Inclusive Middle School Intervention Report

This entails working on the Seven Steps to Writing Success will be taught twice a week and writing tasks will also be included during literacy groups. Sizzling Starts and recounts will be the focus text in term one. Narrative and creative writing will be taught too and in both cases the emphasis will be on creating strong sentences with good structure. The lesson format for sizzling starts and narrative/creative writing will be explicit teaching to the whole class. My role as a teacher will be to identify the student’s level and provide appropriate feedback to support to move students toward the next level.

All the students showed improvements in legibility and speed, although the students who received Therapist-Teacher intervention instruction in the Write Start program showed greater improvements in legibility, speed and fluency as compared to the comparison group of standard instruction by the teacher.

The National Middle School Association (NMSA) is now known as the Association for Middle Level Education (AMLE). It has been a “voice for those committed to the educational and developmental needs of young adolescents” since 1973. This organization is the only national education association specifically committed to those in the middle level grades. There are over 30,000 members including principals, teachers, central office personnel, professors, college students, parents, community leaders, and educational consultants. The AMLE is recognized across the United States, Canada, and 46 other countries. In addition, AMLE has a network of “58 affiliate organizations in the United States, Canada, Europe, and Australia that strengthen outreach to the regional, state, provincial, and local levels.” The Association for Middle Level Education’s mission is dedicated to improving the educational experiences of all students ages 10 to 15 by providing vision, knowledge, and resources to educators and leaders. (National Association of State Boards of Education, n.d., paragraph 1).

Lower-level questioning involves use of repetition or restatement of information that was previously covered. It is what is used for basic skills instruction in the early stages of learning. An example of a questions asked in this type of questioning are; (what is? and what are?) (Mastropieri and Scruggs 2014).

Teaching Strategies” by Brown (2002) explored the relationship of the environment created by Mrs. Boyd, a fifth grade teacher who “[nurtured] academic excellence” (p.127). The objective of the study was to see what strategies Mrs. Boyd used to encourage success in the classroom. The population was elementary school kids in grades 4-6 whose ethnicity was varied from African American to Asian and biracial. The examiner observed six of Mrs. Boyd’s morning and afternoon sessions and interviewed her after about the strategies used to educate their students. The study found several key elements to providing a comfortable environment,

As part of students IEP resource program and RtI services, I provide instruction for the development of written expression, as evidenced by my Professional Growth Experience #2. My methodology for writing instruction has evolved dramatically. Now I see each student as an individual somewhere on the path to independent “author.” I work to meet each student’s learning need at their level. Currently, students work at their own level and I provide individual or small group mini-lessons to support weaker skills. I learned from experience to create quality, high interest prompts that address a real audience to teach “voice.” My format support Common Core’s informative/explanatory writing standard and engages critical thinking and motivation. To

Inclusive teaching means teaching in ways that do not isolate students, accidentally or intentionally, from opportunities to learn. Making sure the needs of students with a variety of backgrounds, learning styles and abilities are addressed. These strategies contribute to an overall inclusive learning environment, in which students feel equally valued.

Graham et al. (2012) explores a meta-examination of the written work intercession writing, centering our endeavors on genuine and semi tests with an end goal to distinguish powerful instructional practices for instructing written work to elementary students (Graham et al., 2012). The article focused on meta-investigation of test and semi exploratory written work studies directed with elementary students (Graham et al., 2012). The authors contributed tables which displayed the effect sizes and results for written treatment. Graham et al. (2012) distribute several strategies that educators can implement in their classrooms. Some strategies included strategy instruction, grammar instruction, scaffolding, assessing writing, prewriting, and peer

Objective IV: Ensuring success for all students through high quality engagement strategies that support literacy development

Before beginning to teach the new writing strategies to Kemoni and the rest of the class, I will work with all the learning-disabled students to improve their phonics, spelling, and grammar skills. Because the students are older and have some language and reading comprehension deficits, the class will begin to work on their comprehension skills by incorporating reading pause and reflect techniques. I will assign short reading passages for homework and the students will be required to read, jot down the main idea and supporting ideas, and write a brief summary. Also, I will re-teach some basic phonics lessons which will help students to think when they come to unfamiliar words. Strengthening these skills will help students to become stronger

Adolescents who feel more lonely are more likely they to be depressed, anxious and less likely to take social risks (Moore & Schultz, 1983, p. 99). Similarly, “loneliness and depressive symptoms influenced one another bidirectionally from mid to late adolescence, with the direction from loneliness to depressive symptoms being stronger than the reversed direction” (Vanhalst, Klimstra, Luyckx, Scholte, Engels, & Goossens, 2012, p. 782). Thus, our intervention aims to reduce these feelings among middle school students. In turn, this goal is worthy from a sociatel perspective, as reducing feelings of loneliness will have a positive effect on the teenagers' school performance, their overall productivity as well as their reported life satisfaction (Trzesniewski, Donnellan, Moffitt, Robins, Poulton

What was the moment you decided what you wanted to do in life? For me it was one Monday afternoon, sitting in a first-grade class. I had always thought about being a teacher; I knew I’d love it. But I wasn’t sure if I could handle the challenges that come with teaching. About a year ago, I was blessed with the opportunity to be a long-term substitute in a first grade inclusion class. The first few days were quite difficult. I had to learn schedules, the kid’s names, and how to interact with special needs students. However, I quickly caught on. It wasn’t until a few weeks later that I really fell in love with my new job. I was working with some of the lower children in the class on how to subtract two digit numbers. One little boy was just

To address the issue, 30 second-grade through sixth-grade regular education teachers for 16 schools in the Netherlands were invited to participate in a voluntary study. Each teacher was then asked to select ten or more students for inclusion in the study. The teachers were sent a package that contained a questionnaire, a writing task, and an evaluation form for each student. On the evaluation form, the teachers indicated their expectations with regard to the student in question, the student’s grade on the writing task, the SES and gender of the student, and whether the student was diagnosed with a

George is a 13 year 1 month old (13;1) English speaking male. George is currently

In order to get a true understanding of teaching in an inclusion classroom, I was able to observe a fourth grade classroom at Village School in West Windsor, New Jersey. The general education teacher was Ms. Welsh and the special education teacher was Ms. Wilush. Ms. Welsh has been teaching for many years, while Ms. Wilush has only been teaching for two years. Each teacher brings with them different strategies, that together make a wonderful classroom dynamic. The students make up an average size fourth grade classroom of a little more than twenty, but there are three students who receive additional instruction from Ms. Wilush in a resource room throughout the day. During my observation, I was able to sit in on writing lessons and science lessons. There was a wide variety of students in the class with all different strengths, weaknesses, and personalities. Watching and learning from both teachers through observation and interview was an extremely valuable experience.