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

The Rationale

The End of Average!

How do we make an adjustable curriculum? ¤Build a curriculum plan that fits the kids vs. kids fitting the curriculum ¤We need to find the RANGE!

Teaching to diversity?

¤ Who are we teaching and what is their range? (the pilots) ¤ What are we teaching (the plane) and how does it represent the range of our learners? (the adjustments) ¤ How are we giving students the agency to use the supports and access the challenges they need to be successful? (the pilot adjusting the plane)

How do we do it? First step…

¤ Who are our pilots? ¤ “Knowing your learners (individuals), is foundational to designing curriculum (goals),” (Childre, 2009)

¤ Not what they are missing, but what they bring ¤ Not one size fits all ¤ Planning for our class needs to represent their unique ecology ¤ Figuring out all the ‘colours’ in the community!

Class/Community Profile

Teacher: Class:

Classroom Strengths Classroom Stretches Individual Concerns Class Review Recording Form

(Brownlie & King, 2000)

Goals Decisions

Medical Language Learning

Socio-Emotional

Other

How do we get individuals a part of the process?

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

• r 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:

Name: Who Am I? Profile

Schnellert & Brownlie, 2011

Individual Profiles

Here are a few of my favourite things to do…

I love to ________________________ I love to ________________________ I love to ________________________

Here are a few of my favourite things to do…

I love to ________________________ . I love to ________________________ . I love to ________________________ .

watch movies cook read

Here are some things that I….

…am good at. …don’t like. … interested in.

Here are some things that I want to get better at…

…at home. … at school. … all the time.

Some things I want to get better at, at home…

☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐ ☐

Keep my room clean Help out with chore around the house Get enough sleep Don’t sleep too much Help with cooking Do the dishes Do my laundry Do all my homework Work out

Susan Scott

Name: Aron Grade: 9

1

class Teacher/ EA

A

Science

• Mr. Alexis

B

English

• Ms. Jones

C

Resource

• Ms. Moore

D

gym

• Mr. Dhaliwal

Some things that I am good at: Studying homework dog walking horse back riding games basketball Things I really like: video games basketball animals walking my dog fishing

Some things you need to know about me:

I’m in grade 9 I’m 5’11 and I like basketball a lot I take the bus to school in the morning not afternoon I also do horse back riding in block C. I have autism

Some things I want to get better at this year:

English

The easiest way to show what I know is: By talking, by asking, by doing it

Name: Ashok Grade: 10

1

class Teacher/ EA

A

Foods 9

• Ms. Kenakin

B

Social studies 10

• Ms. Dunn

C

APPLS

• Ms. Moore

D

P.E

• Mr. Dhaliwal

Some things that I am good at: I am really good working on the computer, and video games. I’M also good at drawing. Things I really like: I really like to design cars and I like hanging out with family and friends. Some things you need to know about me: Things you need to know about me is I’M a fun loving guy that’s in a wheelchair and I really like people around me. And another thing you need to know about me is that my wheelchair is not a ride. Some things I want to get better at this year: This year I want to get better at making friends, helping others, and not worrying. The easiest way to show what I know is: Writing, talking, and drawing.

Name: Ryan Grade: 4 Teacher: Mrs. Smith

I like to play hockey and play video games and

• basketball. Those are my fun things to do.

I like to ride my bike outside I can go so fast on my

• bike. My favourite sport to watch is hockey. I like to see

my uncles at their house. Sometimes I can’t see when things are small. It is too hard to see. I can take notes when they are really far for me to see it. I take the school bus to go home every day. I would like to learn math and how to do more things on the computer. I would also like to make more friends at school. The easiest way for me to show my learning is to type it.

Name: David M. Grade: 8 Teacher: Ms. Wayne

My name is David. I am in grade 8. I go to McNair

• Secondary. I am good at PE and Reading and Art, but I

need help with Science, Math. When I have free time I like to watch movies and play video games. Some things that help me are when people speak clear and not too fast. I also have a hard time when people are bossy to me. Other things that really help me are when I can sit near the front of the class. When I can have directions it helps if they can be repeated and if they are given to me one at a time, or if they are written as a list on the board. Sometimes I can’t see well so font that is large and dark help me. And if I am feeling tired I might need a break from that is hard. I work best when I am by myself or with one other person. I like when my teachers have a sense of humour and tell me when I am doing a good job.

Who are our pilots!?

WHO are we? Response to Instruction

Tier 1 Tier 2 Tier 3

RTI Triangle Lens:

Inclusion Planning Workshop Shelley Moore 2017 Who needs the most support? Who need the most challenge? 80% 15% 5%

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: Math 5/6

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: Gym 3

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

Tier 1 Tier 2 Tier 3

RTI Triangle: Kindergarten Lens: Number sense/Creative thinking

Co-planning for All Shelley Moore 2016

Jade Jade Site Caden Breann Rache Annabel Johnathan Ethan Kendra Alyssa Eric 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:

RTI Triangle

Grade/Course/Subject (place) _____________________________ Curricular Lens: _____________________________ Competency Lens: _____________________________

Tier 1 Tier 2 Tier 3

Students who need the most support Students who need the most challenge

Curricular Competency

Response to Instruction (RTI) Four assumptions to RTI

• 1. We can effectively teach all

students in our community

• 2. Early instruction of support
• 3. Research based instruction
• 4. Shifting our support models

• 1. We can effectively teach all

students in our community

• 2. Early instruction of support

• 3. Research Based Instruction

• 4. Shifting our support models

Input

Adapting the way instruction is delivered to the learner Example: Use different visual aids, concrete examples, hands

• n activities, cooperative

groupings

Difficulty

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

Degree of participation

Adapt the extent to which a learner is actively involved in the task Example: In PE, student is I charge of scoring, while others play game

Output

Adapt how the learner responds to instruction Example: allow verbal vs. written 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 educational 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 time allowed for learning or task completion Example: extend time if needed

Size

Adapt the number of items that the learner is expected to learn

• r complete

Example: reduce the number of math questions around a concept

Parallel curriculum

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

http://www.spannj.org/pti/Curriculum_Modifications_and_Adaptations.pdf

Response to Instruction (RTI) Four assumptions to RTI

• 1. We can effectively teach all

students in our community

• 2. Early intervention of support
• 3. Research based instruction
• 4. Shifting our support models

Teaching to a range of diversity?

¤ Who are we teaching and what is their range? ¤ What are we teaching and how does it represent the range of our learners? ¤ How are we giving students the agency to make the adjustments they need to be successful?

• 3. Start from access, build on

challenge: Planning Pyramid

Even More Complexity More Complexity Goal

Even more goals More goals Goals Access

Challenge

• 5. Planning for the RANGE: Extending for further access and challenge

Grade 6/7 Class

Social

Communication Social Responsibility

Intellectual

Creative thinking Critical thinking

Personal

Personal Awareness & Responsibility Personal Identity & Culture

The Physical Place

Example: Grade 6/7 Class

Tier 1 Tier 2 Tier 3

RTI Triangle Lens: Personal Awareness & Responsibility

Kenny Kendra Alyssa Eric Cathy X. Cathy Z Joanna Monica Alexandria Aiden Sara Jennilyn Breanna Kim Kayla Kelly Nadia Aida Sam Maria Megan Jackson Siteah Max Michael Rachel Annabel JohnathanEthan

Students who need the most support Students who need the most challeng e

Making the plan! Backwards Design

¤ Essential Question: What does it mean to be personally aware and responsible and how can this help me in my life inside and outside of school? ¤ Key concepts: Self determination/ Self Regulation ¤ Key Vocabulary: goal, celebrate, effort, accomplishment, persevere, advocate, plan, initiative ¤ Performance tasks

¤

• 1. create a 3D model that represents your understanding of being personally

aware & responsible ¤ Choose to work individually or with a partner, choose level of challenge ¤

• 2. Describe how being personally aware & responsible connects to and can help

you in your own life ¤ Choose from writing a letter, drawing a comic, having a meeting; choose level of challenge

Setting the goals

Even more goals More goals Goals

Goal for ALL

• I can celebrate my efforts and accomplishments

(self determination)

• I can persevere through challenging tasks

(self regulation)

Start from access, build on challenge: Planning Pyramid

Goal for MOST

• I can advocate for my myself and my ideas (self

determination) I can implement a plan that I have made to meet a goal (self regulation) Goal for FEW

• I can take initiative and make change in

myself and the world (self determination)

• I can adjust a plan that I have made to

meet a goal (self regulation)

Even more goals More goals Goals Access

Challenge

• 5. Planning for the RANGE: Extending for further access and challenge

Goal for ALL

• I can celebrate my efforts and accomplishments

(self determination)

• I can persevere through challenging tasks

(self regulation)

Extend access and/or challenge

Goal for MOST

• I can advocate for my myself and my ideas (self

determination) I can implement a plan that I have made to meet a goal (self regulation) Access Goal

• I can accomplish a goal

that I set Goal for FEW

• I can take initiative and make change in

myself and the world (self determination)

• I can adjust a plan that I have made to

meet a goal (self regulation)

The Lessons!

Example: Math 8

Math 8: The relationship between surface area and volume of 3D

• bjects can be used

to describe, measure, and compare spatial relationships

Tier 1 Tier 2 Tier 3

Class Profile Lens: Math 8 Shape & Space

Jodi Kendra Alyssa Eric Cathy X. Cathy Z Joanna Monica Alexandria Aiden Sara Jennilyn Breanna Kim Kayla Kelly Nadia Aida Sam Maria Megan JacksonSiteah Cody Bob Ruth Andrew Jake Esther

Tier 1 Tier 2 Tier 3 All Most Few

RTI Triangle

What happens if we combine frameworks?

Planning Pyramid

What do you notice?

Tier 1 Tier 2 Tier 3

All Most Few

RTI Triangle Planning Pyramid

What happens if we combine frameworks?

Math 8: The relationship between surface area and volume of 3D objects can be used to describe, measure, and compare spatial relationships

Goal for ALL Goal for MOST Goal for FEW

Competency Goal: I can use mathematical vocabulary and language to contribute to mathematical discussions

I know 3D, prisms, right prisms, area, length, width, base, height, volume

I know cylinder I know triangular prism, face, net, surface area Key concepts & Elaborations Surface area Volume Net Base Height Formula Sum 3D Right prism Triangular prism Cylinder

I know 2D shapes

Access Challenge

I know composit e shapes

The lesson – Start

rectangle circle triangle square cube rectangular prism cylinder triangular prism

Sort the pictures/words

face surface area base net width height area volume 2D 3D prism length

Draw it!

¤ The words you know

¤ Show what the words means in Pictures The words you don’t know

¤ use text, internet, each other ¤ show what the words mean in pictures

Math 8: The relationship between surface area and volume of 3D objects can be used to describe, measure, and compare spatial relationships

Goal for ALL Goal for MOST Goal for FEW

Competency Goal: I can use mathematical vocabulary and language to contribute to mathematical discussions

I can identify 3D prisms, right prisms, area, length, width, base, height, volume

I can identify cylinder I can identify triangular prism, face, net, surface area Key concepts & Elaborations Surface area Volume Net Base Height Formula Sum 3D Right prism Triangular prism Cylinder

I can identify 2D shapes

Access Challenge

I can identify composit e shapes

Math 8: The relationship between surface area and volume of 3D objects can be used to describe, measure, and compare spatial relationships

Goal for ALL Goal for MOST Goal for FEW

Content goal: I know surface area and volume of regular solids Competency goal: I can communicate thinking in many ways

Key concepts & Elaborations Surface area Volume Net Base Height Formula Sum 3D Right prism Triangular prism Cylinder

Access Challenge

Math 8: The relationship between surface area and volume of 3D objects can be used to describe, measure, and compare spatial relationships

Goal for ALL Goal for MOST Goal for FEW

Content goal: I know surface area and volume of regular solids Competency goal: I can communicate thinking in many ways

Key concepts & Elaborations Surface area Volume Net Base Height Formula Sum 3D Right prism Triangular prism Cylinder

I know surface area of a composite prism Access Challenge

I know volume of a right prism I can communicate my thinking in one way (concrete, pictoral, abstract) I know net of a right prism I can communicate my thinking in two ways (concrete, pictoral, abstract)

I know surface area of a right prism I can communicate my thinking in any way (concrete, pictoral, abstract)

I know 3D I can build a prism

The Learning Tasks

¤ You NEED to:

¤ Discuss with a partner: What is a prism? ¤ Build a 3D prism

¤ You MUST:

¤ Build a 3D prism with a volume of 24 units 3 ¤ Show your thinking in another way

¤ You CAN:

¤ Build a net for your 3D prism ¤ Show your thinking in another way

¤ You COULD:

¤ Figure out the surface area of your 3D prism ¤ Show your thinking in another way

¤ Give this a TRY:

¤ Try the same activity with a composite shape

Start here

Content goal: I know surface area and volume of regular solids Competency goal: I can communicate thinking in many ways

Keep in mind…

“It is not about finding the answer…It is about finding out what is useful.”

¤Bruce Beairsto

One thing..

¤What is one USEFUL thing from today? ¤What do you want to try? ¤What is your next steps? ¤Who can support you?

Start with one…

Recommended Resources

Butler, D. L., Schnellert, L., & Perry, N.

• E. (2016). Developing self-

regulating learners. Don Mills, ON: Pearson.

Schnellert, L., Watson, L., & N. Widdess (2015). It’s all about thinking: Building pathways for all learners in the middle

• years. Portage and Main. Chapter One.

Brownlie, F., Fullerton, C., & Schnellert, L. (2011). It’s all about thinking: Collaborating to support all learners in mathematics and science. Portage and

• Main. Chapter One.

Brownlie, F., & Schnellert, L. (2009). It’s all about thinking: Collaborating to support all learners in social studies, English, &

• humanities. Portage and Main. Chapter

One. Schnellert, L., Datoo, M., Ediger, K., & Panas,

• J. (2009). Pulling together: Integrating

inquiry, assessment, & instruction in today’s English classroom. Pembroke. Chapter One.

Brownlie, F., Feniak, C., &

• L. Schnellert (2006).

Student diversity. Pembroke.

Moore, S. (2016). One without the other: Stories of unity through diversity and

• inclusion. Portage & Main.

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