How does identification of students with special How does identification of students with special needs, legislation, and instructional needs, legislation, and instructional

differentiation relate to my practice and my differentiation relate to my practice and my school?school?

By: Amanda LeggettBy: Amanda Leggett

Contextual FactorsContextual Factors

• I teach Kindergarten.I teach Kindergarten.• Clermont Northeastern Early Clermont Northeastern Early

Childhood Education Center - ECEC.Childhood Education Center - ECEC.• Part of the Clermont Northeastern Part of the Clermont Northeastern

School District.School District.• Pre-school, Kindergarten and the Pre-school, Kindergarten and the

administration offices are located in administration offices are located in the ECEC building.the ECEC building.

Contextual Factors Cont’Contextual Factors Cont’

• The school district is geographically large The school district is geographically large with over 80 square miles, which is mostly with over 80 square miles, which is mostly farm land. farm land.

• Forty percent of students are on free and Forty percent of students are on free and reduced lunch. reduced lunch.

• The level of cultural diversity represented The level of cultural diversity represented in the school district is relatively low in the school district is relatively low compared to the national average of 75% compared to the national average of 75% white to 25% other.white to 25% other.

Classroom Make-upClassroom Make-up

• I have twenty-two students. I have twenty-two students. • Fourteen boys and eight girls. Fourteen boys and eight girls. • The ages of the students range from five to seven.The ages of the students range from five to seven.• Inclusion classroom.Inclusion classroom.

– Three students on a speech IEPThree students on a speech IEP– One student on a behavior IEPOne student on a behavior IEP– A student who is identified oppositional defiant disorder A student who is identified oppositional defiant disorder

(ODD)(ODD)– A student going through testing for attention deficit A student going through testing for attention deficit

hyperactivity disorder (ADHD). hyperactivity disorder (ADHD).

• I also have one classroom aid that helps with I also have one classroom aid that helps with behavior and academic support. behavior and academic support.

Relevant Events From My Relevant Events From My PracticePractice

• Throughout this Presentation I will Throughout this Presentation I will talk about early identification of talk about early identification of students with special needs, students with special needs, legislation, and differentiated legislation, and differentiated instruction in the kindergarten instruction in the kindergarten classroom.classroom.

Identification of Students Identification of Students with Special Needswith Special Needs

• Through out undergraduate courses Through out undergraduate courses you learn that early identification is you learn that early identification is key.key.

• In my district unless there is a In my district unless there is a behavior problem, or they come into behavior problem, or they come into kindergarten with an IEP there is not kindergarten with an IEP there is not a push to identify students.a push to identify students.

Identification Cont’Identification Cont’

• Example- Example- – Students second year in kindergarten, still Students second year in kindergarten, still

not getting letter names and sounds.not getting letter names and sounds.

• Unless kindergarteners are identified Unless kindergarteners are identified they get no pullout/intervention they get no pullout/intervention services.services.

• I try to do interventions myself. I try to do interventions myself. (only so (only so much time)- (with building changes next year much time)- (with building changes next year hopefully this will change.)hopefully this will change.)

Identification Cont’Identification Cont’

• Earlier identification would only help Earlier identification would only help in the students’ academic success. in the students’ academic success.

• The earlier the intervention is put The earlier the intervention is put into place the earlier the student will into place the earlier the student will see improvement in academics.see improvement in academics.

LegislationLegislation

• It is important for teachers who work It is important for teachers who work with LD students to know the and with LD students to know the and laws of education so that I know what laws of education so that I know what rights I have and what rights my rights I have and what rights my students have.students have.

• I am an advocate for my students. I am an advocate for my students. • http://www.teachertube.com/viewVidhttp://www.teachertube.com/viewVid

eo.php?video_id=43667&title=A_Brieeo.php?video_id=43667&title=A_Brief_History_of_Special_Education_Legislf_History_of_Special_Education_Legislationation

Differentiated InstructionDifferentiated Instruction

• Differentiated instruction is instruction Differentiated instruction is instruction that is choreographed so that all students’ that is choreographed so that all students’ learning needs are being met so that each learning needs are being met so that each student is reaching their full potential. student is reaching their full potential.

• From gifted to LD all students should be From gifted to LD all students should be getting something out of every lesson.getting something out of every lesson.

• http://www.teachertube.com/viewVideo.phhttp://www.teachertube.com/viewVideo.php?video_id=99363&title=Differentiated_Inp?video_id=99363&title=Differentiated_Instruction_learning_Stylesstruction_learning_Styles

Differentiated Instruction Differentiated Instruction Cont’Cont’

• When students come into kindergarten there When students come into kindergarten there is a wide range of ability levels. is a wide range of ability levels. – Some students have gone to pre-school and have Some students have gone to pre-school and have

a lot of prior knowledge on the alphabet, shapes, a lot of prior knowledge on the alphabet, shapes, colors, writing their names, social skills, and the colors, writing their names, social skills, and the overall behavioral expectations at school. overall behavioral expectations at school.

– Other students have never been in a school Other students have never been in a school setting, they do not know what is expected, no setting, they do not know what is expected, no idea what their name looks like or how to write it, idea what their name looks like or how to write it, have no social skills and no prior knowledge on have no social skills and no prior knowledge on academics. academics.

Differentiated Instruction Differentiated Instruction Cont’Cont’

• Through out the school year, these Through out the school year, these ability levels grow closer together ability levels grow closer together but not all students catch up. but not all students catch up.

• The ability levels in my classroom The ability levels in my classroom range from students still working on range from students still working on letter names and sounds , all the way letter names and sounds , all the way up to students reading simple books.up to students reading simple books.

Differentiated Instruction Differentiated Instruction Cont’Cont’• Application is a big issue in kindergarten Application is a big issue in kindergarten

because they can memorize the letters and the because they can memorize the letters and the sounds all they want, but if they can not apply sounds all they want, but if they can not apply it, they will not make the connection to it, they will not make the connection to reading.reading.

• This is where a lot of LD students start to This is where a lot of LD students start to struggle.struggle.

• Why differentiated instruction is so important. Why differentiated instruction is so important. Teach in many different and to different levels Teach in many different and to different levels so that a connection can be made.so that a connection can be made.

ConclusionConclusion

• Identification of students with special needs, Identification of students with special needs, legislation, and instructional differentiation relate legislation, and instructional differentiation relate to my practice and my school in many ways.to my practice and my school in many ways.

• I think that as teachers we have a big job and we I think that as teachers we have a big job and we must stay informed so that we can best teach our must stay informed so that we can best teach our students. By furthering our education and students. By furthering our education and leaning new techniques and strategies we leaning new techniques and strategies we become better teachers.become better teachers.

ResourcesResources

• Garderen, D.V. & Whittaker, C. (2006). Planning Garderen, D.V. & Whittaker, C. (2006). Planning Differentiated Multicultural Instruction for secondary Differentiated Multicultural Instruction for secondary Inclusive Classrooms. Inclusive Classrooms. Council for Exceptional Council for Exceptional ChildrenChildren. Pp. 12-21.. Pp. 12-21.

• Ohio Department of Education, 2003. Academic Ohio Department of Education, 2003. Academic Content Standards, K-12 English Language Arts.Content Standards, K-12 English Language Arts.

• U.S Census Bureau (2000), Retrieved March 10, 2010 U.S Census Bureau (2000), Retrieved March 10, 2010 http://www.census.gov/main/www/cen2000.htmlhttp://www.census.gov/main/www/cen2000.html . .

• Wormeli, R. (2003). Differentiating Instruction: A Wormeli, R. (2003). Differentiating Instruction: A Modified Concerto in Four Movements. Modified Concerto in Four Movements. LD online.LD online. Retrieved March 14, 2010 From Retrieved March 14, 2010 From Wiki.http://www.ldonine.org/article/differentiating Wiki.http://www.ldonine.org/article/differentiating _instruction. _instruction.

• Youtube.com Youtube.com