Missy Snyder’s Guide to

Missy Snyder’s Guide to The Inclusive Class

Section I

FOUNDATIONS

A. Principles of Inclusive Teaching

All students can be educated in a variety of environments. These can include; public school, private school, home school, charter school, cyber charter schools, and also school district online programs.

Each individual school district decides where education starts. Because Kindergarten is not required in Pennsylvania, sometime students start their education in 1st grade but the majority of students start their education in Kindergarten. It is mandatory that children 8 years of old be registered in school.

I believe that students with disabilities should start school when they are of age to start. Having students start school at the appropriate age is important because they will be included from the start of school with their peers. This can also ensure that observations and documentation for services can start on their first day of school.

Students are valued in the school community by being accepted by others and actively participate in school events. Creating a caring community of learners is a priority and could be considered the mortar that binds safety, security, and belongingness together.

On average in Pennsylvania the number of students with disabilities in the general education classrooms is 15%.

I believe that all students must have access to the General Education Curriculum. Although there may be times that instruction needs to be modified or accommodation made in order for the student to meet the content standard.

In Pennsylvania, students may be assessed using PSSA’s, Keystone Exams, or PASA. Some Accommodation provided by the General Education and Special Education Teacher are; longer time for test taking, frequent breaks, read aloud of entire test, and small group work.

Some accommodations that are provided in the classroom are: frequent breaks and small group instruction. A teacher may also provide accommodations for testing such as; reading aloud the entire test (with the exception of a reading test), longer response time, and smaller setting.

The General Education Teacher and the Special Education Teacher provide accommodations for students with an IEP so the student can stay in the regular education classroom as much as possible. The faculty is to be provided with support as outlined by the IEP team.

There are guidelines for selecting and using Supplementary Aids and Services. These should be implemented using the student’s perspective and parental input. There should be documentation of these services and an evaluation of their effectiveness.

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Missy Snyder’s Guide to The Inclusive Class

All faculty members who instruct the student with an SDI are required to according to the IDEA to be provided with services that are outlined for each student. The SDI is documented in the student’s IEP.

The general education teacher should be notified of the supports their students need. These supports maybe in the form of; students needing longer time to take tests, and tests may need to be read to students. On going professional development for the general education teacher on how to better accommodate these supports would benefit everyone.

B. The Role of a General Education Teacher

Being a General Education Teacher in an inclusive school you are expected to have in depth knowledge of the curriculum content that students are to learn. This knowledge includes designing differentiated instruction to enable all students to be successful. Differentiated instruction can be achieve by coordinating with the Special Education teacher to develop accommodations and supports for students with special needs. It is also understood that the role of the general education teacher is one that shares responsibility for providing instruction for learners with special needs. This can be achieved by collaborating with the special education teacher, keeping an open mind, and being willing to help all students feel accepted in your classroom.

Having students in a general education classroom that have special needs is occurring more frequently. Therefore the role of a general education teacher is changing. Often time change comes with more responsibility and challenges. I feel that having a positive disposition about change can not only benefit you but this positive attitude can be portrayed in your classroom. Qualities like caring, fairness, and respect are essential for teachers to create a classroom community for learning to take place in.

Teachers who give their students a positive learning environment, model how to reflect on their learning and their attitudes influence others. Teachers with high levels of personal efficacy influence their student’s achievement and motivation. Effective teachers use evidence-based practices that are supported by scientific research to demonstrate a high level of student success in their classrooms. New research is being conducted every day that helps us to move students to the next levels of learning and acceptance. I will strive everyday to make my classroom one of enthusiasm, motivation, and dedication.

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Missy Snyder’s Guide to The Inclusive Class

Section II

The Special Education Process and the IEP

A. Information the Teacher Gathers for the Referral Process

IDEA 2004 requires that the evaluation include information related to enabling the child to be involved in and progress in the general curriculum. The purpose of this information is to make recommendations to the IEP team, which is charged with developing measurable goals and, if the student is participating in an alternate assessment, short-term objectives that are related to meeting the child's needs that result from the disability and that seek to enable the student to be involved and to progress in the general curriculum.

The requirements to assess the student's progress in the general curriculum indicate that the general curriculum should be used as the basis for assessment. For basic skills (e.g., reading, mathematics, written language, spelling), curriculum-based assessments (CBAs) have been demonstrated to be valid and reliable measures. For content subjects, performance-based and vocational assessments are used. These measures identify the student's instructional levels, which can be translated into present educational levels on the IEP. They may also be used on a continuous and frequent basis during instructional assessment in special education.

When students are referred for evaluations, it is the role of the evaluation team to evaluate the sufficiency of the instructional assessment that was conducted during the pre-referral screening process. If the instructional assessment has not been completed (e.g., when parents directly request an evaluation) or if the evaluation team judges it to be insufficient to determine the student's need for special education, the team has the responsibility to conduct the instructional evaluation as part of the evaluation. If the evaluation team judges the previously conducted instructional assessment as sufficient, the information is incorporated in the Evaluation Report (ER) of the multidisciplinary evaluation process. Instructional assessment data becomes part of the basis on which to evaluate the student's need for special education.

In examining the work of the pre-referral process or in conducting its own instructional evaluation, the evaluation team should be guided by the following questions:

What initial assessment was conducted? What problem areas were identified and analyzed? Were precise goals identified? Were the goals consistent with problem identification? Were measurable goals set? Was an appropriate intervention plan developed (including considerations of

language and culture)? Was on-going data on student progress collected during the intervention (e.g.,

graphs, charts)?

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Missy Snyder’s Guide to The Inclusive Class

What progress did the student make in response to the intervention? Was the intervention sufficient to determine whether the student's needs could be

met in the regular classroom using the continuum of services? If not, should interventions be redesigned and implemented during the evaluation process? This process determines whether or not the student can be maintained in the regular curriculum with adaptations or accommodations made by the classroom teacher.

Through these questions, the evaluation team determines whether a lack of effective instruction can explain the student's difficulty. If the student demonstrates the capability to make meaningful progress in a regular education program when provided with accommodations that are feasible within regular education, the student may not be referred for an evaluation at this time. It should be noted that effective instruction for students whose primary language is not English should be designed to address the student's language differences (e.g., English as a second language or bilingual education programs).

**Information from: http://www.iu1.k12.pa.us/special/manual/evaluation.shtml

B. What the Teacher Needs to Know about the IEP

1. The special considerations that the IEP team must consider when developing the IEP are: Is the student blind or visually impaired? Is the student deaf or heard of hearing? Does the student have communication needs? Does the student need assistive technology devices and/or services? Does the student have limited English proficiency? Does the student exhibit behaviors that impede his/her learning or that of others?

2. Present levels of academic achievement and functional performance Knowing where the student is in relation to benchmark and state assessment is

important in order to monitor student progress. Knowing if the student has any behavior concerns or a positive behavior support

plan. Knowing what the student’s strengths in Academics are can help to start an IEP

meeting on a positive note. Knowing what areas the student needs support in can help to inform parents.

3. Participation in State and Local Assessments This section designated if the student will be taking the PSSA or the PASA in

their current grade level. It also states if the assessment is not administered on the student’s grade level. If the student is taking the PSSA without accommodations. If the student is taking the PSSA with accommodations, it lists the allowable

PSSA accommodations.

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Missy Snyder’s Guide to The Inclusive Class

If the student is taking the PASA, an explanation of why the student cannot participate or if it is appropriate. How the student’s performance on the PASA will be documented.

4. Specially Designed Instruction (SDI) May be listed with each goal or as part of the table on the IEP Section VI. Include supplementary aids and services as appropriate. List any adaptations, accommodations, or modifications to the general education

curriculum, as appropriate for a student with a disability.5. Accommodations that are expected in the general education classroom

Presentation of Instruction and/or assessment (methods & materials). Response to Instruction and /or assessment. The Learning Environment for Instruction or Setting for Assessment. Timing and Schedule.

6. Other Things to look for If the student receives related services. What is the schedule for the related services? What activities occur in the classroom related to the services?

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Missy Snyder’s Guide to The Inclusive Class

Section III

Instruction in the General Education Classroom

A. Description of Your Class that shows your understanding of cultural diversity and the diverse needs of all of your students

In Mrs. Altland class, she has 1 student at above grade level, 8 at grade level, and 13 below grade level.

Mrs. Altland does not have any students who have IEP's.

Mrs. Altland says she has a pretty good class this year as far as behaviors go. She has 2-3 minor office referrals every other week and 1 major office referral every other week.

Students are assigned homework that is a review of what was done in class that day. It is usually a worksheet. Mrs. Altland has about 80% of the class complete homework.

Mrs. Altland told me that parent involvement in her classroom is very low.

Each classroom has a smartboard and at least 3 student computers. They also have computer as a special on one cycle day.

To date, I am not aware of any materials or supplies that have not been provided for in the classroom.

I have seen one support staff member that came into the classroom for a math lesson. There was a Special Education teacher that administered the AIMSWEB benchmark assessment. I have seen 1 teacher pulling students for supplemental reading support.

In speaking with the Principal on Tuesday October 8th he informed us that the school is a Title 1 school, which means that over 52% of their students receive free or reduced lunch.

Mrs. Altland told me that Rutherford is a Title 1 school and most classrooms are ESL Supported.

Mrs. Altland told me that the challenges of the area are that they have a low socioeconomic status, poverty, and is very diverse.

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Missy Snyder’s Guide to The Inclusive Class

B. A Lesson Plan that includes specific and explicit statements of Differentiation to meet the Needs of All Students Specific Accommodations for a Student with an IEP

PSH Lesson Plan Even and Odd Numbers

Name: ____Missy Snyder_____________________________________________ Grade: ___1st_________Content Area/Subject: ______Mathematics________________________________ Duration: __25 Minutes_______

RATIONALE: This is the first lesson about odd and even numbers. The previous lesson was about shape patterns. Students need to determine what numbers (up to 11) are odd or even and how they can determine this from a pattern.

LEARNING OBJECTIVES: Students will answer critical thinking questions about even and odd numbers and explain their reasoning with a partner.

*ASSESSMENT: Ticket-Out-The-Door – Students will orally identify an even or an odd number and determine the pattern for this. The teacher will also informally assess student’s knowledge of odd and even numbers as they walk around the room.

PENNSYLVANIA STANDARDS: Common Core Math Standard: 2.OA.3 Determine whether a group of objects (up to 20) has an odd or even number of members, e.g., by pairing objects or counting them by 2s; write an equation to express an even number as a sum of two equal addends. PA Common Core Math Standard: CC.2.2.2.A.3Work with equal groups of objects to gain foundations for multiplication.

What the teacher will do What the students will do Differentiation Materials/ Technology

NeededTime

NeededINTRODUCTION: Remember yesterday in Math class we talked

about patterns. Today we are going to see if we can make a pattern with odd and even numbers. Yesterday, Donye and I had a conversation about odd & even numbers at breakfast. Donye can you tell me if 2 is an odd or even number? Let’s see I can show the rest of the class more about odd

Students will listen as their fellow classmate and I talk about odd and even numbers.

None at this time.

Slates, Marker, Eraser, Smartboard

4 minutes

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Missy Snyder’s Guide to The Inclusive Class

and even numbers. I’m going to use these sticks from your lunch count to call on students, so you need to be paying attention in case I draw your name and you don’t know the answer.

PROCEDURE: On the Smart Board I will use the chart labeled: All in pairs and Not in pairs. I will call two students to the front of the room one at a time. I will tell the students to stand in pairs. I will explain that 2 students make a pair. Write a 2 on the All In Pairs Column on the chart. I will discuss the fact that when a child is paired with another child the total number standing is called an even number. I will write the word even on the board next to the All In Pairs. Invite another students to the front of the room. Ask whether there is another student standing with whom this child can be paired? No, this child is temporarily the “odd person out”. I will discuss the fact that when a child cannot be paired with another child the total number standing is called an odd number. I will write the word odd on the board next to the All In Pairs. Write a 3 in the Not In Pairs column. Continue this procedure for the numbers 4-11.

Two students will come to the front of the room. The class will answer if they think that this pair is odd or even. Students will write the word even on the top of the chart on the right hand side of their board. One more student will come to the front of the room. The class will answer if they think that this pair is odd or even. Students will write the word odd on the top of the chart on the left hand side of their board. The class will continue to answer for numbers 4-11.

Student will sit at the back table in the classroom.

I will provide the student with additional examples and arithmetic tables.

18 minutes

CLOSURE: I will ask, Do you think that 1 is an even or odd number? Why? What about 0? Have students turn and whisper their answers and reasoning.Call on students to share their reasoning. I Write 0 and 1 in the first line of the table.

Students will whisper their answers and reasoning to there knee buddy. It is an odd number because it comes before 2, which is an even number. 0 is an even number because it comes before 1, which is an odd number.

3 minutes

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Missy Snyder’s Guide to The Inclusive Class

ACCOMMODATIONS/MODIFICATIONS FOR STUDENT WITH IEP:

Presentation of information – Key words or phrases in directions are highlighted. Provide additional examples. Fewer items to complete on page 31.

Student Response – Paper secured to work area with tape/magnets. Provide arithmetic tables in order to count odd or even numbers.

Timing and Scheduling – Extended time for student to complete page 31. Provide a flexible schedule with the classroom aide.

Environment – Provide a separate location for student to complete page 31. Student will sit at back table to provide minimal distractions in environment. Study carrel to provide a focused environment.

LESSON EXTENTION: Students will complete Math Boxes Journal p. 31 for mixed practice.

PRE-ASSESSMENT: Remember yesterday in Math class we talked about patterns. Today we are going to see if we can make a pattern with odd and even numbers.

CONNECTIONS BEYOND THE LESSON: Students can play the All In Pairs/Not All In Pairs at home with their family or friends.

CITATION:

Bell, M. (2012). Everyday mathematics (Common Core State Standards ed., CCSS ed.). Chicago, Ill.: McGraw-Hill Education.

Standards Aligned System. (2012). In Pennsylvania Department of Education. Retrieved from http://pdesas.org/Standard/Views#106|774|

0|0

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Missy Snyder’s Guide to The Inclusive Class

Section IV

Resources and References

A. List two Pennsylvania regulations that apply to programs for students with disabilities who have IEPs and students with Section 504 Plans.

Chapter 14 – Special Education Services and Programs - Regulations of PA’s State Board of Education apply to Public School Services and Programs for School-Age Students (K or age 6-21) and Early Intervention for Eligible Young Children Ages 3 – 5. Public Schools are school districts, intermediate units and charter schools. Also applies to students who are placed by their public school in a private school for purposes of obtaining a free appropriate program of education for a student with disabilities. Citation: 22 Pennsylvania Code, Chapter 14.

Chapter 15 – Protected Handicapped Students - Regulations of PA’s State Board of Education apply to public schools. The regulation covers the requirements of Section 504 of the Rehabilitation Act of 1973. Provides for accommodations for students with disabilities and outlines requirements for “504 Plans.” Citation: 22 Pennsylvania Code, Chapter 15.

Section 504 – Refers to Section 504 of the Rehabilitation Act of 1973. Section 504 required PA to adopt regulations (Chapter 15) that outline requirements for schools to provide services to “protected handicapped students”, that is, students who need a service or support in order to have access to an education. For students with disabilities covered under IDEA, their services are included in their IEPs. Other students’ services and supports are covered in the 504 Plan, for example, a student who has diabetes may need the health services of insulin administration and / or the availability of a snack; a student with ADHD may need accommodations for instruction that are described in the 504 Plan.

Chapter 16 – Gifted Students - Regulations of PA’s State Board of Education apply to public schools. Outlines criteria for the identification of students who are gifted and GIEPS – Gifted Individual Education Plans. Citation: 22 Pennsylvania Code, Chapter 16.

Chapter 49 & 49.2 – Regulations of PA’s State Board of Education apply to Institutions of Higher Education that train teachers. Outlines teacher certification requirements and program approval requirements. Chapter 49.2 requires: all pre-service teachers to receive 9 credits or 270 hours in working with students with disabilities and other diverse learners; 3 credits or 90 hours in working with diverse learners; and, dual certification for teachers

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Missy Snyder’s Guide to The Inclusive Class certified in special education after August 31, 2011. Citation: 22 Pennsylvania Code, Chapter 49.

Chapter 711 – Charter Schools – Regulations of the Department of Education apply to PA’s Charter Schools and Cyber Charter Schools. Citation: 22 Pennsylvania Code, Chapter 711.

B. List two federal laws that apply to the identification, instruction, and assessment of students programs with disabilities and the provisions of IEPs and 504 Plans.

IDEA – Individuals with Disabilities Education Improvement Act of 2004. This federal law defines requirements for evaluation, reevaluation and IEPs. Addresses Least Restrictive Environment and provides definitions of those disabilities addressed by the law. Requires special education teachers to be “highly qualified” in their content area.

NCLB - No Child Left Behind - The No Child Left Behind Act of 2001, signed into law by President Bush on Jan. 8, 2002, was a reauthorization of the Elementary and Secondary Education Act, the central federal law in pre-collegiate education. The ESEA, first enacted in 1965 and previously reauthorized in 1994, encompasses Title I, the federal government's flagship aid program for disadvantaged students. Coming at a time of wide public concern about the state of education, the NCLB legislation set in place requirements that reached into virtually every public school in America. It expanded the federal role in education and took particular aim at improving the educational lot of disadvantaged students. At the core of the No Child Left Behind Act were a number of measures designed to drive broad gains in student achievement and to hold states and schools more accountable for student progress. They represented significant changes to the education landscape (U.S. Department of Education, 2001).

C. List three resources where teachers can find helpful information on teaching students with disabilities and helping struggling learners.

1. http://includemepa.org/ - Include Me From The Start is a school based and preschool initiative for students with significant disabilities. The goal of the project is to inclusively and meaningfully educate all

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Missy Snyder’s Guide to The Inclusive Class students with significant disabilities in general education classrooms and typical preschool settings.

Include Me consultants provide focused, on-site technical assistance for student teams, as well as parent trainings and professional development. Include Me’s focus is to increase inclusive practices and build capacity in school districts and preschools across Pennsylvania. Include Me services are provided free of charge to participating preschools, school districts, and parents.

Include Me From The Start is an initiative of The Arc of Pennsylvania and the Bureau of Special Education. Our new Include Me Preschool program is an initiative of The Arc of Pennsylvania and the Bureau of Early Intervention Services.

2. Strategies for Success: Creating Inclusive Classrooms that Work by Christi Kasa and Julie Causton-Theoharis - With a shared vision of what inclusive education looks like in practice, the team of parents and professionals can begin the actual planning process of having the student have access to the general education classroom. When the IEP team decides that they want to deliver special education services in the general education classroom, there are a number of steps they can take to achieve an inclusive placement. What follows is a description of strategies that are useful for teachers when they are working with families on inclusive placements. Of course, after the placement decision has been made,

there will need to be discussion of best practice strategies for successful inclusive practice (see: Kluth, 2010; Causton-Theoharis, 2009; and Janney & Snell, 2006). Each school and school district hold different practices, therefore some of these ideas will work and others will not—considering the many different members of the educational team. Found at: http://wsm.ezsitedesigner.com/share/scrapbook/47/472535/PEAL-S4Success_20pg_web_version.pdf

3. IRIS Center website: RtI (Part 1) - This module outlines the differences between the IQ-achievement discrepancy model and the Response-to-Intervention (RTI) approach. It also offers a brief overview of each tier in the RTI model and explains its benefits. This module was developed in collaboration with the Tennessee State Improvement Grant and the Tennessee Department of Education. Found at: http://iris.peabody.vanderbilt.edu/module/rti01-overview/

D. List two resources that provide helpful information for parents of students with disabilities.

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Missy Snyder’s Guide to The Inclusive Class 1. - The Office of Special Education Programs (OSEP) is dedicated to improving results

for infants, toddlers, children and youth with disabilities ages’ birth through 21 by providing leadership and financial support to assist states and local districts. The Individuals with Disabilities Education Act of 2004 (IDEA) authorizes formula grants to states and discretionary grants to institutions of higher education and other non-profit organizations to support research, demonstrations, technical assistance and dissemination, technology and personnel development and parent-training and information centers. Found at: http://www2.ed.gov/about/offices/list/osers/osep/index.html

2. Pennsylvania Parent Guide to Special Education for School Age Children - This guide for parents of children receiving special education in Pennsylvania outlines how a child’s need for special education is determined, how a child’s educational program is developed, the responsibilities and protections guaranteed to parents and children, and the resources available to parents of a child with disabilities. This guide has been updated to reflect the July 2008 Chapter 14 regulations. Found at: http://www.pattan.net/category/Resources/PaTTAN%20Publications/Browse/Single/?id=4dc09560cd69f9ac7f9f0000 -

3. Nicole Eredics is an Elementary Educator who has spent over 15 years working in inclusive classrooms, a parent advocate and community support group leader. She currently hosts Inclusive Classrooms on the Talking Special Needs Network on blog talk radio. Nicole has developed and discovered many valuable resources for parents, teachers and schools that focus on the inclusion of special needs children in the classroom. Adapted from http://inclusiveclass.blogspot.com/ Found at: http://nichcy.org/how-parents-teachers-can-work-together-in-the-inclusive-classroom

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