Implementing Standards and modifications into language Arts

lesson plans Jeffrey M. Hockers

Least Restrictive EnvironmentThe definition of LRE is defined as the

educational setting where a child with disabilities can receive (FAPE) designed to meet the educational needs of the student while being educated with peers who do not have disabilities in the general education classroom

all states must demonstrate they have policies and procedures in place to guarantee they meet the federal LRE requirements.

Problem ClarifiedOur special education staff has a very difficult

time getting our special education students to be successful in the general language arts classes. Many of our students are in self contained language arts classes in the special education department.

Why does this Problem exist

This high number has a lot to do with the language arts teachers’ inexperience at modifying assignments tests and quizzes and incorporating alternative grading techniques.

Leadership plan consist of three partsI will be focusing on implementing school standards into the lesson plans of the general education language arts classrooms.Part two will focus on alternative grading techniques for individual students in the language arts classrooms

Part three will focus on bringing back co teaching in the language arts department.

Staff Development The staff development will have 4 phases of

activities scheduled. First I will have a determination of content and objectives along with the schedule. The second phase will be a demonstration period and modeling phase. The third phase will allow for skill practice which will allow for feedback and collaboration among the language arts department and the special education department. The fourth phase of the staff development will be classroom assistance if needed.

Example of school established standards and modifications A.12.1A Student Uses a Variety of decoding and word analysis strategies

Long Term Goal: The student decodes unknown words by using a variety of appropriate strategies which he/she is able to explain.

Short Term Objective #1 The student decodes unknown words by using a variety of appropriate strategies. (1 or two strategies they are proficient with)

Short Term Objective #2 The student attempts to decode unknown words but needs reminders to use a variety of strategies. (Using Strategy they have mastered )

Materials: Vocabulary words, textbook, worksheets, short story

Modification: The student cannot decode unknown words without direct teacher assistance. Teacher pairs student up with another student who can assist the student decode unknown words.

Strategies: Teach or use high frequency sight words, self correction of miscues, segmenting, Teach prefixes, suffixes and root words

Assessment: Reading aloud to teacher, observing student reading in groups,

Examples continuedA.12.2g Understands the characteristics of various literary genres

Long Term Goal: The student identifies and explains the characteristics of various genres and supports the explanation with detailed examples from the current text and other texts.

Short-term objective #1 The student identifies and explains the characteristics of various genres and supports the explanation with examples from the current text

Short term Objective #2 The student identifies characteristics of various genres.

Materials: Vocabulary words, textbook, worksheets, short story, trade books, magazines

Modification: The student needs teacher assistance to identify the characteristics of various genres

Alternative grading techniques'Grade by achievement level.The student is graded as above average, average,

or below average on each level of functioning.Grade by progress. The level of performance is

not so important as is the rate of learning.Grading is based on how much learning has

occurred during a given time limit.The student must attain a certain level of mastery

in order to receive a grade . A contract may be set between the student and teacher prior to beginning the course of work.

What is Co Teaching ?Co teaching is a combined system of delivery

in the classroomIt is a teaching style in which teachers must

choose to engage in because it involves an ongoing relationship between two professionals.

Co Teaching ApproachesObservation One teaching one driftingStation teachingParallel teachingAlternative teachingTeam teaching

Summary Leadership plan is manageableBased on participative leadership Plan is chunked up into three parts

Use established school standards to assist the teacher as well as the student in the classroom

Establishing Alternative grading techniques Incorporate Co teaching back into the

language arts department