Kyla Cole

V-

Current Roles: Kyla is currently employed as a special education paraprofessionals with a cooperative learning center. She works with one certified special education teacher at her assigned school.  She is gaining her master’s degree in special education Grades K-12 and plans to teach before working on her ultimate goal of child advocacy.

Kyla works in general education English classes to support student accommodations; she also does some pull-out support during class time as needed.

Kyla also supports students in a self-contained reading and math program setting at the school.  They do not use the programs she listed on her intake survey, but she indicated that there is access to them if needed.

E –

Problem of Practice:

Kyla notes two challenges:

1. The inconsistent academic and instructional vocabulary used in support tutoring versus the terminology used by the general education teacher during whole class instruction.
2. Lack of resources suitable for students at the high school level.

C –

Goals Attainment:

Kyla would like coaching support to achieve the following goals:

1. Professional development: Implement evidence-based strategies and use correct technical terms to explain her methods to teachers and parents.
2. Student achievement: Work on a student goal for phonics development by utilizing information in the IEP and strategies learned through the course.

Draft Goal Expectations

1. Based on student need (decoding) – She will begin to address Module 5.
2. Identify specific students to include in the goal based on who have decoding skill goals on their IEPS.
3. Decide what instruments she will use to measure growth.
4. Identify instructional strategies she plans to use from Module 5.
5. Formulate a draft goal for our next meeting and determine how to measure baseline (use IEP PLOP data?) and final goal attainment level.

Important Discussions:

Kyla has not read any of her students’ IEPS.  We discussed the importance of using IEP goals to access the general education curriculum and to identify appropriate supports and accommodations. We discussed her need to understand the components of specially designed instruction and their relation to structured literacy.

We discussed the importance of using student data collected on the Present Levels page of the IEP for use in progress monitoring and for Module 2 assignment completion.  She indicated that the school has just tested all students using a HMH test, but she and the special ed teacher do not know anything about that test.  They plan to get an overview by and English teacher later today.  The only other assessment she is aware of is Fastbridge.

We discussed that she might start to apply dialogic reading information and strategies (see Oral Language Module) in English class tutoring/support using grade level materials.

Course Progress:

Kyla indicates that she has no concerns about learning the course content nor navigation of the course site. We discussed the assessment module assignment and data that could assist her in completing the process. I pointed to the coaching survey link so that we can begin the APLL process.