William Ryan's E-Portfolio
As a recent graduate with a Bachelor of Music from the California Jazz Conservatory and currently pursuing a Master of Education at Moreland University, I have honed a deep understanding of both the artistry and pedagogy of music. My experiences as a Music Instructor at Rhythm and Moves have equipped me with a comprehensive curriculum that emphasizes music theory, composition, and history. I have successfully integrated McGraw-Hill's Spotlight on Music standardization to ensure students receive a well-rounded musical education.
My role as a Booking Agent and Social Media Manager at Fog City Entertainment LLC allowed me to develop strong negotiation skills and efficiently manage contracts and invoices for entertainment talent. I have orchestrated successful social media campaigns, maximizing brand exposure and engagement across platforms. In addition, my experience as a Performer and Independent Contractor with Dart Collective LLC highlights my adaptability and collaborative prowess, as I seamlessly integrate live instrumental performances with DJs at weddings and corporate events.
Furthermore, my leadership abilities are evident in my roles as a Music Instructor at various institutions, including UCSC, where I've contributed to big band chart arrangements and thematic recitals. I've also excelled as a Booking Agent and Musician at prominent venues such as Bobby G's and TreasureFest, where I recruited, managed, and coordinated musicians to enhance the overall guest experience.
Outside of music, my dedication to teaching is reflected in my role as a Martial Arts Instructor at K.O. Kung-Fu Karate, where I've led classes of diverse age groups, fostering discipline, teamwork, and personal growth.
Sincerely,
William Ryan williamjryanmusic@gmail.com [408]-960-4920
- Utilizing evidence-based and multisensory practices while working to develop phonemic awareness, adding specific methods you will use in your classroom, and discussing a plan to use one multisensory approach to create phonemic awareness in your classroom.
- Multilingual learners' struggles when developing phonemic awareness and language and reading skills.
- The interaction of the reader characteristics, motivation, text complexity, and purpose of reading will impact comprehension and engagement.
Module 2 Unit 2 Activity 2: Reflection
As a music teacher working for Rhythm and Moves (music education company) and guiding a diverse group of students ranging from kindergarten to 8th grade, my primary goal is to create a positive atmosphere in my classroom. I achieve this by focusing on several key elements.
Firstly, I establish universal norms that promote respect, teamwork and a shared dedication to learning. It’s important for me to ensure that every student feels that their input regardless of their age or grade level is respected and valued. This sense of inclusivity fosters a feeling of belonging and cooperation, especially crucial in a music class where students collaborate as an ensemble.
Routines and procedures play a significant role in maintaining order and predictability in my classroom. Clearly defined expectations for entering and leaving the room, preparing instruments or materials, and transitioning between activities create a sense of security and stability for my students.
Smooth transitions are critical in a music class with various activities and setups. To make transitions seamless, I incorporate cues like musical clips or timers that signal the shift from one activity to another. This minimizes disruptions, keeps students engaged, and maintains the flow of the class.
Setting high expectations is a cornerstone of my teaching philosophy. Regardless of their age or grade level, I hold strong beliefs in the potential of each student to excel in music. I set challenging but attainable goals for all, encourage practice and offer constructive feedback. High expectations inspire a sense of accomplishment and motivate students to strive for excellence.
Incorporating technology tools enhances the engagement and interactivity of music education, I integrate music software, instruments, and music pedagogy into my lessons to cater to the diverse levels and interests of my students. Technology also facilitates self paced learning and creative explorations, ensuring that each student is both challenged and inspired.
Effective communication with parents is key in nurturing a positive classroom climate. I maintain regular updates with homeroom teachers (who work with their parents) regarding their child’s progress, provide insights into their musical development, and offer resources and practice tips for at home support. This partnership between home and school ensures consistent encouragement and reinforcement for students.
In conclusion, my role as a music teacher at Rhythm and Moves revolves around cultivating a positive classroom environment. By establishing universal norms, implementing routines, maintaining high expectations, and fostering open communication, I aim to create an atmosphere where students of all ages and grade levels feel appreciated, motivated, and empowered to explore and appreciate the world of music.
To best support families with resources to aid in literacy development, it’s crucial to foster a strong partnership between educators, students, and parents. By providing families with the right resources, we can empower them to actively participate in their child’s academic journey. NWEA offers valuable tools like “A Parent’s Guide MAP”, which answers common questions about MAP assessments and is available in multiple languages. Progress reports can be discussed with parents, aided by explanatory notes. The student goal setting worksheets is an excellent resource for parents to understand their child’s growth potential. The MAP Toolbox, a comprehensive resource hub, offers even more support for teachers and school leaders.
To effectively communicate assessment data results to students and families, it’s important to bridge the communication gap. According to a recent survey, while 76 percent of parents value interim assessment as a tool for understanding their child’s learning, over 60 percent say that their child’s teachers rarely or never discuss assessment results with them. This presents a significant opportunity for educators and students to involve parents in the assessment process. With clear and open communication, we can ensure that families are well-informed and actively engaged in their child’s education, creating a powerful partnership that enhances student learning.
Masters of Special Education
Exploring Speech and Language Challenges in Children
Communication plays a vital role in life to life interactions, particularly in children, where the development of speech and language skills lays the groundwork for their social, emotional, and academic growth. However, some children encounter hurdles in this domain, impacting their ability to express themselves and comprehend others effectively. Detecting speeches and language challenges can manifest differently depending on the child’s age and developmental stage. Effective communication is pivotal for children’s development,shaping their social interactions. In this blog post, we’ll delve into the multifaceted landscape of speech and language challenges, exploring their manifestations at different stages, the distinct types of disorders that can arise,the role of Speech pathologists in assessment and intervention, and strategies for collaboration between teachers and SLPs to support students’ needs and bridge learning gaps.
Understanding Speech and Language Challenges
Speech and language challenges can manifest uniquely at various stages of child development, reflecting the complexity of communication development:
Articulation Disorders:
Infancy: At this stage, infants may exhibit challenges in producing basic speech sounds. Their babbling might be limited or unclear.
Toddlerhood: Children may struggle to articulate certain sounds, leading to difficulty in word production. For example, they might substitute one sound for another or omit sounds in words.
Preschool: Articulation challenges persist, affecting the clarity of speech. Children may have difficulty being understood by others, which can contribute to frustration and social withdrawal.
School-age: Continued struggles with articulation can impact academic performance, particularly in subjects that require verbal expression, such as reading aloud or participating in class discussions.
Language Disorders:
Infancy: Infants may exhibit limited responsiveness to language stimuli, such as not turning to their name being called or not reacting to familiar voices.
Toddlerhood: Delayed vocabulary development or limited language use may become apparent. Children might have difficulty understanding simple instructions or expressing their needs and wants.
Preschool: Persistent challenges with language comprehension and expression may lead to difficulties in following classroom instructions or engaging in conversations with peers.
School-age: Language disorders can affect academic performance, as children may struggle with reading comprehension, writing, and understanding complex instructions.
Fluency Disorders (Stuttering):
Toddlerhood: Stuttering may emerge during the toddler years, characterized by repetitions, prolongations, or blocks in speech. Children may exhibit frustration or avoidance behaviors when speaking.
Preschool: Stuttering may become more pronounced during this stage, impacting social interactions and self-esteem. Children may experience anxiety or embarrassment related to their speech difficulties.
School-age: Stuttering may persist into school-age years, affecting oral presentations, classroom participation, and peer relationships. Children may benefit from speech therapy interventions to improve fluency and confidence in communication.
Voice Disorders:
Preschool to School-age: Voice disorders may manifest as abnormalities in vocal quality or pitch. Children may exhibit hoarseness, breathiness, or other vocal characteristics that affect their ability to communicate effectively.
By recognizing how these speech disorders manifest at different developmental stages, professionals can provide timely interventions and support to address the unique needs of children with speech and language challenges. Early identification and intervention are key to mitigating the long-term impact of these disorders on children's social, emotional, and academic development.
Infancy (0-12 months)
Limited babbling and cooing by 6 months
Minimal responsiveness to sound and eye contact
Challenges in imitating sounds or gestures
Toddlerhood (1-3 years)
Slow vocabulary development or limited language
Difficulty combining words into sentences
Speech that is hard to understand
Frustration due to communication hurdles
Preschool (3-5 years)
Persistent struggles with speech sounds
Limited comprehension of basic concepts
Difficulty following instructions or answering questions
Social withdrawal due to communication barriers
School-age (5-12 years)
Continued challenges with articulation, grammar, or vocabulary
Poor academic performance, especially in language-dependent subjects
Difficulty grasping complex sentences or abstract concepts
Avoidance of tasks involving reading or writing
Role of a Speech Pathologist
Speech Pathologist, also known as Speech-Language Pathologists (SLPs), play a critical role in identifying and addressing speech and language challenges in children.
Evaluation
SLPs conduct comprehensive assessments using standardized tests, observations, and interviews to identify areas of strength and weakness.
Diagnosis
Based on their assessment, SLPs diagnose specific speech or language disorders, such as articulation disorders or language impairments.
Treatment
SLPs develop tailored treatment plans to address the individual needs of each child, focusing on improving speech production, language comprehension, and social communication skills.
Types of speech and language disorders across development
Several distinct disorders can affect speech and language development at different stages:
Articulation Disorders: Difficulty producing speech sounds accurately.
Language Disorders: Challenges in understanding of using language appropriately.
Fluency Disorders: Disruptions in the flow of speech, such as stuttering.
Voice Disorders: Abnormalities in vocal quality or pitch.
Expressive vs. Receptive Language Skills
Expressive language involves conveying thoughts and emotions through speech or writing, while receptive language pertains to understanding and interpreting spoken or written language.
Expressive language: difficulties in expressing thoughts or ideas may indicate disorders such as expressive language disorder or apraxia.
Receptive language: challenges in understanding instructions or following conversations may suggest disorders like receptive language disorder or auditory processing disorder.
Identifying Speech and language Challenges
Common challenges include
Apraxia: Difficulty coordinating speech movements.
Aphasia: Language difficulties due to brain damage.
Articulation Challenges: Difficulty producing speech sounds accurately
Collaboration between teachers and Speech Pathologists
Teachers can collaborate with Speech Pathologists to support students’ needs and address learning gaps caused by speech and language disorders:
Regular Communication: Maintain open communication channels to discuss students’ progress and concerns.
Implementing strategies: Incorporate SLP-recommended strategies and accommodations into classroom activities.
Monitoring Progress: Track students’ progress and provide feedback to SLPs to adjust intervention plans accordingly.
Professional Development: Participate in training sessions or workshops to enhance understanding of speech and language disorders and effective teaching strategies.
Conclusion
Early identification and intervention is crucial for supporting children with speech and language challenges. Speech Pathologists play a pivotal role in this process, providing personalized assessment and therapy to help children overcome these obstacles and thrive.
References
American Speech-Language-Hearing Association. (n.d.) Speech and Language
https://www.asha.org/public/speech/development/chart/
American Speech-Language-Hearing Association. (n.d.) What is a speech-language pathologist? https://www.asha.org/public/whatisaslpeveryone/
American Speech-Language-Hearing Association. (n.d.) Types of speech and language disorders. https://www.asha.org/public/speech/disorders/
Presentation on Special Education Referral
Reflection on Differentiation
Reflecting on the process of discovering strategies for differentiation, accommodations, and modifications for students with learning disabilities and speech and language impairments during the review of peers' work and feedback on my lesson plan has been enlightening. Reviewing peers' lesson plans emphasized the importance of providing individualized support tailored to each student's unique needs. Whether it's extending time for practice, using simplified language, or offering auditory instructions, accommodations should be personalized to address specific challenges faced by students with disabilities.
Exploring various strategies for differentiation highlighted the significance of understanding diverse learning styles. Differentiated instruction involves not only modifying content but also considering how students best absorb and process information. Visual aids, verbal cues, and hands-on demonstrations can cater to different learning preferences effectively. Feedback on my lesson plan underscored the importance of creating an inclusive classroom environment where all students feel supported and valued.
This involves not only providing accommodations but also fostering a sense of belonging and encouragement for students with disabilities or impairments. Reviewing peers' work and receiving feedback reinforced the idea of collaboration and peer support in implementing effective strategies for students with disabilities. Peer buddies, group activities, and opportunities for alternative methods of participation can facilitate peer interaction and support, enhancing the overall learning experience for students with disabilities.
Overall, this exercise has deepened my understanding of the importance of differentiation, accommodations, and modifications in catering to the diverse needs of students with disabilities and impairments. It has highlighted the need for flexibility, creativity, and empathy in designing inclusive lesson plans that promote equitable learning opportunities for all students.
Example of WISC and WJ Testing
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