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Assessing and Understanding Learning Context Essential Questions and Reflections
Special Education Standard 6: Universal Access: Equity for All Student
Justin Guerra
Name: _______________________________________________________________ Mentor: School/District:
N/A
Gagandeep Kaur _______________________________________________________________________
Academy of Alameda/ACUSD
__________________________________________________________________________
6th Grade
Grade Level(s):
ILP Goal: ___________________________________________________________________________ Specialization:
N/A
Date:
4/8/2016
___________________________
_______________________________________________________________________
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1. Know Your Caseload Students t %FTDSJCFUIFSFMFWBOUDIBSBDUFSJTUJDTBOEEFNPHSBQIJDTPGZPVSTUVEFOUT8IBUEPJOJUJBMBTTFTTNFOU EBUBUFMMZPVBCPVUZPVSDMBTT 8IBUBSFTUVEFOUTHFOFSBMMFBSOJOHOFFET DPOTJEFSBDBEFNJD TPDJBMFNPUJPOBM CFIBWJPSBM
t *OXIBUXBZTBSFZPVVTJOHEBUBUPEJGGFSFOUJBUFJOTUSVDUJPOUPNFFUUIFMJOHVJTUJD BDBEFNJDMJUFSBDZ BOEPSTQFDJBMOFFETPGTUVEFOUT t *OXIBUXBZTBSFTUVEFOUTFOHBHFEJOUIFDVSSJDVMVN 8IBUEFDJTJPOT BDDPNNPEBUJPOTNPEJmDBUJPOT IBWFZPVNBEFUPFOTVSFTUVEFOUTPGBMMMFWFMTDBOSFMBUFUPUIFDPOUFOU 8IBUJNQBDUJTUIBUIBWJOH
I'm using this tool a bit differently than it is intended for. I'm using this Universal Access tool for my fourth, and final, inquiry project, in which I am leading my 6th Grade CORE cohort in designing a project/unit that will provide a platform for equitable learning in all of our classes. So, I'm not completing this form at the beginning of the year, rather, it is the final third of the year. I will be focusing this form on my focus students for the project, but also considering the entire students population of my CORE classes. 2. Research Case Study Students Please select one student from each group: English Learners and Special Populations. t English Learner:8IBUJTUIFTUVEFOUTMFWFMPGQSPmDJFODZBOEMJUFSBDZJO&OHMJTIBOEJOIJTPSIFS QSJNBSZMBOHVBHF )PXBSFZPVBEESFTTJOHBDBEFNJDMBOHVBHFOFFET t Special Population: 8IBUDBOZPVTBZBCPVUUIJTTUVEFOUTBDBEFNJD CFIBWJPSBMBOETPDJBMOFFET *OXIBUXBZTBSFZPVVTJOHBTUSFOHUITCBTFEBQQSPBDI t )PXBSFZPVBEESFTTJOHCPUI*&1HPBMTBOEHSBEFBQQSPQSJBUFBDBEFNJDDPOUFOUTUBOEBSET
One of my focus students is Joyen Chau. Her primary langauge is Chinese. She works very hard on her English proficiency, but requires information in more than just document form. She tends to get very hung up on vocabulary that she doesn't understand. Also, she is insecure about her writing. While her writing is improving, it has been really great for her to have the opportunity to express what she has learned through different mediums, like; artistic and technology components. I'm really planning to expound upon that within this project design. Other focal students include Declan Murrah and Lily Chavez-Loorz. Declan has an IEP that is very specific to his significant dyslexia. He struggles with text heavy documents, and it really affects his time management, simply becuase things take him so long. He is much more successful when I provide information through multiple pathways. Lily has a 504 plan to help monitor her behavioral and social needs, which include staying on task and not disrupting her peers. I'm hoping this project design will keep her engaged. © 2010 New Teacher Center. All Rights Reserved.
TL-AULC6SE-USCA-1008-EN
A S S E S S I N G A N D U N D E R S T A N D I N G L E A R N I N G C O N T E X T : S P E C I A L E D U C AT I O N STA N DA R D 6 : U N I V E R SA L A CCESS : EQ U I TY F O R A L L ST U D E N TS
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3. Create an Environment for Learning t )PXBSFTUVEFOUTGSPNEJGGFSFOUCBDLHSPVOET FUIOJD TPDJPFDPOPNJD DVMUVSBM BDBEFNJDBOEMJOHVJTUJD GBNJMZCBDLHSPVOET HFOEFS HFOEFSJEFOUJUZBOETFYVBMPSJFOUBUJPOT TUVEFOUTXJUIEJTBCJMJUJFTBOE BEWBODFEMFBSOFST BOETUVEFOUTXJUIBDPNCJOBUJPOPGTQFDJBMJOTUSVDUJPOBMOFFET HFUUJOHBMPOH )PX EPFTZPVSJOTUSVDUJPOIFMQEFWFMPQTUVEFOUTTPDJBMBOEFNPUJPOBMDPNQFUFODF t 8IBUTUSBUFHJFTBSFZPVVTJOHUPEFWFMPQBOFOHBHJOHFOWJSPONFOUGPSMFBSOJOH 8IBUBSFTVDDFTTFT 8IBUBSFZPVDVSJPVTUPUSZ
At this point in the year, students from all different backgrounds are working together positively to help one another be successful in creating their best possible work. My classroom is a place where we have worked really hard to set the expectations of what beautiful, high-quality work is and what it takes to get there. Not only does everyone get along, but everyone pushes each other to produce their best final products possible. I think that the instruction that has really helped to develop students' social and emotional competence is the fact that we employ so much open dialogue through the design of the class. We have regular restorative circles and conversations that range from simple checkins, to behavior norms, to production expectations, that everything is very clear and always out on the table. The goal is that the conversations in the class go well beyond the content. In order to develop an engaging environement for learning I work really hard to provide the kids with information in multiple methods, and ask them to exhibit their learning in multiple methods. Students always have choice in how they want to drive their project work, and are able to constantly try new skills, or hone exisiting gifts/talents to show that they have a solid foundation of the content knowledge. We do very little sitting still, and a whole lot of active learning. 4. Utilize Resources: School, Colleagues, and Family Support t 8IBUTVQQPSUTFSWJDFTBSFZPVVTJOHGPSZPVS&OHMJTIMFBSOFSTBOETQFDJBMQPQVMBUJPOTUVEFOUT )PXJTJUXPSLJOH t *OXIBUXBZTBSFZPVDPMMBCPSBUJOHXJUIZPVSNFOUPS GBNJMJFT DPMMFBHVFTBOEPUIFSSFTPVSDF QFSTPOOFM 8IBUEJGGFSFODFJTJUNBLJOH
Our school has a great support system in The Learning Center, which is a place for kids to recieve extra support, or just a quite place to work on their assignments. I regularly give kids the option to work in The Learning Center if they so choose. Also, I have an Instructional Aide who comes and works with my class when I need to spend extra one-on-one time with my focal students. It is a great help for making sure that they are receiving the extra support that they need to be successful, especially in a full-inclusionary classroom where the learning spectrum is extremely vast. I believe that it is working well for the most part. We have an extremely high population of students with special needs, so of course I'm always concerned that perhaps I'm not reaching everyone -- especially some of the really highachieving kids that work really well on their own, that maybe I'm not challenging them enough because my focus tends to be elsewhere. But all in all, the support systems in place are very positive. I collaborate with my mentor weekly (sometimes daily) to check in on best practices and strategies. I have very strong relationships with all of my students' families, but check-in with the parents of my English learners and special population bi-weekly just for a brief checkup. I collaborate with my colleagues weekly, but it is mostly more of a discussion. This inquiry project is really designed for me to collaborate with my colleages to create a project that works toward provided Universal Access for all of our kids.
© 2010 New Teacher Center. All Rights Reserved.
TL-AULC6SE-USCA-1008-EN
