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Warren Petchalonis GRIT 785 Introduction: Education Setting: Fairhill Elementary school is a school that services a little over

5 students! 7"# o$ the students are %atino& ''# are ($rican (merican& )ith the "# *eing made u+ o$ other races! ,"# o$ the students -uali$y as economically disa*led! ."# o$ the students -uali$y as students )ith disa*ilities! I Types of Disabilities and implications for learning: (! In )ith /ee+ing I0E(& the school adheres to the cycle o$ access to the general curriculum $or students )ho -uali$y! Students are giving access to a general education curriculum! This means that the main goal $or students to *e a*le to have accessi*ility to the curriculum and the su*1ects taught! Students can access the curriculum through ada+ted or di$$erentiated instruction i$ needed! This can *e digiti2ed instructional materials that can *e converted into a s+eciali2ed $ormat! 3! Students must ne4t have involvement in the general education classroom! The student )ill then have evidence o$ meaning$ul +artici+ation! The IEP must include the e4tent the student )ill +artici+ate )ith non5disa*led children! It also must include not less that one regular education teacher and s+ecial education teacher )ho )ill teach the student! 6! The ne4t +hase is the +rogress +hase! There must *e annual goals o$ the student& and ho) much +rogress )as made to)ards meeting those goals! The IEP must also *e revie)ed +eriodically and revised a++ro+riately to address and lac/ o$ +rogress! %egal Rights: (ll students )ith disa*ilities must *e included in all general state and district )ide assessment +rograms! States and districts must re+ort and ma/e availa*le to the +u*lic& in$ormation concerning the num*er o$ students )ith disa*ilities that +artici+ated in regular assessments! IEP must include a statement o$ any individual a++ro+iate accommodations that are necessary! 7niversal 0esign: 7niversal 0esign $or %earning is a set o$ +rinci+les $or curriculum develo+ment that give all individuals e-ual o++ortunities to learn!70% +rovides a *lue+rint $or creating instructional goals& methods& materials& and assessments that )or/ $or everyone55not a single& one5si2e5$its5all solution *ut rather $le4i*le a++roaches that can *e customi2ed and ad1usted $or individual needs! The goal o$ education in the '.st century is not sim+ly the mastery o$ content /no)ledge or use o$ ne) technologies! It is the mastery o$ the learning +rocess! Education should hel+ turn novice learners into e4+ert learners8individuals )ho )ant to learn& )ho /no) ho) to learn strategically& and )ho& in their o)n highly individual and $le4i*le )ays& are )ell +re+ared $or a li$etime o$ learning! 7niversal 0esign $or %earning 970%: hel+s educators meet this goal *y +roviding a $rame)or/ $or understanding ho) to

create curricula that meets the needs o$ all learners $rom the start!

II Support for cognitive, non-cognitive, social behavioral, language and physical skills: (! 6ognitive Su++ort: The student can have small grou+ testing! The student can *e given sim+li;ed directions! E4tended time can *e +rovided so the student does not $eel rushed! 6hange in setting $or reduced distraction $or the student ( short summary o$ )hat the student has read can +rovide the student )ith some hel+ remem*er the /ey conce+ts o$ a story!

3! Social 3ehavioral: Goal S0I 5: 7se +ro4imity <$$er choices and alternatives to encourage re-uesting *ehavior Provide e4tended )ait time! =er*al rein$orcement and encouragement to interact a++ro+riately )ith +eers!

0aily chec/ in )ith s+ecial education teacher to monitor emotional and *ehavior concerns through con$erencing )ith the student! 3ehavior chec/lists created *y the student and the s+ecial education teacher and>or resource s+ecialist )hich include a +reviously identi;ed lists o$ situations causing an4iety& $rustration and anger and !*ehaviors the student e4hi*its )hich inhi*it a++ro+riate interactions! Giving the student $re-uent *rea/s! 6o+ing and +ro5social strategies and chec/lists created *y ?ector and the s+ecial education teacher and>or resource s+ecialist to $acilitate a++ro+riate interactions

%anguage Su++ort: 7sing thera+ist modeling )ith $ading cues! @ultisensory a++roach )ith the student to achieve goals! %iterature& so$t)are& Aashcards& )or/sheets& +rovided curriculum& materials& to hel+ rein$orce language )ith the student!

Putting the student into small grou+s )ith high use o$ +ositive rein$orcement!

Physical S/ills Su++ort: Permitting the use o$ a note ta/er or ta+e recorder! Teaming the student )ith a la*oratory +artner or assistant! 9Bote: Educational assistants can *e +rovided *y the 0SS!: (llo)ing in5class )ritten assignments to *e com+leted out o$ class )ith the use o$ a scri*e or other a++ro+riate aid!

III Methods of technology-based means of assessment: (ssessment using technology is no) )ides+read through out the district! When there is mainstreaming in the classroom& students )ill need to *e assessed in a variety o$ di$$erent )ays! They )ay technology is used $or one student& may not *e consistent ho) technology is used $or another student! Students must *e assessed authentically in )ays that align )ith the state standards! 3enchmar/ tests can *e give to see i$ students have made the a++ro+riate ste+s to)ards meeting the PSS( standard! Technology can also used $or assessment in electronic grade *oo/s! When electronic grade *oo/s are used& teachers may have more $le4i*ility to +rint out re+orts $or students& or *etter +rogress5monitoring strategies! IV The I ! !rocess C6S(P STEPS: IT IS ( T?REE TIERE0 PR<6ESS <F %E=E%S <F IBTER=EBTI<B TIER I This level o$ intervention is designed to address the needs o$ grou+s o$ students e4+eriencing similar *arriers o$ learning! Teachers meet on a regular *asis )ith their colleagues to identi$y and im+lement di$$erent teaching strategies in the classroom in order to hel+ the students! There is a Facilitator that coordinates the meetings! D 0ays 6lassroom 3ased Grou+ Su++ort (dditional 6lassroom Instructional 0ata 0ocument Intervention Plan on 6S(P Su++ort %og TIER II This level is $or students that e4+erience +articular *arriers to learning and are in need o$ more targeted su++ort! In TIER II a team 1oins +arents at a meeting that is coordinated *y the School 6ounselor! (n intervention +lan is develo+ed to address the needs o$ the student and or the $amily! The +lan may include school *ased or community *ased su++orts! The team assem*led could include au4iliary mem*ers& de+ending on the issue and )ith +arental +ermission! D 5E 0ays Individual Student Su++ort 6ontact Parent>Guardian: Phone or %etter

Pre5@eeting 6hec/list Student <*servation Forms: 6om+leted *y Primary Teacher and (dditional Sta$$ i$ needed (dditional Student 0ata: 6lassroom *ased assessments& *ehavioral o*servations 6om+lete Functional 3ehavior (ssessment or F3( as indicated (gency 6onsent>Release 0ocument Intervention Plan on 6S(P Su++ort %og! Enter Student in 6S(P 0ata*ase a$ter TIER II @eeting TIER III In this $inal level the $ocus is an evaluation $or change o$ +lacement i$ the student is still not meeting the targeted goals! The change o$ +lacement may *e $or educational or *ehavioral reasons! @andated Timelines 6ontact Parent>Guardian: Phone or %etter S+ecial Education: Permission to Evaluate @0T>@0E>6ER IEP B<REP C Res+onses to Intervention: The $ollo)ing lessons have *een learned $rom P(Fs Elementary School Pilot Pro1ect and other state)ide im+lementation e$$orts: There is a need $or active involvement and su++ort at *oth the *uilding and district levels! Site level su++ort should concentrate on *uilding /no)ledge& s/ills and $rame)or/ com+onents in conte4t! 0istrict and *uilding level administration may )or/ together to learn ne) leadershi+ routines and strategically *uild ca+acity )ithin the system! 6S(P is an investment that is tied to systems change theory and *ridging science )ith +ractice! For 6S(P systems to *e e$$ective& there are +arameters $or its e$$ectiveness& including critical $rame)or/ com+onents! So& )hile there are various )ays that e$$ective 6S(P systems can *e assem*led& decisions regarding im+lementation o$ critical com+onents must *e *ased u+on )hat has *een sho)n to )or/ and then monitored $or e$$ectiveness over time! <nce $ront line im+lementers /no) the characteristics associated )ith -uality im+lementation& interdisci+linary sta/eholders 9e!g! administration& general education& s+ecial education& interventionists& su++ort +ersonnel& etc!: must agree on a +lan $or im+lementation that addresses the C)hat& )hen& )here and )hoG details& as )ell as /ey outcomes that are e4+ected as a $unction o$ 6S(P im+lementation and ho) those outcomes )ill *e monitored consistently! Elementary and secondary sel$5assessment tools have *een develo+ed $or this +ur+ose! It is also

strongly recommended that districts and schools see/ im+lementation assistance through local intermediate unit and 6S(P consultants! In order to accom+lish e4cellent and e$$ective 6S(P im+lementation& schools may trac/ outcome varia*les relative to e$$icacy 9is 6S(P im+roving student learningH:& e-uity 9is RtII assisting those students )ho are most vulnera*leH: and e$$iciency 9is 6S(P im+roving student learning steadily and in a cost5e$$ective mannerH:! Each o$ these varia*les may *e monitored closely and ad1usted to ensure $idelity driven& sustaina*le im+lementation! Finally& the need $or systems level +rogress5monitoring 9measuring the e$$ects o$ many small changes: is tied to a common vision o$ im+roved outcomes $or all students! It cannot *e done alone& it )ill not *e accom+lished over night& and re-uires a small army that is committed over the long haul to colla*orative& continuous and e4+loratory +ro$essional learning! V "iteracy #c$uisition: Technology can *e used in literacy instruction to hel+ students reach their a++ro+riate reading level in the $ollo)ing )ays: 7se o$ literacy )e*sites to hel+ grammar& literacy& and com+rehension! These )e*sites $ocus on re+etition o$ grammar or s+elling rules! Students can mani+ulate gra+hic organi2ers to hel+ grou+ /ey conce+ts together more concretely! Iids+irtation is an e4am+le o$ this! Students can read to other students *y video ta+ing themselves reading and share )ith their classmates With +artnershi+ )ith the technology teacher& students can engage in student $riendly *logs! The students can )rite intros+ective )ritings o$ their daily li$e and share them )ith other students! This give an o++ortunity to +eer edit! Students can use digital storytelling! 3y reading a story in class and reconstructing the story summary or main idea in another com+uter +rogram such as iPhoto or 6omic %i$e! Teacher +odcasting can hel+ students at home! This is done *y loading an audio $ile on an i+od o$ a teacher reading a story and having the student $ollo) along )hile reading silently! The teacher can use a smart*oard to dis+lay or mani+ulate te4t!

VI ffective Instructional Strategies for Students in Inclusive settings: Students are $acilitated in a mainstreamed classroom! Students in the s+ecial education +rogram are +ulled out three to $our times a )ee/& $or small grou+ instruction! The s+ecial education teacher )ill

also +ush into the general education classroom and +rovide su++ort t)ice a )ee/! Student e4+ectations $or instruction may vary! ( test may *e modi$ied )ithin degree o$ di$$iculty& evaluation& or scoring! Each student is to $eel challenged& and +resented )ith engaging& accessi*le tas/s that are essential $or learning! Students are +rovided multi+le e4am+les o$ the in$ormation to *e learned& to accommodate di$$erent learning styles! This can *e done *y +roviding mulit+le media and $ormats! The teacher should also *e o$$ering $le4i*le o++ortunities $or demonstrating s/ills& )hile using the a choice o$ content and tools! %evels o$ challenges +resented to students can vary! Students )or/ing in small grou+s $or reading )ill *e +resented di$$erent te4ts on the same su*1ect! The te4ts can *e grou+ed according to reading level! Students can *e s+lit into t)o grou+s *ased on instruction level! The teacher )ould teach one lesson as one grou+ )or/s silently! Then the teacher can teach the same su*1ect di$$erently to students )ho have di$$erent learning styles! VII %onsiderations of S" and "" students: 6hildren& )hose +rimary language is other than English& have an o++ortunity to im+rove their English language s/ills attending ES<% +rogram! This +rogram teaches English and su++orts content area learning! It also +romotes cultural understanding and +rovides outreach to +arents and community! The s +ur+ose o$ the +rogram is to $acilitate student achievement o$ English +ro$iciency in listening& s+ea/ing& reading and )riting and the State academic standards! Students are identi$ied initially through a ?ome %anguage Survey& )hich includes -uestions a*out the childJs +rimary language! <nce identi$ied through ?%S& students are given a +lacement test 9WI0(5(66ESS W5(PT: to determine the studentJs level o$ English language +ro$iciency in listening& s+ea/ing& reading and )riting! nglish "anguage !roficiency "evels &ithin #%% SS '#ssessing %omprehension and %ommunication in nglish State to State( )rame&ork Proficiency Description of Language Skills Level *no&s and uses minimal social language and minimal academic language 1 - Entering &ith visual support *no&s and uses social nglish and general academic language &ith visual 2 - Beginning support *no&s and uses social nglish and some specific academic language &ith 3 - Developing visual support 4 - Expanding *no&s and uses social nglish and some technical academic language *no&s and uses social and academic language &orking &ith grade level - Bridging materials ! - "eac#ing *no&s and uses social and academic language at highest level measured by

#%% SS test

The student is then +laced in a +ush in>+ull out situation in the classroom! The ES<% teacher )ill come *y once a )ee/ $or a +eriod o$ "5 minutes to administer su++ort in the classroom! The student )ill also *e +ulled out into a ES<% resource room $or a +eriod o$ D times a )ee/ $or a +eriod o$ "5 minutes each!

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