Teacher of Students with Moderate Disabilities (PreK-8)(5-12)
Standard (b)2c
Demonstrates adequate knowledge of and approach to the academic content
of lessons.
License-Specific Evaluation Questions
1. Does the candidate satisfactorily demonstrate an understanding of how the
individual student’s moderate disability(ies) affects progress in learning the
academic content in the general curriculum program that their non-disabled peers
learn?
From the students IEPs in my current placement, I have noted that the disabilities in my
classroom are not only expressive and receptive speech delay, or speech related
disabilities, although this is the basis of the Connections program. Students’ disabilities
in this classroom range from Attention Deficit Hyperactivity Disorder, Pervasive
Development Disorder-NOS, Apraxia, and Developmental Visual impairments and
Behavioral tendencies. I make sure to take into consideration that these students not only
need their curriculum to be modified to meet their specific, individualized needs, but they
also need to have this curriculum modified based on their schedule, understanding that
many of them are pulled out for PT, OT, Social Work and Speech. Their progress in
learning the academic content is based heavily on my strategies that I use to teach lessons
in a step by step process, using the right amount of manipulatives so that they can
understand but not be distracted, and use classroom management to keep all students
focused if one student does not understand something as fast as the other students in the
class.
2. Does the candidate appropriately use the information in the IEP of students with
moderate disabilities to modify the academic content, methodology/delivery of
instruction, and performance criteria (specially designed instruction) used in the
general curriculum program that their non-disabled peers learn?
After reviewing and taking notes on all students IEPs in the classroom, I have taken the
students moderate disabilities into consideration when planning and implementing
specially designed instruction. I understand that their moderate disabilities make it more
difficult for these students to express their thoughts and answer “wh” questions. To
ensure that they are able to digest the curriculum to the best of their ability, I make sure
to explain the directions clearly and slowly, and divide the lessons into smaller steps so as
to not overwhelm students or cause any frustration to those with moderate disabilities.
3. Does the candidate implement the specially designed instruction as required in the
IEP to help the students learn the academic content in the general curriculum
program that their non-disabled peers learn?
The students IEPs discuss the following accommodations: clear instructions; repetition;
checking frequently for understanding; pairing visual and verbal cues; low
student/teacher ratio; sitting in a close proximity to teacher; extra time; modeling and
expanding upon vocabulary/language; breaking down into multi-step directions; sensory
motor breaks (movement breaks); reminders to look at the speaker when being addressed;
providing verbal prompts paired with visual cues; speaking slowly; allowing additional
time to formulate words and sentences; social stories; positive reinforcement; definite
beginning and ending points for all tasks and use of graphic organizers. In order to
implement this specially designed instruction, I took all of these accommodations into
consideration to formulate my lesson plans in order to help the students learn the
academic content. I have taken students for movement breaks, allotted extra time on
assignments, used modeling in every lesson, as well as using many more of these
modifications.
4. Does the candidate show a familiarity with the measurable annual goals and
objectives/benchmarks in the student’s IEPs? (do you know the goals?)
The goal of the teacher is to meet the goals of the learner to ultimately meet their
measurable annual goals, which are written in their IEPs at the beginning of each year.
The objectives/benchmarks are what this student needs to do to complete these goals.
Some of the goals listed focus on Language Concepts, Motor Skills, Reading, Expressive
Language, English Language Arts, Mathematics, Social Skills, Speech & Language,
Communication, Written Language, Fine Motor, Behavior, Visual Motor, Physical
Therapy and Social Pragmatics. The Benchmarks/Objectives are much more specific
giving detailed descriptions of measurable objectives. Every 3 years, students are
reevaluated using the WIAT III. Appropriate meetings are held following re-evaluations
to discuss modifications to the students’ IEPs.
5. Does the candidate demonstrate the ability to help the students with moderate
disabilities learn the deficit skills detailed in the measurable annual goals and
objectives/benchmarks in the student’s IEPs? (what do you do to get them to
achieve those goals)
In order to help students learn the skills that they need to know in order to achieve these
goals, and continue to make progress, I use the accommodations that are presented in
their IEPs when planning instruction. Another way that I teach these students is by using
positive reinforcement to address such goals as Behavior, Communication and Social
Skills/Pragmatics. Students individual needs are addressed when I walk around and
monitor student progress, or ask for student volunteers to come to the front of the
classroom and show their peers how they got the answer to a problem. Reading groups
are designed so that lower level students work together on similar benchmark readings so
that they can make adequate progress to attain their reading goals as well. All deficits are
taken into consideration when planning instruction so that at the end of the year, students
will meet or surpass their set goals.
6. Does the candidate’s use of the assistive technology required in the student’s IEP
help the student learn the academic content in the general curriculum program that
non-disabled peers learn?
There are several forms of assistive technology required in the students’ IEPs that help
them better learn the academic content being taught in this program. As a whole class,
students use assistive listening centers, Lexia stations to practice phonics and basic
reading skills such as letter identification, Moby Max to practice math facts and reading,
word walls to encourage sight word recognition, and graphic organizers to assist students
in organizing stories into subgroups. The Promethean board in the classroom is also used
to listen to stories online so that they can visualize higher level books and make
connections. These tools are used frequently in the classroom to enhance student
learning.
7. Does the candidate’s use of behavioral intervention strategies that are identified in
the student’s IEP help the student learn the academic content in the general
curriculum program that non-disabled peers learn?
One of the students in my placement has behavior intervention strategies that are noted in
his IEPs. A behavior support plan from their previous teacher, effective September 18,
2012 identifies antecedent management strategies as well as a token system. The plan
explains precursor behaviors, the consequence procedure for precursor behaviors, target
behaviors and the consequence procedure for target behaviors. I have used the strategies
presented to me by the classroom teacher to award these students for their positive
behavior throughout the week. Often times he needs to be pulled from the classroom so
as not to distract the other students and also to take mental breaks during transition times.
There is another meeting for his behavioral intervention on April 8th to discuss better
methods to use with this learner.
8. Does the candidate appropriately interpret the results of formal and informal
assessments of students with moderate disabilities?
Throughout my time here, I had the privilege of teaching these students using lessons that
included summative assessment and both formal and informal formative assessment.
With the results of these assessments, I assigned reading groups for students whose
benchmark levels were different so that the higher level readers could aid the lower level
readers. I also interpreted the results of their Polar Bear worksheets and math homework
to determine how much I needed to reteach before moving on in the lesson the following
day.
9. Does the candidate demonstrate familiarity with state and federal law in special
education while working with the supervising practitioner, students’ families, and
agency representatives?
Under the NCLB, teachers are required to use the MA state standards to base their
lessons on. The Massachusetts Curriculum Frameworks are written for general education
classrooms, and modifications must be made based on the IEPs of the students in the
classroom. The goal of NCLB is to show AYP for the school district, which has been
discussed at PLC meetings by Principal Roake. Students with disabilities are scored
exactly the same for standardized tests, and it is our job as special education teachers to
catch the students up in all academics, using individualized instruction. IDEA requires
schools to use research-based interventions to assist students with disabilities. A
student’s IEP is mandated by IDEA so that student’s individual goals will be met using
specialized instruction. I understand that it is my legal obligation to abide by the IEP and
use this tool as my guide to assess and teach these students. It is my responsibility to
have a full understanding of the state and federal laws when discussing students’ annual
goals with students’ parents, my supervising practitioner and agency representatives.