Notes
We discussed Michelle’s goal of having 70% of students meet specific standards by the end of the year, with Michelle currently at around 60%. We explored how to measure and track this goal. They do this at the end of each quarter.
We discussed teaching strategies for 3-year-olds, focusing on curriculum development and social-emotional learning. Michelle explained she creates her own educational activities, including crafts, games, and independent activities to support the standard for early childhood. We discussed challenges with teaching rhyming to young children, and brainstormed some ideas. The conversation also touched on the importance of school readiness skills like listening, taking turns, and sharing, and how these need significant repetition to be learned. Michelle said that she probably focuses too much on academic standards and needs to spend more time on social/emotional areas and “school readiness”.
Michelle described her struggles with a difficult 3-year-old student who has behavior issues and an IEP, noting that the parents appear uninvolved and the student’s behaviors vary daily. They discussed the need for behavior intervention and parental involvement, however, the parents have not replied to any communication throughout the year. We discussed possible support from SpEd or a behavior specialist support as the child just had ain IEP update.