators the
Accommodations are made to benefit students educational needs, in Susan situation, one example of adapting to the way she learn as a ESOL or IEP learner would be to break up assignments in to smaller sequential steps, allow Susan to sit next to one of her peers who speak the same language, but understands English. This will enhance Susan’s vocabulary and prevent Susan from becoming overwhelmed. I would extend time for assignments to be read and frequently check for word sentence recognition and understanding to see if Susan benefits from my strategy, if Susan is having trouble after accommodations are made, changes will be made.
Also the special education teacher can suggest meeting with the general education teacher to come up with some accommodations that are effective. Moreover, the special education teacher can request a formal IEP meeting and it requires a number of attendees, so the special education teacher should be prepared and have an action plan to discuss how important the accommodation and modifications
Thus, the purpose of the SWOT Analysis is unearth whether the school is achieving its vision.
This student is extremely creative and expressive in many areas of the classroom. He is very articulate, loves reading, highly concerned for others and even theatrical. He is able to generate original ideas by asking questions and talking about the topic. He is well liked by his peers, they often look to him for advice. On most occasions everyone wants this student in their group. He is very patient and concerned about others thought process. I love to watch him work in a group because he will assign peers jobs for the day while he facilitates the groups using questioning techniques. He is an excellent listener who values what others have to contribute to the group. I consider him an exceptional student and leader.
The students in this classroom have the instructional level range from kindergarten to fourth grade levels which is several grade levels below their actual grade level. The primary instruction in this classroom is in English, this class also contains students, who are second language learners. Some of my students have difficulty being able to translate between Spanish and English and understand what information is asking them to do. I am the special education teacher in this classroom. I have been a teacher at this school for nine and a half years. My primary focus is to help my students increase their competence level in core academics. This in turn will give each student the opportunity to be place into a resource classroom or general education classroom. The student that will be featured in my study is in his second year with me. Kevin is a 7th grader and this is his second year at our school. Our school is on a block schedule. I will see Kevin on “A-Days” and “B-Days” based on a rotating block schedule. I have an open line of math problem the first time around. What I like most about (K) is that over time he will continue working on a problem until
This entry features one 2nd grade student out of a class of 14 students ranging in grade level from kindergarten to 3rd grade; 4 girls and 10 boys. My class in a self-contained classroom teaching students functional academic as well as social/emotional skills. I have 2 teacher assistants that under my guidance assist me with the daily activities and lessons throughout the school day. This class consists of a diverse population of students; I have 4 Native American students, 1 African American student, 4 Hispanic students, and 5 causation students all of my student have some form of disability and all are on individual education plans. There are a wide variety of abilities, especially in phonics and reading. The majority of the students struggle to comprehend what has been read but because I enjoy a verbally active class with lots of verbal interactions they’ve been getting more engaged with one another throughout the semester. All of my student speak English, although some of my students are non-verbal; all receive speech/language services. Because of the variety of needs of my students, collaboration with their support team of general education teachers, speech/language therapists, physical and occupational therapists is essential in planning appropriately for this and other lessons. Their range of abilities influence my instruction. I chose Kenneth because of his specific need in
I started my lesson by pulling from the student’s prior knowledge. We worked with a board with 12 frames, which was a dozen. After we established that 12 make a dozen, the student named different things that come in 12’s. I proceeded to explain the game we would be playing for addition and subtraction. After I modeled what we were going to be doing the student was able to perform the task without assistance. As I observed the student struggling with an addition problem, I was able to use the 12 frame board to help him regroup the numbers. The manipulative helped the student work through the problems as he was able to visualize the numbers on the board. The frame and counters helped the student solve the problems. I also modify the lesson
In my classroom the students are currently working on addition and subtraction word problems, but my student said “adding and taking away stuff with words”. For the end of the term my teacher is planning on finishing up word problems by the end of October and starting the children on place value, then lead them into adding double digit numbers. My teacher has concerns that if my student doesn’t understand place value he will struggle with double digit addition. However, both my student and cooperating teacher see that the more they practice math the better they understand the concept. Furthermore, with that being said my teacher has some apprehensions because this year in their school they implemented a new policy of the students not having homework, but she feels when they dive further into their math that my case study student will need more practice at school and at home. After interviewing my case study student and my cooperating teacher my plan for the future is to help my student increase his knowledge in story problems, but also make sure he gets the practice he needs in order to succeed in place value and two digit
At North Colonie Central School District, when there are concerns regarding a child's progress, the Child Study Team (CST) at each school becomes involve through a referral progress. A change in support/approach is added or implemented if needed. School's educators monitor on an ongoing basis whether these methods are resulting in increased learning and achievement. There are two ways a student becomes eligible for Academic Intervention Services (AIS). First, when a student does not pass an elementary, intermediate or commencement-level state assessment in English language arts, mathematics, social studies or science. If a student is in kindergarten through third grade, the student would qualify for AIS