Katherine Wendling

February 19th, 2024

PBH 586 – HFE Journal #1
Penfield has a large population of low socio-economic status and students with

disabilities spread throughout all the buildings in the district. According to NYSED data (2022-

2023), 10% of our students have disabilities and 23% are economically disadvantaged. Deciding

what are the most important topics to consider when teaching these students has come with

challenges, such as sticking to the curriculum but making it developmentally appropriate.

Assessing their needs will be done by speaking directly with their teachers and reading over their

IEP’s and 504 plans, to then decide what lessons and curriculum will be the best fit for the

students.

PENFIELD CSD ENROLLMENT (2022 - 23). (2022-2023). NYSED Data. Retrieved February 19, 2024, from

https://data.nysed.gov/enrollment.php?year=2023&instid=800000034104

Successes:

One of the successes I have had since the start of this semester include making stronger

connections with students. Making stronger connections with students has been difficult for me

this time around with my elementary students because it is the middle of the school year. I found

myself struggling at the beginning more than I have at other schools, because it is so far into the

year, and I only see them for 8 weeks. (My position is spread across 4 buildings throughout the

school year) Even though it took longer at this school for the kids to buy in to me as their teacher

and the content I would be covering with them, I have made some very strong connections with

many of my students. The school I am currently at has a lot of students that come from low
socioeconomic status, and I have students ask me to have lunch with me more at this building

than any other building this year, and I love it!

Challenges:

One challenge I have struggled with this semester is differentiating instruction for my

12:1:3:1 class of 4th and 5th graders. I love this class so much and I feel a special attachment to

them and the staff in their classroom, but they have been the most challenging for me to teach

and come up with lessons for.

Strategies to Overcome these Challenges:

To overcome the challenge of my 12:1:3:1 class, I have been trying hard to work with

their teacher and student teacher to find out what works best for each child in the room. They are

all on completely different IEP’s and 8 students in the room use devices because they are non-

verbal. I have found the use of “Boom Cards” very helpful for the class, as they are able to use

the interaction of the SMART board and be completing the assignments on paper at their desks. I

have also been bringing extra worksheets for early finishers and bringing some general education

4th grade work for 2 students in the class who can complete the work independently with the

assistance of their devices.

Questions:

I am waiting to hear back from my district when I can start completing hours at the high
school level, as this week I will not hear anything due to the break. How many hours can be
completed at the elementary level, 12-15 hours is what I was originally told I think? Is the first
lesson the one that is going to be videotaped/ is this something I could record with my 5th
graders? I am excited to get started at the high school hopefully right after break. Thanks for all
your help!