Chantelle Abarca

April 20, 2024

GO TO Page
Resources at your fingertips

Stronge’s Qualities of Effective Educator (TIU3)

The Effective Teacher as a person…

Areas where I GLOW….. Areas for me to GROW……

*Be Excited: Show that I love what I teach.
*Get to Know Students: Build friendships with my students.
*Teach Differently: Understand that students learn in different ways
and adjust my teaching.
*Make Learning Fun: Use activities that students enjoy.
Core Values (TIU3)
*Keep Learning: I want to always be ready to learn new things
about teaching.
*Think About Teaching: I need to regularly think about what I did
well in my lessons and what I could do better.
*Ask for Advice: It's helpful to ask students, other teachers, and
bosses for feedback on how I teach.
*Set Goals: Decide on things I want to achieve in my teaching and
work towards them.

Putting Students First: This means making sure Being Honest and Fair: It's important to always be
everything in teaching revolves around what's best truthful and fair in teaching. This includes being
for students. It's about helping them learn in ways fair when grading students and treating everyone
that suit them best. with respect.

Additional Notes:

What these core values mean to me is that they're like guiding principles that shape how I approach teaching.
They remind me that my main focus should always be on the students and their needs, ensuring that they're at
the center of everything I do in the classroom. It also means being honest, fair, and respectful in all
interactions, both with students and colleagues. These values serve as a constant reminder of the responsibility
I have as an educator to create a supportive and equitable learning environment where all students can thrive.

My core values as an educator stem from observing inspiring teachers who prioritize students' needs and adapt
their teaching methods accordingly. Reflecting on my own experiences as a learner, I recognize the importance
of honesty, fairness, and respect in the classroom. Engaging with diverse student populations has highlighted
the significance of inclusive teaching practices and equitable treatment. Participation in educational programs
has provided valuable insights into effective teaching strategies and ethical responsibilities. These experiences
collectively reinforce my commitment to student-centered learning, integrity, and fairness as foundational
principles in my role as an educator.
 Chantelle Abarca
April 20, 2024

Psychology 101 Review (TIU5)

Behaviorism Cognitivism Constructivists Humanism

Behaviorism is a type of Cognitivism is a theory Constructivists believe that Humanism is a belief that
psychology that looks at that says our thoughts cultures shape their views focuses on the
actions we can see, rather affect our behavior. It of the world based on their importance of people and
than thoughts or feelings. looks at how we process experiences and their well-being. It values
It says we learn information in our minds, interactions. They think things like kindness,
behaviors from what like remembering things that ideas, norms, and fairness, and using our
Brief happens around us, like identities are crucial in
and solving problems. minds to understand the
Description: getting rewarded or Cognitivism focuses on how cultures act, rather world. Humanism doesn't
punished. Behaviorists what goes on inside our than just their interests. rely on religious or
think if we understand heads. Cognitivists use According to them, supernatural ideas, but
these influences, we can international politics is
methods like thinking rather on science and
predict and change influenced by how
about our thoughts, doing countries perceive the
reason. It encourages us
behavior. Even though experiments, and using to make the most of our
world, constructivists
some say it's too simple, computers to understand lives and to treat others
stress the significance of
behaviorism is still how our minds work. with respect and
shared understandings and
important in areas like social context in global compassion.
teaching. relations.

Ivan Pavlov (1849- Jean Piaget (1896- Lev Vygotsky (1896- Abraham Harold
1936) 1980) 1934) Maslow (1908-1970)
B.F. Skinner (1904- John Dewey (1859-
1990) 952)
Theorists Albert Bandura (1925- Erik Erikson (1902-
2021) 1994)
Associated:
Bemjamin Blook
(1913-1999)
Howard Gardner
(1943-present)
Jerome Bruner (1915-
2016)

Notes:
 Chantelle Abarca
April 20, 2024

IGNITE the Brain for Learning – The Neuro Nine (TIU6)

1. Relationships 4. Retrieval 7. Retaining

2. Rigor 5. Routing 8. Rehearsing

2.
3. Relevance 6. Re-exposing 9. Recognizing

Stages of Development (TIU7)

Social/Emotiona Physical Mental/Vocationa Characteristics / Implications/Applications

l l
*Jumps with feet *Self-sufficient in
*Fear of dark and
together many routines
injury
*Mature motor *Dresses/undresses
*Likes to share,
control self
cooperative play
*Ball skills *Copies complex
with other children
improve – shapes
*May have an
throwing and *Asks a lot of
imaginary friend
catching questions
*Becomes
*May be ready to *Tells stories
2 -4 yr competitive and
learn to ride a bike *Begins to imitate
olds doesn't want to lose
by 4-5 and write name – by
*Develops an
*Cuts on the line 5 years old, they
understanding of
with scissors have settled on hand
rules, but still finds
dominance
taking turns
*Paints
difficult
*Threads beads on
*Needs structure
lace
and routine to feel
*Understands 2-3
safe
simple things to do at
once
 Chantelle Abarca
April 20, 2024

*Sort objects by size

and type
*Understands that
books are a source of
pleasure and uses
pictures to help them
follow the story
*Learn their letters,
counting, and colors.
*The most important
mode for learning is
play
 Chantelle Abarca
April 20, 2024

*Self-sufficient in *The growth rate *Around age 7,

many routines is slower than children begin to
*Dresses/undresses during infancy and think logically about
self early childhood- their behavior and
*Copies complex slow and steady. about things they can
shapes The average rate of easily imagine, such
*Asks a lot of increase is 3 to 6 as sharing with a
questions pounds per year. friend or going on a
*Tells stories Children's need for drive. They also have
*Begins to imitate food may fluctuate a difficult time
and write name – with activity. making choices and
by 5 years old, they *Muscle decisions; they are
have settled on coordination and hesitant and
hand dominance control is uneven indecisive. Adults
*Paints and incomplete. can do simple
*Threads beads on Large muscles reasoning with
lace (used for moving children now.
*Understands 2-3 the arms and legs) *Children in this age
simple things to do are easier to group begin to form
at once control than small ideas similar to those
*Sort objects by muscles (used for of an adult. They can
size and type moving the group things that
*Understands that fingers). Encourag belong in one
books are a source e children to category (for
of pleasure and participate in example, babies,
uses pictures to activities involving fathers, and mothers
help them follow speed and energy. are all people).
the story Intense activity *They learn to write
*Learn their letters, may bring letters and numbers,
counting, and temporary often backward.
5- 8 yr colors. exhaustion. They cannot read and
olds *The most Children of this write skillfully at the
important mode for age need 10 to 12 beginning of this
learning is play hours of sleep per stage, but they
night. should be quite self-
*Hand skills and assured in these areas
eye-hand by the end. During
coordination, this stage, children
needed for form a basic
activities such as understanding of
writing and shoe numbers. Encourage
lacing, continue to such skills by letting
develop as them read signs,
children gain small make lists, or write
muscle motor prices of objects they
skills. They need buy.
to use large *These children
crayons and paper. understand the value
Projects often and use of money.
appear messy as They can begin to
children work on plan for their
polishing these allowances and are
skills. Encourage learning to use the
children to work money for items they
briefly at tasks want. They can think
requiring small through their actions
muscle control and and situations. For
then return to example, a 7-year-
running and old generally knows
jumping-tasks that why he or she was
use their larger, late for school.
more skilled *To enhance learning
muscles. experiences, center
 Chantelle Abarca
April 20, 2024

them around physical

activity.
*Five- to eight-year-
olds have a short
interest span: up to
20 minutes. Don't
expect them to spend
much more than 20
minutes alone on any
one task or activity.
*Children are curious
about nature, things,
and people and make
collections of all
kinds.
 Chantelle Abarca
April 20, 2024

*Peer groups grow * The range of *Children in early

more important for height and weight adolescence begin to
members of this widens. Becoming think abstractly and
age group. critical of physical can plan for several
*Children can be appearance weeks. They can
loud and rude at increases insightfully evaluate
times and tend to (especially in behavior. Their
be moody and girls). attention span and
sensitive, with *Children in this ability to concentrate
extremes in age group are as increases from 30
emotion. coordinated as minutes to several
*These children adults, although hours.
want to be more lapses of *These children are
independent of awkwardness are developing a sense of
adults. Sibling common. morals based on
rivalry is typical. *Energy abounds, what they have
*They also show and children may learned from adults.
an attitude change become They need to know
regarding school overstimulated and understand
and may daydream, when participating "why;" and feel
become restless, in competitive independent and free
and mess around physical activities. to express
after school. Children this age themselves. They
*Children want to need 10 to 11 quarrel less with
discuss sex often to hours of sleep each peers and act
correct information night. cooperatively and
from peers. friendly with
*Signs of growing strangers.
9-11 r
independence and
olds *Children of this age
disobedience,
think about possible
perhaps even
occupations when
backtalk and
selecting junior high
rebellious behavior,
courses. They base
become more
their occupational
frequent. Common
preferences on
fears include the
personal abilities and
unknown, failure,
interests. Self-image
death, family
as "worker" begins to
problems, and non-
emerge. Many
acceptance.
children start to want
Concepts of right
a part-time job.
and wrong continue
to build.
*A sense of humor
develops during
this period.
*Every time
children succeed at
something; their
self-view
improves.
*They have a
strong attachment
to their own sex
and show
antagonism toward
the opposite sex.
 Chantelle Abarca
April 20, 2024

*Adolescents are *Adolescence is a *Having moved from

increasingly period of rapid concrete to abstract
comfortable growth and thinking, adolescents
interacting in the physical change. It enjoy
community and can be an uneasy cognitive activities.
with their peers. time for They need to be
For some activities, individuals whose allowed to find
they enjoy mixing physical changes solutions to their
with both sexes, are apparent and problems, learn from
while for others, those who seem to their mistakes, test
they prefer being be at a standstill. ideas, and form
with their sex. Throughout this opinions. However,
*Leadership stage, adolescents they still need the
experiences in must cope with support and guidance
clubs and groups ungainly bodies of adults.
are valuable at this and a new sense of
stage because they their physical
allow young people selves.
to learn decision- *For adolescents,
making skills. In physical
this stage, development
adolescents also proceeds at a
become concerned varied pace. Some
about issues of children
12-14 yr justice and fairness. experience growth
olds The family is still a spurts; others grow
vital anchor in at a slower, more
teens' lives, and even pace. Girls
they continue to generally
seek their parents' experience growth
counsel. Success is spurts earlier than
essential for boys, and some
adolescents. girls attain their
Comparison with adult height by age
others is difficult 12 or 13. For a
for them, especially time, they are
with their friends. taller than many
boys their age.
 Chantelle Abarca
April 20, 2024

*Transition *Coordination and *Intense questioning

period—teenagers strength increase; and uncertainty
detach themselves however, rapid *Increasing
from their parents. growth may cause accountability for
*They feel mature clumsiness and finances,
and want to be an lack of employment,
adult but don’t coordination. relationships
have all the skills *There may be a *Teens test their
to do so. general language skills often
*Feelings of awkwardness. using sarcasm.
insecurity, anger, *By 19, the *Arguing skills
and frustration adolescent has full improve (and are
begin. motor capacities demonstrated often
*Less concerned (boys usually and with great
with adult approval mature later than passion)
and want more peer girls, but are *Reasoning skills
approval. generally bigger). improve
*Develop close *Boys develop sex *Begins with the
relationships with characteristics ability to apply
their gender such as deep concepts to specific
*Develop an voices and body examples
intense interest in hair. *Learns to use
the opposite sex *Girls and boys deductive reasoning
*Desire group move through and make educated
acceptance and will puberty at different guesses
follow peer dress rates. This *Learns to reason
and behavior norms difference can be through problems
difficult for slow even in the absence
or quick of concrete events or
15-18 developers to examples
yr handle. *Becomes able to
old *Teenagers may construct
s become self- hypothetical
conscious as body solutions to a
changes, odor, and problem and evaluate
possibly acne which is best
occurs. *Learns to recognize
*Always hungry; that current actions
appetite is great. can affect the future
*The need for *Starts to set
sleep increases; personal goals (and
they may sleep may reject goals set
quite late on by others)
weekends. *Decision-making
*Sweating skills improve
increases *Begins
*Sexual desires independently to
and fantasies differentiate right
increase. from wrong and
develop a conscience
*Learns to evaluate
the credibility of
various sources of
information
*Becomes able to
anticipate the
consequences of
different options
*May challenge the
assumptions and
solutions presented
by adults
 Chantelle Abarca
April 20, 2024

Hattie’s most effective influences on instruction (throughout SS)

Hattie's research shows that several important things affect how well students learn. These include giving
students helpful feedback that tells them what they're doing well and what they need to work on. It's also
important for teachers to build good relationships with their students so they feel comfortable and motivated in
class. Teachers should clearly explain what students are supposed to learn and how they'll be graded. Using
teaching methods like explaining things clearly, having students teach each other, and working in groups can
make learning more engaging and understandable. When teachers expect students to do well and create a
positive classroom atmosphere, students tend to do better. Letting students set their own goals and track their
progress can make them more responsible for their learning. Teaching students how to think about their own
learning helps them become better learners overall. By focusing on these things, teachers can help students
succeed and become better at learning on their own.

What is Academic Language? (SS1)

Academic language is the formal way of talking and writing that's used in schools. It includes special words and phrases
for different subjects. It uses complicated sentences to explain things clearly. When people use academic language, they
have to think critically and give good reasons for what they say. It stays neutral and sticks to the facts, avoiding personal
opinions or feelings. People who use academic language also need to be aware of different cultures and situations.

Strategies to teach the Vocabulary (SS1)

Word Walls: Create a word wall in the classroom where
1. new vocabulary words are displayed prominently. Include
definitions, examples, and visual aids to reinforce
understanding.
2. Repeated Exposure and Reinforcement: Provide repeated
exposure to new vocabulary through various activities and
contexts. Review previously learned words regularly to
reinforce retention and ensure long-term mastery.
Word Maps/Graphic Organizers: Use graphic organizers like
3. semantic maps, word webs, or concept maps to visually
represent relationships between words, their meanings,
synonyms, antonyms, and examples.
4. Word Journals: Have students keep vocabulary journals where
they record new words, their definitions, and examples of how
they are used. Encourage them to add personal connections or
sentences demonstrating understanding.

Tomlinson’s Strategies for Differentiation (note at least 4) (SS2)

-Tiered Assignments: Students get tasks that are just right for their skill level, even if they're working on the same
topic.

-Anchor Activities: After finishing their main work, students can do extra activities that interest them or help them
learn more

-Flexible Grouping: Teachers put students in different groups based on their abilities and interests

-Compacting Curriculum: Teachers keep an eye on how students are doing all the time, so they can help them when
they need it and challenge them when they're ready.
 Chantelle Abarca
April 20, 2024

Marzano’s Strategies for Success (SS4 – SS9) – Provide 2 examples of each

Four Corners Jigsaw

Anchor Chart Concept Map

Venn Diagram KWL Chart

Compare and Contrast T-Chart

3-2-1 Plot Diagram

Group discussion
Pose questions or statements

Bloom’s Verbs and Technology Apps (SS9 and SS11)

Create Produce new and original work
Verbs: Choose, Describe, Attach, Explain, Value
APPS: Canva, Animation Desk
APPS:
Justify a stand or decision
Evaluate Verbs: Create, Collect, Tell, Write, Combine
APPS: Padlet, Weebly
APPS:
Draw connection among ideas
Analyze Verbs: Separate, Change, Practice, Solve, Prepare
APPS: SimpleMind, Excel
APPS:
Use information in new situations
Apply Verbs: Use, Choose, Change, Practice, Show
APPS: Google Doc, Sktechbook
APPS:
Explain ideas or concepts
Comprehension Verbs: Classify, give examples, Locate, Select, Rewrite
APPS: Airtable, VoiceThread
APPS:
 Chantelle Abarca
April 20, 2024

Recall facts and basic concepts

Remember Verbs: Arrange, Identify, Order, Select, Describe
APPS: Quizlet, Google
APPS:
 Chantelle Abarca
April 20, 2024

Components of a social emotional learning program (SS12)

Self-Awareness
Responsible decision making
Relationship skills
Self-management
Social awareness

Stronge’s Qualities of Effective Teachers (SS13)

The Effective Teacher implements instruction that……

Areas where I GLOW….. Areas for me to GROW……

My Glow areas are: My GROW areas are:
-Communicates clearly to engage students. -Incorporates higher order thinking questions for deeper
-Implements changes as suggested by peers & admin. learning.
-Provides a variety of methods for learning: visual,
auditory, and kinesthetic.

Create a welcoming space (CBM3)

1. Greeting at the Door- Stand at the door to greet students individually as they enter the classroom. Use positive body
language, smile, make eye contact, and offer a warm welcome.

Clear Signage and Organization- Ensure that there are clear signs both outside and inside the classroom indicating the
2. room number, teacher's name, and welcoming messages. Keep the classroom organized and free from clutter to create
a sense of structure and comfort.

3. Assigned Seating- Have assigned seating for the first day to alleviate any anxiety about where to sit. Assign seats
strategically to facilitate classroom management and foster a sense of inclusion for all students.

Introduction to Classroom Rules and Expectations- Dedicate time on the first day to introduce and explain classroom
4. rules, expectations, and procedures. Provide students with a hard copy of the discipline plan and ensure that it is
prominently displayed in the classroom.

5. Engaging Activities and Learning Opportunities- Plan interactive and engaging activities for the first day that allow
students to participate actively and get to know one another. This could include icebreaker games, team-building
exercises, or introductions to course materials.
6. Personal Touches and Displays- Create a display that showcases personal items about yourself as the teacher, such as
pictures, objects, or mementos. Encourage students to bring in objects or items that represent themselves to contribute
to the classroom environment.
 Chantelle Abarca
April 20, 2024

Lemov’s techniques to “Teach like a Champion” (CBM4)

1. Setting High Academic Expectations: Technique One: No Opt Out
- Expecting students to engage and attempt answers rather than accepting "I don't know."

2. Planning that Ensures Academic Achievement: Technique Eight: Post It

- Clearly posting the objective for the day on the board to keep students focused and aware of the learning target.

Structuring and Delivering Your Lessons: Technique 16: Break it Down

3. - Using wrong answers to guide students toward discovering the correct ones, fostering deeper understanding.

4. Engaging Students in Your Lesson: Technique 25: Wait Time

- Allowing students sufficient time to formulate complete and thoughtful responses to questions, promoting deeper
thinking.
Creating a Strong Classroom Culture: Technique 30: Tight Transitions
5. - Scripting and rehearsing transitions to minimize downtime and keep the lesson flowing smoothly.

Building and Maintaining High Behavioral Expectations: Technique 39: Do It Again

6. - Utilizing repetition as a consequence for students who do not meet behavioral standards, reinforcing desired behavior.

Building Character and Trust: Technique 44: Precise Praise

7. - Offering specific and meaningful praise that highlights desired behaviors, reinforcing positive actions.

Four Questions to redirect behavior (CBM7)

1. What are you doing?

2. What are you supposed to be doing?
3. Are you doing it?
4. What are you going to do about it?

Stronge’s Qualities of Effective Educators (CBM10)

The Effective Teacher establishes classroom management and organization that…

Areas where I GLOW….. Areas for me to GROW……

Getting Students More Involved
Making sure my students are really interested in what's
going on in class and want to join in. I want them excited
about learning and eager to take part in discussions and
group work.
Learn more about how to teach in a way that respects and
includes all students, no matter their background. This
means understanding and appreciating where your students
come from, and making sure your lessons reflect their
diverse experiences and perspectives.

Categories of Disabilities in SPED (E4)
Autism
Deaf/Blindness
Deafness
Emotional Disturbance
Hearing Impairment
Intellectual Disability
Multiple Disabilities
Orthopedic Impairment
Other Health Impairment
Specific Learning Disability
Chantelle Abarca
April 20, 2024
Characteristics Impact on Classroom
Autism- A condition where people Teaching Changes- Teachers may
might find it hard to communicate
and interact with others, and they
need to teach in different ways to
might have repetitive behaviors or help students with disabilities learn.
sensitive senses.
Accessibility- Classrooms may
Deaf/Blindness- When someone need to be easy to get around for
can't see well and can't hear well at
the same time.
students with physical disabilities,
and materials might need to be
made in ways students with vision
Deafness- When someone can't hear
very well or at all. or hearing issues can use.
Emotional Disturbance- When
someone has a hard time managing
Extra Help- Some students might
need extra services, like therapy, to
their feelings, which can make it
tough for them to learn and get along do well in school.
with others.
Technology- Students might use
Hearing Impairment- When
special tools or computers to help
someone has trouble hearing sounds.
them learn.
Intellectual Disability- When
someone has trouble learning and Behavior Support- Students with
solving problems because their brain behavior issues might need special
works differently.
help to behave well in class.
Multiple Disabilities- When
someone has more than one Working with Experts- Teachers
disability, like trouble with their might need to work with other
body and their senses. teachers or specialists to help
Orthopedic Impairment- When
students with disabilities.
someone has trouble moving because
Including Everyone- Making sure
of a physical disability, like weak
muscles or missing limbs. everyone feels welcome and
included in the classroom.
Other Health Impairment- When
someone has a long-term health
problem that affects their ability to Adjusting Lessons- Teachers
learn, like asthma or ADHD. might need to teach things in
different ways to help all students
Specific Learning Disability- When understand.
someone has trouble with certain
skills like reading, writing, or math.
Speech or Language Impairment-
When someone has trouble speaking
or understanding language.
 Chantelle Abarca
April 20, 2024

Speech or Language Impairment

Traumatic Brain Injury

Visual Impairment Inc Blindness

 Chantelle Abarca
April 20, 2024

ARD Timeline Activity (E5) Evaluation- The school checks the student to see if they need
special services.

#2 Notice of actions
Prior written notice for evaluation
Notice of procedural safeguards Within 60
Calendar
Days
#3 Full and individual initial evaluation
completed with written report

Within
#4 Notice of admission, Review and
Dismissal (ARD) Committee meeting
30
Calendar
Days

#5 Initial ARD Committee meeting

ARD/IEP Meeting

3
Years

Year

#6 Student transfer
ARM meeting for transfer students
Annual ARD/IEP Review

#7 Notice and consent for reevaluation

Three-year reevaluation
 Chantelle Abarca
April 20, 2024

#1 Response to intervention
Initial Referral

Dismissal/Graduation

Modifications and Accommodations (E6)

Quantity
Definition
Adapt the number of items that the learner
is expected to learn or the number of
activities students will complete prior to
assessment for mastery.
Example
Instead of doing 10 math
problems, they only need to do 5.
Time
Definition
Adapt the time allotted and allowed
for learning, task completion, or
testing.
Example
Give extra time for students to count
or sort objects during activities.
Level of Support
Definition
Increase the amount of personal assistance to keep
the student on task, to reinforce or prompt the use
of specific skills. Enhance adult-student
relationships; use physical space and
environmental structure.
Example
Use pictures or things like blocks to
help students understand math better.

Input Difficulty Output

Definition Definition Definition
Adapt the way instruction is Adapt the skill level, problem type, Adapt how the student can
delivered to the learner. or the rules on how the learner may respond to instruction.
approach the work.

Example Example Example

Use things like toys or drawings Giving simpler math problems to Let students use toys or draw pictures
to explain math ideas like shapes some students. to answer math questions instead of
or counting. writing numbers.

#8

Terms to be assigned in the timeline:

Initial Referral (IR), Initial ARD,
Notice of ARD, Yearly ARD,
 Chantelle Abarca
April 20, 2024

Participation Notes:
Definition
Adapt the extent to which a
learner is actively involved in
the task.
Example:
Allow students to work together
with a partner during math
activities.

Types of Assistive Technology (E7)

Taaaaaaaaaayaaaaaapes AAAAAA
1. Visual aids: Tools like glasses, magnifiers,
of Assistive Technology
and large print materials to help students with
4. Reading aids: Technologies like audio books and
reading guides to aid students who struggle with
(SP7CPE)vision problems.
reading.
2. Listening aids: Devices such as hearing aids
5. Writing aids: Tools such as special pens and word
and closed captioning to assist students who
are hard of hearing. processors to assist students with writing difficulties.

3. Math aids: Tools like calculators and talking 6. Organization aids: Technologies like graphic
calculators to help students with math organizers and reminder apps to help students with
difficulties. organizing information and memory.

Types of Assistive Technology

(SP7CPE)
Types of Assistive
Technology (SP7CPE)
 Chantelle Abarca
April 20, 2024

Venn Diagram of 504 and IDEA (E9)

D, G, H, I, K, L A, C, E, F, J, P

Use the letters below and type them in the appropriate box above.

A) Requires written consent.

B) Must provide impartial hearings for parents who disagree with the identification, evaluation, or
placement of the student.
C) Enforced by U.S. Department of Education, Office of Special Education.
D) Requires that parents have an opportunity to participate and be represented by legal counsel –
other details are left to the discretion of the school.
E) An impartial appointee selects a hearing officer.
F) Describes specific procedures.
G) A hearing officer is usually appointed by the school.
H) No "stay-put" provisions.
I) Does not require that parents are notified prior to the student's change of placement, but they still
must be notified.
J) Provides "stay-put" provision (the student's current IEP and placement continues to be
implemented until all proceedings are resolved.
 Chantelle Abarca
April 20, 2024

K) Enforced by U.S. Department of Education, Office of Civil Rights

L) Does not require parental consent.
P) Parents must receive ten days' notice prior to any change in placement.

Suggestions for working with Students in Poverty (E12)

Make sure students have what they need for school, Help them to sign up for free lunch and have
like books and supplies. snacks available.

Take time to explain the rules and procedures in

Make sure they have access to comptuers, iPads, and
your classroom.
printed material.

Keep expectiations high in both academics and Listen to the student, give them a safe space to
behavior. talk.

Guthrie and Humenick Strategies to increase reading motivation (R4)

1. Set Goals- Tell students why they're reading with simple questions like "What's the story about?" or
"What can we learn?"

2. Give Choices- Let students pick what they want to read. When they choose, they're more interested.

3. Find Fun Books- Pick books that are interesting and easy to understand.

4. Work Together- Let students talk about what they're reading with friends. It's more fun when they help
each other.

Reading Strategies to Strengthen Literacy Skills (R8)

Phonics: Find Before Reading/Pick books that have the sounds It helps students practice the sounds
sounds in books you've taught. Show students how to find and say they've learned in real stories.
these sounds when they read.

Comprehension: It helps students learn how to think

While Reading/Read a story and talk about what
Talk about what you're thinking. Explain how you understand the story
about what they're reading and
as you go. understand stories better.
you're thinking
Before, During, and After Reading/ Show students the list of It helps students learn and remember
Vocabulary: Big words before reading. Keep it up while reading. Encourage new words by seeing them often and
Word List students to use these words when they talk and write.
using them in their work.
 Chantelle Abarca
April 20, 2024

Echevarria et al.’s -Making content comprehensible for ELL students (R9)

Write at least 3 strategies / techniques that you could easily implement in your classroom for your content

1. Prepare the lesson Graphic organizers, highlighted text, jigsaw text reading.

2. Build background Contextualizing key vocabulary, Content word wall, Visual vocabulary

3. Make verbal communication understandable Appropriate speech, adapt content to ELs proficiency levels,
include multimedia
Mnemonics, illustrate new learning on a poster, create a
4. Learning strategies (this one should be easy!)
poem, chant, or song.
Cooperative learning (four corners, jigsaw), Wait time, Encouraging more
5. Opportunities for interaction elaborate responses.

6. Practice and application Planning for hands on practice, small group discussions, modeling correct English.

Content objectives must be clearly supported by lesson delivery, language objectives must
7. Lesson delivery be clearly supported by lesson delivery, students should be engaged.
Key vocabulary developed through analogy, paraphrasing, review of key concepts during
8. Review and assess and at the end of a lesson.

Reflections on the Reading STAAR (TL4)

1. Reading the passage on the computer posed a challenge since I couldn't jot down notes or underline
before answering the questions.

2.
To answer correctly, the student would have to deduce information by inferring certain details.
 Chantelle Abarca
April 20, 2024

Understanding definitions from context clues was crucial for the student. In essence, I had to employ
deductive reasoning to select the right answer after analyzing the question.

Reflections on the Math STAAR (TL4)

1. The interquartile question was tough to figure out. It was different from what I've seen before, and the
wording made it hard. I did my best, but I ended up guessing.

2.
I had to look up some math terms and watch a video on interquartile range a couple of times to
understand the questions.

3. It was hard to answer the math questions on the computer without being able to write on them.

Jimmy’s Report Card (TL6)

(Complete the calculations in all the colored boxes)

Mathematics NAME: Jimmy

Teacher Grades
Unit Test scores Benchmark
9 wks 1 grading Period Standards Percent Absences
average Grade
Average

Unit 1 8.2 76 75 62 0
 Chantelle Abarca
April 20, 2024

unit 2 8.3 86 83 75 1
Unit 3a 8.4 92 94 95 0
Unit 3b 8.5 68 71 55 4
Average Percent 81 81 72
Weighted Average
30% = 0.3
Value 40%= 0.4 30%= 0.3
Weighted Percent 24.3 32.4 21.3

Final Percent 78
C10 + D10 +
Final Letter Grade C E10

Three professional goals for my classroom (TL8)

1. I will make lessons to help students learn numbers 0-20 well by checking progress every week until
they understand fully by halfway through the school year.

2.
I'll get better at teaching ELL students’ numbers 0-20 in reading and writing, using tests each quarter to
see how well they understand.

3. I'll create better tests to see how well students know numbers 0-20 and 20-0 by the end of the year.

Vision of an Educator (TL11)

Reflect on the 5 elements posted in the assignment to create your Vision statement:
 Chantelle Abarca
April 20, 2024

In my classroom, you'll see us working together in groups and adapting lessons to fit different student needs,
using methods that research shows work well in teaching. We also use technology to make learning more
fun and engaging, like interactive activities and online tools. When planning lessons, I make sure tasks are
positive and give students enough time to think things over. Our classroom rules are simple: we all promise
to try our best, listen well, and not be mean to each other, so everyone feels safe and respected. To make
sure every student can do well, I mix up how I teach and offer help to those who need it, making sure
everyone feels welcome and supported. My aim is to create a classroom where every student can learn and
do their best, no matter where they come from or what their abilities are.

Stronge’s Qualities of Effective Educators (TL12)

The Effective Teacher as a professional…..

Areas where I GLOW….. Areas for me to GROW……

Practices two-way communication with parents &
administration. Collaborates with the teacher, parents,
& administration.
Is available for tutoring, before and after school. Having a
family of my own it may be difficult to be available for
tutoring after school but I am willing to work with the
student and their parents for a time that works best for
everyone involved.

Stronge’s Qualities of Effective Educators (TL12)

The Effective Teacher monitors student progress and potential by…

Areas where I GLOW….. Areas for me to GROW……

 Chantelle Abarca
April 20, 2024

Collecting, reviewing, and analyzing student data. Implementing formal and informal assessments,
which is something that I think that I lack in
confidence. I hope to learn and grow in this part.

NOTES: