Ms. Shelly Observation

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.

(Sub-issue a): Did the District fail to implement the IEP as written or change the IEP without parental input?

Daniel RR was a six years old boy with down syndrome. He was enrolled in El Paso Independent School District. In the 1985 to 1986 school year, Daniel had attended a half-day early childhood program for special education students. Going into the next school year, Daniel’s parents asked if he could be placed into a general education pre-kindergarten classroom. Daniel was permitted to have half day in regular classroom and another half of the day in special education classroom. At the beginning, it seemed not to be the best situation for Daniel, teachers and classmates. His ability required him to get many accommodations and individual attention, and the teacher could not modify curriculum to meet Daniel’s needs without changing it completely. The school team decided to place him back to special education only classroom. But he could get lunch at school cafeteria with other students while his mother was there to supervise. He was also permitted to stay with students without disabilities at recess time. Daniel’s parents were unhappy about the school’s decision. They wanted him to spend more time with students in general education classroom. The school states that his attendance in general education

If a student has a learning disability that should be immediately addressed by perhaps sending those students for one hour to a special need class at the school or getting permission from the parent to provide him or her with tutorial on certain days, if it is necessary this show that the

For my Field Experience I chose to observe at Krahn Elementary which is a part of Klein Independent School District. After my approval, I was assigned to four teachers and their classrooms. I observed at Krahn Elementary on six Tuesdays between 15 September 2015 and 27 October 2015, and more or less followed the schedule that was given to me by the Assistant Principal Ms. Shannon Strole. From 8:30 am to 9:15 am I observed Ms. Judy Burkes, who is a third grade Math and Science teacher. Her classroom is comprised of twenty students which range from average to below average learners and a student with ADHD and another with autism. For most part of my observation, M. Burkes had been working with her students on fractions and multiple digits addition and subtraction. From 9:15 am to 10:30 am I observed Ms. Lisa Parker who is a Math co-teacher and resource teacher at Krahn Elementary for grades K-5. During my assigned time, Ms. Parker usually joined Mr. Duru’s fifth grade class of twenty three students as a co-teacher and when required would pull out a group of six students after initial instructions from Mr. Duru and would teach them the concepts separately at a slower pace. This particular group of students with special needs was mostly seen to be focusing more and more on mathematical word problems. These students were students with Learning disabilities, behavioral issues and one of them was a student with ADHD. From 10:30 am to 11:15, I was with Ms. Janice Bluhms, who is a

On Monday, September 25th, I was invited to sit in as the general education teacher in an IEP team meeting. The meeting was held for a student with down syndrome, identified at birth, who qualified for services under the category of intellectually disabled. This student is in a self-contained classroom, therefore, his current teacher, served as the special education teacher for the purposes of this meeting. Meeting participants included: Mrs. Fields (ARC Advocate), Dr. Neiman (Main speech therapist, participated over the phone), Mrs. Bennett (LEA representative), Mrs. Diggs (ACS EC Director, as a precaution because the parents expressed concerns for the education of their child), Mrs. Sikes (General Education Teacher), Mrs. Bernard

In my classroom at the school our tables are set up into groups of academic abilities we have higher table who work on their own and have harder work to complete. Then we have middle table who have easier work than the higher table, and then we have lower table who have the easy work to help them understand. Some children in the classroom require 1-1 help so the teacher has set these

P.S. 369K is located within P.S. 133K in Brooklyn. Classes I observed were a 6:1, with an additional 2 paraprofessionals. The class was classified as autistic students with minimum verbal skills, ranging in age 7 to 8 ½. Students are considered having very significant needs, including academic, social and interpersonal development, physical development, and management needs. Many of the students identify as having severe difficulties with language and social skills as well. In the classroom, there was a class schedule posted with pictures for the day, as well as the week. A laminate daily schedules were also placed in front of each student’s binder. Desks were arranged in a circle rather than a row. Students were given cues of traffic lights

Student IEP’s, lesson plans and paraprofessional duties. I provided Brain Breaks for A.O.To work on when he finishes his assigned work. I requested to see lesson plans and she did not have anything prepared for the day.

Ella is currently receiving services in ICR (Inclusion) Math class. Based on the result of the i-Ready assessment administered in October 26, 2016, Ella's overall performance placed her at a 4th grade level. The result shows that Ella is able to round whole numbers from tens to hundred thousand, divide up to four-digit numbers, compare and order decimals, read and write decimals, read and write decimals to rhousands in standard form, word form and expanded form, express fractions, solve problems involving partitioning in equal groups, identify multipples of whole numbers, identify factor pairs of whole numbers up to 100, tell time to the minute, choose ounces, pounds or tons to measure weight, cover a plane figure with unit squares

The teacher next door to my CT has been teaching for a long time and says her class is one of the most difficult she has ever had. There are two students inarticulate who she thinks have real unaddressed medical issues. These students are constantly a disruption to her class. During my visit the teachers were celebrating Halloween with their classrooms. The teacher next door provided her students with Oreos for snack. One of the boys shoved both of his Oreos in his mouth and began screaming and crying that he was still hungry. She was out of Oreos and tried to offer him something else but he refused, still screaming and crying that he was hungry. The student was pushing his desk and trying to trip other students while doing so. It was time

Ms. Roush gives her student 30 minutes daily to work on a package. This package contains work that they already had learned and new work that will be introduced soon. Ms. Roush walks around the classroom and helps student individually. There’s one student in particular that needs a lot more help, Ms. Roush is not sure if it's because of the language or there's another problem. I got to help Ms. Roush with the students that needed help on their package, and this particular student could speak well English but couldn’t read nor write. When he attempted to read he was having such a difficult time that he would start screaming and wanted to leave the class. Ms. Roush tried to calm him down and telling him that everything was going be okay and

During my time at _______ I was able to witness Ms. Dunham first grade class do several lessons math lessons. Her classroom is an ICT classroom, so I was able to observe a few students with IEP’s work together with general education students. IN Ms.Dunham class I noticed that she uses a lot of worksheets. Often I would observe students doing do now worksheets or independent work using worksheets. I like worksheets but I would suggest that Ms.___ include some manipulatives, media with her lessons.

An incident occurred between me and the student Nataalyah 3/29/17. Nataalyah did not attempt to do her work. She attends to bother other students while they do theirs. I asked her why she is doing her work? She answered, “I do not know how.” I helped her, and she did the first math problem. However, she would not do the rest of her work. I told her again to do her work, but she starts arguing at me. I gave her three warnings that I would move her clip down. I moved her clip down two times in the group session. In group rotation, I looked at her work it was still only one problem done. When students leave their paper blank, I normally show it to the teacher to let her know there was no attempt. I asked Nataalyah to give me her paper,

Special education creates opportunities for students, parents, teachers and related staff and administrators to work together to improve educational results students with disabilities. IEPs and 504s are the plans that help educators to develop education for each student with disabilities. The IEP is an important legal document that handles issues in special education properly. There are so many rules that school personnel must follow. In this assignment, I will identify effective procedures for documentation and remediation of the teacher, her behaviors and the allegations about her regarding a special education student.