What Are The Goals And Expectations Of Krystal's Education

understand it. As student, her class has help me to recognize that I need to schedule time to all

Introduction/background information: Susanna Chao is fourteen years old, of Asian ethnicity, English is her second language but she does not require any English Language Learners Programs. She did attend preschool at ages three and four. Susanna’s home life seems stable. However, it is not that of a typical living situation. She lives in an apartment with her mother and grandmother. She has two younger siblings, a sister and a brother. Susanna has attended several different schools in her life, primarily elementary schools. According to past teacher comments and grade reports, her grades have suffered due to tardiness, absences, and lack of engagement in subjects that don’t peak her interest. She has, however, improved her grades in reading, language arts, science, technology, and social science. Her teachers in extracurricular classes comment about her being a joy to their class, and being eager to learn from them.

From 2008 to 2014 I was employed in an elementary school where I had to opportunity to work with the school’s social worker in assisting both general and special education students and their families. Working with Ms. Tapia, who is the Pupil Services and Attendance (PSA)

MSTT met with Pamm to examine how things have been going. MSTT was unable to meet with Pamm and Alyianna over the past week due to his vacation. Pamm informed MSTT everything has been going well and their relationship have been improving everyday. Alyianna have been doing all her household chores and the engagement between her and Pamm is increasing. Pamm also informed MSTT of the school meeting regarding Alyianna grades and behaviors. Pamm and the teachers are working together to improve Alyianna grades. They have decided to provide Alyianna with a study session during one of her free

Through observation from counsellor, Mary was lower in confident and rely to others during the class. Mary easily think that she have no ability in completing her homework, and hoping a teacher stay next to her and to teach her how to do it. However, she can finish on her own and have the ability to finish it, when the teacher walk away she started crying and grasping the teacher back. The teacher reported that Mary have no confident on her work. And this is the first year Mary transit from half day class to full day class. Mrs. Ng stated that she hope to improve social and behavioral skill, and hope to know more about the strength and weakness of

“Jane” is a 48 year-old special education teacher working primarily in the resource room. She has been working in special education for 25 years and stated that she has watched her role in special education change over the years. Specifically, Jane stated that the implementation of the No Child Left Behind Act has defined a specific change in how she interacts with other educators and with family members.

S is a 59 year old African-American female, born and raised in Anson County who has attended several institutes of higher learning. After earning a Bachelor of Science in Secretarial Administration from Barber-Scotia College, she later received special education teaching licensure from the University of North Carolina at Charlotte. Because of her love for learning, S has also taken online classes through the University of Phoenix. She has been a secondary special education teacher for three years and currently works with 8th graders at Anson Middle School.

For my practicum, I am in a 4th-grade classroom at Smith Elementary in Cortland New York. The class consists of 18 students between the ages of 9 and 10, all differing abilities and emotional development. After speaking to the head teacher I found out that approximately a little over half the class participates in free or reduced breakfast and lunch program. This tells me that a lot of the students come from middle our low-class families. I was told about a student that also misses at least 1 day of class a week from school interrupting in his learning and overall performance in the class. Other students in the class seem to have varying abilities and learning styles. There are no English Language Learners in the class; however, there are two students with an Individualized Education Plan. Both students, have varying disabilities, therefore, I have decided to use both students for my observation. Due to confidentiality, I will be naming these students Veronica and Alana. My observations were taken on two different occasions, observation 1 took place Friday, March 11, 2016, and Observation 2 took place Friday, March 18, 2016. During both observations, I focused on their daily schedules such as when or how often they were taken out of class, or when co-teaching occurred between the classroom and special education teacher.

I chose to work with my colleague Christy Davis. Mrs. Davis has been teaching special education for about 10 years. She currently co-teaches in an 8th grade language arts class and she teaches two literacy IMPACT classes. When meeting with Mrs. Davis to implement a literacy strategy with third period language arts class (this is the time I have planning) Christy indicated there was a certain student in the class that she often worked with one on one during the bell ringer activity. The student was reading at BR lexile level which is at the preschool level. Although the student is in 8th grade, he has a severe learning disability that makes reading very difficult. Christy wanted a strategy to work on with the student that she could do during the bell ringer that help him work on phonemic awareness and phonics. I listened to her concerns that she often does not have enough time to work with the student and I tried to paraphrase her concerns and ask what she would like to learn. She indicated a 5 to 10 minute strategy she could work on with the student would serve her purposes best.

While observing at Sandlick Elementary school I was placed with Mrs. Robin Belcher in the third grade. I observed Mrs. Belcher’s classroom at a critical time, as they were preparing to take the Benchmark test. I observed Mrs. Belcher for three consecutive days two of which were spent reviewing for the upcoming test. Mrs. Belcher used worksheets to review previously covered material. While observing the third grade classroom, I was able to provide one on one help for some students. Mrs. Belcher had three to five students in her classroom who had implemented Individualized Education Plans. Mrs. Belcher primarily allowed me to work with her special needs students. I worked with one student in particular on understanding the meaning of the vocabulary words that were covered. To help the student, I read all the definitions to her and then asked her to tell me each word’s meaning. I also sat with one student while she

For the reason that she has both learning disability and mental disorder, I felt strongly to understand her childhood. I wanted to know about her living environment and her parents’ roles in her life. I was also curious about her earliest memory, and whether she thought it was positive or negative. As she begins to describe her childhood, I had the impression that her childhood was mostly neglected, she was often

We arrived on a day after she had a substitute teacher. In every class she opened with why she was gone the previous day. She shared with all classes even the elementary class at noon that she’s having a medical issue. She was very transparent. She was very forthcoming about details and told the

Although she did not quite understand at that age the difference between regular education and special education, she knew that teaching was what she wanted to do when she grew up. As she got older she started struggling in some of her classes at school, which resulted in the need for extra help outside of the classroom. By this age she had been aware of what a special education teacher was, and this sparked an even bigger interest for her plans when she got older. While growing up she had a childhood friend whose brother was diagnosed with Down Syndrome when he was born. This was Noelle’s very first life experience meeting and getting to help another child with a disability. The times that Noelle went to her friend’s house she would find herself paying more attention to her brother. He listened to her, interacted with her, and was open to any help he needed from her as if she were his own teacher and best friend. She was intrigued by the natural teaching characteristics she had with this little boy. The strong interest she had gained for wanting to become a special teacher had followed her throughout high school and into college. She attended Northern Illinois University with a Special Education major, and a regular education minor. The teaching program 10 years ago was much like it is set up now, meeting certain criteria for shadowing in classrooms, taking ‘Sped’ courses that progressed in difficulty and depth, and

Fritz’s mom is a parent that is clearly and actively involved in her son’s education. She has some valid concerns about her son’s education, and should work closely with the teachers and para-professionals to find balance between school and family functions in order to help Fritz live a healthy and successful life.

B. Possible Outcomes: Tiffany will remain in the general education classroom during Science and Specials. A co-teacher or special education will come to class to work with Tiffany and assist the general education teacher. The parents will communicate with the teachers weekly through a communication journal.