Teacher’s Name: ___________________________ Subject:______________________ 1. What resources (Monday PD, Coaching sessions, Department meetings, ISA coaches) did I use to improve on my professional goals? 2. How did my practice helped my students improve? Provide an example 3. How did I incorporate student’s IEP goals into my lesson planning and implementation?\ 4. What is the evidence of planning? 5. What is the evidence of implementation?
In order to improve our own practice as a teacher, lesson planner and a professional in a teaching organisation working with others, it is important that we take account of feedback from various sources and evaluate our own performance on a regular basis. As Wilson, suggests:
Imagine you are young teenage girl in the high school setting. You look the same as everyone else. Nothing on the outside appears to be abnormal. You want to be included and do everything else the other students are doing. However, you have this learning disability no one knows about except for you, your parents, the exceptional educator, and now your general education teachers. It’s not easy being different wanting to do everything the other students are doing. Well, this is why mainstreaming and inclusion are important for these students. They want to be successful like everyone else. They want to fit in. They want to go to the general education classes with everyone else. Leading up to this is why Individual Education Plans
[The learning goal that I choose aligns with the IEP because it is supporting and providing a strategy to aid my focus learner in solving word problems. In order for the focus learner to solve word problems, she needs to know what the question is asking and find a concrete way to represent that. Her IEP goal states that she will “…underline and circle key numbers, then write an equation and solve each problem…” The learning goal aligns with this IEP goal because it has her master a strategy that has her do exactly what the IEP goal is asking. The STAR strategy has the student circle or underline what they know and what they need to figure out, then translate the word problem equation into a picture. By having the student draw a picture, this
For this assignment, I observed an IEP meeting for a three year old boy. The child is a three year old Hispanic boy, and his native language is Spanish. The child was receiving speech services through Early Intervention.
Thomas is a high school student who has been suspended for getting upset in class, yelling at other students, and cursing at teachers and other staff members. Thomas is on an Individualized Education Plan (IEP) for and emotional disability. During the IEP process, Thomas’s team created a Behavior Improvement Plan (BIP) using the results from a Functional Behavioral Analysis (FBA). As the year progressed, Thomas’s cumulative days of suspension reached ten days and he therefore needed a manifestation determination meeting to determine if his behaviors were because of his identified disability.
In regards to my future, I now have short, medium and long-term goals. Firstly, I would definitely consider the continuation of coaching to both my future colleagues, friends and family. An invaluable tool that will not only befit myself, but my peers. Secondly, I would like to revisit and continue my PDP (below) in the coming years, furthering my development and progression into a successful career. Finally, given the nature of the contemporary business environment, I have a goal to perform to the best of my ability. Reflective learning has proved beneficial on such a significant scale this academic year that I must continue this behaviour in both the short, medium and long
The IEP project was a very informative project, especially since I teach Kindergarten and I’m used to reading IEPs rather than “writing” them. I chose to use “Derek” as the student for the IEP final project, and found a few obstacles in completing the project. First, there was not a specific diagnoses for Derek, and other information was not readily available in the student scenario. Even though this information was not provided, I feel that I learned a great deal from completing the project, because I was pushed to do more research and analyzation of the scenario. I agree with the teacher’s referral for evaluation, and Derek’s parents’ wishes for him to receive specialized services. I believe that the student will be successful, once
Daniel Dudley’s IEP team met (11/4/2015) and made the recommendation of placement at the WEBS program. It is the understanding of this team, that once Daniel earns the required points, he will return to Eudora High School. The WEBS program has a point system that will allow Daniel to earn points to earn classes at Eudora High School and tangibles for the WEBS program (parking his vehicle at Eudora Middle School, and allowing him to carry his telephone all day).
I did not have a chance to sit in an IEP meeting and learn how the meeting is conducted. I am curious to learn the counselor position in an IEP meeting. Due to the time period I started practicum, I was not able to learn about the high school application process. When I started practicum in February, the applications for high school were submitted. My site supervisor did not have a classroom lesson to present while I was completing my hours. I want to learn how to conduct a classroom lesson and connect that lesson to counseling. Finally, there were not any ACS cases occurring with a student for me to learn about the ACS process. Because my counselor was busy showing me other counseling duties, the topic of ACS was not mentioned. Hopefully in internship, I will be able to learn the correct steps when calling an ACS case.
Learning is a unique process that differs from individuals due to the style in which they learn. Learning style refers to visual, kinesthetic, and auditory routes, which are the three perceptual pathways or modalities of learning (Miller & Stoeckel, 2011, p.155). The visual pathway involves sight, and how an individual benefits best through visual stimulation such as reading, pictures, movies, etc. (Miller & Stoeckel, 2011, p. 155). A kinesthetic learner, which focuses on body, sensation, and motion, benefits most from hands-on activities that include field-trips, computer assisted instruction, or models (Miller & Stoeckel, 2011, p. 155).
Focus student 1 really needed more individualized attention. While they were capable of doing the work, they second guessed themselves, and end up not completing their practice work. Because of this, they continuously come into the class not prepared, and not ready for class. To assist with this, I would create more activities, which are partner work, and place this student up with someone who can support without doing the work themselves. I would require this student to see me during advisory so that they may receive more one on one attention, and talk through the concepts.
(Zimmerman, 2016). Based on Ashley’s experience at her old school, she would have fallen into that 30%. In my opinion, the way Veronica and Anthony involved themselves in their child’s IEP process was great. I highly believe, that if it were not for Ashley’s parent’s determination to get her the help they knew she needed, Ashley would have not obtained an IEP. • To what degree is the family involved in the child’s intervention plan?
Smart IEPs always consist of specific goals and objectives which targets areas of functional performance and academic achievement. Specific goals and objectives also presents a rich descriptions of skills the student will be taught and how the student’s progress will be measured (Wright & Wright, 2006).
The student will develop social understanding skills according to his IEP (Individualized Education Plan). Specifically the student will raise his hand and wait to be called on by the teacher before he could talk aloud in large group settings.
Therefore quality was assured. However, I have yet to be observed by another member of staff to ensure my delivery style reaches all of my students. This is something that could be identified within my CPD. All trainers must also be registered with the Institute for Learning (IfL), within their code there is an obligation for tutors to complete professional practice in the remit of Continuing Professional Development (CPD). The online record will provide evidence that the tutor is coping positively with change by constantly updating their skill set, thus, the tutor shall be more productive and efficient. The expectation is that all teachers registered with the IfL shall carry out at least 30 hours a year of CPD. Being more productive and efficient can enhance a tutor’s teaching abilities and will therefore be passed onto the student. The IfL identify that ‘...we ask our members to be able to demonstrate that they remain in ‘good professional standing’ by engaging in CPD activities.’