1. How does identification of students with special needs, legislation, and instructional differentiation relate to my practice and my school? By: Amanda Leggett

2. Contextual Factors I teach Kindergarten. I teach Kindergarten. Clermont Northeastern Early Childhood Education Center - ECEC. Clermont Northeastern Early Childhood Education Center - ECEC. Part of the Clermont Northeastern School District. Part of the Clermont Northeastern School District. Pre-school, Kindergarten and the administration offices are located in the ECEC building. Pre-school, Kindergarten and the administration offices are located in the ECEC building.

3. Contextual Factors Cont’ The school district is geographically large with over 80 square miles, which is mostly farm land. The school district is geographically large with over 80 square miles, which is mostly farm land. Forty percent of students are on free and reduced lunch. Forty percent of students are on free and reduced lunch. The level of cultural diversity represented in the school district is relatively low compared to the national average of 75% white to 25% other. The level of cultural diversity represented in the school district is relatively low compared to the national average of 75% white to 25% other.

4. Classroom 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 IEP –One student on a behavior IEP – A student who is identified oppositional defiant disorder (ODD) –A student going through testing for attention deficit hyperactivity disorder (ADHD). I also have one classroom aid that helps with behavior and academic support. I also have one classroom aid that helps with behavior and academic support.

5. Relevant Events From My Practice Throughout this Presentation I will talk about early identification of students with special needs, legislation, and differentiated instruction in the kindergarten classroom. Throughout this Presentation I will talk about early identification of students with special needs, legislation, and differentiated instruction in the kindergarten classroom.

6. Identification of Students with Special Needs Through out undergraduate courses you learn that early identification is key. Through out undergraduate courses you learn that early identification is key. In my district unless there is a behavior problem, or they come into kindergarten with an IEP there is not a push to identify students. In my district unless there is a behavior problem, or they come into kindergarten with an IEP there is not a push to identify students.

7. Identification Cont’ Example- Example- –Students second year in kindergarten, still not getting letter names and sounds. Unless kindergarteners are identified they get no pullout/intervention services. Unless kindergarteners are identified they get no pullout/intervention services. I try to do interventions myself. (only so much time)- (with building changes next year hopefully this will change.) I try to do interventions myself. (only so much time)- (with building changes next year hopefully this will change.)

8. Identification Cont’ Earlier identification would only help in the students’ academic success. Earlier identification would only help in the students’ academic success. The earlier the intervention is put into place the earlier the student will see improvement in academics. The earlier the intervention is put into place the earlier the student will see improvement in academics.

9. Legislation It is important for teachers who work with LD students to know the and laws of education so that I know what rights I have and what rights my students have. It is important for teachers who work with LD students to know the and laws of education so that I know what rights I have and what rights my students have. I am an advocate for my students. I am an advocate for my students. http://www.teachertube.com/viewVideo.p hp?video_id=43667&title=A_Brief_History _of_Special_Education_Legislation http://www.teachertube.com/viewVideo.p hp?video_id=43667&title=A_Brief_History _of_Special_Education_Legislation http://www.teachertube.com/viewVideo.p hp?video_id=43667&title=A_Brief_History _of_Special_Education_Legislation http://www.teachertube.com/viewVideo.p hp?video_id=43667&title=A_Brief_History _of_Special_Education_Legislation

10. Differentiated Instruction Differentiated instruction is instruction that is choreographed so that all students’ learning needs are being met so that each student is reaching their full potential. Differentiated instruction is instruction that is choreographed so that all students’ learning needs are being met so that each student is reaching their full potential. From gifted to LD all students should be getting something out of every lesson. From gifted to LD all students should be getting something out of every lesson. http://www.teachertube.com/viewVideo.php?vid eo_id=99363&title=Differentiated_Instruction_le arning_Styles http://www.teachertube.com/viewVideo.php?vid eo_id=99363&title=Differentiated_Instruction_le arning_Styles http://www.teachertube.com/viewVideo.php?vid eo_id=99363&title=Differentiated_Instruction_le arning_Styles http://www.teachertube.com/viewVideo.php?vid eo_id=99363&title=Differentiated_Instruction_le arning_Styles

11. Differentiated Instruction Cont’ When students come into kindergarten there is a wide range of ability levels. When students come into kindergarten there is a wide range of ability levels. –Some students have gone to pre-school and have a lot of prior knowledge on the alphabet, shapes, colors, writing their names, social skills, and the overall behavioral expectations at school. –Other students have never been in a school setting, they do not know what is expected, no idea what their name looks like or how to write it, have no social skills and no prior knowledge on academics.

12. Differentiated Instruction Cont’ Through out the school year, these ability levels grow closer together but not all students catch up. Through out the school year, these ability levels grow closer together but not all students catch up. The ability levels in my classroom range from students still working on letter names and sounds, all the way up to students reading simple books. The ability levels in my classroom range from students still working on letter names and sounds, all the way up to students reading simple books.

13. Differentiated Instruction Cont’ Application is a big issue in kindergarten because they can memorize the letters and the sounds all they want, but if they can not apply it, they will not make the connection to reading. Application is a big issue in kindergarten because they can memorize the letters and the sounds all they want, but if they can not apply it, they will not make the connection to reading. This is where a lot of LD students start to struggle. This is where a lot of LD students start to struggle. Why differentiated instruction is so important. Teach in many different and to different levels so that a connection can be made. Why differentiated instruction is so important. Teach in many different and to different levels so that a connection can be made.

14. Conclusion Identification of students with special needs, legislation, and instructional differentiation relate to my practice and my school in many ways. Identification of students with special needs, legislation, and instructional differentiation relate to my practice and my school in many ways. I think that as teachers we have a big job and we must stay informed so that we can best teach our students. By furthering our education and leaning new techniques and strategies we become better teachers. I think that as teachers we have a big job and we must stay informed so that we can best teach our students. By furthering our education and leaning new techniques and strategies we become better teachers.

15. Resources Garderen, D.V. & Whittaker, C. (2006). Planning Differentiated Multicultural Instruction for secondary Inclusive Classrooms. Council for Exceptional Children. Pp. 12-21. Garderen, D.V. & Whittaker, C. (2006). Planning Differentiated Multicultural Instruction for secondary Inclusive Classrooms. Council for Exceptional Children. Pp. 12-21. Ohio Department of Education, 2003. Academic Content Standards, K-12 English Language Arts. Ohio Department of Education, 2003. Academic Content Standards, K-12 English Language Arts. U.S Census Bureau (2000), Retrieved March 10, 2010 http://www.census.gov/main/www/cen2000.html. U.S Census Bureau (2000), Retrieved March 10, 2010 http://www.census.gov/main/www/cen2000.html. http://www.census.gov/main/www/cen2000.html Wormeli, R. (2003). Differentiating Instruction: A Modified Concerto in Four Movements. LD online. Retrieved March 14, 2010 From Wiki.http://www.ldonine.org/article/differentiating _instruction. Wormeli, R. (2003). Differentiating Instruction: A Modified Concerto in Four Movements. LD online. Retrieved March 14, 2010 From Wiki.http://www.ldonine.org/article/differentiating _instruction. Youtube.com Youtube.com