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TPE 9.1
TPE 9.1
TPE 9.1
Makes instruction comprehensible and meaningful through differentiated lessons based upon student’s experiences, interests, linguistic and cultural background and developmental learning needs.
Making instruction comprehensible and meaningful is essential for student learning. When I plan instruction, I communicate with my students general education teachers to check-in with what they are teaching and modify instruction to meet my students' needs, while also meeting California State Standards. Below, I have included the enVisionMATH workbook page that the general education teacher was having students complete. After looking over the worksheet, I decided to have students learn line plots/dot plots in a different way. I knew this enVision page would be overwhelming for my students and this was one of the introduction lessons, so I decided to create my own lesson. I used candy as one example and let students vote for their favorite one, then had students use the data to make a dot plot. Next, we voted on star wars characters and used that data to create another dot plot. Students were very engaged during this lesson and had fun learning about line/dot plots. This lesson allowed students to gain the foundation for collecting and plotting data as we moved forward with the content.
TPE 9.2
TPE 9.2
TPE 9.2 Effectively, trains, supervises, and/or uses paraeducators and other personnel (e.g., related service providers, peer tutors) to help students achieve goals.
I effectively supervise and use paraeducators to help students achieve goals by checking in with them weekly and monitoring student progress. For example, paraeducators use this IEP goal progress monitoring chart to keep track of progress and communicate with me. This chart allows me to check in with student progress towards meeting goals, and communicate with paraeducators on the best way to support students. Based on this communication, I can take note of which student has met their fluency reading goal and their progress. This data is really helpful when doing progress reports or during IEP meetings when showing student work and talking abut their progress towards meeting goals.
To the right I have included my paraeducators push in schedule. My mentor teacher and I recreated this schedule to work with both of us, the general education teachers, and our paraeducators. This schedule was created to ensure students' minutes were getting serviced and they were being supported towards reaching their goals. I have worked with and trained paraeducators on what goals they should be working on with students and created check-in times to monitor student progress.
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