I interviewed the School Psychologist Ms. Zindler for my paper. Ms. Zindler works for the Fond du Lac School District at the High School. The purpose for the interview was to find out what her job responsibilities are in the IEP process, assessments she uses for different mental health diagnosis’s and other important parts of special education that she helps with.
Ms. Zindler has a M.S. degree in School Psychology and is license in the state of W.I. She has been employed with Fond du Lac High School for 3 years. Prior to that she owned her own group home, was a School Psychologist in Green Bay and also worked with children in New York. I felt that Ms. Zindler would be a great person to interview because she works at the same school I do
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Part of Ms. Zindler’s work is to understand the difference between the different Tier’s and the RTI framework. The school district uses Alpine Achievement to help keep up with student’s; PBIS growth, strengths, needs, data from Tier 2 and 3 state and national. It is part of Ms. Zindler’s job to use this data to gather student’s information. Ms. Zindler did she that the high school does have more support since RTI started for example, homework hour after school, reading and math interventions. She believes it is a good universal framework.
If the parents do not request the first meeting. The parents are included from the initial meeting and Ms. Zindler builds the meetings around the parent’s schedule. Ms. Zindler requests a meeting to get a social history on the child and parents to get a better understanding of their home-life.
How do you ensure you don’t misplace ELL or ESL in Special Education? Ms. Zindler said “when there are concerns about ELL or ESL the high school has their own ELL department and interpreter.
Ms. Zindler is also mentioned that she is involved in developing 504 plans. This plan similar to a health care plan. A 504 plan will accommodate students living with diabetes, anxiety, post head concussion, Tourette’s syndrome etc. A 504 plan only requires a note from a student’s doctor or
Much research was completed for the making of this article. It was found that ELL’s need time to develop oral English proficiency, teachers need to use ongoing authentic formative assessments throughout the year due to
My assignment is a combination of two interviews. I interviewed an Assistant Principal, Ms. Katis Romig, as well as, our Curriculum Director, Mrs. Maria Petkanas. They are both responsible for the curriculum development and instruction for the school where I work, P.S. 811Q. I also learned a fair amount from Ms. Romig and Mrs. Petkanas including that District 75 Citiwide Special Education’s Deputy Superintendent, Ms. Barbara Joseph, had given the school feedback and suggested writing curriculum and textbooks. This was the only feedback she gave our principal during her observation last week.
...ell can work together to solidify the learning environment for the student in need and create a better learner as a result.
Mrs. Nancy Hamilton (changed name for privacy) is 95 years old female who resides in a local continued care retirement community (CCRC) located in the Los Angeles County. I decided to interview Mrs. Hamilton for her successful aging. I have known her for 9 years and her aging process has not been an easy ride but she always maintained a positive sprit that kept her going even today. Mrs. Hamilton moved in to a CCRC in 2006, two years after her husband passed away. Mrs. Hamilton has one daughter and one son. Daughter Margaret lives nearby and visits frequently and takes care of personally needs such as transportation to medical appointments or shopping for skin care products or clothes as necessary. Son, David lives in the Northern California and visits a few times a year.
The most important is the student’s instructional level or Zone of Proximal Development. There is a fine line between independent, instructional, and frustration level. Lessons should be differentiated so that all students are challenged. To meet the needs of all students, it may be necessary to collaborate with the special education teachers and the ESOL teachers. Teachers should be facilitators of student learning.
RtI was designed to provide early intervention to students that are experiencing difficulties in developing literacy skills. Throughout RtI, assessment data is collected to monitor student progress, and is used to determine if the intervention should be continued or modified (Smetana 2010). A common consensus is that the RtI framework consists of three tiers: Tier I, Tier II, and Tier III. In Tier I, primary interventions are used that differentiate instruction, routines, and accommodations to the students that need little to no interventions. The students in this tier are often times classified with the color green.
... and RTI’s have shown their significance in schools and classrooms all over the country. These programs are great for helping children and we can see the progress all the way though their academic years, helping children reach their full potential should be the desire for all parents and educators.
Every year, the number of immigrants in the U.S. has grown “significantly.” Chen predicts that by the year of 2020, public schools will have at least 50 percent of students that are non-English speakers (¶5). This shows that it is important that public schools have a successful ESL program. The purpose of ESL programs is “to enhance” ESL students learning, to help students’ “emotional well-being”, and to accelerate students’ ability to learn the new language. According to Chen, some district schools have failed to support ESL students’ learning. For example, Chen stated that “...[some] school districts [have been] accused of not meeting t...
I had the opportunity to interview with the school psychologists on our campus. She currently holds a master’s level degree in psychology and has worked for the district for 10 years now with 3 of those years at this location. Discussing what she does on a regular bases she explained how she reaches out to contacts within the community to help parents and children with unresolved issues to help them find answers. She creates activities that help to nurture a better lifestyle for these families. I discussed with her in length about these events and she described them as a social environment conducive to a higher quality in learning, social interaction and family lifestyle. The reason for planning these events in our campus is because of the lower demographics and the campus considered a special class of schools which are known as Title 1 which receives more aid than other campuses.
Many school districts have problems placing ELL’s. As a result these students end up in special education whether they have a learning disability or language impairment. Teachers are also indecisive when dealing with ELL’s. Most teachers recommend that ELL’s be placed in special education from day one. It is not because the child has a learning disability, it’s because most teachers are not properly trained to interact with ELL’s.
One of the first challenges that ELL instructors must come to terms with is the identification and assessment of their students’ learning capabilities in their classroom. Traditional identification instruments designed for English speakers may not be valid with English language learners. Identification of English language learners with special needs should include consideration of several factors, such as family history, developmental and health history, first language and literacy development, previous schooling, and the learners' current academic ability, just to name a few. Learning in any language is affected by learning disabilities, but second language learners with special needs present additional educational challenges. According to the British Columbia Ministry of Education, Skills, and Training (Fowler & Hooper, 1998), instructors of English language learners with special needs should consider the cultural, developmental, and first language background of the learner. They should also do the following: (1.) Provide a highly structured learning environment; (2.) Focus on contextual learning;
For my psychology interview assignment, I had the privilege of interviewing Elaine, who is the Director of Preschool X, which is an educational institution. She reports that she has been in this position for 13 years since its inception. Elaine is a close friend of my aunt, which was how I was able to meet her. She explained that her responsibilities include; the hiring of all personnel related to the school, submission of criminal background checks, the medical reports for all staff and children must be current, and also developed a curriculum for the teachers to execute. She has parent meetings and she deals with parents on a daily basis. For any arising issues, Elaine conferences with parents at least once or twice a week. Have weekly staff meetings regarding the curriculum. She also plays the role as the educational event coordinator, where she would “invite people from the dinosaur museum or alley pond park to come over to her preschool, to enrich the children”.
Although I chose not to pursue a career in health psychology, I find that the fields of psychology that appeals to include families, children, and parents who are struggling to maintain control and are in need of guidance, which include the following:
In conclusion, it seems as though all the positives of the response to intervention program outweigh any negatives about it. The RTI program is extremely helpful in identifying any student that is having academic difficulties at an early age. Whether these students should be considered in the special education program or not can also be determined by using the RTI program. There is no reason to allow students to fail before any intervention is even considered. Anything that is beneficial in helping students succeed in their academic achievements should be viewed as a
Counseling Psychology is a specialty within the professional psychology that maintains a focus on facilitating personal and interpersonal function across the life span. Those who are Counseling Psychology focuses on the clients emotional, social vocational, education health-related, developmental, and organizational concerns.