1.1 Beginning special education professionals understand how language, culture, and family background influence the learning of individuals with exceptionalities.
Community Learning Team Meeting: Inclusivity Notes
1.2 Beginning special education professionals use understanding of development and individual differences to respond to the needs of individuals with exceptionalities.
Community-Based Instruction Field Trip Form
Community-Based Instruction Picture
2.1 Beginning special education professionals through collaboration with general educators and other colleagues create safe, inclusive, culturally responsive learning environments to engage individuals with exceptionalities in meaningful learning activities and social interactions.
TamES Consultation & Observation Log
2.2 Beginning special education professionals use motivational and instructional interventions to teach individuals with exceptionalities how to adapt to different environments.
Behavior Chart Bulletin Board
3.2 Beginning special education professionals understand and use general and specialized content knowledge for teaching across curricular content areas to individualize learning for individuals with exceptionalities.
Language Arts: Clusters & Unit Plan
3.3 Beginning special education professionals modify general and specialized curricula to make them accessible to individuals with exceptionalities.
Language Arts: Differentiated Worksheet
4.1 Beginning special education professionals select and use technically sound formal and informal assessments that minimize bias.
Letter/Sound Recognition Data Sheet
4.4 Beginning special education professionals engage individuals with exceptionalities to work toward quality learning and performance and provide feedback to guide them.
Smarty Ants Reading World Program
5.5 Beginning special education professionals develop and implement a variety of education and transition plans for individuals with exceptionalities across a wide range of settings and different learning experiences in collaboration with individuals, families, and teams.
Behavior Management Record
5.7 Beginning special education professionals teach cross-disciplinary knowledge and skills such as critical thinking and problem solving to individuals with exceptionalities.
Reading: Fairy Tale Unit
6.2 Beginning special education professionals understand how foundational knowledge and current issues influence professional practice.
Special Education Training: Standards-Based IEP Goals
6.6 Beginning special education professionals provide guidance and direction to paraeducators, tutors, and volunteers.
Paraeducator Evaluation Form
7.2 Beginning special education professionals serve as a collaborative resource to colleagues.
TamES Staffing Notes
7.3 Beginning special education professionals use collaboration to promote the well-being of individuals with exceptionalities across a wide range of settings and collaborators.
TamES February Newsletter Article
Impact on Student Learning
School: Tamuning Elementary School
Lesson Title: Mickey-Martian Subtraction
Lesson Description: Students will use Mickey-Martian Graphic Organizer and unifix cubes to subtract one to two-digit numbers.
Mickey-Martian Graphic Organizer
I focused my ISL on RM
3rd grade performing one to two grade-levels below
Specific Learning Disability
In the pretest, she received 40%. She used the number line as a manipulative to help her add and subtract. She is easily distracted. She miscounts numbers.
*Data for students, who have completed both pretest and posttest.
Pretest Mean: 35% Posttest Mean: 100%
Mean % change: 186% increase
RM went from a pretest score of 40% to posttest score of100%.
Percentage change: 150% increase
Based on my data, there was a positive impact on RM's learning.
This experience has taught me the importance of data in order to validate my role as a special education teacher. I also have to take into consideration my students' characteristics and unique needs.