1: a. Describe your learning from professional development activities you participated in this semester (school, district, university level). On January 10, 2018, I participated in a school professional development focused on AIG training and Positive Behavioral Interventions and Supports (PBIS). Staff were grouped in grade level teams and were trained in best practices to use with teaching Gifted Students and incorporating these practices into our lessons and classroom culture. Our PBIS training consisted of reviewing how to use the PBIS lessons provided by the PBIS team for each grade level within the classroom.
LU6 Assignment: Using the information provided from the videos, MTSS information and previous slide, please respond to Question 1 Chapter 9 on pages 88 and 90. LU6 Question 1:“Meaningful Monitoring” by Joy Dye, Chapter 9 p. 88: What are some of the changes Mr. Lind can make in order to achieve his desire to have a more visual and accurate system of monitoring how his students are progressing toward their goals? (CC854)? Response: Mr. Lind, a two year special education teacher (junior high students), prepares for his parent report card conferences. He is seeking more than samples of work from the students to show the parents.
In the remaining ten minutes of class students will write a paragraph about their opinion on Columbus Day or other issues brought up in class, which will be turned in at the end of class. The only requirement for this will be for students to back up their ideas with evidence from the readings and
We also implemented a writing lesson each week that was combined into our pre, during, post reading, phonics, or sight words. For the last 5-10 minutes of each tutoring sessions, either Lynsie or I would read a story aloud to Reid. The story was at Reid’s listening comprehension level. The last week of tutoring, we retested Reid in the areas that he was weak in to see if our tutoring strategies had helped him to become a better
Generally, one or two students do raise their hands to pose a question for clarification. However, to make sure the directions are understood I will call on a few students, one at a time, to tell me what I need to do in order to accomplish the task. My view has changed some about how to perform better with diverse students in the classroom as well. For instance, to work with students and parents I will post daily homework assignments on the class website. This approach is helpful to students if they need to confirm the assignment given.
I discussed my plan with the principle, my National Honor Society Sponsor, and other teacher and every single teacher said the same thing, “Create a written document that explains everything step by step and I am on board.” Luckily I had the whole summer to construct a final plan. The only thing I knew was that I wanted to extend the program to an all year event. I wanted to have constant tutoring and academic assistance throughout the year to keep the freshmen on track. After careful consideration and time, I constructed contracts, guidelines, calendars and rules for the mentoring program. I decided that the program would consist of twelve meetings, two meetings every six weeks.
The participants are then required to practice using the skills throughout the week and then brainstorm with the group at the following session on what coping skills were successful and areas they struggled. The purpose is to learn to support each other a grow and enhance their motivation to change. The individual sessions resemble the group setting but are provided on a one to one basis. During the sessions, the therapist focuses on helping the clients apply the skills to specific situations. It is pertinent that the individual sessions and the group sessions run concurrently to learn the behavior skills in mindfulness, distress tolerance, interpersonal effectiveness, and emotional regulation.
Progress Monitoring: All students may be assessed through progress monitoring to determine whether or not the students are making academic/behavior progress towards their goal, on a regular basis to provide useful feedback about performance to both learners and instructors. 3. You are concerned about how you will complete the universal screening measure with all of your students and about how you will incorporate progress monitoring into your weekly lesson plan. To prepare for this task, complete the table below. Note: Some of the items (marked by *) have been selected by the S-Team and cannot be changed.
Each student diagnosed under the IDEA act will get an Individualized Education Plan also known as an IEP. The IEP will outline all the students’ disabilities and will outline the hours of how the student will spend learning in the classroom. The IEP will give a history of the child and how he was diagnosed with the disability he or she has. The IEP will come with a special education team made up of usually a speech or occupational therapist, the students’ principle, a paraprofessional the student has, and the special education director of the school district. All immediate family is encouraged to attend the child’s IEP meeting.
The NYSITELL will identify that the student is at the entering, emerging, transitioning, or expanding level of English language proficiency. Once the student English language proficiency is identified and the parents have been notified of the identification determination the student is placed in a Bilingual Education or English as a New Language program. The review of an ELL identification determination is shared and viewed by the school district to ensure proper placement. All students in kindergarten through grade 12 who receive English as a New Language services take the NYSESLAT every year to determine how well they are learning English. NYSESLAT assesses students speaking, listening, reading, and writing skills to provided information about each ELL’s English proficient level to ensure adequate