Education Case Study

The sequence of data was used so that in=dept information are able to be retrieved from the participants and also be able to confirm or disapprove some of the claim retrieved from the first method used. Interview creates an opportunity to collect data on the view of beginner teachers on their experiences on their practices in the classroom. Observation and document analysis was on the actual classroom practices. Each school was visited 4 times where the first visit focused n the introduction of the study to the school.

In the American system the curriculum serves 5, 000 students and more than 20 countries and we need to review and look at the IEP process. The question that has spark concerns is to look at students direct IEP and how we can look to evaluate it? How students benefits from an IEP and what would be the first logical steps to change the process. We have a mixture of students who are not all English speaking students from all backgrounds and have some disabilities. I’m not here to complain about the teachers in your system, you have wonderful teachers who capture student’s interest and encourage students learning. But we are here to address the IEP’s process issue.

Rhonda Haus started her career in the secondary school system where she has seen and been a part of many changes. She gave a unique perspective into Regina Public Schools and highlight the systems specific goals along with their successes and failures. Underlining it all was her message to put the students and to provide the best education for all kids. These goals were measurable and attainable. Kaylan Gazda spoke about the elementary school system and her experience in a variety of grades and schools. Her time in an experimental classroom and in another country provided many challenges. However, those challenges and obstacles made her a better teacher for her current job in a split classroom. Jordan McFarlan was able to provide insight in process of building a new program in a high school from the ground up. He was able to list challenges he faced and ways to respond to those challenges. Jesamy Unger presented what is was it is like to be a student taking education and the lessons she learned throughout her journey. She gave us useful advice for our field experiences and the tip that not everything you need to know about being a teacher will be taught in school. Every member of the panel highlighted you need to make relationships and networks with students, colleagues and even

want them to take classes they enjoy, which also helps keep these struggling students in school. It is really a catch 22 for a lot of these kids.” She allowed that 5th period was making a difference and teachers have been really helpful during this time. She also said that we have so many students with IEP’s that “it is overwhelming for both the EC staff and the teachers.” In looking over the SIP there are no goals that specifically address increasing these scores for EC students.

In this webinar the presenters focus on ELLs and RTI. The first key word is the evidence based assessment and curriculum. The focus of RTI is preventions and maximizing student’s achievement and students are growing academically. The goals are for all students to meet their highest potential and use general education. Sheltered instruction is part of the core curriculum. The core curriculum is meeting at least 80% on each sub group.

The place where I completed my field assignment was a private program. Inside the classroom, there were 16 6-8 years old with two teachers. KW was the lead teacher and MS was the assistant. The program runs five days a week from 7:45-4:45. A fourth of the students in the class had IFSP/IEPs.

Brady about her IEP experiences she first explained to me how her role in the IEP process changed drastically when she stopped teaching in New Jersey and began teaching in Pennsylvania. In New Jersey, she said he role was more of just a participant in the IEP meeting and that was it. Here in Pennsylvania, she says she plays the role of “case manager,” and must help to organize the IEP meeting. Thus, she found herself understand the IEP increasingly, specifically, understanding the student and their needs more. The reoccurring issues that she saw occurring in IEP meetings that conflict an or tension were parents not wanting to use labels and problems with students not meeting expected goals. Something that she stressed was that an IEP is meant to be “living,” and should be changed as often as necessary to keep it “fresh,” and effective. Another key point that she stressed was involving parents. She told me that she makes 5 to 6 calls home a year about a student’s IEP and that these phone calls were usually positive and to let a parent know that their child had met a goal set in their IEP. She said that her colleagues were a great with helping her to get in touch with the parent of the child discussed earlier, helping her to communicate effectively with his mother who does not speak much

Unfortunately, the administrator remained quiet during the IEP meeting and did not offer any input during the collaboration period. This generated a strain on the relationship between the school and home setting, as open communication is essential. It is imperative each member of the IEP team feel valued and respected. As the program specialist I stepped in and facilitated conversations which prompted essential discussions centered around the unique needs of the student. In addition, I executed probing questions that provided opportunities for the parent to share specific concerns. My experiences have illuminated the notion that parent must be provided with platforms to voice concerns, share challenges, and provide essential information pertaining to their child. An IEP meeting is a sacred time that allots parents the opportunity to take ownership of their child’s education as an advocate.

The evaluation also used a pre and post survey design. The survey was created through conversations with program leaders to find out the key intervention targets. This survey was used to gain an understanding of the impacts that the NYSP program had on student skill and behaviors and allowed researchers to determine areas of programmatic strength and weakness.

The risk of losing beginning teachers has been an issue in the United States for a long time. An immense amount of research has been conducted exploring why beginning teachers are leaving the profession. Fantilli and McDougall’s (2009) pointed out that beginning teachers have the same responsibilities and requirements as veteran teachers, but in addition to these factors, feel the additional pressure that most people feel starting a new vocation. As a result, beginning teachers spend “a disproportionate amount of time and effort simply to keep their heads above water” (p. 814). In the article Hello, Goodbye: Exploring the Phenomenon of Leaving Teaching Early, a qualitative study was conducted to explore why beginning teachers are leaving the profession. Through an interview process, former beginning teachers identified negative factors that influenced their decision to leave the profession. These factors included working with unmotivated colleagues, feeling isolated, feeling that they did not receive support or recognition from administration, dealing with administrative problems, and not having flexibility and freedom to decide how they teach in their classrooms.

The research and program analysis indicate that, if not carefully monitored, related service independence assistance can easily and unintentionally foster dependence and lead to the development of an IEP that is not deemed to be an offer of free appropriate public education (FAPE) in the least restrictive environment (LRE). A student’s educational program must be carefully evaluated and monitored to ensure the appropriate supports are implemented with fidelity and for only as long as

At the research site, the IAT process has not been effective in helping students achieve mastery of South Carolina standards as defined by a grade of C or better in courses. The purpose of this school’s IAT is to identify students who are struggling academically and to work collaboratively with school personnel, parents, and students to improve student academic performance. However, this goal is not being met as indicated by current data. Identifying and analyzing data related to teachers’ perceptions of the IAT process will guide the researcher to identify specific changes to increase the effectiveness of the IAT process. This chapter will review the federal mandates promoting IAT/RTI, theoretical frameworks

I have been working for the district for 4 years now and have noticed countless issues relating to student achievement. The district is not considered low perfuming, but rather has scored above average in numerous grade levels on the NJASK and PARCC assessments over the past years. The special-education population has been increasing rapidly, and the declining total population is on a declining trend. The upcoming 5th grade class is anticipated to have 67 students with 24 being classified with an IEP or 504 plans. This is the highest percentage in one particular grade level the school has seen. The current 8th grade class is 74 students with 22 students being classified with an IEP or 504 plan. The total special education population of the district is just over 20 percent and is anticipated to increase next year. One of the problems that arise is that the basic skills program has not been implemented for the past 5 years. The district claims that there is a program that is provided for students in kindergarten to 8th grade. We have teachers that are considered basic skills teachers, but are often pulled to serve as

This week marked my fourth week in Ms. Davis’ classroom. I am starting to realize that part of being in a team-taught classroom with a high number of IEP’s means you spend a great amount of time making accommodations and attending IEP meetings. I am starting to feel lost in conversations regarding accommodations, monitoring, and data collecting. WOW, the responsibility seems overwhelming!

My results from the Teaching Perspectives Inventory (TPI) were not a total surprise, I was aware of some very dominate preferences in my approach to teaching. Interestingly my results are concurrent with Collins Pratt findings of the majority of teachers. With the most common dominant perspective being nuturing, with apprenticeship, developmental and transmission following with very little difference between those scores. Social reform trailed in last place.