Running head: Bechara-Reflective Assignment #3

Samantha Bechara

UC San Diego Extension CLAD through CTEL

EDUC 31217: Culture and Inclusion

Reflective Assignment #3
Bechara-Reflective Assignment #3 1

I believe my school, Creekside Elementarys Preschool program can be rated 4 on a

Likert Scale. Although this will be my first year at Poway Unified School Districts Creek Side

Elementary, my experience thus far with the school thus far provides me confidence in the rating

of a 4. Prior to getting my position with Poway Unified School District, I worked closely as a

Head Start Teacher supporting many of my students in their special education programs.

The population my school serves is diverse, which is reflected in the number of

languages students and staff speak. PUSD adapts the curriculum and content for student learning

by differentiating instruction, providing academic support via instructional aides, lunch bunch

groups for clarification/re-teaching, special education support, and ESL teachers. The school

collaborates weekly on the content proposed by grade level and includes instructional support

staff in the team meetings to ensure interdisciplinary collaboration. Scheduling inside the

classroom is very important, I have already established a structured schedule to maximize

learning, planning for whole group, small group and individualized instructional times

throughout the short 2.5 hour period for my students. In addition, I have started planning for the

upcoming school year for my preschool students, when working with my team members there is

an emphasis on including technology into the classroom, allowing for independent exploration

on the computer or iPad. In addition, there is a strong caution to make sure students are limited

on their screen time following suggested practices from the American Academy of Pediatrics.

Throughout my planned academic lessons, social emotional skills are highlighted and explicitly

taught throughout the school year utilizing the Frog Street curriculum and Second Steps social

emotional curriculum. Both curriculums paired together for preschoolers aim to highlight and

start the dialogue about emotions, social situations/events, new experiences (ex: riding Bus), and

school norms.
Bechara-Reflective Assignment #3 2

The classroom schedules for academic instruction are carefully planned, acknowledging

the developmental needs of each student. For example, the preschoolers attend one of two

sessions at school for 2.5 hours per day, during which time we carefully arrange instructional

time highlighted through meaningful activities, exploration and play to meet the academic and

developmental needs. I honestly feel to meet the academic needs of the diverse special education

population I will be working with having a full day program for children could maximize their

learning further. Including activities for mealtime at school as well as resource classes could

further overall development. Many of my students thus far have fine motor and gross motor

needs, I feel that allowing my students to attend resources such as music, art, and physical

education these developmental needs could be address through new experiences and a content

specific educator that can have new ideas to address learning. As stated by Bowman (n.d.), in

order for assessments of young children's functioning to be reliable and valid, they must use

multiple methods and sources and be obtained over time, in a variety of settings, within the

context of children's daily lives.

The application of skills can also be applied to resource classes. In library, students can

expand their book awareness skills, practice reading text aloud, and work on turning the pages

for themselves. Many children may not have experienced a Library before; this exposure can

spark curiosity of text and books and provide families books at home, which their child is

interested in reading. One of the biggest suggestions, provided to parents of young children is

reading to them, often I have found parents do not have books at home or the time to go to the

library. Therefore, providing children the opportunity to select a book at school and read it at

home can support the whole family. I always emphasize reading a book does not always mean

reading the words. It can mean looking at the pictures and talking about them, making up your
Bechara-Reflective Assignment #3 3

own story to the text based on the pictures, or reading the text word for word. This exposure

would be great for one of the Parent Night workshops I provide about Books in the Home. In

music, students can be exposed to new instruments, and manipulate new objects using new

muscles. Physical education class can provide students exposure to new sports and movements

that further their gross and fine motor development. As art is a big part of early childhood

education, I believe it can be utilize for creative exploration as well as expand students learning

from our classroom to new contexts and settings.

At CSES, students K-5 attend resource classes (library, physical education, music, art),

recess, and lunch at strategic times throughout the day. The scheduling for these specific periods

reflects the developmental needs of the children. For example, the younger grades (TK, K, 1) are

provided academics in the morning, and resource courses in the afternoon. In addition, to help

Kindergarten and Transitional Kindergarten students adjust to the rigor of school, they follow an

adjusted schedule for the first few weeks of school working up to attending school for the full

academic day. I believe preschool could also benefit from this transitional time building up to

attending school for an entire school day.

Teachers at CSES are encouraged to connect with families, host family activities in the

classroom, and have regular communication with family members via multiple methods (class

website, email, phone call, newsletter, etc.). Parent/ family volunteering, family nights, and

family involvement is highly valued at CSES. The school community aims to include and

involve families in whatever way possible and strives to meet the familys needs. Thus far, I

have already communicated with six of my students families and have discussed opportunities

for volunteering in the classroom, inclusion in family nights, and methods for communication.

CSES is very child and family oriented and am excited to join the Creekside family.
Bechara-Reflective Assignment #3 4

References

Bowman, B. T. (n.d.). Cultural Diversity and Academic Achievement .