Interview Project PDF

The Comprehensive Reading and Spelling Program (CRSP) often includes assessment, record-keeping, and collaboration processes to ensure effective adaptations for diverse student needs. Here’s a breakdown of each component with an emphasis on how these can integrate with general education teachers and...

The Comprehensive Reading and Spelling Program (CRSP) often includes assessment, record-keeping, and collaboration processes to ensure effective adaptations for diverse student needs. Here’s a breakdown of each component with an emphasis on how these can integrate with general education teachers and caregivers: 1. Assessment (Evaluation) Purpose: Assessments help identify each student's reading and spelling strengths and weaknesses. This can include formative assessments (like weekly spelling tests or reading fluency assessments) and summative assessments (end-of-unit tests). Adaptations: Adaptations might involve using audio support, extended time, or simplified language for instructions to meet each student’s learning needs. Regular assessments ensure that modifications are working and allow for adjustments based on student progress. Collaboration: General education teachers can share insights about student progress in other areas, which might help identify patterns (e.g., if a student struggles with reading across subjects). Caregivers can provide feedback about the child’s performance at home, which is useful for holistic assessment. 2. Record Keeping (Progress Monitoring) Purpose: Consistent record-keeping tracks each student's progress over time, enabling teachers to identify patterns, notice improvements, or spot areas needing additional intervention. Adaptations: Progress-monitoring tools, such as digital record-keeping systems or color-coded progress charts, can make tracking easier and more accessible for teachers and caregivers. For students with Individualized Education Programs (IEPs), this might mean additional documentation to align with specific reading and spelling goals. Collaboration: Regular updates shared with general education teachers and caregivers can help maintain consistent support across settings. General education teachers can incorporate strategies that align with CRSP interventions, and caregivers can reinforce reading and spelling skills at home. 3. Adaptations Purpose: Adaptations ensure that the CRSP aligns with each student’s learning needs, making the curriculum accessible. Types of Adaptations: ○ Instructional: This could involve breaking down reading tasks into smaller steps or using multisensory techniques (e.g., tracing letters in sand for kinesthetic learning). ○ Environmental: Reducing distractions or providing quiet spaces for reading activities. ○ Material: Providing audiobooks, large print materials, or digital tools. Collaboration: General education teachers can implement these adaptations within the classroom, and caregivers can support similar adaptations at home, ensuring consistency and support across environments. 4. Collaboration with General Education Teachers and Caregivers Purpose: Collaboration ensures that the adaptations, assessments, and record-keeping within the CRSP are reinforced across educational and home settings, creating a supportive network for the student. Methods: ○ Meetings and Communication: Regular meetings or check-ins with general education teachers and caregivers to review progress and adapt strategies as needed. ○ Training and Resources: Providing general education teachers and caregivers with resources or training on specific strategies (e.g., phonics games or sight word exercises) helps reinforce learning. ○ Feedback Loops: Encouraging feedback from caregivers and general education teachers can provide insights that improve adaptations or highlight additional needs. This approach promotes a consistent, supportive, and adaptable learning experience for students across all settings. The Comprehensive Reading and Spelling Program (CRSP) is an educational approach focused on improving students’ literacy skills, specifically in reading and spelling. It aims to support students of various skill levels, including those who may struggle with literacy, by implementing structured, evidence-based methods to enhance their abilities in reading comprehension, spelling accuracy, and overall language proficiency. Key Components of CRSP 1. Structured Literacy Approach: ○ CRSP often uses a structured literacy approach, which is systematic and explicit. This means it breaks down reading and spelling into components such as phonemic awareness, phonics, fluency, vocabulary, and comprehension. ○ Each skill is taught in a sequential and cumulative manner, building on previously learned skills to ensure mastery and retention. 2. Phonemic Awareness and Phonics: ○ Phonemic awareness (understanding the sounds in words) and phonics (connecting sounds to letters) are foundational skills in CRSP. The program emphasizes these areas to help students decode words, which is critical for both reading and spelling. ○ Activities might include sound manipulation exercises, letter-sound association games, and spelling patterns practice. 3. Multisensory Techniques: ○ CRSP often incorporates multisensory teaching techniques to engage multiple senses (sight, sound, touch, movement) in the learning process. This can help students, especially those with dyslexia or other learning challenges, better understand and retain the information. ○ Examples of multisensory techniques include tracing letters in sand, using manipulatives to form words, or incorporating movement (like clapping) to break down syllables. 4. Direct, Explicit Instruction: ○ Direct instruction is used to introduce and explain concepts clearly and explicitly. Teachers may use scripted lessons, step-by-step guides, and model reading and spelling techniques to ensure clarity. ○ Explicit instruction is particularly effective for students who need extra support, as it leaves little room for ambiguity and provides a clear path to mastery. 5. Frequent Assessment and Progress Monitoring: ○ CRSP includes frequent assessments to monitor students' progress in reading and spelling. These assessments help educators identify areas of strength and weakness, allowing them to tailor instruction and provide additional support where needed. ○ Progress monitoring might include quizzes, oral reading checks, spelling tests, and comprehension questions. 6. Adaptations and Interventions: ○ The program includes adaptations for students with different needs, ensuring accessibility for all learners. Interventions might be implemented based on a student’s individual needs, such as additional practice sessions or alternative learning materials. ○ CRSP adapts to meet the needs of students with learning differences, such as those with dyslexia, ADHD, or language-based learning disabilities. Goals of CRSP The primary goals of CRSP are to develop strong foundational literacy skills, increase students’ confidence in reading and spelling, and ultimately help them succeed academically across all subjects. By building these essential skills, the program also supports students’ overall language development, setting them up for greater success in written and oral communication. Purpose: The interview project is designed to allow insight into the perspective/experience of a special education teacher. The interview assignment is intended to have you interview an individual who is familiar with the special education programming of students with disabilities to enable you to better understand how issues of equity & access relate to a variety of learner outcomes. The purpose of the interview is to gather information/seek clarity regarding equity barriers students with disabilities encounter in the general education setting. Specifically, you want to seek information on the 5 topics: CRSP, assessment (evaluation), record keeping (progress monitoring) adaptations and collaboration with general education teachers and care givers. This is your opportunity as a future general education teacher to develop an understanding of how to work with other professionals (collaborative strategies/models); the way to deliver services/instruction (UDL, CRSP, accommodations/modifications, assessments, progress monitoring) and the responsibilities that intertwine to support the needs of learners with disabilities. You want to learn about what the support, for both teacher(s) and student(s), looks like/needs to be like. Try to gather useful information on how/what to collaborate on with future special education teachers you will work with. Instructions: You must interview a secondary (7th-12th) grade level special education teacher. You must interview a current educator (Resource Specialist Teacher or Special Day Class Teacher). Interview must be written as narrative essay that conveys what you learned from the interview. Specifically, you need to address the responsibilities of the general education teacher in regard to: CRSP, assessment, record keeping, adaptations, and collaboration with teachers, providers and care givers. I do not want a transcript of the interview. Candidates are writing from the perspective that captures the responsibility of general education and special education teachers working together to address all the needs of students in the classroom, focusing on students with disabilities. Three-page limit; 12-font; double space. Submit via Canvas Assignments. Introduction: Introduce your interviewee by providing information about his/her education and/or work experience, current position, and any other pertinent teaching background information. Share his/her rationale for choosing to work in special education field. (2 pts.) Body:In this section you are expected to analyze and interpret the information gathered through the interview to share your understanding of: CRSP, assessment, record keeping, adaptations, and collaboration with teachers and care givers. You also want to discuss how other course content relates to information gathered. This section, of your essay, is a summation of how the information you learned will support your development, as a future general education teacher, in providing culturally responsive instruction to students with disabilities. (This section should have language that demonstrates what you will do, what you have walked away with and NOT what your interviewee says or does). (18pts.) Closing: In your closing, you want to offer your overall understanding of the how (ideas/strategies), the what (planning, instruction/monitoring, assessments) and the why (laws, policies, mandates) general education teachers need to adhere to his/her responsibilities in addressing the needs of students with disabilities in his/her classes. Present specific ideas/strategies that you plan/have gathered/learned and are taking away as you prepare to be an educator of students with diverse needs. (5pts.)