EDST 497FShelley Moore

@tweetsomemoore

QUESTIONS FROM YESTERDAY?

STRUCTURE OF THE DAY

➤ Guiding Question: What do I already do to support the range of diversity of my students?

➤ Opening Activity: Building Criteria - What makes a great reflection?

➤ Morning Activity #1 - Building a case - Who are my students?

➤ Break

➤ Morning Activity #2: Presentation/Processing the readings - Synectics: RTI is like…

➤ Closing Reflection: What have I learned about supporting the range of diversity of my students?

Today’s Guiding Question

! What do I already do to support the range of diversity of my students?

! Quick write ! 5 minutes

! Share with your neighbour

! Personalized Learning ! Can we answer any of our questions?

Questions of the Week!

! How can we navigate the barriers/ tensions we come across in striving to be more inclusive?

! How do we meet the needs of students when they all have individual needs?

! What are some strategies to help students express their learning/what they know in diverse ways?

Opening Activity

! Co-constructing Criteria ! Write a statement to finish this sentence:

! A great reflection is… ! Share with your neighbour and add to it…

! A great reflection.. ! looks like, sounds like…

ACTIVITY #1: BUILDING A CASE

➤ Determine your groups (1,2 or 3)

➤ Try to have diverse roles (e.g. content teacher, support, EA etc.)

➤ Choose your grade band (i.e. elementary/secondary)

➤ Choose Subject Area (e.g. Math, home ec etc.)

BUILDING A CASE

➤ Build your class

➤ 26-30 students

➤ tier 1- 1 case study + 20 of your own

➤ tier 2 - 2 case studies + 2 of your own

➤ tier 3 - 1 case study

➤ Discuss/build a class of learners

➤ interests/strengths/stretches

➤ class inventory

CLASS INVENTORY

BREAK- 15 MINUTES

How do we do it? First step…

!“Knowing your learners, is foundational to designing curriculum,” (Childre, 2009)

!Not prescriptive

!Not one size fits all !Planning for our class needs to represent their

unique ecology ! Figuring out all the ‘colours’ in the class!

Strength based vs. Deficit based

!Where should you be, why aren’t you here?

!Where are you now, what is the next step?

Should….

!Should =“Average”

!The “green” kids

The End of Average!

How do we make an adjustable curriculum?

!Build a curriculum plan that fits the kids vs. kids fitting the curriculum

Starting with STRENGTHS!

Self Report

CLASS PROFILE

Interests: -socializing, sports, performing arts (dance and drama), facebook, reading

Classroom Strengths -attentive -good listeners -ask for help-like real-life examples/applications-visual, hands-on learners-good with text features-positive towards each other

Classroom Stretches -generating their own strategies -determining importance -discussion -self-monitoring -accessing prior knowledge

Individual Concerns

Goals -Making connections -Determining Importance -Applying their learning across the curriculum -Help students develop planning and self-monitoring strategies -Be able to write a persuasive piece using research skills

Decisions -Before, during, after lesson structure -Targeted, extended strategy instruction -Multimodal representation opportunities (differentiation) -Planning activities, metacognitive steps in lessons

Medical Nate: (ADHD)- difficulty with staying focused

Language Peter - ESL 2 Cory , Doug & Allie ESL 3 - 6 other students ESL 4 and 5.

Learning Nate, Jason, Lars- frontload, key ideas, adapt outcomes, reduce workload, Nate: Alphasmart

Socio-Emotional Nate: tunes out, seeks attention, few friends

Challenge Izzy, Keisha, Brittney, Glen

Class Review Recorder Form-good listeners -follows directions

-Kind -co-operative learners -visual and kinesthetic learners -creative -help + encourage each other Love stories

Classroom Strengths

Classroom Needs

DecisionsGoal

Mr. Marcus Math 9

-Increase confidence -learning multiple ways of problem solving

-Need help problem solving -Inclusion of all students in social activities -basic math facts

-not risk takers

-using math games and manipulatives to increase confidence, competence and math fluency

Medical Language Learning Social-Emotional Other

-Fred (OCD) -Erin (diabetic) -Derek (DHH)

-Carsten (LD + ELL) -Tom (ELL)

-Allen(Autism) -Marley(LD) -Derek (Cog Delays)

-Fred(Autism) -Allen (Autism) -Erin (shuts down)

-Lonnie (gifted) -Marley (gifted)

What are you thinking?

! How does this connect to what you already do?

Class Review Learning in Safe Schools

Teacher: Class:

Classroom Strengths Classroom Stretches

Individual Concerns

Class Review Recording Form

(Brownlie & King, 2000)

Goals Decisions

Medical Language Learning Socio-Emotional Other

Personal

SocialIntellectual- Communication - Social responsibility- Creative thinking

- Critical thinking

- Personal awareness & responsibility - Personal Identity & Culture

The Physical Place

Class: Interests:

Teacher: Strengths Stretches Individual Concerns

Physical Community - Self awareness & responsibility - Personal identity & culture

Social Emotional Community - Personal & social responsibility - communication

Learning Community - Creative thinking - Critical thinking

What CAN They do = strengths

Where do they still need support = stretches

What are they NEXT steps = Goals

Student self reports

Words that describe me

My favorite books/ stories

Things I like to do when I’m alone

Things I like to do with my friends

Things I like to do with my family

Things I’m very good at or interested in

Things I’d like (or need) you to know about me

My hopes and dreams for myself

The easiest way for me to show what I know is:

Things I would like to get better at in this class are:

THIS IS ME!

Name: Who Am I? Profile

Schnellert & Brownlie, 2011

Favourite books/stories…genres

0%

10%

20%

30%

40%

Genre

books about moviesgraphic novelsmysteriesaction/adventure

Learn best/ what you need

How I learn/ what I need

0% 18% 35% 53% 70%

auditoryreflectrelevanttime to thinkgroup workvisualwritingtalking

Get the students involved!

Response to Intervention (RTI)

!Some core assumptions ! The educational system can effectively teach ALL

children ! Early Intervention is critical (catching kids BEFORE they

fall) ! A multi-tiered service delivery model is necessary

! Research based interventions implemented

No Child Left Behind

Sub group

PASS THE TEST

Co-planning for All Shelley Moore 2013

Sub groupSub group Sub groupSub group

Leve

ls of

supp

ort

PASS THE TEST

Co-planning for All Shelley Moore 2013

Sub group Sub group Sub group Sub group Sub group

RESPONSE TO INTERVENTION (RTI)

STUDENTS

S, MOORE ADAPTATIONS & MODIFICATIONS- SDL 2012

Lens: Grade 9 – Social Studies Teacher: Bryce Miller

Regular 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

Tier 1

Tier 2

Tier 3

RTI Triangle Lens: Grade 2 Literacy

Co-planning for All Shelley Moore 2013

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

Tier 1

Tier 2

Tier 3

RTI Triangle Lens: Math 8 Shape & Space

Co-planning for All Shelley Moore 2013

Jodi

Kendra Alyssa Eric Cathy X. Cathy

Z Joanna Monica

Alexandria

Aiden Sara Jennilyn Breanna Kim Kayla Kelly Nadia Aida

Sam Maria Megan Jackson Siteah Caden Breanna

Rachel Annabel Johnathan Ethan

Students who need the most support

Students who need the most challenge

Tier 1

Tier 2

Tier 3

RTI Triangle Lens: Gym grade 10

Co-planning for All Shelley Moore 2013

-Annie - Kaen - Laural

- Danielle - Kory - Anna - - Ryan S. - Brian B. - Josh - Riley - Kyle - Tomas

- - Kristen - Sara - Donny - Denby - Sheldon - Keaston - Lauryn - Emily - Kayden - Sem - Lucas

What about smaller class sizes

! RTI can be used for any group size

! Even when working with a smaller group of students there will be students who need more or less support.

! Every setting can be differentiated, and a multi tiered approach can be used for example ,in resource room settings, guided reading groups, or life skill classes and as well

Tier 1

Tier 2

Tier 3

RTI Triangle: Resource 8-12 Lens: Literacy

Co-planning for All Shelley Moore 2013

Brian

- Daniel - Kris

- Roxanne -Ashley

- Jonathan - Sal

It can work for ANY PURPOSE! Curricular

! Literacy, numeracy, social studies, Phys Ed, Sewing, critical thinking…

! Behavioural ! Following directions, arriving on time, doing homework…

! Social Emotional ! Social responsibility, helping others, working together, …

Tier 1

Tier 2

Tier 3

RTI Triangle - Kindergarten Lens: Social/Emotional: communicating feelings

Ayden

Matthew

Leland Kylee

Romell Olivia

Xemnous Tyreek Taylynn Victoria Madelyn Sierra Tye Skylar Thomas Jaitab Marissa Kendra

Tier 1

Tier 2

Tier 3

RTI Planning Triangle Lens: Poetry

Curriculum for All 2015

Maria- G

Max - G Yuri - Q Parker - ELL

Annie – ELL Rahul – ELL Gurpreet Erin - Q Marco Nicky James Craig Bilal Priti Megan Joseph Polly Mohammed Mandy Amar Disha Geeta Chris

John - ELL Rose Cindy – ELL Polly - ELL

Tier 1

Tier 2

Tier 3

RTI Triangle: Math K Lens: number/creative thinking

Co-planning for All Shelley Moore 2013

Curric

ular C

ompe

tenc

ies

Core Competencies

Jade

Jade

Site Caden Breann Rache Annabel Johnathan Ethan

Kendra Alyssa Eric Cathy X. Cathy Z

Joanna Monica Alexandria

Kendra Alyssa Eric

Monica Alexandria

Sara Jennilyn Aiden Breanna

Kim Kayl Kelly Nadia Aida Sam Maria

Megan Jackson

Site Caden Breann Rache Annabel Johnathan Ethan

Breanna Kim

Sara Jennilyn Aiden Breanna

Kim Kayl Kelly Nadia Aida Sam Maria Megan

Jackson

Tier 1

Tier 2

Tier 3

RTI Triangle Lens:

Co-planning for All Shelley Moore 2013

ACTIVITY #2 PROCESSING THE READINGS

➤ Planning frameworks to support diversity: RTI

➤ SYNECTICS

➤ talk to you neighbour about the BEST birthday you have ever had!

➤ DRAW a picture of an item or symbol that represents this event

➤ Share out…

Today’s Guiding Question

! What do I already do to support the range of diversity of my students?

! Quick write ! 5 minutes

! Share with your neighbour

! Personalized Learning ! Can we answer any of our questions?

Questions of the Week!

! How can we navigate the barriers/ tensions we come across in striving to be more inclusive?

! How do we meet the needs of students when they all have individual needs?

! What are some strategies to help students express their learning/what they know in diverse ways?

Readings - UPDATED!