What a coincidence that my two newest students are also the ones that need the most support and attention! As a beginning teacher, my mind was full of angst since I already had a lot on my list of responsibilities. I wanted to jump into my school’s community, so I had sponsored a games club and also coach extra track and field practices after school.
But no matter. I had two successful school-based team meetings concerning my two newest students, Sue and George. The meetings were held with the parents and all relevant staff members from our school and the district, and we had organized some goals and objectives for both Sue and George. I was glad. On Sunday night, I thought about these meetings before going to bed. I wanted to refresh my memory going into the new week with a clear idea of what the new expectations for Sue and George were.
Sue’s father was concerned about her education. I sensed that he wanted her in a better classroom; maybe even out in a private institution. Sue’s mother was concerned with her daughter making friends and her social-emotional well-being. Prior to the meeting, Sue’s EA, Nancy, was still largely responsible for what Sue does at school – academically and socially. As the classroom teacher, everyone came to me with their concerns about Sue. The administrator, the parents, the ministry consultant; they all had differing views. I seemed incompetent. And I was afraid. But Nancy, with her 15 years of experience in her position, glued us all together during the IEP meeting.
Nancy would still be in charge of Sue, but with me as the person to go to before trying something new or different with her. Sue would be included in our class and have a daily special helper to read or walk with her. She will also be using her BigMack button to help our class decide on tasks. For example, what game or activity to do in gym that lesson! This inclusion strategy as opposed to a mainstreaming strategy is more beneficial as the more Sue is around other students, the more she can improve on her communication and social abilities, two goals that we have decided upon in the IEP.
George’s parents didn’t seem to care too much during our school-based team meeting. I felt that they were felt content with how things were going for their son at school and at home. It was difficult for me and the other staff members to delicately word and approach our concerns for George. As George was not designated, we constructed a student learning plan (as opposed to an IEP) for him. I was not too optimistic about George when he first arrived, but as I got to know him, I learned more about his personality. He has a strong interest in drawing and art, and his disruptive behaviour is largely due to his circumstances outside of school.
His parents were finally swayed by our opinions but hurried us in our explanation. We told them that we needed their cooperation at home to support George in his reading and writing. They were at levels below his age and as he was going into high school soon, we told them that it would more difficult to improve later than now. Mentioning high school trouble really got Mr. and Mrs. Lewis’s attention, as they had a quick change in attitude and asked us more about the details about George at school. In the end, our student learning plan focused on George and his strengths at school, with more parental support in reading at home. We also talked about making a suitable seating plan in which George would have a classmate or friend with good behaviours motivate him in class.
