Luedtke, M. Teaching Journal

9/20/10 Journal Post 2:  Part A PART B IN RED STUDENTS:  I have a total of 16 students.  There are two DHH teachers for the district.  I cover the Early Learning Center (PreK) through some of the middle school.  The other teacher covers some middle and high school.  We divide students based primarily on age, schedule, and the "evenness" of the caseloads.  The specifics on their hearing loss, academic performance, and communication are reflected in their "At-A-Glance" listed below.  These are based on their most recent IEPs.  We are in the beginning of the school year and formal leveled testing is still in progress.  The ages of my students run from 3/4 to approximately 13/14.  Communication modes include voiced spoken English, sign language support through an interpreter, ELL support for Spanish, ELL support for Hmong, ELL support for Burmese.  The hearing loss ranges unilateral mild loss- profound hearing loss and everyt...

Here is a very brief background... I work as an on-the-job DHH teacher for the Sheboygan School District.  There are two of us that cover the district; one for mid-middle schools (depending on caseloads) thru high school and the other (me) for Early Childhood thru mid-middle school.  I currently have 16 students and though I am working for one district, it is set up as more of an itinerant position.  At the moment, my students are spread throughout nine different schools.  I am case manager for most of my students and, in this district, that means I also set up IEP meetings, manage their evaluations, coordinate with staff, and write their IEPs.  This is only my second year in the position and it has been a whirlwind of a ride. My schedule is late in posting, because today is the first day I finally had confirmation from staff that student times will work.  Four of my students utilize interpreting services and it is part of my role to set the interpreter sc...