Richard J. Rice has a Master of Arts in Teaching from Wayne State University and a Bachelor of Science in Electrical Engineering from the University of Michigan-Dearborn. He has a Secondary Mathematics certification and experience student teaching 11th grade Algebra 2 at Detroit International Academy for Young Women. Currently, he teaches mathematics as a teacher at Covenant House Academy-Central, managing an online classroom and teaching elective mathematics courses. He has also worked as a camp counselor and chaplain at The Detroit Rescue Mission Ministries' Wildwood Ranch.
Assignment (50 points) 5 points eachSave the following questions.docxfredharris32
Assignment (50 points) 5 points each
Save the following questions to your desktop. Address each requirement. Save your work and upload it to the IEP review dropbox.
Examine the example of a completed Individualized Education Program (IEP) provided on the next pages. Type each statement and then your response. Review the document and determine the following information:
Type the student’s name and date of birth
1. Identify and describe the strengths of the student.
2. Describe how the student’s disability affects his/her involvement and progress in the general education curriculum or, for preschool students, how the disability affects the student’s participation in age-appropriate activities.
3. What concerns do the parents have for enhancing the education of the student?
4. Describe the information obtained from parents, teachers, and the student regarding needs, preferences, and interests.
5. Describe the results of the initial or most recent evaluations of the student.
6. Describe the results of the student’s performance on any general, curriculum-based, state, or district wide assessments.
Review the example of the completed Individualized Education Program (IEP) below. Describe the roles and responsibilities of the following: Be sure to look at each page of the IEP as the roles may change based on the Special Education Area being addressed.
(Hint: What did each person contribute to the development of the IEP?)
Conduct additional research to completely describe each role.
1. General education teacher
2. Special education teacher
3. Related service providers (physical therapist, occupational therapist, speech language therapist, etc.)
4. Speech therapists
Any School
Individualized Education Program
Students Name: _J.J._____________________________________________________________
DOB: __10/10/1998_____________ School Year: __2005____ - _2006____ Grade: ____1_____
IEP Initiation/Duration Dates From: __08/14/2005______ To: __05/25/2006________
This IEP will be implemented during the regular school term unless noted in extended school year services.
Student Profile
J.J. is a first grade student. He began speech-language services when he was three years old because of severe phonological deficits and moderate receptive and expressive language delays. He has made significant progress in correcting his articulation errors but still needs speech services because his sound production is delayed when compared to that of his peers. His conversational speech is not easily understood and requires careful listening in most situations. His language delays continue to impact his progress in acquiring basic reading skills, including phonemic awareness and decoding printed materials. He has difficulty in associating sounds that match to letters. He has difficulty verbally answering questions relating to comprehension of orally presented material.
On the fall kindergarten Dynamic Indicators of Early Literacy Skills (DIBELS) ...
Assignment (50 points) 5 points eachSave the following questions.docxfredharris32
Assignment (50 points) 5 points each
Save the following questions to your desktop. Address each requirement. Save your work and upload it to the IEP review dropbox.
Examine the example of a completed Individualized Education Program (IEP) provided on the next pages. Type each statement and then your response. Review the document and determine the following information:
Type the student’s name and date of birth
1. Identify and describe the strengths of the student.
2. Describe how the student’s disability affects his/her involvement and progress in the general education curriculum or, for preschool students, how the disability affects the student’s participation in age-appropriate activities.
3. What concerns do the parents have for enhancing the education of the student?
4. Describe the information obtained from parents, teachers, and the student regarding needs, preferences, and interests.
5. Describe the results of the initial or most recent evaluations of the student.
6. Describe the results of the student’s performance on any general, curriculum-based, state, or district wide assessments.
Review the example of the completed Individualized Education Program (IEP) below. Describe the roles and responsibilities of the following: Be sure to look at each page of the IEP as the roles may change based on the Special Education Area being addressed.
(Hint: What did each person contribute to the development of the IEP?)
Conduct additional research to completely describe each role.
1. General education teacher
2. Special education teacher
3. Related service providers (physical therapist, occupational therapist, speech language therapist, etc.)
4. Speech therapists
Any School
Individualized Education Program
Students Name: _J.J._____________________________________________________________
DOB: __10/10/1998_____________ School Year: __2005____ - _2006____ Grade: ____1_____
IEP Initiation/Duration Dates From: __08/14/2005______ To: __05/25/2006________
This IEP will be implemented during the regular school term unless noted in extended school year services.
Student Profile
J.J. is a first grade student. He began speech-language services when he was three years old because of severe phonological deficits and moderate receptive and expressive language delays. He has made significant progress in correcting his articulation errors but still needs speech services because his sound production is delayed when compared to that of his peers. His conversational speech is not easily understood and requires careful listening in most situations. His language delays continue to impact his progress in acquiring basic reading skills, including phonemic awareness and decoding printed materials. He has difficulty in associating sounds that match to letters. He has difficulty verbally answering questions relating to comprehension of orally presented material.
On the fall kindergarten Dynamic Indicators of Early Literacy Skills (DIBELS) ...
1. Richard J. Rice
(734) 752-7368
rjriceiii@gmail.com
______________________________________________________________________________________________
EDUCATION:
Master of Arts in Teaching (Through W.K. Kellogg Woodrow Wilson Teaching Fellowship)
Wayne State University June 2012 – May 2015
• 4.0 GPA
• Anticipated Graduation: June 2015
Bachelor of Science in Engineering degree in Electrical Engineering
University of Michigan-Dearborn September 2006 – April 2012
• 3.06 G.P.A.
______________________________________________________________________________________________
CERTIFICATION
Secondary Mathematics (EX) July 2013
______________________________________________________________________________________________
FIELD EXPERIENCE:
Detroit International Academy for Young Women, Detroit, MI Fall 2012-June 2012
Student Teaching:
• Responsible for 38 students.
• Taught 11th
grade Algebra 2.
• Developed lessons using technology such as PowerPoint, iPad, and TI-Nspire Handhelds.
• Constant collaboration with co-teacher and mentor teacher.
Pre-Student Teaching
• Assisted mentor teacher with classroom duties such as helping students and classroom management.
• Began teaching one section of Algebra 2.
• Helped with grading.
• Learned Classroom procedures.
• Developed lessons.
______________________________________________________________________________________________
EMPLOYMENT HISTORY:
Covenant House Academy-Central November 2013 – Present
Teacher of Mathematics
• Managing a computer lab with students working with an online program called E2020. Students in my
classroom are working on any of the following subjects:
- Pre-Algebra
- Algebra 1 and 2
- Geometry
- Mathematical Models and Applications
• Responsible for teaching a 9-week direct instruction class where I taught a Mathematics elective dealing with
subjects such as Physics Applications, Personal Finance, Logic, and Probability and Statistics. Responsible for
10 students.
The Detroit Rescue Mission Ministries’ Wildwood Ranch
Camp Chaplain Summers of 2010, 2011, 2013
• For residential camp ages 9-15.
• Organized and ran morning and evening chapel times.
• Facilitating the high adventure course.
Summer Camp Counselor Summers of 2008 and 2009
2. • Responsible for the emotional and physical safety of campers assigned to my cabin the entire duration of their
stay at camp.
• Responsible for running cabin devotions and chapel debrief times with my cabin.
• Collaboration with a co-counselor.
• Led music during chapel times.
Camp Counselor for Youth Challenge Course (YCC) School years of 2008-2009, 2009-2010
• One weekend of each month during the school year for children ages 11-17
• Responsible for the emotional and physical safety of campers assigned to my cabin.
• Counselors are with their cabin throughout the duration of the weekend.
• Counselors facilitate discussions on the themes for the weekend and the importance of these themes to life
along with various activities such as bond building activities and games.
Undergraduate Research Student: UM-Dearborn Mechanical Engineering March 2011-June 2012
• Perform research experiments in the area of organic solar cells and organic light emitting diodes.
• Proficient in the use of the inkjet printing systems used to print polymers, biomaterials, and other liquids.
• Give weekly presentations/reports regarding the progress made in the particular research areas.
Undergraduate Research Student/Technician: Wayne State University SSIM March 2007-January 2011
• Performed research experiments in the area of micro-fabrication using Wayne State’s clean room facilities.
• Proficient in etching, photolithography, and deposition techniques.
• Give weekly presentations regarding the research performed (when available).
9th
Grade Football Coach: John F. Kennedy High School, Taylor, Michigan July 2006-October 2006
• In charge of running defensive line and Wide Receivers.
• Organize and run different drills.
• Teach technique and plays.
______________________________________________________________________________________________
OTHER SKILLS AND ABILITIES:
• Proficient in Microsoft Office Word, PowerPoint, and Excel
• Familiar with the following programming languages: MATLAB, C++, C, and HTML.
• Trained high adventure facilitator.
______________________________________________________________________________________________
VOLUNTEER ACTIVITIES:
• St. Paul United Church of Christ- Youth Leader in Freshman and Sophomore years of college.
• Messiah Evangelical Covenant Church, Detroit, MI
-Youth and Music leader from September 2010 thru present.