You're about one month into the new school year teaching 3rd grade. After gathering a month's worth of data, you are making a list of students who seem to be struggling and may need more specialized instruction. One this list, includes a student named Andy. You have noticed that Andy does not volunteer to read anything aloud in class. He is distracted during independent reading and initiates conversations with peers. When you work in small groups, you notice he gets along well with others but gets silly when it's his turn to read aloud or answer comprehension questions. You review your observation and assessment data on Andy. *Talks a lot about interests (soccer, dinosaurs, Legos, drawing) *Auditory and kinesthetic learner, multiple intelligence--visual/special *Self-reports--athletic, artistic, fun, bad at reading *Nurse visits:9/15, 9/20, 9/21 *Little evidence of homework effort *1st marking period pre-assessment data: proficient in math, in the lowest percentile in reading *Formative assessment data/scores: Sept. 9-- Score of 3/6 main idea standard. Sept. 13--6/10 summarizing standard. Sept. 16--3/10 conflict standard. *Pre-assessment data on narrative story unit: 35% Sept. 10 *Reading fluency running record data:65 wpm (words per minute) with70% accuracy Sept. 7 *9/16-- reports he struggles to copy from the board, checking in with him often helped. 3.Reflect on your learning about the initial IEP process for students with suspected learning disabilities. What is your role, as a general educator, in this process? *What steps would you need to take with the school team? *What criteria and factors would the team use to determine whether or not they should evaluate Andy to see if he has a learning disability? *Should Andy qualify for an evaluation, what does the team need to consider to see if he qualifies for special education? As a general educator, what is your role in the process of identifyingstudents with suspected disabilities?
You're about one month into the new school year teaching 3rd grade. After gathering a month's worth of data, you are making a list of students who seem to be struggling and may need more specialized instruction. One this list, includes a student named Andy. You have noticed that Andy does not volunteer to read anything aloud in class. He is distracted during independent reading and initiates conversations with peers. When you work in small groups, you notice he gets along well with others but gets silly when it's his turn to read aloud or answer comprehension questions. You review your observation and assessment data on Andy. *Talks a lot about interests (soccer, dinosaurs, Legos, drawing) *Auditory and kinesthetic learner, multiple intelligence--visual/special *Self-reports--athletic, artistic, fun, bad at reading *Nurse visits:9/15, 9/20, 9/21 *Little evidence of homework effort *1st marking period pre-assessment data: proficient in math, in the lowest percentile in reading *Formative assessment data/scores: Sept. 9-- Score of 3/6 main idea standard. Sept. 13--6/10 summarizing standard. Sept. 16--3/10 conflict standard. *Pre-assessment data on narrative story unit: 35% Sept. 10 *Reading fluency running record data:65 wpm (words per minute) with70% accuracy Sept. 7 *9/16-- reports he struggles to copy from the board, checking in with him often helped. 3.Reflect on your learning about the initial IEP process for students with suspected learning disabilities. What is your role, as a general educator, in this process? *What steps would you need to take with the school team? *What criteria and factors would the team use to determine whether or not they should evaluate Andy to see if he has a learning disability? *Should Andy qualify for an evaluation, what does the team need to consider to see if he qualifies for special education? As a general educator, what is your role in the process of identifyingstudents with suspected disabilities?
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