CurriculumforAll - blogsomemoore...Class PROFILE ! Learning in Safe Schools! Teacher: Callie...

Curriculum for All

Session 3

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Essen9al Ques9on

•  How can we as educators, strategically and collabora.vely plan, to provide an inclusive learning environment for all students regardless of grade, content or cogni9ve ability?

RTI TRIANGLE

WHO are we teaching?

Frameworks to Support Diversity

Co-‐planning for All Shelley Moore 2013

Class PROFILE ��Learning in Safe Schools ��

Teacher: Callie Abougoush, Charman Lum, Class: Science 9

Classroom Strengths Classroom Stretches

Individual Concerns

Class Review Recording Form

(Brownlie & King, 2000)

Goals Decisions

Medical Language Learning Socio-Emotional Other

•  Social – like to work together

•  Academically OK •  Ac9ve – high energy •  Like current events

•  Like to help and encourage others

•  Most have school spirit •  Loves stories and real-‐life

connec9ons

•  Staying on task •  Transi9ons •  Exclusions of some

student(s)

•  Parental commitment & support

•  Punctual comple9on of assignments

•  Engagement •  Metacogni9on •  Increased

communica9on with support team

•  Consistency with

procedures •  Checkpoints and early

interven9on •  Posi9ve-‐feedback system

for assignment comple9on

•  Collaborate with dept. to brainstorm engagement and metacogni9on ac9vi9es

•  Set dates to meet with support team •  Teach, rehearse, reinforce procedures •  Create poster for each class with checkpoint (& others) •  Create posi9ve-‐feedback system that works

Ernest – seizures David – asthma & aus9sm

Ricardo – ESL from Mexico Sal – ESL from China

Charlie – au9sm; fine motor, expressing ideas Richard – age 8/9; picture level; 2/3 sentence level Geoff – ADHD & opposi9onal

Tori – anxiety and social behavior Danny – high anxiety and frustra9on Rex – speaks selec9vely

Melanie – FN Tammy – a`endance & FN Jasmine – advanced Ernest & David – behav.

RESPONSE TO INTERVENTION (RTI) STUDENTS

S, MOORE ADAPTATIONS & MODIFICATIONS-‐ SDL 2012

Tier 1

Tier 2

Tier 3

RTI Triangle Socials 8


Rocky Keelor

Keisha

Jordyn Jamie Johnny

Sarah Michael Raven Colten

Rae Josh H. Adam K.

Kaitlyn Blake Jared Josh N. Nick C.

Reece Joel Kyle

Isaiah

Planning Pyramid

RTI TRIANGLE

WHO are we teaching?

WHAT are they learning?


Planning Pyramid

Even more goals

More goals

Goals

Even more goals

More goals

Goals

Tier 1

Tier 1

Tier 1

All

Most

Few

RTI Triangle

What happens if we combine frameworks?

Planning Pyramid

What do you no@ce?

Tier 1

Tier 2

Tier 3

All

Most

Few

RTI Triangle Planning Pyramid

What happens if we combine frameworks?

PLOs Compare daily life, family structures and gender roles in a variety of civiliza9ons Describe the impact of technological innova9on and science on poli9cal, social and economic structures Describe how physical geography influenced pa`erns of se`lement, trade and explora9on Assess the impact of contact, conflict and conquest on civiliza9ons

Unit: Vikings Essen@al Ques@on: Did the Vikings create order or chaos?

Ideas/ Concepts Vikings Culture Travel Geography Cause/Effect

Ques@ons Who were the Vikings? How did Vikings live? Where did the Vikings come from? Where and how did the Viking travel? How were the Vikings orderly? Chao9c? Extended Goal Can order and chaos exist at the same 9me? Why?

All/Most/Few All All All Most Most Few

Course: Socials 8


Vikings Culture

Travel

Geography

Cause Effect

Chaos

Order

Roles

Responsibility

Use the one or two of the words together to create questions that we could explore during this unit!

Vikings Culture

Travel

Geography

Cause Effect

Chaos

Order

Roles

Responsibility

Who were the Vikings?

What was Viking culture like – How did they live?

Where are the Vikings from?

Where did they travel?

How did they travel?

Why did they leave their home?

What happened when they got to their destination?

What is chaos?

Can chaos and order exist together?

Why did the Vikings wear those hats?

When did they live? Are there still Vikings?

How were the Vikings orderly?

How were the Vikings chaotic?

Use the one or two of the words together to create questions that we could explore during this unit!

UDL Planning Triangle

Extended Goal(s)

Modified Goal(s)

Goals for ALL

Goals for MOST

Goal for FEW

Who were the Vikings? How did Vikings live? Where did the Vikings come from?

Where and how did the Viking travel? How were the Vikings orderly? Chao9c?

Can order and chaos exist at the same 9me? Why?


5. Priori9ze

Most Challenging – Match 9er 1 (including gihed)

Most Accessible – Match 9er 3 (but not modified) – A place to start (but not to stay)

PLOs Explain how human vision works Explain the proper9es of visible light Demonstrate knowledge of the behaviour of waves Compare visible light to other types of electromagne9c radia9on

Unit: Op@cs Essen@al Ques@on: Why Can We See?

Ideas/ Concepts The eye/ seeing Light Energy Waves Electromagne9c spectrum

Ques@ons How do we see? What is visible light? How does visible light move? How is visible light measured? How is non visible light measured? How are visible and non visible light the same/ different? Extended Goal How do we see what we cant see?

All/Most/Few All All All Most Most Most Few

Course: Science 6


Go Back and Check!

What about individual students?

•  Sejng goals for students who are modified

Considering individual students… •  A new view of students with special needs…

–  Tradi9onally students with special needs have programs limited to goals around:

•  Behaviour •  Communica9on •  Social skills •  Advocacy •  Func9onal Academics

–  But these are ohen not 9ed to content class with their peers

–  To make inclusion meaningful, student need to have access to content too… but how to we bridge the cogni9ve gap??

Assessing for literacy

Literacy level Cogni@ve level – age (grade)

Early Emergent 0-‐2

Later emergent 2-‐3

Transi9onal 3-‐5 (K)

Beginning conven9onal 5-‐6 (K/1)

Later Conven9onal 6-‐8 (1/2+)

Social Studies 9 Teacher: Bryce Miller

Regular Outcomes

Adapted Outcomes

Modified Outcomes

Tyler, Montana, Karissa, Courtney, Jennifer, Mona, Kaaljeet, Summer, Amit, Zafar, Turner, Karm, Colin,

Sarah, Ryan, Brian, Cynthia

Philip, Shaun Tudor, Alexa, Paris, Talha

Rahul Niccole

Modified Schmodifed. Shelley Moore, 2012

EA: Sharon Hovbrender Resource Teacher: Shelley Moore

MOORE, S. & WATSON, L. PR-‐ALL-‐GRAMMING-‐ SESSION 1, 2012

Social studies 9- content goals


One goal

goals

- For ALL students


Student will be able to: - Assess how identity is shaped by a variety of factors including:

- family - community

Unit: What is Culture? How is Culture Formed?

What is Enduring? What does EVERYONE need to know?

Content goals


goals - For SOME students


Student will be able to: -  Assess how identity is shaped by a

variety of factors including: - nationality - ethnicity

- Analyse roots of present day, regional, cultural, and social issues within Canada


What can we add? What does SOME need to know?

Content goals


goals - For Few students

Content


Student will be able to: -  Assess how identity is shaped by a

variety of factors including: - gender - belief


What can we add? What does FEW need to know?

Content goals


goals - For INDIVIDUAL students

Content


Category: Literacy Level: conventional

What is Culture? How is Culture Formed?

Modified outcomes To address appropriate content level

Nancy (C) Ryan (D)

Category: Literacy Stage: Emergent

Learning Needs

Class goal for all: Student will be able to: -‐  Assess how iden@ty is shaped by a variety of factors including:

-‐ family -‐ community - country



Nancy

Ryan

Iden9fy groups a part of their lives

Identify significant language and cultural characteristics of Canadian society

Category: Literacy Level: conventional

What is Culture? How is Culture Formed?

Modified outcomes To address appropriate content level

Nancy (C) Ryan (D)

Category: Literacy Stage: Emergent

Learning Needs

Class goal for all: Student will be able to: -‐  Assess how iden@ty is shaped by a variety of factors including:

-‐ family -‐ community - country

Niccole will: -‐ iden9fy groups that are a part of her life (K)

Rahul will: - Identify significant language and cultural characteristics of Canadian society (gr. 2)


Vikings Example

PLOs Compare daily life, family structure and gender roles in a variety of civiliza9ons


Ideas/ Concepts Vikings

Access Ques@ons Who were the Vikings? How did the Vikings live?

All/Most/Few All All

Course: Socials 8-‐ Modified goal

PLOs


Ideas/concepts

Ques@on

Student who is modified

•  Literacy level: beginning conven@onal

•  Goal for All: Compare daily life, family structures and gender roles in a variety of civiliza@ons

•  Grades to help us: Grade 1/2

Dis9nguish roles, rights and

responsibili9es within the classroom and the

school

PLOs Compare daily life, family structure and gender roles in a variety of civiliza9ons


Ideas/ Concepts Vikings

Access Ques@ons Who were the Vikings? How did the Vikings live?


Course: Socials 8-‐ Modified goal

PLOs Describe roles and responsibili9es of individuals within the classroom and the school Co-‐planning for All Shelley Moore 2013

Ideas/concepts Roles and responsibili9es Vikings

Ques@on What were the different roles and responsibili9es of the Vikings?


Extended Goal(s)

Modified Goal(s)

Goals for ALL

Goals for MOST

Goal for FEW

Who were the Vikings? How did Vikings live? Where did the Vikings come from?

Where and how did the Viking travel? How were the Vikings orderly? Chao9c?

Can order and chaos exist at the same 9me? Why?

What were the different role and responsibili9es of the Vikings?


A modified goal….

•  is a star9ng point •  is background/prior knowledge •  is assumed knowledge •  Will help EVERYONE •  Gives a student a role in the learning community

Other goals…

What type of goal???

A curricular goal with curricular content (0-‐3) or

A literacy goal with curricular content (3 +)

7. Last step….Go back and check •  Match goals to RTI triangle

– Do the access ques9ons match the target popula9on of student?

•  Are the ques9ons accessible enough for your students in 9er 3?

•  Are they challenging enough for your students in 9er 1?

Op9cs Example

PLOs Explain how human vision works Explain the proper9es of visible light Demonstrate knowledge of the behaviour of waves Compare visible light to other types of electromagne9c radia9on

Unit: Op@cs

Ideas/ Concepts The eye/ seeing Light Energy Waves Electromagne9c spectrum

Ques@ons How do we see? What is visible light? How does visible light move? How is visible light measured? How is non visible light measured? How are visible and non visible light the same/ different? Extended Goal How do we see what we cant see?

All/Most/Few All All All Most Most Most Few

Course: Science 8


Student who is modified

•  Literacy level: Later Emergent

•  Goal for All: Explain the proper@es of visible light

•  Grades to help us: K

PLOs Explain the proper9es of visible light


Ideas/ Concepts Light

Access Ques@ons What is visible light?


Course: Science 8-‐ modified goal

PLOs (grade K)


Ideas/Concepts

Access Ques@ons

Describe proper9es of materials including

colour, shape, texture, size and weight

PLOs Explain the proper9es of visible light


Ideas/ Concepts Light

Access Ques@ons What is visible light?


Course: Science 8-‐ modified goal

PLOs (grade K) Describe proper9es of light using colour


Ideas/Concepts Colour light

Access Ques@ons What are the colours in light? What is the order of colours in a light rainbow (electromagne9c spectrum)?

A modified grade????????

Goal Area/Topic NYM MM FM EE

Goal:

Goal:

total

weight x1 x2 x3 x4

+ + + =

Divide by (# of goals x 4) x 100

%

Evalua9on Rubric

•  Support level •  Independence level •  Par9cipa9on level

Back of the goal PAGE

A modified grade????????

Goal Area/Topic NYM MM FM EE

Goal: Nicole will iden9fy groups that are a part of her life

✔

Goal: Nicole will iden9fy ways which individuals contribute to her community

✔

total 1 1

weight x1 x2 x3 x4

0 + 0 + 3 + 4 = 7

Divide by (2 x 4) x 100

88 %

Planning Pyramid

RTI TRIANGLE

WHO am I teaching?

WHAT am I teaching?

HOW can I support my students?

UDL Triangle

Combining Frameworks

Lesson Sequences How will we get there?

Inclusion Supports (adapta9ons and modifica9ons)

•  ALL students can access supports regardless of ability in the teaching and learning phase

•  The job is to decide, which supports will work for your group of students, and how you will scaffold them using the Class Profile

•  Supports are designed for specific students, but during teaching, are accessible to whomever needs them


Teaching and Learning Supports Vs.

Tes9ng Supports

•  Supports are designed for specific groups… but are available to EVERYONE

Teaching Accommoda9ons (not tes9ng accommoda9ons)

•  Adjusted reading level of texts •  Use of Pictures •  Technology •  Choice of response •  Choice of materials •  Project based learning •  Literature circles •  Partner talk •  Strategic groupings •  Modified content •  Modified text •  Graphic organizers •  Group work •  Test-‐taking strategies •  Organiza9on strategies •  Note taking strategies •  Self regula9on strategies •  Workbook/worksheets •  Alternate texts •  LCD projector •  Inquiry •  Other??????

•  SEA •  Peer support •  Note-‐taker •  Proximity •  Extended 9me •  Assis9ve technology •  Scribe •  Separate loca9on •  Reduced workload/demand •  Team Teaching •  Small group instruc9on •  Large group instruc9on •  Individual instruc9on •  Learning center •  Read Aloud •  Discussion •  Field trips/authen9c ac9vity •  Hands on ac9vity/ experiment •  Literacy/ learning strategies •  Connec9ng to prior knowledge •  Using interests of students •  Student made criteria •  Performance based assessments •  Use of calculator •  Modeling •  Guided prac9ce •  Independent prac9ce •  Quiet loca9on to work

Learning Supports for All-‐ CHOICE •  UDL: Mul9ple means of: engagement, representa.on, expression

–  Connec@ng: Connec9ng to old informa9on •  Prior knowledge •  Personal experience •  Engagement/ interests

–  Processing: Presen9ng the informa9on

•  Mul9ple texts (levels and text, pictures, movies, read aloud, internet) •  Organizing informa9on (graphic organizers) •  Informa9on going in/ understanding it

–  Transforming & Personalizing: Showing what we know

•  Oral, visual, wri`en •  Informa9on going out •  Showing what you know •  Making it personally meaningful

Brownlie & Schnellert 2011

Input Adap9ng the way instruc9on is delivered to the learner Example: Use different visual aids, concrete examples, hands on ac9vi9es, coopera9ve groupings

Difficulty Adapt the skill level, problem type or rules of how the learner may approach the work Example: Allow a calculator, simply direc9ons

Degree of par@cipa@on Adapt the extent to which a learner is ac9vely involved in the task Example: In PE, student is I charge of scoring, while others play game

Output Adapt how the learner responds to instruc9on Example: allow verbal vs. wri`en response, allow students to choose method of expression

Level of Support Increase the amount of help the learner receives Example: Assign peer buddies, peer tutors, or educa9onal assistants

Alternate goals Adapt the goal or outcomes while using the same materials Example: In social studies, expect a student to find provinces on a map while other find provinces and capitals

Time Adapt the 9me allowed for learning or task comple9on Example: extend 9me if needed

Size Adapt the number of items that the learner is expected to learn or complete Example: reduce the number of math ques9ons around a concept

Parallel curriculum Provide the different instruc9on and materials to meet individual goals e.g. a task that is similar to class – meet the same goals, but is individualized

h`p://www.spannj.org/p9/Curriculum_Modifica9ons_and_Adapta9ons.pdf

Inclusion Triangle

Supports for ALL (UDL Strategies)

MORE Supports (Adapta9ons)

EVEN MORE Supports (Modifica9ons)


Inclusion Triangle Socials 8

Supp

orts fo

r ALL

(UDL

Strategies)

MORE

Sup

ports

(Adapta9

ons)

EVEN

MORE

Sup

ports

(Mod

ifica9o

ns)

-‐ You tube clips -‐ Pictures -‐ Audio Books

-‐ Mul9ple texts -‐ Mul9ple text levels

-‐ Integra9ng Aboriginal content -‐ Connec9ng to interests

-‐ Simplified G.Os -‐ Pictures -‐ One-‐to-‐one instruc9ons

-‐ LCD -‐ Team teaching -‐ Lit circles -‐ Teaching literacy skills -‐ worksop

-‐ Alternate spaces to work (quiet, group, partner) -‐ Graphic organizers

-‐ PBAs -‐ Choice of tool/ strategy -‐ U9lizing interests -‐ Homework limited

-‐ Extra 9me for assignments -‐ Reduced workload

-‐ Assis9ve technology -‐ reader/scribe

Inclusion Triangle Science 8

Supp

orts fo

r ALL

(UDL

Strategies)

MORE

Sup

ports

(Adapta9

ons)

EVEN

MORE

Sup

ports

(Mod

ifica9o

ns)

Connect Process Transform & Personalize

-‐ Note-‐taker -‐ Peer support

-‐ Pictures

-‐ Calculator -‐ Group work -‐ Strategy instruc9on

-‐ Projects -‐ Building prior knowledge -‐ Discussion

-‐ Hand-‐on ac9vi9es

-‐ Project based assessments -‐ Performance assessments

Example – Grade 6 Social Studies

Tier 1

Tier 2

Tier 3

Our Profile


Crystal (modified)

Jason

Edward Majas Arvin Emily (ESCW) (ESCW) (ESL 1) (ESL 1) Mikayla Nolan Chen Yan

(ESCW) (ESL 2) (ESL 2) Serena Valery Jeryy Apple

(ESCW) (ESCW) (ESL 3) (ESL 3) Tabish Gavin Josh

(wri`en output) (vision impairment) (mo9va9on)

Nicky Leon David Jus9n Daisy (execu9ve func9oning)

Andre Mar9n Rachel Catrina Rowel

Jamie Mabek Jayda Anie

Our Profile

Our class goals

Extended Goal(s)

Modified Goal(s)

Goals for ALL

Goals for MOST

Goal for FEW


What are rights? What are responsibili9es? What is fair? What is equal? What is just?

What are the rights and responsibili9es of Crystal’s life?

Is it possible for me to be a human rights defender? What human rights issues affect me strongly enough to take ac9on?

Are systems necessary to ensure fairness?

Our inclusive supports

Supp

orts fo

r ALL

MORE

Sup

ports

EVEN

MORE

Supp

orts


-‐  Modified texts -‐  Modeling -‐  EA -‐  Concrete and personal

examples

-‐  Co-‐teaching -‐  Guided prac@ce -‐  Manipula@ves

-‐  Mul@ modali@es (video, images, words, drama)

-‐  Independent prac@ce -‐  Discussion -‐  Group work -‐  Technology

Tier 1

Tier 2

Tier 3

RTI Triangle


PLOs

Unit:

Ideas/ Concepts Ques@ons

All/Most/Few



Extended Goal(s)

Modified Goal(s)

Goals for ALL

Goals for MOST

Goal for FEW


Inclusion Triangle

Supp

orts fo

r ALL

(UDL

Strategies)

MORE

Sup

ports

(Adapta9

ons)

EVEN

MORE

Sup

ports

(Mod

ifica9o

ns)

Connect Process Transform & Personalize

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CurriculumforAll - blogsomemoore...Class PROFILE ! Learning in Safe Schools! Teacher: Callie...

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