Case Study 1) Day 1) Note first, the teacher will go over the schedule at the beginning of the day,

but will also be clearly labeled on the board so the students are aware of they will be participating in a language arts lesson. First, the teacher will pass out an excellent example of expository writing. The article chosen is all about the Titanic. The teacher will have students choral read the article together as a class and instruct class to highlight main idea, and underline supporting details (Who, what, when, where, why?) as the teacher has the article on the overhead and is doing the same (Highlighting and underlining to guide students) Then, The teacher will explain how expository writing explains a subject or thing and provides information on something. The teacher will also show students that an expository text will include an Intro, body and conclusion. After that discussion, the teacher will distribute many different types of expository writing; Dictionary, articles, books, newspapers, magazines, thesaurus, etc., for students to look at and determine what the main idea and supporting details could be with the person sitting next to them and as a table group. The teacher will walk around and talk to each group about what they are finding in the different expository texts. Day 2) First, the teacher will gather the class and go over information about the Titanic that they previously talked about. Also, the teacher will go over the word bank that was the teacher and class created for words associated with the Titanic. Words that the teacher would go over with the class include; iceberg, lifeboat, crew, passenger, vessel, Atlantic Ocean, etc. This would be visible on the board for when they write their paragraph. Then, the teacher would show the class a picture of the Titanic and some headlines from the disaster. To inspire them, the teacher would say, Imagine you were there the days after the Titanic sank, and it was your job to give the public information on what happened to the Titanic because there was a lot of different information being told to the public, but you were one of the best editors around and they trusted what you wrote. It is your job to become that editor and write a paragraph with a main idea from this disaster and details to support your main idea. After that, the teacher will guide students through coming up with ideas to complete their own graphic organizer, that has a place to write their main idea and three supporting details, by using the W questions. For example, the What will include the main idea, like the Titanic sunk after it hit an iceberg. This would be their topic sentence. Then, they would know they could pick supporting details from the other Ws. After students have a good idea about a main idea and three supporting details, they can write their paragraph, in their writing journals, about the Titanic as the teacher monitors their progress. After students turn this in, the teacher will examine it for errors (Spelling, punctuation, structure), and if they understand that there needs to be a main idea and three supporting details.

Day 1) First, students will receive an expository text about the Titanic. They will choral read along with their classmates and the teacher. While they read, they will also highlight what they think is the main idea of this article and underline the supporting details. Then, the students will listen as the teacher explains the aspects of an expository text. After this discussion, the teacher will distribute many different types of expository writing; Dictionary, articles, books, newspapers, magazines, thesaurus, etc., for students to look at and determine what the main idea and supporting details could be. The students will do this with the person sitting next to them and as a table group. Day 2) First, students will review what they have previously learned about the Titanic, and look at the word bank they helped create. After that, students will be asked to complete a graphic organizer where they will determine a main idea about the Titanic and details to support this main idea. After they have completed their graphic organizer, the students will write their paragraph, in their writing journals about the Titanic. Lastly, they will turn their paragraph in for the teacher to examine. Are appropriate for this class: Many aspect of this lesson suit this class appropriately. First, this class needs to be able to learn in various ways and revisit what they have learned. This lesson has students looking at various types of expository text including; dictionaries, articles, books, newspapers, magazines, thesaurus, etc. Giving the students exposure to different text will not only reinforce what an expository text is, but will also give every student a chance to find a style of text that will help them understand what they need to know about an expository text, because one student may read an article and clearly see that there is a main idea and supporting details, but another student may not see this so clearly. This student might find a newspaper and might become more comfortable with that style instead. It provides students options to learn in a way that is comfortable to them. Also, the teacher revisits information they have already learned previously about the Titanic and the Word Bank in order to refresh students on what they have already gone over so it is fresh in their minds for when they are expected to write their paragraph. Second, students in this class like the school environment and like to be social. This lesson gives students the ability to be social with each other during group and partner work. When students are given a variety of expository text, they are encouraged to share and show their desk partners and table groups. Group work is an important aspect of this lesson for students because they have the ability to help and support each other in case some of their peers do not understand the lesson. Also, in a third grade classroom it is important for students to be social with each other to further develop social skills and group cooperation.

Beyond those, there are other aspects of the lesson that further support what the student is learning and strategies to help them understand. These include: Word Bank: The teacher and students made word bank with words that students may not know, but are relevant to what they are learning about. This is important because students are introduced and immersed in new words that will build their vocabulary, but also the word bank stays on the board so that students can use these words in their expository writing to make their writing richer. Graphic Organizer: The graphic organizer is useful for students to gather their thoughts and organize what they want to say in their paragraph. It is a great way for students to see what they need to focus on while they are writing so they are clear and concise. In this case, students can see that they need to find a main idea and supporting details. This gives them the focus to find these in order to then begin writing. Choral Read: A choral read is a strategy to get all of the students to read the article, and help the students who struggle with reading. Students who struggle with reading can either follow along and look at the words while others are reading or they can read and when they come to a word they dont know they will be able to hear others say it so they can be able to associate the spelling of that word with what word it is. Highlight and Underline: Highlighting the main idea and underlining the supporting details is a strategy to help students understand what the main idea and supporting details are. Not only do third graders think it is fun to highlight things, but beyond that the students will visually be able to see what the important parts of the expository text are. Incorporating highlighting and underlining will help students not to become confused because it will be more clear if they know that the highlighted areas are main point and the underlined areas focus on supporting details. If it were all highlighted students may become confused on whether they are reading main point or detail. Using the Ws: Using the Who, What, Where, When, and How? questions are a strategy for students to understand what the main idea is and what the supporting details are. For example, the What will include the main idea, like the Titanic sunk after it hit an iceberg. This would be their topic sentence. Then, they would know they could pick supporting details from the other Ws. After students have a good idea about a main idea and three supporting details, they can write their paragraph. Individual Work Time: After students have completed their graphic organizer and are working on their paragraphs, this is a great time for the teacher to pull aside students who need extra help with this lesson. They could need help on finding the main idea, supporting details, or how to encompass this all into a paragraph. Either way, the teacher will have this time to make sure those students are getting the individualized help that those students need. Address developmental needs: Many aspect of this lesson address the developmental needs of students in this third grade class. First, it is important the students experience a structured day. The

teacher will go over the schedule at the beginning of the day, but will also be clearly labeled on the board so the students are aware of they will be participating in a language arts lesson. Second, students need to develop age appropriate literacy skills. In order to do this, students need to be introduced to many different kinds of literacy and about different literacy skills. In this lesson, students are engaged in a literacy lesson on expository reading and writing. During this, students are in contact with various different expository texts in order to enrich their learning. Becoming exposed to this variety of expository texts is more beneficial to students because more is better when it comes to literacy for students. Lastly, it is important for students to participate in hands on experience. In this lesson, students have an opportunity to be hands on with their learning. They do this by reading, writing, highlighting, underlining and becoming the editor to tell the public what is happening. These hands on experiences are more valuable then just watching and sitting because they are engaged, especially when they take the place of the editor. Here they can immerse themselves as this editor and it gives them the drive to write a great paragraph for the public. Progress towards State Adopted Standards: Reading: Comprehension and Analysis of Grade-Level Appropriate Text 2.5 Distinguish the main idea and supporting details in expository text Students will distinguish the main idea and supporting details in an expository text in this lesson. They will extract the main idea and supporting details from the article at the beginning of the lesson and when they are looking through different types of expository texts. Also, when they become the editor they will produce a main idea and supporting details of that main idea. This lesson has students distinguish the main idea and supporting details through analyzing different expository texts and by producing their own. It is important for students to see well-written expository text examples and have the opportunity to write, practice and experience an expository text. Writing: Organization and Focus 1.1 Create a single paragraph: a. Develop a topic sentence b. Include simple supporting facts and details Students will develop a topic sentence in their expository paragraph, and then include supporting details. They will use the their highlighting and underlining strategies, and will also use the W questions to guide them. They will specifically use the what question to determine a topic sentence because the what question will yield a main idea. The rest of the W questions will provide them plenty of supporting details. Giving students different strategies will enable them to find a way that works for them so they can successfully organize and write their paragraph.

Case Study 2) 1a: Strength A strength in this assessment plan is the pretest or formal diagnostic test they used on day one. When starting a new unit, it is important to be aware of what students know and what they need to learn by the end of the unit. If the students as a whole are having trouble with the concept, or if they have a nice foundation of this concept already it is important for the teacher to plan accordingly. On a more personal level, the teacher can see from these pre assessments where students are individually with the concepts. Students who need extra help can then receive that from the teacher through scaffolding, graphic organizers, individual help, going over key ideas before it is presented to the class, etc., and students who need to be challenged more, can be. The learning goals for this unit include; identifying and describing coins, add two or more coins, multiple ways to show a different amount, and modeling different amounts. The pre-test will determine what the students know or do not know about this subject matter. No matter what score they get on the test, this gives the teacher a better insight on what he/she needs to focus on and what the students already know. If the teacher waste time on something the students know, then that time could have been better spent somewhere else. 1b: Weakness A weakness in this assessment plan is the lack of variety in assessing the students learning. To get an accurate sense of what a student has learned, a variety of assessments need to be done. This is due to the fact that all students are different; some may thrive at multiple-choice tests, while others freeze at the sight of them, even if they know the subject. Other students may love to show what they know with manipulates, so giving them real or plastic money to test them could be quite comfortable for them. So instead of all formative, multiple-choice assessments, there should be a variety of test to provide an accurate portrayal of hat students are learning. Many of the learning goals of this lesson have to do with showing or manipulating money. A multiple choice test may not lead to accurate assessments on how students are doing if they cant properly show how to manipulate money and bills. For example, one goal is to model different amounts. This requires students to use their hands to show something, and a multiple choice test will not properly do this. 2a: When to use this assessment? This assessment could be used throughout the whole lesson due to its value for students. It is one thing for students to look at pictures of bills and coins, but it becomes a richer learning environment when there are things they can manipulate. It will be easier for students to connect the symbol of what a bill is or what each coin is with something they can touch and feel. The coins and bills can be used to reinforce in a lesson, or even as a warm-up during calendar each day.

2b: What goals would be assessed with this assessment? The learning goals for this unit include; identifying and describing coins, add two or more coins, multiple ways to show a different amount, and modeling different amounts. Using the coins and bills will allow all of the goals to be assessed in their own ways, and doing it hands on. This is especially true for the goals that specifically call for hand-on experience for students, like using coins to model amounts. This gives students an added incentive because they will enjoy working with something they can relate to in real life. Money is seen all the time in their lives, so students will be intrigued to learn about money. 2c: What Type of assessment would it be? This would be an informal assessment to monitor their progress. An informal assessment like this could help the teacher assess students on a daily basis because it is based on the students performance. When students are busy identifying bills and coins, and adding them together the teacher can walk around or watch as he/she assesses how students are doing. This is just as important as a formal test because it gives the teacher a daily check on how the class is progressing which is vital to what the teacher determines is important to do next. The teacher can assess if they may need more time with the bills and coins, or if they are ready to move along. 2d: Purpose of assessment? The purpose of this assessment is to continually check the progress of student learning throughout the unit. The purpose of this is to determine how well the students understand and comprehend the learning goals outlined at the beginning of the unit. This is essential for a teacher to understand whether students feel comfortable, and if any students are struggling. This way, the teacher is able to make decisions on how he/she want to continue through the unit and if she needs to give any students extra help so they dont fall behind. If students are excelling, she can differentiate for them too. 2e: How would you implement the assessment? There are various ways to implement this assessment successfully. One way, is to have a warm up that has students manipulate the coins to show what the teacher asks. The teacher could say, Show me $2.60 using your bills and coins. Then students would manipulate their coins to show this amount. The teacher can then assess by walking around or looking around the classroom to see which students are successful. After this, a discussion could occur on how students got this amount, because the bills and coin combinations may differ. This would bring higher order thinking skills in which is desired. Earlier in the unit, the teacher could simply ask students to hold up their dime and she could see if all students are holding up the right coin. After getting a general feeling for how students are progressing, the

teacher can make a better choice about what is the best use of classroom time, and what he/she should be focusing on next. 2f: What feedback strategies would you use? The best form of feedback for this assessment would be verbal confirmation. This way it will be very clear to a student what they are successful at and what they need to practice. This way, the student is in control of their learning. Also, verbal feedback can create a conversation between student and teacher where the teacher can ask students why? and how they are getting their answers and solutions. This way it makes the student use higher order thinking to evaluate how they are solving or determining amounts. The teacher can then discuss with them what they are doing wrong or praise them on what they are doing right. 2g: How would the results of this assessment inform instruction? This assessment is an important tool to see what students are learning and comprehending. Also, it will evaluate how well students are responding to the teaching practices of the teacher. If many students do not understand the lesson, it is a good indication that the teacher has not taught it well enough or in a way that the students can understand. This will help the teacher evaluate a new way of teaching this subject matter. On the other hand, if many students understand and only a few are struggling it is a good indication that these students need extra attention and time. The result of this assessment also helps the teacher plan for what to focus on next. If students are excelling with one concept, but struggling with another one, this is valuable information to know what to spend classroom time on. 3: Explain how using the additional assessment as you described in question 2 improves the teachers assessment plan and what specific information would be gained about what the students understand about the content area, their misconceptions, and their progress toward achieving the learning goals. The additional assessment helps students with hands on manipulates that will allow the teacher to get a better understanding of what students know. It allows students to be able to work with this math concept in a more engaging and rewarding way. It is important for students to be able to work with money because it is something that they will be using in their lives and they will have a better grasp the concept of money when they are able to practice with it in the classroom. Having students manipulate money to make different amounts will allow students to use higher order thinking skills that might not happen otherwise because they can explain how they came up with the amount they did. The informal assessment can be used everyday, so the value to a teacher is high. When a teacher can assess students on a daily or weekly basis on how they are progressing with a concept, it allows the teacher to differentiate the students education and the direction the whole lesson will go, in order to focus on areas where students need the most instruction.

Case Study 3) 1: Two specific Learning Needs as EL: Guillermos learning needs as an English learner include grammar/language development and sentence structure/syntax. This is confirmed in the student description and student work examples provided. The student description specifically says that he has difficulty using correct grammar in writing and speech. Guillermo writes the way he speaks instead of writing grammatically and structurally appropriate. Also, he doesnt always use complete sentences and he uses Spanish words periodically. Lastly, the structure of his sentences needs work. 2a: Identify one instructional strategy or student activity from the outline of plans that could be challenging for the student: Many of the instructional strategies and student activities could be challenging for Guillermo. One specific student activity that could be challenging for Guillermo is reading the textbook about rock characteristics, especially when he also has to use different resources to read through. Also, it will be difficult for Guillermo to participate in cooperative small groups because the student description says that Guillermo is somewhat shy socially. 2b: Explain why the strategy or activity you chose could be challenging for the student. Use your knowledge of English learners and your analysis of the students learning needs in your explanation: The student description states that Guillermo read two years below his grade level and his CELDT level scored Early Intermediate. Since the textbook the class will be reading out of is for fourth grade, Guillermo will have a hard time comprehending the textbook because he only reads at a second grade level. He might have a hard time understanding the language or concepts presented in the textbook, which will likely hinder him from comprehending the textbook. Along with the textbook, Guillermo has to use other resources, like the Internet. This may pose a problem because Guillermo has trouble with grammar and sentence structure. Using search engines could be difficult for Guillermo to find the proper websites to help him. Also, reading and comprehending those websites will be difficult if they are written above the level Guillermo can understand. Lastly, group work may be difficult for Guillermo because he is shy socially. He may not speak or cooperate with his group if he is too shy to speak up or if he doesnt understand what they are doing/ learning.

3a: Describe how you would adapt the strategy or activity you identified above to meet the learning needs of the student. Consider specific subject matter pedagogy when writing your description. In order to adapt this lesson for Guillermo the reading out of the textbook has to become comprehensible for him. There are various ways a teacher could do this. First, the teacher could take Guillermo aside before the class reads the text to read the textbook to scaffold what they will be learning. This way, when the whole class reads the textbook Guillermo will be engaged and more confident that he knows what the textbook is saying. Another thing the teacher could do is to go over key vocabulary with Guillermo. That way when these words come up in the reading Guillermo will know what they mean and comprehension of the text will become higher. The teacher could also provide Guillermo with a version of the text that is comprehensible at his reading level. This way he is reading the same thing as the other students, but it is condensed to suit the needs of Guillermo. Lastly, the teacher could provide Guillermo with a graphic organizer that he could fill in. This way Guillermo would be guided thorough the text and would know what he needs to focus on through the textbook. In small groups the teacher should closely monitor Guillermos group in order to make sure that he is participating with his group. The description says that Guillermo works well in small groups, but his shyness may become a problem if he is not comfortable. The teacher could have roles for each student in the group so that everyone has a specific job in order to be an active partner in the group even if the student is shy. 3b: Explain how your adaptation would be effective for the student in making progress toward the learning goals of the lesson. (In your explanation of the adaptation, refer to specific aspects of the student description and to the samples of proficiency in English.) Reading the textbook and going over key vocabulary with Guillermo would be effective in order to provide him with comprehension of the material presented about different rocks, so he can understand even though he is still in the process of learning English. This is important because it is clear he needs help with reading skills, which is shown in the student description. Struggling readers also have trouble with comprehension because they are too busy trying to read that they dont fully understand what they were reading about. Also, providing Guillermo with a version of the text that is suited to his level will give him the chance to read the information without struggling through it. This will provide him with confidence and better comprehension of the different rocks. A graphic organizer is effective because it gives Guillermo a chance to break down the content of the rock cycle in a way that will make sense for him. He will be able to focus on the important aspects of what he is reading so he doesnt get confused with too much information. Also, a graphic organizer an help him with sentence structure and grammar, because the description states he has trouble with this. Giving Guillermo and his group specific roles in a group with help Guillermo have a purpose, which will help him become an

active member of his group. Also, the group will help him to socially become less shy by checking in with his group on their progress and findings. 3c: Explain how your adaptation would be effective for the student in making progress toward English language development. (In your explanation of the adaptation, refer to specific aspects of the student description and to the samples of proficiency in English.) Reading the textbook and going over key vocabulary with Guillermo would be effective in order to provide him build vocabulary and literacy skills because the description states he read two years below grade level. This will eventually help his comprehension of what he reads. Also, social interaction with his peers and the teacher will help with syntax and becoming less shy socially. The more time he spends hearing English spoken in the community of his classroom, the more it will help him become stronger with his language development. His writing examples give insight to the fact that he needs improvement with sentence structure and grammar. Social and literacy lessons will help him become more successful. 4a: Which progress monitoring assessment based on the lesson plan would you choose to monitor this students progress toward achieving the learning goal(s)? Guillermo teacher should assess Guillermo through a mixture of writing he does and oral feedback. Having Guillermo write in his science journal will provide the teacher with written progress throughout the year of how Guillermo is progressing with his writing. Also, quizzes on scientific terms will provide the teacher with information on whether the extra help with comprehension is valuable and working for Guillermo. Lastly, oral feedback from the teacher is important for Guillermo to hear the teacher speak and to communicate back to the teacher to help with his proficiency in speaking. 4b: Give a rationale for your choice of progress monitoring assessment. Use your knowledge of content in this unit, and this students English language abilities in your rationale. Guillermo should be assessed through his science journal and quizzes because he needs as much practice writing as he can access to work on grammar and sentence structure. Also, many parts of this lesson requires students to write, describe and define in their science journals about the rock cycle, including specific things about the rock cycle like weathering, transport, and deposition. Along with practice writing, the teacher can monitor Guillermos comprehension of the lesson and progress throughout the year. Lastly, oral feedback between Guillermo and his teacher will allow Guillermo to practice speaking proficiency and create a conversation on what he feels comfortable with and what he feels he needs more help with.

5: Based on what you learned about this students English proficiency, what would be your next steps in planning to facilitate his English language development? Consider specific information from the student description and his written and oral language samples when responding. It is important for the teacher to keep Guillermo involved in speaking, reading and writing. The more exposure to English, written and spoken, the better he will succeed with his English development. The teacher should encourage him to read right fit books in order to promote grammar and sentence structure, and build vocabulary in order to progress him to a higher reading and CELDT level. Along with this, Guillermo should work on writing well-structured sentences instead of writing like he speaks, which is what he seemed to do in his writings. Lastly, since Guillermo does well in small groups, his teacher should provide him groups where he feels comfortable to talk and practice his oral English skills. Case Study 4) 1a: Identify one instructional strategy or student activity from the outline of plans that could be challenging for the student, considering the description of the students learning disability. Day four and five of this lesson requires a large amount of cooperative group work and class discussions. On day four, the groups will read a biography about a 12-yearold girl or boy during the Revolutionary War and generate a list of characteristics about her life. Then as a whole class, students will create a list of characteristics together from their research. On day five, students will work in groups and each group will choose one change in life between pre-Revolutionary War time and Revolutionary War time. 1b: Explain why the strategy or activity you chose could be challenging for the student, based on specific aspects of the student description. One of Julies main problems is that she likes to dominate whole class and group discussions. Julies behaviors in groups do not allow other students to participate full in a discussion. Since this lesson heavily relies on interaction with peers who express they are frustrated by her behaviors, these activities may pose a challenge. 1c: Describe how you would adapt the strategy or activity you identified to meet the needs of the student. To adapt this strategy the teacher could tell each student in the group that they need to assume a role where they have their specific job to do during their group work. Some jobs the teacher could assign students include; leader, note-taker, timekeeper, etc. Then, the teacher could assign Julies group a specific role in order for Julie not

to receive the leadership position. If she were to assume the leadership role, the adaptation would not work. 1d: Explain how your adaptation would be effective for the student in making progress toward achieving the learning goal(s) of this unit: This adaptation would be effective because it takes away leadership and dominance from Julie and gives it to another student in the group. Julie can then try to focus on the job she has been given. The teacher or the special education teacher has to closely monitor the group though, in order to make sure that Julie is assuming her role correctly and is not slipping back to the leader of the group. With a wellmaintained group setting, Julie can focus on what she is supposed to do in her group. Since Julie is on grade level with reading text, she could have the role of reading the biography to the rest of her group. This way she has a purpose in the group and she will be successful in her role. This leaves her with a positive group experience and her peers would not become frustrated with her. 2a: Identify one additional instructional strategy or student activity from the outline of plans that could be challenging for the student, considering the students other learning needs: On additional student activity that may pose a problem is when students individually write an essay that demonstrates their understanding of what aspects of life changed between pre-Revolutionary and Revolutionary times. 2b: Explain why the strategy or activity you chose could be challenging for the student, based on specific aspects of the student description: The student description states that Julie is writing at a second grade level when she is in fifth grade. She is extremely below where she should be in writing. Julie has not acquired the skill to write an essay on the difference between revolutionary and pre- revolutionary times at the level the other students will be writing. This may be overwhelming to her and she may have trouble focusing on the task at hand. 2c: Describe how you would adapt the strategy or activity you identified to meet the needs of the student: To adapt this student activity, the teacher needs to provide Julie with a graphic organizer or organized notes in order for Julie to gather her thoughts on paper in a way that is organized and will guide her on what to write. Also, the teacher could give her a list of words she could use in her paper with definitions so her paper would become more comprehensible on the subject of pre and revolutionary characteristics of living. The teacher or the special education teacher should also spend individual time with Julie to go over the context and structure of her essay in order for Julie to succeed. During this individual time, the teacher can have a

conversation with Julie about what she feels she needs help with in this essay and any questions she still has about the context of the lesson. 2d: Explain how your adaptation would be effective for the student in making progress toward achieving the learning goal(s) of this unit: This adaptation would be effective for Julie because this does not give her the option to do less, it give Julie the resources to be successful at this essay. Since Julie is writing at a second grade level, an essay like this is a large task for her. In order for her to focus on this essay without becoming frustrated, the teacher and the education teacher are giving her resources to for a proper essay and giving her extra attention in order to monitor that she is successfully writing along the way. This adaptation gives Julie support throughout the whole task so she can be successful. 3a: What progress monitoring assessment would you choose to obtain evidence of the students progress toward a learning goal(s)? : The progress monitoring assessment to obtain evidence of Julies progress that would be helpful in Julies case would include written reflections on characteristics of pre/ revolutionary times and how she feels about it, cooperative group work and feedback for Julie. Also, hearing from Julies special education teacher would be beneficial. 3b: Give a rationale for your choice of assessment. Use your knowledge of academic content in this unit and this students learning needs in your rationale: The academic content in this lesson has to do with the characteristics of living in pre/ revolutionary times. Julie has trouble in groups and with writing and communicating. Written reflections on characteristics of pre/ revolutionary times and how she feels about it would help the teacher see if Julie is understanding the concept and if she is able to relate it to her own life, which may help her with comprehension. Also, written work throughout the year is helpful to see growth that the student makes from one entry to the next. Putting Julie in cooperative groups will encourage Julie to try to have other people participate in the group, and the teacher can monitor of that growth is happening. Feedback between Julie and her teacher is important to create a line of communication on the teacher can praise Julie on and what needs to be improved. This way, Julie is in control of her learning and behavior choices. Lastly, the special education teacher may have feedback or notes and it is important that these two teachers work closely to be on the same page for Julie and how she is doing.