Inclusion of All Learners (IEP Part 1)

For the IEP Observation assignment, I chose to observe the agriculture science program at Bald Eagle Area High School.

On September 8^th, I completed my first 5 hours of observation. During the five hours, I was able to observe three diverse agriculture classes filled with students that had many diverse needs. Each class had multiple students with an individual education plan (IEP).  I was able to observe their interaction with Mr. Biddle, interaction with other classmates, behavioral issues and the teaching strategies that were used to accommodate or adapt to students’ needs.

To begin my morning at Bald Eagle, I was greeted by Mr. Biddle at the door of the Agricultural Science room. Since I arrived with 20 minutes left in his prep period, Mr. Biddle was able to share with me why and how Bald Eagle Area High School succeeds in accommodating to students with special needs. He recognizes the efforts of the community and support of parents because he believes their involvement is the most valuable to the success of the students. However, he also believes that teachers contribute to the success of students by helping them identify a skill set, while focusing and pushing students in an inclusive environment.

Mr. Biddle believes that Agriculture Sciences provides many opportunities to these students to find a skill set to thrive in. To ensure this Mr. Biddle implements tiered assignments. Tiered assignments do not lock students into ‘ability’ boxes. Instead, tiered assignments clusters students together, and assigns specific tasks within each group according to the student’s readiness and comprehension.

Example of tiered grouping used for
Introduction to Agriculture class

I was able to view tired assignments in action, when Mr. Biddle assigned his first project to his students in the Introduction to Agriculture (7^th and 8^th graders) class. To begin, he asked his students to divide themselves on interest. One corner of the classroom was for science/mathematics focused students, another corner was for artistic focused students, another corner was for the English literature focused students, and the last corner was for the students who did not know where they belonged. Once they separated this was a way for Mr. Biddle to take their strong abilities and create a high preforming group that included all unique learners. I honestly found this approach very interesting and appropriate because it appealed to multiple learners. In addition, it allowed the rigor of assignments to stay at a higher leave and made all students hold the same responsibility.

In addition to this assignment technique, I learned additional techniques that Mr. Biddle incorporated in all three classes. These techniques were the following:

• Repetition

• Once students answered a question, they had to repeat it back

• Applying to what they already know

• Did not except an excuse such as I do not know

• Assign easier task to lower students and harder task to high students, but presents equal amount of praise to both 

• Feelings chart 

• Showed how students felt before and after lesson

• Allowed students to hand in work late  full credit

• Students are responsible and should be held to equal standards

• Praise given at end of class for positive behavior

Overall, this observational experience was truly unique and I look forward to visiting again to learn more techniques of inclusion of all learners in the classroom.