Rationale 1:

Differentiated Homework Assignments

While at my student teaching placement at Quail Hollow Elementary I learned a very effective technique for differentiating assignments based on ability levels. As a class, the ability for students to finish their daily “Homework and Practice” worksheet that supported the days math instruction would vary greatly. Some students struggled approaching the content due to language barriers while others struggled with learning disabilities such as dyslexia. While circling the room during times of independent practice, the teacher would gauge the students level of effort with how far along they were in completing the assignment. When students were on task and working hard on the assignment but were obviously not able to keep up with their class mates, the teacher would draw green circles around the questions they were required to answer allowing the students to skip the other more complicated questions on the worksheet. This simple reward was powerfully motivating for those who wished to lighten their homework load but unbeknown to them, was actually a way to differentiate based on their ability level. Using this technique showed me how easy it can be to adjust learner expectations based on a variety of factors without the risk of them being singled out as being different from other students.

Rationale 2:

Extra Support at Home

While at my student teaching placement at Quail Hollow Elementary, I developed a series of videos that showed me doing sample questions from their homework and practice assignments. I explained to the students that these videos were available to them through Google Classroom. These optional videos were often viewed by students and their parents who needed extra support in understanding the expectations and procedures required for the completion of their assignments. This was particularly helpful for students with varying learner abilities such as English language learners and those with dyslexia. This method of support is something that I wish to continue in my own classroom.

Standard 2 Learning Differences

The teacher understands individual learner differences

and cultural and linguistic diversity.

Mr.Eggington

The teacher understands

individual learner

differences and cultural

and linguistic diversity.

Multi-Tiered Systems of

Supports (MTSS)

Utah’s MTSS is designed to support educators in developing evidence-based practices that support students learning. This website is a great resource for Local Education Agencies to understand the support offered by the Utah State Board of Education to provide high quality, equitable education to all students.

Teared

Instruction/Intervention

The Response-to-Intervention model uses a teared instruction model. This allows for students needs are met based on the nature and severity of a student’s difficulties. Tier 1 ensures that all students receive a high-quality education. Tier 2 targets students who are not making adequate progress in the core curriculum. Tier 3 involves an intensive intervention that targets the students’ skill deficits until the problem is remedied and to prevent future problems.

Utah Parent Center

The Utah Parent Center is a nonprofit organization formed by parents of children with all disabilities to help them connect with the services and agencies that might best help and support each other. Their staff is comprised of parents with disabilities of all ages who understand the unique challenges parents of children with disabilities have in navigating the systems of support. They hold regular workshops, provide online training, hold an annual conference attended by hundreds of parents and professionals. They are there to support and coach parents through the raising of their child with special needs to bring out their full potential.