Special Education Literacy Classroom

The students I choose to feature is my 1st period Special Education Literacy class. Sources I used to gather information about these students are colleagues, interventionist, families & stu-dents. Prior to school starting, a transition to junior high meeting (evidence #1(E#1) (Group In-formation Profile (GIP) was held with my colleagues who teach 6th grade special education. To-gether we evaluate the student’s current IEP & placement evaluations. Wanting to understand the students’ exceptionalities guided me to collaborate with colleagues. There are 7 boys in this class, 4 are identified with educational disabilities of specific learning disability (SLD), & 3 are identified as other health impaired (OHI). This source was appropriate because (bc) it was a starting point of where

The RI on my campus met with grade level teach-ers at the Professional Learning Community Meeting (PLC) (GIP E#2) & explained STAR Read-ing test scores (GIP E#3). This source was appropriate bc I need to know what level text my students can read before I plan instruction. 6 of my students read on a 2nd grade level & 1 stu-dent reads on a 4th grade level. Regular contact with my parents & parent surveys (GIP E#4) (GIP E#5) gave me insight of the parent’s expectations & creates partnerships between the par-ents & myself to provide a quality education. Creating a partnership with my parents guided me to use this information, bc my parents know their child best, & family input can complement the learning process. This source was appropriate bc I learned that one family was worried about their child’s grades & if he would pass, one family was worried about reading skills & wanted to know how they could help. Wanting to understand my students’ needs guided me to use student work samples/classroom based assessments, learning profiles & interest inventories (GIP