Week Four Reflection 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! This week was my first observed lesson. I enjoyed planning the lesson. As I recall, I rewrote the lesson plan three times. I debated how I wanted the lesson to flow and if I wanted to add a group activity in the lesson. Overall, I am happy with my first observation lesson. I see the benefits of having access to the gallery program while creating slides. I also want to be able to call on the students by their name in order to feel more personable. It was intense knowing three seasoned educators were observing and would offer constructive feedback. I am grateful for the suggestions, “I am ready to jump in and start plan again.” My next lesson is two weeks away; I will teach figurative language. During the second part of the day, Mrs. Klucker and Ms. Davis …show more content…
What if there is a big science project I want to do with my students? What happens if the other teachers do not want to spend the time or resources on the project? I might choose to cut one or two subjects short in order to work on the project over a two or three day period. How would this work? Where do I make up the missed content the other teachers have covered? This is a question I will ask Ms. Davis next week. I know it depends on the school and if each teacher follows the same curriculum
Over these past three weeks, I have had the opportunity to observe and help in Mrs. Lana Thompson’s second grade classroom at the Colman-Egan School District. Mrs. Thompson and her students were very excited and welcomed me into the classroom, which helped me feel even more comfortable. Observing really helped me get a feel for students’ behavior, classroom management, and how lessons are usually run before I dive in and teach one. I absolutely love being able to go into a classroom and seeing what it is really like!
I looked over the syllabus. It looks great! It's a great start. I like the Kahoot idea (I can help you!)! As of right now the only IEP student that is coming to 11th grade is Stephen Ross. Stephen is very independent and goes very well in class. The only accommodation that Stephen has is extended time (1 day). The rest of my IEP students are going to the CTC. As a whole group, (the students that I was with in class with) the biggest issues that we had with them was completing their work and applying themselves. They had the "I Don't Care" attitude. Hopefully, they are better as 11th graders or they attend the CTC. :)
As many know, the IEP is legal binding document that allows the students to be a recipient of special education services. It also specifies different accommodation/modifications, and instructional methods that will be of benefit to the student due to their exceptionality. As the IEP is brought together the IEP team, composed of parents, specialists, general and special education teacher, and sometimes administration are vital in the process because while the parents know the student best, it is those within the walls of the school know the best ways to help the student on their educational journey.
With this letter, I would like to reflect and discuss observations made from our IEP Professional Development that took place on yesterday. I personally feel that the professional development was not well received. I observed several side-bar conversations, usage of cell phones, and a lack of engagement while our paid consultant was providing a service that we are in dire need of. This is not who we are and what we represent. Clarendon 2's SPED mission is PRIDE...Providing Relevant Individualized Direct Education for Students. While our District's mission, is "Educating Children." This was not reflected on yesterday, which is disheartening.
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.
When I went to sit down to answer my inquiry question, I thought back to my experiences where I felt parents were not in full agreement with their child having an IEP or of the services being provided. I then read your reply Lynne and a light bulb went up! It seems my questioned focussed more on the negative aspects of the relationship that may occur during teachers and parents when it comes to developing the IEP. I thought,” How did I make sure our meeting was positive, where the best interests of the child were met?
Action: MHP and MHS attend the IEP meeting at Clarence’s school with the DSS worker and adoption worker. MHP provided support to MHS as she answers questions regarding Clarence’s behaviors in the home and community. The school official review the past IEP and explain the classes from that school district is not offered at Berkeley Middle. The DSS worker asks questions about assistance in the class room and request an update of skills learning. The school official provides each person a copy of the IEP plan.
Lauren has a degree in elementary special education and certification in special education for grades kindergarten to 12th grade. She has been a teacher at this school for since August 2009. One of Laurens responsibilities is to monitor progress IEP. Lauren stated she monitors progress with and formal reviews by doing test and quizzes to assess the students progress. The example she proved was doing a reading probe called DAR which is diagnostics assessment of reading. Additionally Lauren sends IEP updates home to the
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.
This assignment helped me to show what items are included in a IEP and in a IFSP. This assignment helped me to learn how hard it can be to communicate with families if the school does not have the same view. I found this very useful because when it is time for me to be part of an IEP, I could then use this knowledge. I learned so much from my group though we were split half of us were the school and half of us were the family we ended up working together and I learned a lot of interesting facts and most importantly I learned creative ways to better help a child in this case we read about. I wonder how hard this can be for a parent who doesn’t have this knowledge?
Overall, the classroom observation was a great experience. Ms. Jenkins is a great instructor who genuinely cares about her students success. It was interesting to see the material we have learned in class be put into practice as an observer and not a student. For example, how the seating arrangement affects or encourages interaction among students. Also, I noticed the instructor incorporated several
Week two has been a challenge for me with the amount of work that had to be completed within the limited time of 7 days with all of my family and work responsibilities. Once again time management and staying up to 3-4 am played a role in completing this week assignments. I found the lecture reading to be very interesting learning about the responsibility of the teacher and what parents are experiencing during they interaction with their child and how it can play a role on the needs of the student within an inclusion classroom environment. Furthermore, the importance of planning and providing special Education services for the family, and that many children end up in special education not because they need help, and not because of a disability.
“In learning you will teach, and in teaching you will learn” states Phil Collins. This quote is extremely powerful in a classroom setting, where the teacher and students exchange roles constantly during the learning process. Observations are a powerful tool for future teachers due to them learning how the classroom is conducted as well as what works and does not work. My observation was at Webb City Middle School in Webb City, Missouri with Mrs. Swaim’s 6th grade social studies class.
member of the MET. They can speak to the strengths and weakness that the student is exhibiting in the classroom. The regular education teacher may also tell the rest of the team what he or she needs to help the child understand the general curriculum and achieve the goals listed in the IEP ("Center for Parent Information and Resources," 2010).In particular, the case study refers to Sasha having success in class when it is something she is interested in, like art. The general education teacher could lead the team in a discussion on how to capitalize on Sasha’s interests and strengths to help overcome her
This is the first teacher note document sent out in preparation for an upcoming IEP meeting. The meeting is for your student, EB, on Tuesday, September 12 at 3:15. I have noted a few points because this process in new to the majority of you: