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Inspirational Achiever Awards
Underwriting Sponsor
To view the 2008 Inspirational Achievers, click here
The Nevada PIE Inspirational Achiever Awards are given to those students who have achieved academic or social success as a result of their schools’ emphasis on inclusive education strategies in the classroom. The student, chosen by the school principal and teachers, can be anyone deserving a “pat on the back,” and is not limited to special-needs students or those with Individual Education Plans.
EMBARQ, the underwriting sponsor of the Nevada PIE Inspirational Achiever Awards, is currently airing a series of 30-second television commercials on KVBC TV Channel 3 that feature the students and their inspiring teachers.
Daniel
Liberty High School
Daniel’s academic success can be attributed to his inclusion in the general education classes. He says he no longer feels isolated and constrained by the placement of a self-contained classroom. In turn, his behavior has improved, and he feels a sense of belonging to a group. Daniel has also been able to become involved in several sports and is a member of the Polynesian club on campus. Daniel has become a leader in contributing to the cultural education of Polynesian customs and traditions. “I really like my classes because they are all regular classes just like everyone else.”
Dana Boockoff,
Featured Teacher, Liberty High School
Dana co-teaches students of every grade level in Algebra, Government, Environmental Science and Biology. She believes that all students can succeed on some level and that it is her job to constantly provide encouragement and support so students can experience success. The rewards I experience occur each and everyday when I see students become successful, build self-confidence and self-esteem by feeling included in the school community rather than isolated and labeled. She takes the time to get to know the students and understand what strategies she can incorporate into lessons and activities that compliment their individual learning styles.
Hanna
Greenspun Junior High School
Hanna has always been a part of an inclusive setting at Greenspun and feels she learns far more than there are two teachers taking an active role in delivering the instruction. She says she feels like she is part of the class and is never singled out. She is exposed to grade-level curriculum and has achieved success, both academically and socially. Had Hanna been part of a resource class, she would have not been exposed to the grade-level curriculum nor included with her proper age level peers.
Ron Kamman
Featured Teacher, Greenspun Junior High School
Ron teaches 7th and 8th grade math and believes all students can learn regardless of their ability level. “As educators, it is our job to find a way to communicate the curriculum to each and every student. It is impossible for it to look the same way for each student. Special education students have the ability to learn as much as a regular education student. It may not look the same or be taught in the same manner, but the concept can be taught,” Ron says. He added that students with special needs must be held to the same high standards and expectations as regular education students. “There is nothing more rewarding than seeing a student understand something for the first time. They can take that concept and use it for so much more; not only in mathematics, but in life.”
Nitasha
Fifth Grade Student, Martha P. King Elementary School
By being in an inclusive setting for the past two years, Nitasha has developed the confidence she needs to be successful in a regular classroom. She’s able to receive assistance that targets the areas in which she struggles, and is exposed to grade-level curriculum, rather than being provided with a modified curriculum in an alternative setting. She feels that her reading skills, in particular, are improving. “I used to not be able to read hard words, but my teachers have taught me strategies to help me understand,” she said. Nitasha said that by staying in the regular classroom, she feels like she’s “moving up.”
Robin Borden
Featured Teacher, Martha P. King Elementary School
When planning instruction, Robin considers the ability levels of all students. A variety of methods of instruction and assignments are necessary, she says. “When I make assignments, I consider the abilities of each student and assign tasks they can complete with success,” she says. By arranging seats in small groups that include students of all ability levels, she facilitates not only cooperative work, but also allows the students to help each other. “Making students feel comfortable when asking for help is important,” she says.
Gloria
Eighth Grade Student, William Orr Middle School
Gloria Brown- Grays is now in all regular education classes including an honors math class because of inclusion. She has the tools she needs to succeed in school because of her family support and the continuum of services available to her at Orr Middle School. Gloria receives accommodation and modifications that enable her to fully participate in the general education setting. Gloria sets goals for herself and she surrounds herself with students who are serious about learning. The support she receives from home and at school has enhanced Gloria’s learning experience. “The teachers at Orr are really encouraging. They encourage me to do more. Ms. Polich, my English and reading teacher, took her time and helped me in sixth grade a lot. She would take her time to help me when I needed help and she has always been there for me.” Gloria said she wishes she could attend school more than five days per week!
Emily Polich
Featured Teacher, William Orr Middle School
Emily believes every child can learn. “The biggest reward in teaching is when I reach a student who has not had much success in school. When I am able to teach a struggling learner to read or write better, I feel that I am a success. My success and gratification lies within my students’ achievement.” As a special education teacher, she says her ultimate goal is to get students in the resource setting out into general education classroom. “I am fortunate that I work with general education teachers who, like me, want each student to have good learning experiences. In order to improve the quality of instruction, I collaborate with general education teachers to plan lessons that meet the needs of all learners. Using differentiated instructional strategies and including technology have proven to be great learning tools in all settings.”
Fernando
Fifth Grade Student, A.D. Guy Elementary School
Fernando says he likes school, because he is learning with his friends and doesn’t have to stay in a self-contained classroom. “I learn a lot more,” he says. “My grades are better, too. My goal is to get an A in math. Right now I have a C, but that is not because I’m hearing impaired, it’s just because math is hard!” His teachers report he stays on-task, gets all his work done and is a joy to have in class. He has the confidence to know he is capable of being successful with all grade-level assignments.
Kerri Dunn and Pete Atoguie
Feataured Teachers, A.D. Guy Elementary School
Kerri Dunn is a fifth grade general education co-teacher and Pete Atoigue is a special education teacher in the Deaf and Hard of Hearing program. Kerri feels that working with a co-teacher for part of the day allows her to meet with more students and meet more individual needs. “There is no greater call than to touch the future,” Kerri says. Pete looks at it as a full support system. “We teach ALL kids,” he says. With high expectations and positive reinforcement, students in Kerri’s and Pete’s classroom are challenged to reach their potential. “Seeing the students succeed is also a success for me,” Pete says.
