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Wiley

Class/Student
Period 2: Student 1

Period 2: Student 2

Student Inquiry Project


EDSP 404
Radford University
Emily Wiley
Disability Label Accommodations/
and IEP or 504
Modifications
Specific Learning Flexible schedule,
Disability
assistance with
Section 504 Plan
directions, small
group size, read
aloud.
Other Health
Individual testing
Impairments
with breaks.

Special Education
Support
Special Education
teacher in classroom

Special Education
teacher in classroom

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Period 2: Student 3
Period 2: Student 4
Period 2: Student 5

Period 2: Student 6

Specific Learning
Disability
Section 504 Plan
Other Health
Impairments
Other Health
Impairments,
Section 504 Plan
test anxiety, social
anxiety, ADHD
Specific Learning
Disability
Section 504 Plan
(ADHD)

Period 2: Student 7

Specific Learning
Disability
Section 504 Plan

Period 4: Student 8

Specific Learning
Disability
Section 504 Plan
(ADHD)

Individual testing
with breaks.

Special Education
teacher in classroom

Individual testing
with breaks.
Individual testing
with breaks.

Special Education
teacher in classroom
Special Education
teacher in classroom

Individual testing
with breaks, use of
planner daily,
locker clean-out
with staff member
every 9 weeks,
preferred seating
near focus of
instruction, quiet
reminders to stay
on task,
modified/shortene
d assignments.
Calculator use,
extended testing
time, long written
assignments
shortened, flexible
breaks.
Individual testing
with breaks, seated
near front of class,
extended testing
time.

Special Education
teacher in classroom

Special Education
teacher in classroom

Special Education
teacher available, but
not in classroom

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Task A Interview A Special Education Teacher:
Brandyn Sayers
Special Education Teacher
Dublin Middle School
Q: What special education services or supports do the students you serve receive?
A: Services are all of the kids who have IEPs. Their services state that they get a class
that has support (like two teachers). They are not ALLOWED to write co-taught because
that locks them into having a teacher. The teachers meet and decide who would benefit
the most from a teacher vs. a paraprofessional.
Q: What modifications or assistance do these students need or get when I give a
test?
A: Supports/Accommodations assistance with organization, extra time, pullout time,
read-aloud, assistance with directions, small group testing.
After student refuse help for so long their accommodations are taken out of their IEP/504
- Usually she tries to do something visual, something auditory, and something concrete,
Repetition using the same organizer, wording things the same, using the information
twice before they have to apply it.
Also tries to make sure everything is VISUALLY CLEAN. Bigger font, all the same font,
important things in bold important things are in bold,
Slot notes are nice because it allows them to do their own notes, more meaningful if they
have written on it.
- Used to be able to modify things, but its a thing of a past because of the SOLs. It is
ineffective because they have to take the SOLs. Basically the only thing that can be done
for testing is small group/individual testing. Can have read aloud if they qualify for it.
- Nothing really in the class that is in out of the ordinary for 7th grade boys or girls. Most
special education kids are boys.
Q: What does the IEP say the general educator or classroom teacher is responsible
for?
A: An IEP does not delegate who does what. The general education teacher is responsible
for everything to include everything to deal with an IEP. The co-teacher writes the IEP
and is there for support. Both teachers are on equal levels. This is because she is a
TEACHER. It is different if there is a para-professional. A gen ed teacher would need to
guide them on what the IEP says to do.
Q: What are the ways you collaborate with the general educators to support
students with disabilities?

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A: The way lessons are organized. Forming lessons that touch on all ways of learning.
Mr. Cook and Ms. Sayers share units, work together to decide things like who needs
extended learning and who needs extra time to get assignments done. There is constant
communication about the kids who are not doing well. They will stop and
regroup/reassess things if need be to better help the student.
Extended Learning: team meets and decides who needs extra help in certain subjects.
Every teacher has a list of kids. All four teachers extra 20 minutes of review, catch up
on homework, go over things that have been missed. Kind of like a remediation period.
Only take them if they need it. Ms. Sayers will take students for extended learning as
well. Takes kids who are on her caseload who may need extra help. For example, students
who never do their homework will be taken out.

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Task B Observation of One Class Over 5 Days
I observed Mr. Kelly Cooks second block 7th grade Language Arts class. Mr. Cook was
my Cooperating Teacher at Dublin Middle School during my first blocking placement.
Ms. Brandyn Sayers was present in the classroom every school day for the students with
IEPs and 504 plans in Mr. Cooks second block.
Yes, collaboration and co-teaching were happening in the classroom. Mr. Cook teachers
the majority of the class. However, Ms. Sayers would step in to add more information
and to clarify for all of the students at the front of the class. When the students were
doing individual assignments, Ms. Sayers would float among the students with IEPs and
504 Plans and offer extra assistance. A handful of times the roles were switched, and Ms.
Sayers would teach the majority of the class time and Mr. Cook would assist the students
with IEPs and 504 Plans.
Special education services are delivered to the identified students by having the special
education teacher available in the classroom every single day. She also takes them to
quiet places and reads their tests and quizzes aloud to them when it is time for their
assessments.
Accommodations and modifications were offered to the students just as they were
specified in the students IEPs and 504 Plans. For example, when the students had
quizzes or tests, Ms. Sayers would take some students to her room to do a read aloud, and
I would take the rest of the students to an empty classroom and read the assessment aloud
to them. In this way, the students that needed extra time would be able to take it away
from the other students who may finish the assessment quickly. Also, having the
assessment read aloud to them allowed me to emphasize words that the test may have in
bold or italics, that the students may not pick up on when they encounter it when reading
themselves.
There are not as many practices at my previous placement at Dublin Middle School that I
would incorporate, as there are at my current placement at Christiansburg High School. In
my own classroom I would not have all of the students doing the same thing at the same
time. I have observed that rotations of activities work much better in the classroom
setting. I would have the main instruction happening in a small group at the front of the
room with the teacher (myself). I would then have another group doing some sort of
reading corner, and I would have a third group maybe doing a computer activity or other
type of project to help them with their reading and writing skills.

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Task C Teach A Student With A Disability

Lesson Plan
Name:

Emily Wiley

Subject Area/Grade
Level:
Date:

7th Grade Language Arts


10/6/15

OBJECTIVE(S): Measurable, Manageable, Made First, Most Important


Note: Effective objective statements make effective assessment instrument questions. Example:
Objective: Students will be able to identify major and minor characters in literature selections.
Test Question: After reading the literature selection, name at least three major characters.
Students will be able to: read and determine the meanings and pronunciations of unfamiliar words/phrases, read and demonstrate
comprehension of a variety of fictional texts, and read and demonstrate comprehension of a variety of nonfiction texts.

SOLs: What SOL(s) will your students be working on when they master this objective?
Note: Please write out the text of the pertinent SOLsnot just numbers, paying attention to the lettered standards beneath the

numbered SOL. Highlight the sections that most pertain to your lesson.
SOL 7.4, 7.5, 7.6,
ASSESSMENT: Describe, briefly, what students will do to show you that they have mastered (or made progress toward)
the objective.
Note: This description should be taken directly from the objective statements above.
The teachers will use these criteria to informally assess students ability to correctly identify various parts of speech, describe
elements of narrative structure, and use text structures to aid comprehension. The teachers will formally assess students in a
nine-weeks test to be taken over the course of two days.

MATERIALS and PREPARATION: Describe what you will need to do operationally to ensure that the lesson is
prepared, like writing on the board, making posters, or making copies.
To operationally ensure that the lesson is prepared the following materials must be available: Smart Board, Kahoot! Website, and
computers for the students.
ACCOMMODATIONS/ADAPTATIONS: Describe any steps taken to make the lesson universally accessible to all
learners, no matter the challenges, disability, or personality.
This method of test preparation is an accommodation/adaptation for the students in the classroom with disabilities because the
questions are projected on the wall, making it easier for the students to read, videos were included to help the students recall
information, and the overall activity was new and exciting for the students because they are used to one way of studying (filling
in notes on a worksheet) and this has not proven to be the most effective study strategy for them.

THE LESSON
Rationale:

What the experts say (i.e., Why would your lesson be considered good teaching practice? Is this lesson in keeping with
what Beers, Atwell, Weaver, Christenbury, Mitchell, Kirby and Liner, or others advocate?

This lesson would be considered good teaching practice because it includes auditory, visual, technology, and working in teams.

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OPENING HOOK. How will you engage student interest and connect lesson content to previous learning and your
students goals?
Teacher will.
Students will.
Have the Kahoot! projected on the wall when the students come into the room. The
Come into the classroom, sit down,
music will get them excited to try this new study strategy.
and prepare to interact with the
Kahoot!

PROCEDURES / LEARNING ACTIVITIES


What specific structure will you provide? What specific questions will you ask? What learning activities will be engaging
your students? What supporting handouts/organizers will you use?
Teacher will.
Provide a relaxed study environment, because the students will spend the next two days
completing a mentally exhausting test. However, learning will still take place as the
students choose their team of three and answer questions on the Kahoot! The incentive
will be that the winning team will earn five points of extra credit on their test.
Specific questions that will be asked:
Define the following: Affrix, Fable, Thesis, Antecedent, Prepositional phrase,
Theme.
Underline the prepositional phrases in a set of sentences.
Match examples to the correct sections that include: Fable, Myth, Folktale,
Legend.

Students will.
Choose their group of three
Input the Kahoot! code into
the website
Create a team name
Answer questions in the
Kahoot!
Keep track of their
progress/the rest of the
class progress to see who is
winning.

The learning activities that will be engaged the students:


Working together in teams to earn extra credit
Kahoot!
There will be not additional handouts/organizers to be given. However, students can use
their notes, handouts, organizers, and other activities from the nine weeks to answer the
questions if they have time to do so.
CLOSING. How will you have students summarize what theyve learned? How will you reinforce the objectives
importance and its link to past and future learning?
Teacher will
Students will
Provide an in-class exit-slip for the students 10 minutes before class ends. The teacher
will go around and ask the class if there are things that they need explained again,
reminded of, etc.

Answer the teachers question when


prompted to allow for further
studying.

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Reflection:
The lesson plan shown above is one that has been provided by the Radford
University Education Program. It was used to outline and detail the strategy that was used
to help the students in Mr. Cooks 7th grade Language Arts class at Dublin Middle School
study for their 1st nine weeks test. The lesson plan was implemented the day before the
test was to take place.
In this lesson I was happy with the overall outcome of the students interaction
with the Kahoot! This was the first time the students had done a Kahoot! and I truly think
it helped them with to study for their test that was the next day. When we were done with
the Kahoot!, the students asked if we could do it again because they had so much fun
doing it. In the first block, I fumbled over the instructions a little bit so there was some
confusion at first. If I could go back, I would either go through the instructions step by
step with the students or give them a sheet of paper that had the instructions written down
step-by-step. I told the students all of the instructions at the same time at the beginning of
class and expected them to remember it all, which did not happen. I have had several
instances like this, where I explain a long list of things to the students at one time and
expect them to remember it all. This would not even be easy for me, so I do not know
why I expect it to be easy for them. When I am a teacher in my own classroom and
even in the future when I am teaching in my blocking placement or student teaching I
will remember to help the students out by going through instructions step by step, one at
a time, with them.