Based on the module and what you have learned over the last three classes, how might you use CBM in your own classroom? What strategies or tips might you use?
Curriculum Base Measurement (CBM) is a type of progress monitoring that occurs throughout the duration of the school year. This type of data collection is very useful within the classroom. I would CBM to measure a student’s current skills and monitor their growth throughout the year (IRIS). This type of monitoring can be used with all subject areas. I would use CBM to collect data on a student’s reading fluency, reading comprehension and math problem solving strategies and skills. I would use the results of CBM to adjust the student’s goals and to keep the parents updated on their child’s progress throughout the year (IRIS). This information will be useful to determine where students may be for RtI and help determine if they need a 504 or IEP. I would document the data from CBMs in order to efficiently track the student’s progress. This data can be turned into graphs, alter goals; communicate with parents and students and other professionals.
What questions do you still have about using CBM?
- Is CBM the most common type of progress monitoring?
- How often does the monitoring take place throughout the year?
Based on what you have read, as well as the other tools that are in your toolkit from your other classes, how might you use assessment in your classroom? What tips and tricks (strategies!) might you use to keep track of where your students are?
Assessment is used in the classroom for various reasons. Assessment can be used to see what the students already know before a lesson. Assessments can also evaluate how a student understands the content during the lesson and then students can be assessed at the end of a lesson. The ending assessment is to evaluate if students understood the material and who might need any further teaching (Cornelius). Assessments are also a tool to determine which students met the objectives and which students may need additional supports in the classroom (Cornelius). Assessment is also an amazing tool for evaluating a teacher. It is important for teachers to reflect on and assess how effective their own teaching is. This gives the teacher information about how they may improve, same goes for students.
In order to keep track of where your students are, teachers must keep documentation of all assessments. Teachers can use excel charts to track grades, what objectives have been met and where each student cold improve (Cornelius). Any evaluative data should be documented such as homework, classwork, etc. in order to use assessments appropriately and efficiently (Cornelius).
I would use assistive technology in my classroom to support any of my students who might benefit from additional supports. Assistive technology gives students multiple ways to learn and to meet their educational goals (IRIS). Students with IEP’s of 504’s may benefit from these devices and services. Assistive technology allows students to communicate, perform academic tasks, participate in social or extracurricular activities, move or travel around the school, use proper seating and positioning and access materials (IRIS). Its many forms or devices and services can help support many different students to help them become successful. Assistive technology can support any student with a disability in need of support. Students can receive these devices and services through public schools as a part of the student’s IEP or 504 plan. Parents are not required to pay for assistive technology (Understood). Teachers find assistive technology very helpful in the student in need’s success.
What questions do you still have about assistive technology?
- Can instructional technology be used at the same time as assistive technology?
- Do all students who qualify have access to assistive technology?
- Are students allowed to take their AT home?
What do you understand about gifted and talented or twice exceptional students that you didn’t before? What specific strategies might you use to meet the needs of these students? What questions do you still have about gifted and talented students?
I found it shocking that 58% of teachers have received no professional development focused on the gifted and talented (NAGC). I feel as if teachers focus more on students that are below average than the students that are above average. I didn’t realize that students that are gifted and talented become bored and lose their interest in their schoolwork, resulting in poor performance and poor grades (NAGC). Students that are gifted and talented should be challenged just as any other student in the classroom should. Teacher should incorporate their interest into their schoolwork as well to keep the students engaged.
To meet the needs of gifted and talented students teachers should incorporate their interests and take into account their abilities. Teachers should incorporate their past learning to their new content so they can make connections (Winnerbrenner). It is important to challenge the gifted and talented student so they do not take the easy way out and become bored. To keep gifted students feeling challenged, the teacher should have the students think more abstractly and think deeper into the concepts their learning. Acceleration opportunities should always be available for students in need (Winnerbrenner). It will be important to differentiate your instruction to meet the needs of all learners whether below average or above average students.
- How can you make things “fair” in the classroom while meeting the needs of the gifted students?
- What types of programs are out there for the gifted and talented student?
- Can gifted and talented students skip grades?
What specific accommodations or modifications might you use with students with autism (hint: answer to this question can copy/paste to your A&M project)?
Knowing that no two children with autism are the same, I feel as if a teacher should have several accommodations or modifications to use with students with autism (DII). Some accommodations and modifications may include:
- Keep classroom organized and consistent
- Have specific seat just for the student
- Keep a consistent schedule
- Have a designated schedule just for the student to allow them to keep track of where we are in the day
- Allow the student to escape the classroom when needed
- Set rules for the classroom
- Seat students away from distractions
- Allow student to use earplugs when sounds are too much
- Have student use sunglasses when lights are too much
- Provide multiple ways to communicate with others such as a computer, paper, etc.
What concerns or questions do you have about working with students with autism (I will compile a list of these and bring it to class)?
- Do students with autism always have a para?
- Are students with autism held at lower standards?
- Can students with autism be held back in a grade?
Based on what you read and what you now know, what are some key strategies you are going to want to use when working with students with communication disabilities?
Knowing that language skills are needed to be involved in social interactions, I would begin by seeing what way of communication is best for the child, what is their way of communicating. When working with individuals with communication disabilities, I plan to offer choices. I want students to be able to communicate the way that they feel most comfortable, whether that be speaking using your mouth or speaking using a computer. I want to encourage any social interactions within the classroom even if that means I might need to model what a social interaction may look like or include an interpreter. I want my students to know that I value their contributions to not only the classroom, but to the class’s learning. I plan to use any aids and graphic organizers to help students communicate. I want all my students to feel included so they may succeed. I hope to find a common ground where students have some way to interact with each other. Any adults involved with the student with a communication disability should all be in collaboration with one another in order for the student to be successful. (Understanding Students with Communication Disorders)
What questions or points of confusion do you have about working with students with communication disabilities?
Is there a time when you shouldn’t include a child with a communication disorder? (Class discussions, partner work, group project, etc.)
Based on the reading, what are some strategies that might be helpful for students with ADD/ADHD?
- Standing for during work periods rather than sitting
- Getting up and going for a short walk every so often
- Arrange the classroom to place the student with ADHD away from distractions
- Doing group work to form friendships with their peers who have similar interests
- Taking extra breaks during assessments
- Providing a less distractive environment for testing
- Breaking down assignments
- Incorporate brain breaks to release energy
(Brown, 2008) and (Understanding Students With ADHD)
What are some strategies that would be unhelpful (have you seen examples in schools?)?
- Place the student in the corner of the classroom
- Give students with ADHD a large task all at once
- Restrict them from any movements
- Give instructions only once
- Preventing social interactions
- Allow the student to stay of task and have them finish their work during recess (I have seen this in the classroom unfortunately)
What concerns do you still have about meeting the needs of students with ADD? What specifics do you hope we discuss in class?
- I am worried that a student might need an IEP or a 504 plan to meet the needs of the student, but the parents will be in denial about the situation and will not allow me to do so…
- I would like to talk in class about if a student is diagnosed with ADHD and the parents do not want their child to take medicine, can the student still have an IEP or 504?