Dr. Felicia Durden shares methods behind having a powerful morning
meeting in special education classrooms.
Not exact matches
Patti Ralabate, senior policy analyst -
special education from NEAs Education Policy and Practice Department, talked with Education World about strategies for identifying children with ASDs and meeting their needs in the c
education from NEAs
Education Policy and Practice Department, talked with Education World about strategies for identifying children with ASDs and meeting their needs in the c
Education Policy and Practice Department, talked with
Education World about strategies for identifying children with ASDs and meeting their needs in the c
Education World about strategies for identifying children with ASDs and
meeting their needs
in the
classroom.
For several days
in early January, Michaelis and support staff members
met with
classroom teachers
in grades three to six charged with identifying students
in different subgroups (Hispanic, African American, English language learners,
special education) at levels 1 and 2 with the best chance of scoring at a higher level on the math, reading, or writing section of the CMTs, if they received intensive, targeted remediation.
A committee made of support services staff and regular
classroom teachers, helps to determine interventions
in an attempt to
meet student needs before a
special education referral is necessary.
A paraprofessional worked with students
in their
classroom, allowing the reading specialist, the
special education teacher, and the
classroom teacher to
meet.
Through frequent discussions and
special workshops, the
education staff of arts organizations learn about specifics of DCPS content standards and other curriculum requirements as well as other pressing topics
in arts and humanities
education to be able to adapt their offerings to better
meet classroom needs and to plan and strategize around approaches to leading the
education improvement agenda.
...
Education teachers and administration to serve
special needs students
in the
classroom Attend all grade level and staff
meetings and attend designated school functions outside of school hours...
Strong technical skills, particularly
in integrating technology
in the
classroom to drive academic achievement Demonstrated volunteer or community service At least one (or more) of the following: o National Board Certificationo TAP Experience (sign on bonus for TAP certification) o Core Knowledge Experienceo Experience with Blended Learningo At least two years of successful teaching
in an urban environment ESSENTIAL POSITION FUNCTIONS: An Elementary School teacher is required to perform the following duties: Plan and implement a blended learning environment, providing direct and indirect instruction
in the areas of Social Studies, Science, Language Arts, Health, and Mathematics based on state standards Participation
in all TAP requirements, focusing on data - driven instruction Create inviting, innovative and engaging learning environment that develops student critical thinking and problem solving skills Prepare students for strong academic achievement and passing of all required assessments Communicate regularly with parents Continually assess student progress toward mastery of standards and keep students and parents well informed of student progress by collecting and tracking data, providing daily feedback, weekly assessments, and occasional parent / teacher conferences Work with the
Special Education teachers and administration to serve special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school p
Special Education teachers and administration to serve
special needs students in the classroom Attend all grade level and staff meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school p
special needs students
in the
classroom Attend all grade level and staff
meetings and attend designated school functions outside of school hours Establish and enforce rules for behavior and procedures for maintaining order among the students for whom you are responsible Accept and incorporate feedback and coaching from administrative staff Perform necessary duties including but not limited to morning, lunch, dismissal, and after - school duties Preforms other duties, as deemed appropriate, by the principal Dress professionally and uphold all school policies
For example, my colleague, Sarah Hudelson, and I
meet with
classroom teachers,
special education teachers and the principal at a K - 8 school every other Wednesday afternoon from 1:00 — 3:00 p.m. where we explore together what balanced literacy means and what balanced literacy looks like
in practice
in the school's rich linguistically and culturally diverse setting.
It would be nice to offer a program to
special education students where the students that really want to learn
in a disciplined learning environment rather than being put
in a
classroom with up t 17 students with disabilities from behaviors to ID MILD and trying to
meet the needs o all the students while primarily responding to behaviors of students who are apathetic and do not want to be taught.
Ms. Hallas assisted personnel
in implementing IEP programming
in the general and
special education classrooms as well as served as a facilitator
in parent / teacher communication to ensure the needs of students were
met for all students with disabilities throughout the campus.
Instruction And Management E506: Alcohol and Other Drug Use by Adolescents With Disabilities (1991) E529: Assistive Technology For Students With Mild Disabilities (1995) E538: Cluster Grouping of Gifted Students: How to Provide Full - time Services on a Part - time Budget (1996) E530: Connecting Performance Assessment to Instruction (1995) E531: Creating Meaningful Performance Assessments (1995) E504: Developing Effective Programs for
Special Education Students Who Are Homeless (1991) E507: HIV / AIDS Prevention
Education for Exceptional Youth (1991) E521: Including Students with Disabilities
in General
Education Classrooms (1992) E509: Juvenile Corrections and the Exceptional Student (1991) E464:
Meeting the Needs of Able Learners through Flexible Pacing (1989) E532: National and State Perspectives on Performance Assessment (1995) E533: Using Performance Assessment
in Outcomes - Based Accountability Systems (1995)
Least Restrictive Environment (LRE): This means that, when possible,
special education students must be placed
in regular
classrooms with non-disabled students while still having their
special educational needs
met.
Differentiating instruction to
meet the needs of both the
special education and general
education students
in the
classroom
• Track record of providing instructional support within
special and general
education classrooms as required to
meet the students» needs • Skilled
in student evaluation and need assessment • Substantial knowledge of and ability to cater for students» age related developmental cognitive, social and psychological needs • Proficient
in facilitating the teacher
in conducting
classroom related activities • Expert
in developing and maintaining cooperative working relationships with students and colleague teachers • Effective
in devising interactive supportive learning activities to reinforce the lesson being taught • Well versed
in filing
in for the lead teacher
in case of leave or absence and implementing the devised lesson plan effectively • Particularly effective
in supervising the children during lunch and playtime, ensuring ample and healthy social interaction among peers • Competent at lesson planning,
classroom control, assignment marking, lesson reinforcement and activity facilitation • Profound ability to develop need based individualized educational plans and implement the same
in light of pre-determined long term learning objectives for each pupil individually • Proven skills
in record keeping, developing individual student progress charts and portfolios along with demonstrated ability to maintain open communication channels with the students» parents and teachers to discuss progress • Track record of providing excellent teacher support
in all
classroom and lesson planning related activities • Committed to delivery of highest standards of
classroom support, maintenance of an interactive atmosphere and provision of specially designed AV aids for
special needs students