diversity,inclusion&curriculumforall · 2015-05-08 · class profile !! interests:...

ì Diversity, Inclusion & Curriculum for All

Shelley Moore

Port Moody Seconday Shelley Moore

www.blogsomemoore.wordpress.com

tweetsomemoore

Agenda

ì  Inclusion: Who, What, Where, When, Why & How the heck do we do it?!

ì  Break 1030

ì  Frameworks: Who are we teaching? Using RTI and Class Profiles and individual profiles to help guide our planning

ì

Who, What, Where, When, Why & How the heck do we do it???

ì Who is inclusion for? Who does it include?

In philosophy? In pracFce? What are your quesFons? What are your concerns?

ì What does inclusion mean?

In philosophy? In pracFce? What are your quesFons? What are your concerns?

What is Inclusion?

INTEGRATION SEGREGATION EXCLUSION INCLUSION

A

B

C

D

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

WHAT IS INCLUSION???

Inclusion is…

ì  Not separated by group

ì  Not separated by individual

ì More than physical integraFon

ì  Voluntary

ì  Inclusion is…

…voluntary, welcoming and supported!

Questions & Comments

ì Where can inclusion happen?

…Meaningfully

School Communities

ì  Classrooms for content ì  Social studies, math, science etc.

ì  Classrooms for elecBves ì  Phys Ed, Music, Home Ec., Art etc.

ì  AcBviBes/spaces inside the school ì  Hallways, cafeteria, lunch room, assemblies etc.

ì  AcBviBes/ spaces outside the school ì  Recess, field trips, extra curricular acFviFes, sports teams

etc.

Roles & Responsibilities in School Communities

ì  Behaviour ì  Goals to help students be included in the physical community

ì  CommunicaBon & InteracBon ì  Goals to help students be included in the social-‐emoBonal community

ì  Curricular ì  Goals to help students be included in the learning community

Roles & Responsibilities

Physical Community

Social-‐EmoFonal Community

Learning Community

Behaviour goals

CommunicaFon/ InteracFon goals

Curricular goals

ì  How does your school measure up?

Physical community

Social Community

Learning Community

In elecFve classrooms

In content classrooms

In the school

Extra curricular acFviFes

Off the Fmetable

Lunch, recess, break

Math, science, socials

PE, art, music,

Behaviour goals

Social/ CommunicaFon

Goals Curricular goals

WHERE CAN INCLUSION HAPPEN??

Example: Meet Jack

ì  Jack is a student in grade 8. He has a developmental disability and is modified in all areas of his program

ì  His classes this semester are ì  2 resource/life skills blocks ì  1 Social Studies block ì  1 Phys Ed block

ì  Jack was the manager of his soccer team in grade 7, and him and his parents are wondering how he can sFll be involved at high school

Physical Social

Curricular

In ElecFve classroom: Phys Ed

inclusion inclusion inclusion

Jack, a grade 8 student a^ends a Phys Ed class with his peers. His goals are:

ì  1. arriving to class on Fme (physical)

ì  2. turn taking and asking to join an acFvity using his communicaFon book (social)

ì  3. in a basketball unit, Jack’s goal is to idenFfy a basketball and bounce it 3 Fmes consecuFvely (curricular)

Jack is registered in a Social Studies 8 class with his peers, these are his goals:

ì  1. arriving to class on Fme (physical)

ì  2. turn taking and asking to join an acFvity using his communicaFon book (social)

What could be done to make Jack’s inclusive experience in Social Studies more meaningful?

Physical Social

Curricular

In content classrooms: Social Studies

inclusion inclusion integraFon

Jack is picked up by a school bus and leaves school at a specified Fme. There is no other opportunity for transportaFon to get him home.

What could be done to make Jack’s inclusive experience in Soccer more meaningful?

physical social

curricular

Extra curricular acFviFes: Soccer team

exclusion exclusion exclusion

Physical Community

Social Community

Learning Community

ElecBve SeKngs: Phys Ed inclusion inclusion inclusive

Content SeKngs: Social Studies inclusion inclusion integraFon

Extra curricular SeKngs: Soccer team

exclusion exclusion exclusion

Jack’s day

ì  How does your school measure up?

Physical community

Social Community

Learning Community

In elecFve classrooms

In content classrooms

In the school

Extra curricular acFviFes

THINK ABOUT YOUR STUDENTS…

inclusion

inclusion

inclusion

inclusion

inclusion

inclusion

inclusion

inclusion

inclusion

inclusion

inclusion

inclusion

BUT!

ì  The goal is not to do everything

ì  The goal is to do something

ì  What box stands out for you as a tension?

…This is your something

What is your ‘something?’

ì When can inclusion happen?

There is a myth that inclusion means that all students receive all their support services in the general classroom regardless of behavioural challenges, learning needs and inclusive experiences.

A time for together? A time for not…

Full Inclusion???

ì  “Full and authenFc inclusion has more to do with complete membership in a community rather than Fme spent in general educaFon.”

ì  “Full inclusion is going to look different in every school and every classroom and for every student.”

T. Villegas, 2014

When can inclusion happen?

ì  We are inclusive… ì  as long as we are striving to be more inclusive…in the classroom, in the

school, in the community

ì  We are inclusive… ì  if our goal is to come back and apply skills we have learned in other segngs

ì  We are inclusive… ì  When there is a re-‐entry plan to inclusive segngs

ì  We are inclusive… ì  If we start together and end together

ì  We are inclusive … ì  If groupings are based on goals and not ability

“Inclusion is…

…a never ending process of finding be^er ways to respond to diversity”

ì  “Thirty years of research shows us that when all students are learning together (including those with the most extensive needs) AND are given the appropriate instrucFon and supports, ALL students can parFcipate, learn, and excel within grade-‐level general educaFon curriculum, build meaningful social relaFonships, achieve posiFve behavioral outcomes, and graduate from high school, college and beyond. (SWIFT Schools)”

Physical Community


Learning Community

Questions & Comments

ì Why is inclusion important?

Chat to your neighbour

ì  What are you thinking?

ì  What are your quesFons?

ì  How does this connect to what you are already doing?

How the heck do we do it?

ì break

ì Frameworks to Support Diversity

Shelley Moore

•  Class/Individual Profiles •  Response to IntervenFon •  Backwards Design •  Planning Pyramid

Frameworks to Support Diversity

WHO am I teaching?

Class Profiles

RTI

Individual Profiles

Who am I teaching? Class Profiles

ì  What are the strengths of the class as a whole?

ì  What are your concerns for the class as a whole?

ì  What are your main goals for the class as a whole?

ì  What decisions can you make to support your students as whole?

ì  How can the class have a role in this process

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

CLASS PROFILE ��

Interests: -socializing, sports, performing arts (dance and drama), MSN, 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 Profile

-‐good listeners -‐follows direcFons

-‐Kind -‐co-‐operaFve learners -‐visual and kinestheFc learners -‐creaFve -‐help + encourage each other Love stories

Classroom Strengths

Classroom Needs

Decisions Goal

Mr. Marcus Math 9

-‐Increase confidence -‐learning mulFple ways of problem solving

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

-‐not risk takers

-‐using math games and manipulaFves to increase confidence, competence and math fluency

Medical Language Learning Social-‐EmoBonal Other -‐Fred (OCD) -‐Erin (diabeFc) -‐Derek (DHH)

-‐Carsten (LD + ELL) -‐Tom (ELL)

-‐Allen(AuFsm) -‐Marley(LD) -‐Derek (Cog Delays)

-‐Fred(AuFsm) -‐Allen (AuFsm) -‐Erin (shuts down)

-‐Lonnie (giled) -‐Marley (giled)

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 be^er at in this class are:

Name: Who Am I? Profile

Schnellert & Brownlie, 2011

Favourite books/stories…genres

0%

5%

10%

15%

20%

25%

30%

35%

40%

Genre

acFon/adventure

mysteries

graphic novels

books about movies

How do you learn best? what you need?

0% 10% 20% 30% 40% 50% 60% 70%

How I learn/ what I need

auditory

reflect

relevant

Fme to think

group work

visual

wriFng

talking

Who am I teaching? Individual Profiles

ì  What are the strengths of the student?

ì  What are your concerns for the student?

ì  What are your main goals for the student?

ì  What decisions can you make to support your student as whole?

ì  How can the student have a role in this 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 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 be^er at in this class are:

Name: Who Am I? Profile

Schnellert & Brownlie, 2011

Susan Sco^

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 alernoon I also do horse back riding in block C. I have auFsm

Some things I want to get beWer 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 beWer at this year: This year I want to get be^er at making friends, helping others, and not worrying. The easiest way to show what I know is: WriFng, talking, and drawing.

Name: Ryan Grade: 8 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.

SomeFmes 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 Grade: 8 Teacher: Ms. Wayne EA: Stephanie

My name is David. I am in grade 2. I go to Errington Elementary. I am good at Gym and Reading, but I need help with Science, Math and Spelling. When I have free Fme I like to watch family wedding or movies about me and my family. I also enjoy anything to do with Santa, especially movies because Christmas is my favorite Fme of year. Some things that help me are when people speak to nice and clear and not too fast. I also have a hard Fme when people are “bossy” to me. Other things that really help me are when I can sit near the front of the class so I can see and hear clearly. I really need picture symbols too. When I can have direcFons it helps if they can be repeated and if they are given to me one at a Fme. SomeFmes I can’t see well so font that is large and dark help me. And if I am feeling Fred I might need a break from work or a task that is really difficult. I work best when I am by myself or with an EA.

It is hard for me to tell how I feel and understand how others feel. I might need help understanding if I hurt someone’s feelings. I like when my teachers and EA’s keep things simple, have a sense of humour and tell me when I am doing a good job. Some things that I love are: Gurdaas Mann, cards and games, food, people, bowling, swimming, dancing, listening to music and drawing.

ì Name: David Grade: 8

Resource Teacher: Moore

Year 2009/2010 Student ID: 567890 Teacher: Mrs. Wayne EA: Stephanie

Student InformaFon Category: G

CommunicaFon Strengths -‐ David is usually verbal, and is gegng beêr at legng us know how he is feeling and what he wants. -‐ He will stay moFvated and on task if acFviFes are at his level.

CommunicaFon needs -‐unusual behaviour means that something else is bothering him or he is upset about something. (he may be cold or Fred) -‐ Pictures -‐ Clear direcFons -‐ One step at a Fme -‐ Simplified language

Independence Strengths -‐eaFng an cleaning up -‐ Dressing himself -‐ Washroom -‐ Helping acFviFes e.g. recycling, sweeping, chairs etc.

Independent needs -‐ He needs prompts and some assistance during transiFons, between classes, lunch, recess etc. -‐  He needs assistance tying shoes and cugng up food. -‐ He likes to read or listen to music with someone during silent reading (a peer or EA) -‐ He walks to classrooms with an EA.

Behaviour Strengths -‐ MoFvators work well. Food, music, one on one Fme with an adult. -‐ Have him working toward a goal or proffered acFvity -‐ He has a great sense of humour and is very social -‐ Like to help out

Behaviour needs -‐ Explain tasks using picture cues -‐ PaFence and not reacFng to his undesired behaviour helps -‐ Uses negaFve behaviour to get aênFon -‐ Consistency and rouFne

Academic Strengths -‐ Adding with manipulaFves -‐ Sight word reading (gr. ½) -‐ Money and some Fme concepts -‐ Understanding info in predictable paêrns -‐ RelaFng info to movies

Academic Needs -‐ Task checklists -‐ Clear and 1-‐step instrucFons/ direcFons

Name: Aron Smith Grade: 9

Parents: Mr & Mrs. Smith Home Phone #: 555 5555 Cell #: (dad) 666 6666 Work #: (mom) 777-‐7777

Address: 567 road Richmond, BC

Case Manager: Moore

Counselor: Ivan Student ID: 9999999 Homeroom: 9C

1 class Teacher support program

A Science 9 Mr. Alexis Mitchell adapted

B English 9 Ms. Jones adapted

C Resource Ms. Moore Hovbrender/ Leznoff adapted

D P.E. 9 Mr. Dhaliwal Lorenz Adapted

Student InformaFon Category: G (AuFsm)

Strengths -‐ SupporFve family/ home -‐  strong academically when supports and structures in place -‐ Funny! -‐ -‐ likes school

Concerns -‐ Can become fixated and difficult to redirect -‐ Food and sleep affect behavior, no food with red food coloring -‐ May have difficulty connecFng socially -‐ Likes to leave early

Other relevant InformaFon/ strategies -‐ A^ends therapeuFc horseback riding on Tuesdays during Block C -‐ Try to keep school work at school, finish homework during resource Fme (block C) -‐ Provide structure and rouFne with built in breaks if needed -‐ Work with him calmly and raFonally -‐ Allow him to call home when worried or anxious

Recommended Program AdaptaFons

q Extra Fme for assignments q Use of visual supports/ prompts q Use of SET BC technology q Providing breaks q  ManipulaFves available for work/tests q Calculator available for tests

q SeaFng to accommodate vision q Spell check/ no penalty for spelling errors q Access to a word processor q Photocopy notes q Audio Books q Scribe

q Reader q Separate locaFon for tests/quizzes q Extra Fme for tests/ quizzes q SeaFng to accommodate behavior q  q  q 

ì Who am I teaching? Response to IntervenFon (RTI)

Response to Intervention (RTI)

-‐  A mulF-‐Fered system for planning and delivering instrucFon.

-‐  The “Fered” model—olen illustrated as a triangle with three levels.

-‐  Each level represents a grouping of students whose differing needs are met with addiFonal instrucFonal approaches

S, MOORE ADAPTATIONS & MODIFICATIONS-‐ SDL 2012

No Child Left Behind

subgroup subgroup subgroup subgroup subgroup

PASS THE TEST

Co-‐planning for All Shelley Moore 2013

Not enough…

Leve

ls of sup

port

PASS THE TEST


subgroup subgroup subgroup subgroup subgroup

RESPONSE TO INTERVENTION (RTI)

S, MOORE ADAPTATIONS & MODIFICATIONS-‐ SDL 2012

RTI Triangle

ì  Combining RTI and class profiles ì  We can use these Fered levels to strategically

group students to help us plan for differenFated levels

ì  Non-‐categorical – students can fall into a Fer depending on the day, subject, supports in place etc.

ì  It is only a planning tool, it is not how students are grouped physically in spaces

Lens: Social Studies 9 Teacher: Bryce Miller

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


Tier 1

Tier 2

Tier 3

RTI Triangle Lens: English 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

Tier 1

Tier 2

Tier 3

RTI Triangle Lens: PE grade: 10


-‐Annie -‐ Kaen

-‐ Laural -‐ Bre^

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

-‐ Roxy -‐ Ashlyn -‐ Jessica -‐ Sahij -‐ Osmond -‐ Jack -‐ Kristen -‐ Sara -‐ Donny -‐ Denby -‐ Sheldon -‐ Keaston -‐ Lauryn -‐ Emily -‐ Kayden -‐ Sem -‐ Lucas

What about smaller class sizes

ì  RTI can be used for any group size

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

ì  Every seKng can be differenBated, and a mulF Fered approach can be used for example ,in resource room segngs, guided reading groups, or life skill classes and as well

Tier 1

Tier 2

Tier 3

RTI Triangle: Resource 8-‐12 Lens: Behaviour


Brian

-‐ Daniel -‐ Kris

-‐ Roxanne -‐ Ashley

-‐ Jonathan -‐ Sal

Your turn…

ì  What is your lens?

ì  Who are you planning for? -‐ Who needs the most support? -‐ Who needs the most challenge?

Roles & Responsibilities

Physical Community


Learning Community

Tier 1

Tier 2

Tier 3

RTI Triangle Lens:


Additional Resources

ì  Class Reviews: Brownlie & King (2000)

ì  RTI Triangle: Downing (2010)

ì  Class Profiles: Brownlie, Feniak & Schnellert (2006)

diversity,*inclusion*&*curriculum*for*all* · 2015-05-08 · class profile !! interests:...

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diversity,inclusion&curriculumforall · 2015-05-08 · class profile !! interests:...