I teach Special Education at the Elementary
School.  My job is to instruct and provide any modifications and/or accommodations to students with special needs.  This often includes daily instruction given in math, reading, or language arts given at a
student's functional level.  It also involves providing modifications or help with daily assignments the students receive as part of their general curriculum.  I also collaborate regularly with general
education teachers to provide ideas and/or assistance in modifying student work.  Many of the accommodations I provide include reading tests or daily work aloud, providing a quieter/smaller group or individual setting for tests or daily work, and revising or restating directions/assignments to better meet the needs of each individual student.  In addition, this year I have begun working more with Title 1 Teachers and General Ed. Teachers as part of the state-mandated Response-to-Intervention (RTI) Process.  What that means is that I am now able to divide my time to be able to work with students from the regular classrooms who are not meeting benchmark reading scores.
Prior to this new process, I was tied to working only with students who had been identified through a process of testing to be eligible for Special Education Services.  For two years now, I have been a part
of the AIMSweb progress monitoring portion of the RTI Process.  I monitor each of my students weekly in reading fluency and comprehension.  Currently, I serve a group of students primarily
ranging in grades 1 - 6, but have served Kindergarteners in the past when needed.  The students in my classroom have a variety of needs for which I am responsible.  These needs are met by each student's Individual Education Program (IEP), which I write with a team of teachers, parents, and other professionals at least once yearly.