Seminar 27: CBM in Math

I may use CBM in my classroom to track student progress on a certain content area that I feel like students are not doing well or are maybe not understanding. The results I obtain from the probes may tell me if a teaching method is working or I if I need to change something in order for students to retain the information. CBM is also useful in monitoring whether students have mastered something or if we need to spend more time on it as a class. CBM is a great way to track a students progress and set annual goals for a student that is struggling in a particular content area.

Some strategies that I may use include graphing student progress to really get a big picture of how they are doing. Graphing student progress allows you to see and adjust how you may be teaching a certain skill so that the student can continue reaching their goals. Another strategy that could be very helpful is using CBM to communicate with parents and students about their progress. These resources allow parents and students to see how their student is doing compared to the goals that you have set for them. This data can especially helpful for IEP meetings where parents are mostly concerned about how their child is doing and how they are doing compared to other students in the class. CBM is a useful resource in gaining a snapshot of how a student is doing and what kinds of progress they are making.

Using Assessment: Seminar 25

Assessments are important because you can track whether a student is improving or needs improvement in a particular area whether Ir’s behavior or academically. As we have learned, diagnostic and formative assessments are a great way to tell where a student is in a particular area. It’s also important to be aware that these kinds of assessments are what help us determine what kinds of services a student may need in the general education classroom or in outside services. Assessments are an important part in determining intervention strategies and creating a more inclusive and universal setting for all students with different needs.

Anecdotal Seating charts are a great way to record the behaviors of your classroom and adjust children as needed using this chart. As stated in the reading, “Recording personal observations of students allows for a more complete picture of engagement and student experiences (Alberto & Troutman, 2012).” This method is great for when you are frequently moving about the classroom and want to record each individual interaction of each student. A teacher can mark whether a student is on task and how many times they may need to be corrected. This kind of assessment could be a daily occurrence during morning work or individual work period. This kind of data would show how a student is on a daily basis and whether they really have been improving.

Both of these assessment strategies are great ways to show a student’s progress. They will also help you plan for interventions and any other ways to improve on your behavior strategies.

 

 

Meeting the Needs of gifted and talented students: Seminar 23

Gifted and talented students I feel are often overlooked because the are exceptional and can do all of the work in a general education classroom. These students need to be challenged and given the work they deserve in order to feel like the school is providing what they need. Many of the myths about gifted students revolve around them figuring out how they fit in with the school rather than how they can be accommodated in the classroom.

Some specific strategies you could use with students that are gifted are compacting. As referenced in the reading, “Compacting is the process of allowing highly capable students to demonstrate their previous mastery of some of the required curriculum. ” As a teacher you should challenge them and let them explore topics that interest them. It’s also important to assess where the student is so you can appropriately challenge them to learn more. These students will get bored easily and will take the easy route out if they are not getting the material they need.

A questions I still have is, how do you challenge a gifted student without giving them more work than their fellow classmates? How do you differentiate their curriculum without changing it from the other students in the class?

Seminar Nineteen: Autism

Specific accommodations that you could use for your student is a picture exchange communication system. As the reading says, “Typical learners are constantly communicating needs, wants, and desires through socially acceptable verbal expressions and physical gestures that may not come naturally to individuals with ASD.”, so using this accomodation may be very beneficial. This accommodation uses pictures and symbols which allow the child to associate with certain things that they use or need. It is also important to remember that the picture exchange system has three instructional phases which make it work. Another accommodation you could use is social stories which give the child a brief descriptive story to help them better understand certain social situations. Children with ASD may not understand certain social cues or how to react in certain situations so this kids of strategy is very useful. Some smaller accommodations and strategies you could use include visual schedule so they know what’s going on throughout the day, allowing extra time to respond to directions, providing instructions that are verbal and written, and many more. Children with ASD can need a lot of support in the classroom and can benefit from having a paraprofessional or an aid alongside them.

Some concerns I may have working with a child with autism include communication. If you’re unable to communicate with that particular child they may become a behavior problem as well. If a student with ASD does not want to communicate or listen to you there is no way for them to understand the lessons you teach and directions you may give. I feel that it is important to form a comfortable relationship with them but how do you do that with them at the beginning of the school year?

Seminar Seventeen: Attention Deficit Disorder

In order to encourage students with ADD and ADHD to do well in the classroom you must provide strategies that will make them successful. In the reading it was stated that students with ADD/ADHD have a hard time focusing on tasks if there is a lot distraction and noise. A strategy that you could use with those students is placing them close to you and away from windows and doors in order to prevent them from seeing those distractions that occur outside of the classroom. Another strategy you can use is providing different seating methods such as a exercise ball or a T-chair. This will allow students to move if they need to without distracting the other students. For instruction in the classroom it’s important to remember that students will not be able to sit through long quizzes and tests or even long assignments. A strategy you can use is breaking those assignments up into smaller pieces and chunking tests so that they don’t feel like they are sitting there forever.

Some strategies that would be unhelpful with students that struggle with ADD/ADHD is constantly sending them out of the classroom for their behavior. Those students will miss a lot of instructional time so it is important that you come up with strategies that help them with their behavior. Another strategy that may be unhelpful is always mentioning out loud when they are doing something distracting. It takes away from your instruction and distracts the other students because they are looking at the other student. Instead, come up with certain cues that the student will know and fix their behavior or even just getting close to their desk when they are getting off task because it will remind them that you notice what they are doing wrong.

The only concerns I have when working with students with ADD/ADHD are students that do not have any support at home so they are still not able to finish assignments and homework that has been sent home. It’s great to have support in the classroom but if there is no support at home then those students will continue to not work on school work. I hope that this is one of the specifics that we talk about in class.

Seminar Fourteen: Learning Disabilties

The reading about learning disabilities showed me that the term “learning disability” is a very general term for students that describes specific kinds of learning problems. Learning disabilities can include dyslexia, dysgraphia, and dyscalcula. Students can have multiple learning problems and not all children will have the same learning disabilities.

Some specific strategies you could use are chunking the task into smaller and more manageable units for the student. This is especially good for students that have dysgraphia where writing can become overwhelming for them and they may feel that the task is too large to manage. Another strategy you could use is to use audibooks and visual for students that struggle with reading and may benefit from things being read to them in order to work on their fluency and reading comprehension. There are several more strategies that can be helpful to students with learning disabilties. Students with learning disabilities should not be limited in the classroom and it is important as an educator to provide the resources necessary for them.

Culturally and Linguistically Responsive Education: Seminar Thirteen

To be culturally and linguistically responsive educator you have to understand how to be culturally responsiveness. As stated in the module “Cultural competence refers to an ability to learn from and respectfully relate to other cultural backgrounds, heritages, and traditions.” Teacher need to provide a meaningful and effective teaching strategy that reflects all of the students cultural needs. Teachers need to get to know their students and understand their background and culture. A teacher can become more culturally aware by identifying and reflecting on their own culture.

In order to support your students that are linguistically and culturally diverse you can use manipulatives, word walls, cooperative learning, labels, and technology as strategies for linguistically diverse students. These strategies listed on the module can help teachers make a cultural connection and make the student feel more comfortable in the classroom because of their language barrier.

Overall, a teacher that is linguistically and culturally responsive will take the time to make sure their students feel accepted and are able to work comfortably in the classroom. Students will come from many different backgrounds and it is important to also educate your students on important events or holidays that another culture may celebrate. It is also important for teachers to make sure their classroom is also very accepting and welcoming of other cultures and children that are linguistically diverse.

Seminar Ten: Co-Teaching

Co-teaching supports students in a lot of different ways. As stated in the reading, there are four types of co-teaching including supportive, parallel, complementary, and team co-teaching. Parallel and supportive co-teaching can help students that are struggling in certain areas. Parallel co-teaching splits the classroom into groups which will work for students who excel and students that are struggling. Co-teaching is a great tool to use in the classroom since you have more than one teacher there are more hands on deck to help each child in the classroom.

Challenges that I may face include working together and agreeing with another teacher. Your teaching styles may differ and could make it difficult to plan lessons. Another challenge may be having two different teacher working with different groups may leave some of the students missing out on what the other teacher has taught. It is important to plan together so students are not completely different levels.

504 Plans: Seminar Nine

While reading about 504 plans I did not know that “By law, the school doesn’t have to include a student’s parents on a 504 plan committee.” Although the school does not technically have to have parent input it is important that you as a general education teacher get the parents involved. A 504 plan is a good recommendation for parents that need implemented accommodations and modifications in every classroom they approach, even if they change teachers mid-year.

I would like to go over IEP meetings more and what you should have prepared and what you should say. During IEP meetings you have to work as a team to come up with a plan for the student discussed. What happens when you don’t completely agree with what is discussed on the IEP plan.

The Referral Process: Seminar Seven

The most interesting part of the referral process to me is deciding which law to refer your child for. As described in the IDEA and Section 504 article, “Both general and special education teachers need to know the most appropriate law applicable for students having difficulty in their classrooms”. That means you need to know what laws are appropriate for the disability in order to make a referral. I find it interesting because these laws are very similar but each have their own guidelines, IDEA being the one with stricter guidelines.

I think the most challenging part of the referral process is the evaluation process of the students. The parents and the faculty must come to an agreement on the evaluation of the student. Parents may be more concerned with what the student needs and may not feel like what the school is offering is sufficient, or it could be the other way around.

After reading these articles the most concerning parts about the referral process is keeping up with each child’s review of their IEP every year. A student’s progress could have greatly changed over a year and it may be difficult with what strategies to use if you have many different types of disabilities. An IEP is your best information so it’s always important to  keep it up to date to make sure the child is receiving the appropriate education.