Long Range Planning Guide
2012-2013
Domain1: Planning and Preparation
Component1a: Demonstrating Knowledge of Content and Pedagogy
One of my strengths in regard to planning and preparation is collaborating with the general education teachers. At least once a week I meet with each grade level team to discuss the standards and concepts that will be taught the following week. I often teach the same content and material, but alter my instruction to meet the needs of my students and their learning styles. In order for this to work effectively I must first understand the grade level content. I then collaborate with the teachers to see what content they are teaching specifically and how they are teaching the content. I must then find alternative ways and resources to teach/reteach the same concepts within my classroom. As a special education teacher, I am responsible for doing this for three different grade levels which really challenges me to understand each grade levels’ content and curriculum.
Component1a: Demonstrating Knowledge of Content and Pedagogy
One of my strengths in regard to planning and preparation is collaborating with the general education teachers. At least once a week I meet with each grade level team to discuss the standards and concepts that will be taught the following week. I often teach the same content and material, but alter my instruction to meet the needs of my students and their learning styles. In order for this to work effectively I must first understand the grade level content. I then collaborate with the teachers to see what content they are teaching specifically and how they are teaching the content. I must then find alternative ways and resources to teach/reteach the same concepts within my classroom. As a special education teacher, I am responsible for doing this for three different grade levels which really challenges me to understand each grade levels’ content and curriculum.
Handwriting Without Tears Curriculum
I have had the opportunity to build understanding of students’ early writing developmental process. Within my caseload I have three Kindergarten students who struggle significantly with basic number and letter skills as well as fine motor skills. After discussing with the Occupational Therapist and classroom teacher I have began implementing activities from the program Handwriting Without Tears. This program is systematically built upon children’s developmental process. I have had the pleasure of having several meetings with the Occupational Therapist to learn about this developmental process and the reasoning behind the program’s theories. Knowing the content and logistics of the program has allowed me to effectively teach and use the program’s materials.
Small Group Social Skills Group
Component 1b: Demonstrating Knowledge of Students
I pride myself for how well I know my students and their skills and knowledge. As a Special Education teacher I am able to work in small groups which allow me to gain great insight on my children. I am able to build positive relationships and gauge my students’ skill levels and abilities for I am able to devote a lot of attention to each and every student I am working with.
I pride myself for how well I know my students and their skills and knowledge. As a Special Education teacher I am able to work in small groups which allow me to gain great insight on my children. I am able to build positive relationships and gauge my students’ skill levels and abilities for I am able to devote a lot of attention to each and every student I am working with.
Individual Education Plans (IEPs)
Special education documentation such as IEPs (Individual Education Plans), Progress Reports, and BIPs (Behavior Intervention Programs) have given me an advantage and head start to understanding my students’ skills and knowledge.
Before I even met my students at the beginning of the school year I was able to read up on them and get an idea of their academic, behavior, and functional needs.
Before I even met my students at the beginning of the school year I was able to read up on them and get an idea of their academic, behavior, and functional needs.
Hopscotch sight word practice
Many of my students qualify for special education due to a learning disability
or emotional behavior disorder. These students need to learn the content and
material several times and in different ways before they are able to process and
internalize the information. In order for my students to be successful, I have
had to identify what learning strategies and techniques work best for them. Many
of them have a similar learning style which is to learn kinesthetically. I try to
get my students up and moving as frequently as possible throughout my lessons.
One way I am able to do so is through Smart Board activities and games. This
allows students to come up to the Smart Board and keeps them active and engaged.
I use several other activities to keep the students moving. One example is my
hop-scotch sight words. Students jump through the hop-scotch pattern as they read
their sight words.
or emotional behavior disorder. These students need to learn the content and
material several times and in different ways before they are able to process and
internalize the information. In order for my students to be successful, I have
had to identify what learning strategies and techniques work best for them. Many
of them have a similar learning style which is to learn kinesthetically. I try to
get my students up and moving as frequently as possible throughout my lessons.
One way I am able to do so is through Smart Board activities and games. This
allows students to come up to the Smart Board and keeps them active and engaged.
I use several other activities to keep the students moving. One example is my
hop-scotch sight words. Students jump through the hop-scotch pattern as they read
their sight words.
Interactive student word wall
I also have a word wall posted as a bulletin board. Students enjoy
being at the board, reading the words. They like to play the fly swatter game
where they hit the given words with the flyswatter. Some students enjoy being
the teacher and reading the words aloud as they use the pointer. Other students
enjoy racing one another to see who can read the words the fastest. Fortunately,
I have found various engaging and interactive activities that motivate all of my
students to learn.
Posting lesson objectives
Component 1c: Selecting Instructional Goals
After collaborating with classroom teachers I have a general goal of what I would like my students to know and be able to do at the end of each week. With that goal I create small goals and objectives for each day of the week. These goals and objectives are worked on throughout the week to help reach the overall goal of the week. I ensure that students are aware of what they are supposed to know by writing each day’s objective on the white board, introducing the objective at the start of each lesson, and touching on the objective throughout the course of the lesson. Posting the daily goals/objectives keeps my students and me accountable.
After collaborating with classroom teachers I have a general goal of what I would like my students to know and be able to do at the end of each week. With that goal I create small goals and objectives for each day of the week. These goals and objectives are worked on throughout the week to help reach the overall goal of the week. I ensure that students are aware of what they are supposed to know by writing each day’s objective on the white board, introducing the objective at the start of each lesson, and touching on the objective throughout the course of the lesson. Posting the daily goals/objectives keeps my students and me accountable.
Student goals and objectives based on their individual needs
Aside from the grade level goals and objectives, I am responsible for helping students fulfill their IEP goals and objectives. Occasionally, the lessons and activities that I plan will revolve around the students’ IEP goals and objectives. For example, I have one third grade student for math thirty minutes each day. Some days after working on the grade level content, I will have
the student complete activities that are focused toward his IEP goals and objectives. I must be aware of each of the students’ goals and objectives and find ways to incorporate their goals and objectives into their everyday work. Small, independent, daily activities are a great way to do this.
the student complete activities that are focused toward his IEP goals and objectives. I must be aware of each of the students’ goals and objectives and find ways to incorporate their goals and objectives into their everyday work. Small, independent, daily activities are a great way to do this.
Teacher Resources (Math, Reading, Writing, and Social Skills)
Component 1d: Demonstrating Knowledge of Resources
Planning and preparation can be one of the most challenging aspects of being a teacher, especially for special education teachers. As a special education teacher I plan lessons for math and reading for three grade levels. My lessons are generally supplemental; therefore, I am not always able to use the general education curriculum and materials because the students’ classroom teachers are using it. Instead I must find other resources for teaching and pull materials and resources from a variety of different resources. This can be very time-consuming and stressful. I use several resources such as general education curriculum, Project Read, Hand Writing without Tears, Read Naturally, Smart Exchange, games/activities, Education Creations website, and several other websites to support the content I teach.
I have found it difficult being the only full time special education teacher in our school. I do not always have another teacher there to bounce ideas off of and ask questions to. This has forced me to feel comfortable going to other teachers and staff for ideas and opinions. In addition to using the resources in my building, I have used my Clinical coach, Special Education Supervisors, peers, and other special education teachers within the district. Although I may not always have quick and easy access to a resource, I know who to contact in order to get my questions answered and the materials I need.
Planning and preparation can be one of the most challenging aspects of being a teacher, especially for special education teachers. As a special education teacher I plan lessons for math and reading for three grade levels. My lessons are generally supplemental; therefore, I am not always able to use the general education curriculum and materials because the students’ classroom teachers are using it. Instead I must find other resources for teaching and pull materials and resources from a variety of different resources. This can be very time-consuming and stressful. I use several resources such as general education curriculum, Project Read, Hand Writing without Tears, Read Naturally, Smart Exchange, games/activities, Education Creations website, and several other websites to support the content I teach.
I have found it difficult being the only full time special education teacher in our school. I do not always have another teacher there to bounce ideas off of and ask questions to. This has forced me to feel comfortable going to other teachers and staff for ideas and opinions. In addition to using the resources in my building, I have used my Clinical coach, Special Education Supervisors, peers, and other special education teachers within the district. Although I may not always have quick and easy access to a resource, I know who to contact in order to get my questions answered and the materials I need.
Student and Family Resources
Teachers are advocates for children and want the best for children. As a special
education teacher I must be aware of the resources available for my students and
help make parents aware as well. One of our seminar classes was focused around resources for children with special needs. This was a great way to see what resources are available and gather information about different resources. I have provided my students with various resources throughout the course of the year. One example includes a Halloween Trick-or-Treat event for students with special needs. I spread the word and handed out flyers for this event to many of my students. I have also found various resources to provide my students with hats, mittens, socks, and boots. I have been able to demonstrate my knowledge of resources for students.
education teacher I must be aware of the resources available for my students and
help make parents aware as well. One of our seminar classes was focused around resources for children with special needs. This was a great way to see what resources are available and gather information about different resources. I have provided my students with various resources throughout the course of the year. One example includes a Halloween Trick-or-Treat event for students with special needs. I spread the word and handed out flyers for this event to many of my students. I have also found various resources to provide my students with hats, mittens, socks, and boots. I have been able to demonstrate my knowledge of resources for students.
Weekly Lesson Plans - OMIE
(Objective, Materials, Instructions, Evaluations)
Component 1e: Designing Coherent Instruction
Writing lesson plans is my number one way to ensure that I am designing coherent instruction. My weekly lesson plans are in OMIE format which includes objectives, materials, instructions, and evaluations. My OMIEs are very detailed and clear so anyone could walk in my room, pick up my lesson plans, and teach a lesson. This lesson plan format encourages me to stay organized. I am able to take a quick look and make sure I have all of the materials needed for each lesson. It also forces me to be cognizant of the objectives and evaluations for each and every lesson I teach.
Writing lesson plans is my number one way to ensure that I am designing coherent instruction. My weekly lesson plans are in OMIE format which includes objectives, materials, instructions, and evaluations. My OMIEs are very detailed and clear so anyone could walk in my room, pick up my lesson plans, and teach a lesson. This lesson plan format encourages me to stay organized. I am able to take a quick look and make sure I have all of the materials needed for each lesson. It also forces me to be cognizant of the objectives and evaluations for each and every lesson I teach.
Teaching and reinforcing
tools and strategies to
use in the classroom
Unfortunately I have a limited time with the students I service every day; therefore, I must make the most of the time I have with them. I have found that it is most beneficial for the students if I tie what the students are learning in class to what they are learning in my resource room and vice versa. For example, within the small group lessons I will teach reading strategies and tools that they then can apply to the reading they do within their general education class. Similarly, I will reinforce the math concepts students are learning in their general education classes by teaching and re-teaching small group lessons on the same concept. This constant collaboration with the teachers can be time-consuming, but it is imperative for designing coherent instruction.
Smart Board lessons and activities
Within my lesson plans I include a wide variety of learning activities that help make my instruction coherent and meaningful. The majority of the lessons I plan include hands-on activities or activities that encourage student participation. These activities are used as extensions and connect to the material being taught. I often do this by including Smart Board technology into my lessons. This technology allows me to directly teach and present information, but makes it easy to integrate student engagement opportunities, making the instruction coherent.
100 Book Informal Assessment
Component 1f: Assessing Student Learning
There are many ways of assessing student learning. The most common form of assessment that I use within my classroom is informal assessment. Informal assessment allows me to quickly gauge where the students are at, what they know or don’t know, and what my next steps should be. I use several formative assessment measures, one being a quick signal such as a hand gesture or a thumbs up or down
There are many ways of assessing student learning. The most common form of assessment that I use within my classroom is informal assessment. Informal assessment allows me to quickly gauge where the students are at, what they know or don’t know, and what my next steps should be. I use several formative assessment measures, one being a quick signal such as a hand gesture or a thumbs up or down
Daily informal assessments and evaluations
I incorporate an evaluation at the end of every lesson I teach. I use evaluations
to assess my students on whether or not they understand the objective of the day.
I have integrated unique evaluations into my lessons; many of my evaluations are
engaging activities, not worksheets or exit slips. Any activity in which students
practice the concept being taught can be an evaluation and a way of assessing the
students’ learning.
Special education paperwork and documentation are also used as assessment and progress monitoring measures. Progress reports, which are done quarterly, are snap shots of where students are at on their goals and objectives, what progress has been made, and where the students continue to need assistance. Annual Individual Education Plans (IEPs) and Evaluation reports also assess the students’ progress. Special education teachers have several methods of assessing student learning.
to assess my students on whether or not they understand the objective of the day.
I have integrated unique evaluations into my lessons; many of my evaluations are
engaging activities, not worksheets or exit slips. Any activity in which students
practice the concept being taught can be an evaluation and a way of assessing the
students’ learning.
Special education paperwork and documentation are also used as assessment and progress monitoring measures. Progress reports, which are done quarterly, are snap shots of where students are at on their goals and objectives, what progress has been made, and where the students continue to need assistance. Annual Individual Education Plans (IEPs) and Evaluation reports also assess the students’ progress. Special education teachers have several methods of assessing student learning.