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TPE 4 Summary

Making content accessible when you both teach students in your classes and on your caseload is
vital to seeing growth. Throughout my internship at El Modena High School I participated in
developing and implementing IEP instructional and transitional goals aligned with California. I
also facilitated effective inclusion of students in the general education core curriculum with the
use of appropriate instructional materials, supports and classroom materials.

I have included a few examples of goals I have both developed and


implemented that are aligned with Common Core State Standards, Orange
USD Standards, and legal requirements for transition planning, which can be
seen on this page. I have also included an example of the baseline for the
algebra goal and why it was important to include as a part of this students
education in order to benefit this student. Following this are two examples of
appropriate instructional materials used to implement the same students
transitional goal.

Next, I included my PowerSchool Haiku page for my caseload. I included this as evidence to
show that I made content accessible and provided effective and appropriate instructional
materials for my students on my caseload to work towards and meet their educational and career
oriented transition goals.

Following this is evidence that I have developed individual education goals


aligned with California and Common Core State Standards to create an
effective and beneficial education plan based on my caseloads individual
needs. After this goals I have implemented in order to facilitate effective
inclusion of students in the general education of core curriculum with use of
appropriate instructional materials to make conceptual physics accessible. In
my class, not only did I make the science accessible, but I also made reading,
writing and mathematics accessible for my students in order to build well-
rounded academic skills in my students. Examples of how I implemented
reading comprehension, mathematics, and vocabulary goals can be seen in
this section. One example is having students draw out the physics math
problem to break down and simplify the problem and math steps they need
to do. These visuals help students reach this goal. Another example is
reading comprehension work samples. With this I had students read the
summary first, read the questions second, and then go back to the text and
highlight the answers. This ensures that students meet their goals of
demonstrating reading comprehension when given informational texts.

The next piece of evidence (Collision Cart Lab) facilitated effective inclusion of students with
disabilities in the general education core curriculum. Due to the simulation nature of this activity,
all students got to experience and see the law of conservation of momentum in play seeing first
hand that momentum cannot be lost. The Acceleration reading/notetaking guide use the
reading comprehension strategies of graphic orgnaizers to help students gain meaning when
reading expository and informational text and meet this reading comprehension goal. The
graphic organizers on this worksheet break apart the content and make it visually easier for
students to understand. This is only one example how graphic organizers are used in my class.
We also use a lot of graphic organizers in our notebooks and on the white board. I used this
worksheet and other graphic organizers to implement student IEP goals. This goal can be seen
above the work sample. In order to implement reading vocabulary goals, I had students use
dictionary definitions, put the definition in their own words so it made sense to them, which then
enabled them to create sentences with their vocabulary words in them and allow them to work on
their goals. Implementing student goals into my curriculum also enabled me to facilitate effective
instruction of students with disabilities in the general education curriculum with the use of
appropriate instructional materials that allowed students to also work on their individual goals.

Following the vocabulary goals and work sample evidence are a few
examples accommodations I have written for my students based on their
individual needs in order to facilitate effective inclusion of students in the
general education core curriculum with the use of appropriate instructional
materials and supports for them to be successful in their classes whether
Specialized Academic Instruction or General Education. Accommodations are
important to enable students to access the general education curriculum
while making sure they still get the support they need to be successful and
excel. After accommodations I have written for my students
are Supplementary Aids, Services & Other Supports for school personnel, or
for student, or on behalf of the students in my classes that I have
implemented in order to facilitate effective inclusion of students in the
general education core curriculum with the use of appropriate instructional
materials and supports for them to be successful in my classes whether my
Specialized Academic Instruction of Conceptual Physics or my Co-Taught
General Education Conceptual Physics Class.

In order to facilitate effective inclusion of students with disabilities in the general education core
curriculum of physics, which is typically very dense and hard to understand even with the
common language not scientifically involved, I found supplemental reading packets that discuss
the same topics as the general education Conceptual physics reading at a lower and easier to
understand level. The reading packets would be displayed on the projector and we would do an
interactive shared reading and guided note-taking. We would read a section in this packet after
being lectured on it, then take notes or do an activity before reading the grade-level text.

It is also vital to have, teach, practice and implement classroom procedures


and rituals in order to create effective inclusion of students in general
curriculum and an effective and safe teaching environment. My rituals and
procedures can also be seen here on this page.
When I was co-teaching I could be seen a lot with a mini white board to support all students who
needed help. I used this mini whiteboard in the inclusive general education Conceptual Physics
to enable me to facilitate effective inclusion of students in the the general education core
curriculum with the sue of appropriate instructional materials and supports to enable me to walk
around and easily assist students that need help.

Finally, I have examples of appropriate instructional materials differentiated


for student needs and individual abilities. You can see two different versions
of the same work sheet to enable all my students to participate in the same
activity and facilitate effective inclusion of both mild to moderate students
and moderate to severe students in the general education conceptual physic
curriculum.

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