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Think back! Who were your outside pins? What did you try? What did you notice? What are your questions?
BCs Renewed Curriculum ¤ Place Based ¤ Where will we implement our plan? What is your curricular place/ community/location/land? ¤ Teach skills in the context and transfer out vs. teach out of the ¤ context and transfer in Bring supports to the kids! ¤ ¤ Start with Strength ¤ What can we already do and what do we need to do next? vs. Where should we be and why aren’t we there? ¤ Responsive ¤ What competencies do we need to target? As an individual ¤ As a group as a whole ¤ ¤ Continuums of Success ¤ What is our range? Who needs the most support? ¤ Who needs the most challenge? ¤
The End of Average!
How do we teach to the range? 1. Know your students 2. Teach to strengths 3. Start from access and build on challenge 4. Extend for those who need even more access or even more challenge 5. Support them!
1. Know your students ¤ “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
Class Review (Brownlie & King, 2000) Class Review Recording Form Learning in Safe Schools Classroom Strengths Classroom Stretches Teacher: Class: Goals Decisions Individual Concerns Medical Language Learning Other Socio-Emotional
CLASS PROFILE Classroom Strengths Classroom Stretches -attentive -generating their own strategies -good listeners -determining importance -ask for help -like real-life examples/applications -discussion -visual, hands-on learners -self-monitoring -good with text features -accessing prior knowledge -positive towards each other Interests: -socializing, sports, performing arts (dance and drama), facebook, reading Goals Decisions -Making connections -Before, during, after lesson structure -Determining Importance -Targeted, extended strategy instruction -Applying their learning across the curriculum -Multimodal representation opportunities -Help students develop planning and self-monitoring strategies -Be able to write a persuasive piece using research skills (differentiation) -Planning activities, metacognitive steps in lessons Individual Concerns Medical Language Learning Socio-Emotional Challenge Nate, Jason, Lars- frontload, Nate: (ADHD)- difficulty Peter - ESL 2 Nate: tunes out, seeks Izzy, Keisha, key ideas, adapt outcomes, with staying focused Cory , Doug & Allie ESL 3 attention, few friends Brittney, Glen reduce workload, - 6 other students ESL 4 and Nate: Alphasmart 5.
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
Response to Intervention (RTI) ¤ Some core assumptions ¤ The educational system can effectively teach ALL children
Response to Intervention (RTI) ¤ Some core assumptions ¤ Early Intervention is critical (catching kids BEFORE they fall)
Response to Intervention (RTI) ¤ Some core assumptions ¤ A multi-tiered service delivery model is necessary Changing our support models Resource SLP ELL Resource SLP literacy literacy Numeracy ELL Numeracy First Nations First Social – behaviour Nations emotional
Response to Intervention (RTI) ¤ Some core assumptions ¤ Research based interventions implemented
RESPONSE TO INTERVENTION (RTI) STUDENTS S, MOORE ADAPTATIONS & MODIFICATIONS- SDL 2012
Lens: Grade 9 – Social Studies Teacher: Bryce Miller EA: Sharon Hovbrender Resource Teacher: Shelley Moore Rahul Niccole Philip, Shaun Tudor, Alexa, Paris, Talha Tyler, Montana, Karissa, Courtney, Jennifer, Mona, Kaaljeet, Summer, Amit, Zafar, Turner, Karm, Colin, Sarah, Ryan, Brian, Cynthia Regular Outcomes MOORE, S. & WATSON, L. PR-ALL-GRAMMING- SESSION 1, 2012 Modified Schmodifed. Shelley Moore, 2012
RTI Triangle Lens: Literacy 1/2 Rocky Keelor Tier 3 Keisha Sarah Jordyn Michael Jamie Raven Johnny Colten Tier 2 Rae Josh H. Adam K. Reece Joel Kyle Isaiah Kaitlyn Blake Jared Josh N. Nick C. Tier 1 Co-planning for All Shelley Moore 2013
RTI Triangle Lens: PE 10 -Annie - Kaen - Laural Tier 3 - Danielle - Kory - Anna - - Ryan S. - Brian B. - Josh - Riley - Kyle - Tomas Tier 2 - - Kristen - Sara - Donny - Denby - Sheldon - Keaston - Lauryn - Emily - Kayden - Sem - Lucas Tier 1 Co-planning for All Shelley Moore 2013
What about small groups ¤ 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
RTI Triangle: Literature circle goal: Lens: inferencing Brian Tier 3 - Daniel - Kris Tier 2 - Roxanne -Ashley - Jonathan - Sal Tier 1
RTI Triangle: Kindergarten Lens: number/creative thinking Jade Breanna Kim Tier 3 Jade Sara Jennilyn Site Caden Aiden Breanna Breann Kim Kayl Kelly Rache Annabel Johnathan Ethan Nadia Aida Sam Maria Megan Jackson Kendra Alyssa Tier 2 Eric Sara Jennilyn Site Caden Breann Aiden Breanna Rache Annabel Johnathan Kim Kayl Kelly Ethan Nadia Aida Sam Kendra Alyssa Maria Megan Jackson Eric Cathy X. Cathy Z Monica Joanna Monica Tier 1 Alexandria Alexandria Co-planning for All Shelley Moore 2013
RTI Triangle Lens: Tier 3 Tier 2 Tier 1
RTI Triangle Students who need the most support Grade/Course/Subject (place) _____________________________ Curricular Lens: Tier 3 _____________________________ Competency Lens: _____________________________ Tier 2 Students who need the most challenge Tier 1 Competency Curricular
How do we teach to the range? 1. Know your students 2. Teach to strengths 3. Start from access and build on challenge 4. Extend for those who need even more access or even more challenge 5. Support them!
2. Strength based vs. Deficit based ¤ Where should you be, why aren’t you here? ¤ Where are you now, what is your next step?
Self Report
How do we teach to the range? 1. Know your students 2. Teach to strengths 3. Start from access and build on challenge 4. Extend for those who need even more access or even more challenge 5. Support them!
3. Start from access, build on challenge: Planning Pyramid Even more goals More goals Goals
Even more goals More goals Goals
How do we teach to the range? 1. Know your students 2. Teach to strengths 3. Start from access and build on challenge 4. Extend for those who need even more access or even more challenge 5. Support them!
4. Planning for the RANGE: Extending for further access and challenge Challenge Even more goals More goals Goals Access
Combining Frameworks Class Planning Profile /RTI Pyramid WHO am I WHAT am I teaching? teaching?
Combining Frameworks WHAT am I teaching? Planning Pyramid Class Profile/ RTI WHO am I teaching?
Goals… 1.Content: What do I need to know? 2.Competency: What do I need to do?
Planning Pyramid: K: Recognizing Number concepts 1-10 Goals for ALL I can match my age I can match MUST numbers 1-10 Access Goal Goals for MOST Goals for ALL I can CAN recognize numbers 1-10 Goals for FEW COULD I can find a number with the biggest value Extended Goal(s) Curriculum for All Shelley Moore, 2017
Planning Pyramid: 1 Science: Properties of Matter Goals for ALL I know my favourite colour I know colour, MUST hardness, softness I know objects that are my I know objects with favourite colour these properties Access Goal Goals for MOST Goals for ALL I know texture and flexibility CAN Goals for FEW COULD I know absorbency and lustre Extended Goal(s) Curriculum for All Shelley Moore, 2017
Planning Pyramid: 1 Science: Properties - measurement Goals for ALL I can match same/different I can compare objects same/ different MUST Access Goal Goals for MOST Goals for ALL I can compare objects more/less CAN Goals for FEW COULD I can compare and measure objects using descriptive words Extended Goal(s) Curriculum for All Shelley Moore, 2017
Planning Pyramid: 3/4 Science: Arctic - Questioning Goals for ALL I can wonder about the I can ask factual Arctic questions about the Arctic MUST I can make predictions about the Arctic using my prior knowledge Access Goal Goals for MOST Goals for ALL I can ask question to further my CAN thinking about the Arctic I can make prediction based on new information I have learned about the Arctic Goals for FEW COULD I can sustain my inquiry about the Arctic over time Extended Goal(s) Curriculum for All Shelley Moore, 2017
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