Smart Goal Reflections

1.  I will attend a SMART board class this school year so that I can enhance my knowledge of the interactive whiteboard capabilities.  This will help me to improve technology and use SMART software in a variety of ways to enhance student learning throughout the Creative Curriculum objectives.  My responsibility is to feel more comfortable with interactive whiteboards and to help co-workers by creating one lesson per theme/week.
• My co-workers continue to call on me frequently to help them problem-solve issues that they're having with their board.  
• I have my board working most of the time and even had to replace a light bulb in it last week.  
• I use my interactive pen and Epson projector daily.
• I feel very comfortable with the SMART software.
• I have created numerous lessons that I can rely on for my themes and continue to find new ideas that fit the Creative Curriculum objectives.
2. I will apply meaningful age appropriate material by organizing my filing cabinet so that I can relate the 50 creative curriculum objectives to my lesson plans and be responsible for leading the entire 4k program.  I will check myself at both parent teacher conferences (November and February) and create a portfolio so that I document the student’s strengths and weaknesses throughout the year.
• I continue to lead the 4K program in the area of curriculum and assessment. 
• Parent conferences are over for this year, but the students' portfolios continue to grow.
  
• I plan with my co-worker weekly to make sure that we're covering all the areas of the room.
• I've created new materials almost weekly to freshen up the ideas stored in the filing cabinet.  This past week I designed a "signs of spring" counting activity that the kids enjoyed.  The week before we displayed our rhyming abilities with a book activity from There's a Wocket in My Pocket by Dr. Seuss.  This coming week I have a "transportation sort" that will allow the children to make connections.
  
3. I will research Down Syndrome and use my SpEd team to learn more about the SCERTS model and Autism so that I can become more knowledgeable in meeting my student’s needs.  In the next 2 years I will work with families of children with EBD, ADD, and ADHD to create a list of possible modifications to use with children of special needs.
• My student with down syndrome has been able to spend much of her day in my room with her one on one assistant.
• We have social stories, first-then statements, and now visual cues in place for a student that shows autistic tendencies.   
• I have used my co-workers and resources of other district staff to help me with students of concern (those demonstrating qualities of ADHD, OCD, and EBD).
• Next week I have a student starting that is in a wheel chair.  I've put lots of thought into my classroom environment and look forward to this new endeavor.     
• I have found and read short articles relating to early education and different disabilities.