Standard Ten: Collaboration
10S2: Collaborate with families and others in assessment of individuals with exceptional learning needs:
Collaborating with families and others in assessments of individuals with exceptional learning needs is something that I did quite often. Specifically, during the initial phase of my assessment report I met with my case study student's mother to discuss her perceptions of her son and his abilities in math. During that encounter, I explained to her the assessment process that i would go through with her son over the next several days and while she initially she seemed concerned I assured her that assessing her child would simply provide me with more information to assist him in the classroom -remembering week four's class discussion on how important the role of a parent would play in assessing a student and knowing I would need her on board. The end resulted in a parent wanting me to conduct the assessments for more information.
10S4: Assist individuals with exceptional learning needs and their families in becoming active participants in the educational team:
Allsop et. al, explains the importances of collecting data on students and then sharing that data with them and their families to show growth, (163). In my placement thus far I have worked closely not only with my target student but also with another student and her family to show the progress that is being monitored through a Tier II response to intervention that I created as a plan to assist this student in receiving special education services. Through this RTI, I have worked with the parents on various things they can do at home with their child, along with who can help them the most in the school setting.
10S8: Model techniques and coach others in the use of instructional methods and accommodations:
According to Bray (2005), the collaboration of teams at least weekly to provide feedback on goals and objectives set is a method of collaborating and sharing instructional methods. Being a part of the third grade team allows me the opportunity to collaborate weekly with the other third grade team teacher. Additionally, weekly a meeting with the special education resource room teacher is conducted to further the collaboration.
Collaborating with families and others in assessments of individuals with exceptional learning needs is something that I did quite often. Specifically, during the initial phase of my assessment report I met with my case study student's mother to discuss her perceptions of her son and his abilities in math. During that encounter, I explained to her the assessment process that i would go through with her son over the next several days and while she initially she seemed concerned I assured her that assessing her child would simply provide me with more information to assist him in the classroom -remembering week four's class discussion on how important the role of a parent would play in assessing a student and knowing I would need her on board. The end resulted in a parent wanting me to conduct the assessments for more information.
10S4: Assist individuals with exceptional learning needs and their families in becoming active participants in the educational team:
Allsop et. al, explains the importances of collecting data on students and then sharing that data with them and their families to show growth, (163). In my placement thus far I have worked closely not only with my target student but also with another student and her family to show the progress that is being monitored through a Tier II response to intervention that I created as a plan to assist this student in receiving special education services. Through this RTI, I have worked with the parents on various things they can do at home with their child, along with who can help them the most in the school setting.
10S8: Model techniques and coach others in the use of instructional methods and accommodations:
According to Bray (2005), the collaboration of teams at least weekly to provide feedback on goals and objectives set is a method of collaborating and sharing instructional methods. Being a part of the third grade team allows me the opportunity to collaborate weekly with the other third grade team teacher. Additionally, weekly a meeting with the special education resource room teacher is conducted to further the collaboration.