Upload
candy
View
22
Download
0
Tags:
Embed Size (px)
DESCRIPTION
Modified Schmodified : Setting c urricular goals for students who are modified in inclusive classes. Shelley Moore Dec. 12, 2013 SETBC Online Learning Series. www.blogsomemoore.wordpress.com. tweetsomemoore. The start…. SECONDARY TEACHERS AND EA’S SURVEYED: IEP’S ARE…. Too long - PowerPoint PPT Presentation
Citation preview
Modified Schmodified: Setting curricular goals for students who are modified in inclusive
classes.
Shelley MooreDec. 12, 2013
SETBC Online Learning Series
www.blogsomemoore.wordpress.com
tweetsomemoore
The start…
SECONDARY TEACHERS AND EA’S SURVEYED: IEP’S ARE…
• Too long• Not relevant to content• Not accessible as an
evaluation tool• A bureaucratic document• Not useful for teachers or
EA’s in modifying curriculum
Modified Schmodifed. Shelley Moore, 2012
PARENTS SAID…
• There is not enough information of what they want, too much of what they don’t
• Not enough record of progress
• They deserve a mark for their work
• Were unsure who was accountable for what
• They wanted students in content classes
RESULT
• 1 page content IEP’s• Content related goals• Evaluation checklist• Separate IEP’s for literacy and
category goals• Trial with 12 modified students
• 0-100 % Teacherparticipation in creation and/ or evaluation of modified student’s IEPS.
Modified Schmodifed. Shelley Moore, 2012
EXAMPLE• Social Studies 9
– Teacher: Bryce Miller– EA: Sharon Hovbrender– Resource teacher: Shelley Moore
Modified Schmodifed. Shelley Moore, 2012
Social Studies 9Teacher: Bryce Miller
Regular Outcomes
AdaptedOutcomes
ModifiedOutcomes
Tyler, Montana, Karissa, Courtney, Jennifer, Mona, Kaaljeet, Summer,
Amit, Zafar, Turner, Karm, Colin,Sarah, Ryan, Brian, Cynthia
Philip, ShaunTudor, Alexa, Paris, Talha
RahulNiccole
Modified Schmodifed. Shelley Moore, 2012
EA: Sharon HovbrenderResource Teacher: Shelley Moore
MO ORE, S . & WATSON, L . PR-AL L -G RAM M ING- SESSION 1 , 20 12
Social studies 9- content goals
Modified Schmodifed. Shelley Moore, 2012
One goal
goals-For ALL students
Modified Schmodifed. Shelley Moore, 2012
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
Modified Schmodifed. Shelley Moore, 2012
goals- For SOME students
Modified Schmodifed. Shelley Moore, 2012
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
Unit: What is Culture? How is Culture Formed?
What can we add?What does SOME need to know?
Content goals
Modified Schmodifed. Shelley Moore, 2012
goals- For Few students
Content
Modified Schmodifed. Shelley Moore, 2012
Student will be able to:- Assess how identity is shaped by a
variety of factors including:- gender- belief
Unit: What is Culture? How is Culture Formed?
What can we add?What does FEW need to know?
Content goals
Modified Schmodifed. Shelley Moore, 2012
goals- For INDIVIDUAL students
Content
Modified Schmodifed. Shelley Moore, 2012
Considering individual students…
• A new view of students with special needs…– Traditionally students with special needs have programs
limited to goals around:• Behaviour• Communication• Social skills• Advocacy• Functional Academics
– But these are often not tied to content class with their peers– To make inclusion meaningful, student need to have access
to content too… but how to we bridge the cognitive gap??– Literacy IS Cognition
PBAs for individual studentsSnapshot Assessment
• Why would we perform a Snapshot assessment??– Helps us set appropriate literacy goals and
objective for students (IEPs)– Bridges the cognitive gap of students in content
classes– It is a best practice and a constructive approach to
learning– Determine literacy level/cognitive level
Category:Literacy Level:conventional
What is Culture? How is Culture Formed?
Modified outcomesTo address appropriate content level
Niccole (C) Rahul (D)Category:Literacy Stage: Emergent
Learning Needs
Class goal:Student will be able to:- Assess how identity is shaped by a variety of factors including:
- family- community- country
Niccole will: - identify groups that are a part of her life (K)
-identify ways I whichindividuals contributeto a community (gr. 1)
Rahul will:-Identify a varietyof social structuresin which he lives,works and plays (gr.2)
-Identify significantlanguage andcultural characteristics of Canadian society (gr. 2)
Modified Schmodifed. Shelley Moore, 2012
Modified Schmodifed. Shelley Moore, 2012
Modified Schmodifed. Shelley Moore, 2012
IEP BIG PICTURE
IEP
1
2
3
4
5
Student Profile Page
Category Goals
Content 1
Content 2
IEP Accommodations
Modified Schmodifed. Shelley Moore, 2012
Modified Schmodifed. Shelley Moore, 2012
Modified Schmodifed. Shelley Moore, 2012
Back of the goal PAGE
Breaking it down…
UDLPlanning
TRIANGLE
RTITRIANGLE
WHO are we teaching?
WHAT are they learning?
HOW can we support them?
INCLUSIONTRIANGLE
Combining 3 Frameworks
Co-Planning ….. Plan
Co-planning for AllShelley Moore 2013
RTITRIANGLE
WHO are we teaching?
Co-planning for AllShelley Moore 2013
RESPONSE TO INTERVENTION (RTI)
STUDENTS
S, MOORE ADAPTATIONS & MO DIFICATIONS- SD L 2 012
Tier 1
Tier 2
Tier 3
RTI Triangle
Co-planning for AllShelley Moore 2013
Tier 1
Tier 2
Tier 3
RTI TriangleSocials 8
Co-planning for AllShelley Moore 2013
RockyKeelor
Keisha
JordynJamieJohnny ReeceJoel
SarahMichaelRavenColtenKyleIsaiah
Rae Josh H.Adam K.
Kaitlyn Blake Jared Josh N. Nick C.
UDLPlanning
TRIANGLE
RTITRIANGLE
WHO are we teaching?
WHAT are they learning?
Co-planning for AllShelley Moore 2013
WHAT IF WE PAIR THIS WITH THE INCLUSION TRIANGLE???
WHAT DO YOU NOTICE?
RTI TRIANGLE
Co-planning for AllShelley Moore 2013
The Planning pyramid: Considering UDL
Co-planning for AllShelley Moore 2013
UDL Planning Triangle
Extended Goal(s)
Modified Goal(s)
Goals for ALL
Goals for MOST
Goal for FEW
Co-planning for AllShelley Moore 2013
PLOsCompare daily life, family structures and gender roles in a variety of civilizations
Describe the impact of technological innovation and science on political, social and economic structures
Describe how physical geography influenced patterns of settlement, trade and exploration
Assess the impact of contact, conflict and conquest on civilizations
Unit: VikingsEssential Question: Did the Vikings create order or chaos?
Ideas/ Concepts
VikingsCulture
Travel
Geography
Cause/Effect
Questions
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? Chaotic?
Extended GoalCan order and chaos exist at the same time? Why?
All/Most/Few
All
All
All
Most
Most
Few
Course: Socials 8
Co-planning for AllShelley Moore 2013
Planning for an individual
• Student at a beginning conventional literacy level
Literacy level Grade level
Emergent Pre K-K
Later emergent K-1
Transitional 1-2
Beginning conventional 2-3
Later Conventional 3-4
PLOs
Compare daily life, family structure and gender roles in a variety of civilizations
Unit: VikingsEssential Question: Did the Vikings create order or chaos?
Ideas/ Concepts
Vikings
Questions
Who were the Vikings?
How did the Vikings live?
All/Most/Few
All
All
Course: Socials 8- Modified goal
PLOs (grade 2)Describe roles and responsibilities of individuals in a Viking Society
Co-planning for AllShelley Moore 2013
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? Chaotic?
Can order and chaos exist at the same time? Why?
Describe roles and responsibilities of individuals in a Viking Society
Co-planning for AllShelley Moore 2013
PLOsExplain how human vision works
Explain the properties of visible light
Demonstrate knowledge of the behaviour of waves
Compare visible light to other types of electromagnetic radiation
Unit: OpticsEssential Question: Why Can We See?
Ideas/ Concepts
The eye/ seeing
Light
Energy
Waves
Electromagnetic spectrum
QuestionsHow 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 GoalHow do we see what we cant see?
All/Most/Few
All
All
All
Most
Most
Most
Few
Course: Science 8
Co-planning for AllShelley Moore 2013
Planning for an individual
• Student at a later emergent literacy level
Literacy level Grade level
Emergent Pre K-K
Later emergent K-1
Transitional 1-2
Beginning conventional 2-3
Later Conventional 3-4
PLOsExplain how human vision works
Explain the properties of visible light
Unit: OpticsEssential Question: Why Can We See?
Ideas/ Concepts
The eye
Light
Questions
How do we see?
What are the colours and order on the electromagnetic spectrum?
All/Most/Few
All
All
Course: Science 8- modified goal
PLOs (grade K)Identify steps in “seeing”
Describe properties of light using colour
Co-planning for AllShelley Moore 2013
UDL Planning Triangle
Extended Goal(s)
Modified Goal(s)
Goals for ALL
Goals for MOST
Goal for FEW
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?
How do we see what we cant see?
Describe properties of light using colour
Identify steps in “seeing
Co-planning for AllShelley Moore 2013
UDL Planning Triangle
Extended Goal(s)
Modified Goal(s)
Goals for ALL
Goals for MOST
Goal for FEW
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?
How do we see what we cant see?
Describe properties of light using colour
Identify steps in “seeing
Co-planning for AllShelley Moore 2013
Co- Planning Templates
Co-planning for AllShelley Moore 2013
Tier 1
Tier 2
Tier 3
RTI Triangle
Co-planning for AllShelley Moore 2013
UDL Planning Triangle
Extended Goal(s)
Modified Goal(s)
Goals for ALL
Goals for MOST
Goal for FEW
Co-planning for AllShelley Moore 2013
PLOs
Unit:Big Question:Big Ideas:
Ideas/ Concepts Questions
All/Most/Few
Co-planning for AllShelley Moore 2013
PLOs
Unit: Essential Question:
Ideas/ Concepts Questions
All/Most/Few
All
All
Course: modified goal
PLO(s) (grade _______)
Co-planning for AllShelley Moore 2013
www.blogsomemoore.wordpress.com
tweetsomemoore