Demonstrates knowledge of the Utah Core Standards and references them in short- and long-term planning.
One of the important responsibilities of teachers is to ensure that the instruction is designed to help students master the Utah Core Standards. As a Special Educator, it is helpful for me to know prerequisite skills for standards so that I can support students in areas where they may struggle. One of the projects we did that was extremely helpful was to unpack a standard. This Learning Trajectory project follows one skill through many grades' Utah Core Standards. In our case, we were looking closely at second grade level multi-digit subtraction. We identified the big ideas of the concept- the skill that the student would learn. We also identified the essential question, which in this case is the process of subtraction. We then identified the concepts that the student should know before learning this skill and contexts in which this skill could be taught. We found a variety of teaching methods and materials that support student in reaching this standard. We then identified ways that the student can demonstrate understanding, real world experiences using multi-digit subtraction, and assessments we would use. Standards for first grade were identified as prerequisites, and standards for subsequent grades were identified as the next step in the further development of subtraction skills. Overall, we were able to see the scope and sequence of math instruction as well as the ways that we can teach and assess subjects. This exercise was extremely helpful in preparation for designing instruction that is relevant to the Utah Core Standards. It also helps me as a Special Educator identify the steps taken to acquire these skills and to better support students.
Integrates cross-disciplinary skills into instruction to purposefully engage learners in applying content knowledge.
Two of the students in our intervention space are only at school for three hours a day. This means that we have to be mindful about how we use instructional time to cover as much of the general education curriculum while also supporting the students' IEP goals. Our efforts to create cross-disciplinary connections often involve reinforcing the goals of the therapists who work with the students while they also work on their academic goals. We collaborate closely with each of the therapists, and encourage them to provided services within our classroom space so that we as teachers can learn from them. Occupational therapy goals are naturally supported in Montessori environments. Students have access to practical life works that mimic real-life skills. We have included several works and activities that support the student's academic or behavioral goals, while also addressing some of the goals of the therapists. These works include incorporating daily yoga using Cosmic Kids Yoga videos found on Youtube. Our students get a needed sensory break, while they also build muscle groups and develop balance that will support them in their other goals. We have also included works to build the left to right orientation and the support of writing skills. I designed a work that supports the O.T. goal for developing the pincer grasp. Students pick kernals of corn from an ear of dried, multi-colored corn, using tweezers. We also added a line to support the students in learning to balance and walk in a line.