Key Communicators Task Force

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Arkansas State University, Main Campus *

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7003

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Communications

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Feb 20, 2024

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docx

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Key Communicators Task Force Lemicia Cook The College of Education and Behavior Science, Arkansas State University ELAD 7003 School and Community Relations Dr. Judith Jenkins February 11, 2024

Reason For Task Force The vision of Ramay Junior High states as follows: Embrace effective, differentiated instructional strategies. The faculty at Ramay Junior High strives to achieve excellence within the classroom to give students every opportunity to succeed. Ramay Junior High School is a fully inclusion school. The special education services are offered through general education classes. Our school includes 7 th and 8 th graders. All the general education classes have classes that are made up of general education and a special education teacher. There are a total of 4 co-teachers that rotate between both grades and four subjects. The co-teachers operate differently within certain classes. Some are accommodating, while others don’t do as much. There should be some sort of scale and training that is provided and looked at to help keep all co-teachers accountable within all classes. The co-teaching model provides students to receive services in the least restrictive environment, access to the general curriculum, and allows students to improve socially with more social interaction with peers (Murawski, 2010). Out of the 4th Co-teachers one of them does not have a very good rapport with the students and they find it hard to accept help from him. This not only affects how the students act within the class, but it also affects how they are learning within the classroom. As a general education teacher, it is my responsibility to ensure that I am doing all that is possible to make sure all my students are getting what they need within the classroom. For that to go smoothly within my inclusion classes, it is pertinent that the Co-teacher is on the same page. I work with two different Co-teachers, and I have noticed the difference in how they approach the classroom. I understand teachers should have autonomy on how they teach or what they do within the

classroom, but there needs to be some kind of core system on what is provided and how it is provided. The task force would like to propose professional development in training for the special education Co-teachers and the general education teachers who have inclusion classes. There is a cause for how to build social skills with the students as well as how to build relationships with the students for some teachers. This would be very helpful in assisting a common plan within all inclusion classes. Autonomy on how the instruction is being taught will still be given but there needs to be a certain set of standards for the teachers as well as how the Co-teachers operate in each classroom. As the model stands right now the school is not meeting its vision to embrace effective and differentiated learning strategies. The learning strategies should be discussed with the general Ed teacher as well as the Co-teacher. Selection of task force I would like to recommend five parents, 5 faculty members, and five community leaders to participate in the task force for improving the Co-teaching model for the junior high. This would benefit all the teachers, Co-teachers, as well as students in their academic growth. The task force will gather information, display this information to the community, and present it to the staff and school board members of Fayetteville public schools. Staff special education designee for Ramay Junior High School. She is in her mid-40s and is Caucasian. She has a master’s degree, and she is a great advocate for all these special education students. She has been with the district for over 10 years. The coach/teacher is the dance coach and French teacher, and she is over the PBIS & PTSA. She is in her late 30s, a Caucasian woman, and the mother of two biracial children. Katie

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Paul is very interactive with students and the community. She is well known for her advocacy and her inclusiveness in all activities. English Teacher he is a Hispanic English teacher in his early 40s. He teaches inclusion classes as well as general education English language arts. He is very involved in making sure students are receiving adequate instruction within his classroom. He is also a father to a 5-year- old who attends the district as well. Special Education Teacher, she is a Caucasian woman in her late 30s. She is a special education teacher with a master’s degree. She has been teaching at the school for nine years and is a great asset to the general education teachers that she teaches with period she takes pride in making sure her case is taken care of as well as making sure the students in the classrooms fully understand what the curriculum is. The counselor is the 8 th -grade counselor. She is a Caucasian woman in her mid-40s with a daughter who attends junior high school in 7th grade and a son who is in 9th grade at the high school. She is married to a woman in is very big on diversity and inclusion. She strongly believes in making sure all students have what they need to successfully maneuver through school. Parents Parent 1: Age 38, Gender: Male, Race: Caucasian, employed Economic Status: Middle Class. This person is the parent of a student who has Down syndrome. He volunteers for a lot of school events and functions. He also substitutes teachers from time to time. Parent 2: Age: 42, Gender: Female, Race: Caucasian, Economical Status: Middle Class. This person has a student that attends the junior high. He has an IEP plan and there's also a student- athlete. He is very involved in school and receives tutoring from one of the teachers.

Parent 3: Age: 31, Gender: Male, Race: Hispanic, Occupation: Economic Status: Middle Class. This person has a student who is ESL and special education. He is not completely fluent in English. This is his third year in the United States from Mexico. This will be a good way to connect with the parents and students who don't speak English fully. Parent 4: Age: 30, Gender: Female, Race: African American, Economic Status: Middle Class. This person has a student who is also an athlete and receives services. She is very involved in school and kids in close contact with teachers to ensure that her child is receiving the help that she needs. She would be a great asset because she represents a female student-athlete. Parent 5: Age: 34, Gender: Female, Race: African, Status: Middle Class. This person is from another ESL family. She is the parent of twin students from Africa. They are in the eighth grade and have been here since they were in the 5th grade. I feel that she would be a great asset because she demonstrates another side of ESL that is not as common within all schools in the district. Community School Board Representative: a school board representative would be a great asset to the task force. They can give a more in-depth view of the central office from a school board perspective. Pediatrician: Having a pediatrician who specializes in child psychology could be very helpful to the task force. They can give great insight and information on how to effectively learn about the brain and how it functions. Social Worker: Social workers would be a great asset to the task force. There are some students with IEPs that don't have the best home life so getting to know how to manage with those

students who are either in foster care or in Group homes or just need additional support outside of school. Small Business Owner: I think a small business owner or business owner. Could be very beneficial to the team. I would love to find a business owner who does have a specific learning disability so that there can be an insight into how to manage it as an adult and how it was managed while they were in school. This can also help show students that although education may be a little more challenging there are ways to overcome that and become the best you can be at something. Lawyer: I chose a lawyer. Specifically, a lawyer who is very aware of school law and the loss of special education. This will keep the student’s best interest in making sure that guidelines are being followed throughout the preparation of the task force. Relationship and Communication Strategies As the chair of the task force, I am or plan to be very familiar with each person that has been recommended. I have already developed a good relationship with most of these people. I plan to call and speak to each one's individuality. By doing this I can share my concerns about why I'm setting up the task force. This also gives everyone the effort and unity to share what they feel they can offer. It is not in the student’s best interest to work alone. We must work as a community from the school board, administrators, teachers, parents, community leaders, and students to build these positive relationships Đurišić, Bunijevac, 2017). To make sure students are academically successful, this task is specifically needed. The next step is to get the task force together and make sure everyone agrees to serve. After this, it is important to start fostering relationships through team building. It is also very important to foster positive communication. Once everyone is well acquainted with each other

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and feels comfortable then we will start the process of designating certain roles. We will do this over a luncheon.

References Đurišić, M., & Bunijevac, M. (2017). Parental involvement is an important factor for successful education. Center for Educational Policy Studies Journal, 7(3), 137– 153. https://doi.org/10.26529/cepsj.291 Murawski, W. W. (2010). Collaborative teaching in elementary schools: Making the co-teaching marriage work! Corwin Press.

Key Communicators Task Force

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