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A “How to Guide” of Tier 2 Reading Interventions
Get PDFMy topic is a “how to” guide in the area of tier 2 classroom interventions for literacy focused particularly for grades 4-6. As someone who has worked in special education for 5 years, I occasionally get students on my caseload and I wonder if they could have succeeded in the general education classroom with appropriate interventions. At other times, students have progressed so rapidly that I wonder if interventions were ever implemented. Perhaps the wrong interventions were implemented, or maybe interventions were not implemented properly. In my own practice the number of students receiving reading services on my own caseload has tripled in the last 3 years. At times it feels as though special education has become oversaturated with students that struggle with reading. This is a big reason why I feel that in a multi-tiered system of support (MTSS), that Tier 2 interventions are particularly important. Often times, many general education teachers don’t know how to help struggling readers or don’t have the time to implement interventions the way they’re intended. When and where am I going to implement these interventions is a common problem. The goal of this project is to compile several reading interventions in categories such as fluency, phonics, and comprehension to help guide general education teachers in helping their struggling students. The following pages list potential interventions and methods of implementation for struggling readers
Analysis of Self: My Journey to Becoming Me
Get PDFNot letting the world get me down, this is my story of challenges and triumphs that have helped to shape me into the person I am today. My name is Georgia Wachtler and I am a second year in the Minnesota State University Moorhead counseling program seeking a Clinical Mental Health Counseling degree with plans to graduate May 2024. This paper begins by addressing some of my background including the topics of relationships that have impacted my life thus far, my academic journey, my mental health challenges, how I care for my physical health, and my cultural identity. Moving on to how I handle stress in both positive and negative ways. After, I identify my own strengths and forms of resilience. Then I go over the current and past activities I have participated in. The next section is about different assessments I have taken that capture who I am and speak to counseling being an appropriate career for me. Continually, an assessment of the data received from five interviewees about how they feel about this career path. Then I use what I have learned throughout this process to conceptualize where I am through the lens of Maslow and Carl Rogers. After this is where things wrap up with a section on the impact of the writing process and ending with my plans for future development as a counselor. Each section of this paper brings to light a distinct perspective of who I am and life events and situations that have led me to become the person I am today.
Keywords: counselor, journey, perspectiv
The MSUM Native American Student Needs Survey
No full textAfter examination of the Equity Score card for Minnesota State University Moorhead (MSUM) in the Fall of 2023, it was determined that the largest equity gap is among Native American students (which was also representative of the data for the entire state of Minnesota). This research project used the information from the Campus Climate Survey (collected in Spring 2023) to develop a secondary survey that specifically targets Native American students to further supplement the data from the campus climate survey. According to the Minnesota State Equity Scorecard (2023), a 25.4% equity gap among Native American students was identified. This equity gap had widened over the last three years prior to 2023 and the Native American student success rate from fall to fall first year completion was 57. l %. This research project specifically targeted MSUM students who identify as Native American students on the MSUM campus to better identify the needs of this demographic of students. After identifying the needs of the students, we can better support Native American students on campus in hopes of closing the equity gap on campus. Thus, providing a welcoming campus climate and providing pathways to success to native students. The survey of indigenous students achieved a 40.3% completion rate of the total population of indigenous students at MSUM. The findings of this study revealed the academic, cultural, and health needs of the indigenous students who participated in the survey. The data analysis indicated the following results: (1) The indigenous student population predominately identifies as non-traditional and working class; (2) symptoms of anxiety and depression were high with noted perceptions that higher education had a significant influence on individual mental health; (3) indigenous students at MSUM were more likely to note additional education barriers (such as financial, mental health, family obligations, no sense of belonging) that affected their education; (4) students self-disclosed terms for their identities varied and included: mixed or ;multiple races which potentially skews institutional data to not represent the larger number of students with indigenous identity; and (5) the back needs of indigenous students were not being met, which ultimately led to higher instances of students showing signs of trauma. [JCA1] The results of this study can be used to address the current gaps in the statistics that often other the indigenous student voices that have been noted as lack of sample size. The voices of this survey can help to further expose why the equity gap is the largest among Native American students, but also help educators/institutions to identify ways they can provide more support
Water Quality Analysis of Red River Valley\u27s Municipal and Rural Water Supply: A Collaboration Between Local High School Science Classes and Geosciences at MSUM
No full textDeclining water quality is an environmental issue that has been around for decades now. As pipes decay and waterways become more polluted, these pollutants are becoming more present in water. This region, unlike other places, does not have a problem with water scarcity, but water quality is increasingly problematic. We are focusing on the study, collection, and analysis of Fargo, Moorhead, and the Red River Valley\u27s water quality throughout the community. This project is a collaboration with local high school students by engaging in modern environmental dilemmas all while creating an in-depth analysis of the water samples taken to see how our water quality may differ in rural vs. urban locations. It is important to note that there have been studies on this area\u27s water quality in the past and results have shown unique variance of phosphorus concentrations due to agricultural seasons in the Red River Basin. The two high schools participating in this study were Horace High School and Moorhead High School. After presenting to the students what the research entailed, it was their job to go out into the community and find various locations to gather water samples to test. Some sampling was done by the authors to increase the spatial average. The samples will be mailed to the laboratory for processing to look for various pollutants from runoff or faulty pipe systems with an eye out for forever chemicals as well. Most of the samples have been collected, but the chemical analysis and data interpretation have yet to be completed
Stigma in Special Education Services with Student Focused Solutions
Get PDFStigma can impact groups in many different ways. Special education students have endured stigma and the effects of this stigma for decades as proven by years of research. However, student focused solutions have been lacking in the literature and this is critical to give our educators tools to use in order to promote a positive learning environment in their classroom. While in this study, stigma was not proven in students that I currently teach that have IEPs or receive intervention services it was indicated that students rate themselves lower than general education students about how they perceive school. While more research will need to be conducted to prove that stigma exists in this population, my main focus was student focused solutions that can help these students now in their classroom.
Through an informal interview process, solutions were identified with students who receive special education and intervention services. These solutions included knowing the “why” behind these services and interventions and celebrating the small progress that students make while they are on special education/intervention services. More research will need to be done to show the validity and success of these solutions, but these student focused solutions give us a start to help learners impacted by these negative feelings
Teacher-Paraprofessional Collaboration in Special Education
No full textEffective collaboration between teachers and paraprofessionals is an important factor when working with students with special needs as it leads to more extensive and effective support, improving both academic achievement and personal development of students. Cipriano, Barnes, Bertoli, Flynn, & Rivers (2016) studied the overall quality and nature of collaboration through the interactions between teachers and paraprofessionals in multiple self-contained classrooms during academic and planning times. They found the foundation for effective collaboration is in mutual respect, shared responsibilities and ongoing feedback. In addition, Irvin, Ingram, Huffman, Mason, & Wills (2018) highlighted a variety of classroom factors and expectations, such as creating strong professional relationships, using collaborative strategies, and providing training and support to both teachers and professionals, that can brace the foundation and result in student success. As former paraprofessionals and current special education teachers, the literature rang true. For our capstone project, we created a handbook based on our experiences and combined it with information from our research. At the beginning of each academic year paraprofessionals will receive a digital copy of the handbook to allow them to access the provided links to resources, professional development, and district information according to the building they work
The Impact of the Master Schedule on Student Perception of Teacher-Student Relationships in Minnesota Middle Schools
Get PDFTeacher-student relationships have been shown to have a marked decline at the transition to middle school (Hughes & Cao, 2018). The decline has been linked to a potential mismatch between middle school structure and the unique needs of the young adolescents that they serve (Eccles et al., 1993). This quantitative, correlational study explored the impact of school master schedules (i.e., school structure) on teacher-student relationships (i.e., TSRs) in Minnesota middle schools. The study searched for potential associations between student perceived teacher care and master scheduling type with the intent to fill a gap in literature and to help inform district and building level leaders about better fit middle school structures. Data relevant to the study’s independent scheduling type as derived from a researcher developed questionnaire. Data relevant to the study’s dependent variable, student perceived teacher care, was derived from the preexisting 2022 Minnesota Student Survey Data for eighth grade. Results showed no significant difference between student perceived care of students experiencing traditional middle school schedules as compared to those experienced a block. The study also revealed a lack of correlation between student perceived teacher care and instructional period length. The results suggest that master schedule does not impact student perceived teacher care
Analysis of Self: My Roller Coaster of a Journey
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Throughout this Analysis of Self, I cover pertinent information relating to my experiences and the journey that led me to where I am today. I share personal stories as it relates to shaping me into who I am as an individual. While sharing, I heavily reflect on some of the decisions I have made throughout my life, as well as the lessons I have learned. I cover numerous aspects that have contributed to my core values, beliefs, and viewpoints; but ultimately, how my experiences have led to me becoming a counselor. I then examine the results of the personality assessments I have taken, in a way to connect and apply the concepts to my everyday life. I also reflect on feedback from individual interviews I conducted with five different loved ones in my life. I identified common patterns shared through the responses from the interviewees and recognized how my personal characteristics and traits have contributed to my theoretical counseling orientation. I also explore my evolution both personally and professionally throughout my life thus far. More specifically, I discuss how graduate school has altered my ways of thinking and allowed me to apply various learning methods within the area of clinical mental health counseling.
Keywords: life experiences, personal growth, counseling theorie
Physical Impairment Guide
No full textTo complete the requirements of the 696 Capstone project, I have created a website. This website is a “Physical Impairment/OHD/TBI Guide for teachers\u27\u27. I decided to make a website to aid teachers, case managers, and service providers. This website is a one stop shop for information about different diagnoses, the effects on students, accommodations/modifications and assistive technology. This website will be a working document I can add to as I come across new information as a physically impaired consultant
Analysis of Self
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Abstract
This paper is an analysis of self, it is meant to inspire self-reflection of the affects the counseling program has had on my life. The experiences that lead me to the mental health field and other background information is discussed. To further foster self-reflection and analysis, personality assessments are used, such as the Minnesota Multiphasic Personality Inventory. Family members and other loved ones also express their perspective of my growth. With the skills and confidence I have gained, I plan to use cognitive behavioral therapy and other modalities to best serve my clients. Self-reflection and the counseling field both encourage new growth and continuing to learn.
Keywords: Self-analysis, mental health, Cognitive Behavioral Therap