1. Class #2 – June 1, 2010 Tonight’s Agenda:2 Parts … PART 1 Case 24 Review (p. 101) Discussion: c.2 History of c.3 Accepting Responsibility Learning Activity: Case Study #25 PART 2 Extension Activity: Lesson Plan Project  Homework: Case Study #6, p. 29 ~ in notes

2. To Start … What Teachers Make … What Teachers Make KWL Completion Case #24 – Structuring for Success in a Mainstreamed Classroom IEPs at a Glance … http://kidshealth.org/parent/growth/learning/iep.html Bookmark this site! Pa State Board of Education LREs & IEPs http://www.pde.state.pa.us/k12/cwp/vie w.asp?A=11&Q=67483

3. Chapter 2 Special Education Today Legislation – The Why … NCLB: 5 key principles are  Strong accountability for results  Increased flexibility and local control of schools  Teaching methods based on scientific research  Expanded options for parents  Highly qualified teachers Individuals with Disabilities Education Act (IDEA) 2004:  Nondiscriminatory identification, assessment, and evaluation  Least restrictive environment  Individualized educational plans  Procedural safeguards

4. c.2 continued … The results =  We all must implement the mandates, regardless of the setting or type of school we work in.  All teachers should know the information and be able to accomplish when teaching students with disabilities in their classrooms.  Least Restrictive Environment (LRE)  Best setting or level of intensity to deliver special education services to students with disabilities?

5. Court Cases Influencing the Development of IDEA 2004 Brown v. Board of Ed of Topeka, Kansas Hobson v. Hansen Diane v. State Board of Ed Mills v. Board of Ed PARC v. the Commonwealth of Pa Wyatt v. Stickney Armstrong v. Kline Larry P. v. Riles Board of Ed v. Rowley Jose P. v. Ambach Daniel R. R. v. State Board of Ed Schaffer v. Weist, Montgomery County Schools

6. Just for fun … What are your thoughts on … – No Child Left Behind (NCLB) – School Accountability (PSSAs) More? Less? Just enough? Should we have state-wide curriculums? – Disaggregated Groupings – Adequate Yearly Progress (AYP) – Funding (State and Federal) tied to AYP ‘Can you help me with this student?’ (p. 38-39)

7. Chapter 3 Accepting Responsibility for the Learning of All Students: What Does It Mean? The Changing School Population – Race – Language – Poverty – Abuse & Neglect Diversity in Special Education – Students with Special Needs – Overrepresentation

9. What is culture and why is it important? Cultural Norms and School The Impact of Culture on Education Which one have you experienced? IndividualistCollectivist Work independently; helping is cheating Work with peers & provide assistance when needed Engage in discussions & argument to learn to think critically Quiet & Respectful in class to learn more efficiently Individual property; must ask to borrow items Property is communal Teacher manages indirectly & encourages student self-control Teacher is primary authority, but peers guide each other’s behavior Parents integral to child’s academic progress & participate actively Parents yield to teacher’s expertise to provide academic instruction & guidance

10. Guidelines for Culturally Responsive Teaching Culturally Responsive Teaching Culturally Responsive Classroom Management These differences may cause educators to inaccurately judge students from some cultures as poorly behaved or disrespectful. Example: many Asian students tend to be quiet in the class, and making eye contact with the teacher is considered inappropriate Example: many Hispanics regard teachers as experts and will often defer educational decisions to them

11. Become a Student of Culture and Difference Develop a Vision of Students Who Succeed Learn Not to Judge Tailor Curriculum Materials to the Students in the Context Connect Pedagogy to Students What is the Goal? Know Yourself and the Role That Culture Plays in Perception  We want to enhance children’s strengths in order to support their capacity and motivation to learn and their beliefs that they are capable … resilience s3_6 Relationships s2_6 Diversity & Community s2_5 Inclusion

12. Review Questions Having high expectations for students is important for teachers. Explain the importance of providing explicit instruction linked to meaningful activities and some questions teachers should ask themselves. What are the differences between equal, fair, and equitable? Why is this important for a classroom? What are some classroom rules (5?) that would create a fair and equitable learning environment for all students?

13. Part 2: Lesson Design What did you pick as your lesson topic? – Why? – Prior Knowledge of … ? – Resources? – Expected Learning Outcome(s)? This discussion should be written in your notes to help with creation of your lesson plan.

14. Parts of Well-Designed Lesson Plan  Unit Title, Lesson Title, Topic Title  Objectives – Students will be able to …  Standards – Pa standards for our purposes  Anticipatory Set  Materials  Lesson Outline  Progress Check  Differentiation / Enrichment Pieces  Assessment  Closure  Reflections Bolded & Underlined Pieces are of significant focus for this course.

15. For Thursday June 3 rd Begin creation of your Lesson Plan Identify your learning objectives List your PA standards Create your Anticipatory Activity Your MATERIALS list and LESSON OUTLINE will grow as you identify and create the differentiated learning activities.

16. Homework Begin creation of Lesson Plan Project Read Case #6 (p. 29-30) and answer questions in notes