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Curriculum for All
Session 3
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www.blogsomemoore.wordpress.com
tweetsomemoore
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Essen9al Ques9on
• How can we as educators, strategically and collabora.vely plan, to provide an inclusive learning environment for all students regardless of grade, content or cogni9ve ability?
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RTI TRIANGLE
WHO are we teaching?
Frameworks to Support Diversity
Co-‐planning for All Shelley Moore 2013
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Class PROFILE ���Learning in Safe Schools ���
Teacher: Callie Abougoush, Charman Lum, Class: Science 9
Classroom Strengths Classroom Stretches
Individual Concerns
Class Review Recording Form
(Brownlie & King, 2000)
Goals Decisions
Medical Language Learning Socio-Emotional Other
• Social – like to work together
• Academically OK • Ac9ve – high energy • Like current events
• Like to help and encourage others
• Most have school spirit • Loves stories and real-‐life
connec9ons
• Staying on task • Transi9ons • Exclusions of some
student(s)
• Parental commitment & support
• Punctual comple9on of assignments
• Engagement • Metacogni9on • Increased
communica9on with support team
• Consistency with
procedures • Checkpoints and early
interven9on • Posi9ve-‐feedback system
for assignment comple9on
• Collaborate with dept. to brainstorm engagement and metacogni9on ac9vi9es
• Set dates to meet with support team • Teach, rehearse, reinforce procedures • Create poster for each class with checkpoint (& others) • Create posi9ve-‐feedback system that works
Ernest – seizures David – asthma & aus9sm
Ricardo – ESL from Mexico Sal – ESL from China
Charlie – au9sm; fine motor, expressing ideas Richard – age 8/9; picture level; 2/3 sentence level Geoff – ADHD & opposi9onal
Tori – anxiety and social behavior Danny – high anxiety and frustra9on Rex – speaks selec9vely
Melanie – FN Tammy – a`endance & FN Jasmine – advanced Ernest & David – behav.
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RESPONSE TO INTERVENTION (RTI) STUDENTS
S, MOORE ADAPTATIONS & MODIFICATIONS-‐ SDL 2012
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Tier 1
Tier 2
Tier 3
RTI Triangle Socials 8
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
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Planning Pyramid
RTI TRIANGLE
WHO are we teaching?
WHAT are they learning?
Co-‐planning for All Shelley Moore 2013
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Planning Pyramid
Even more goals
More goals
Goals
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Even more goals
More goals
Goals
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Tier 1
Tier 1
Tier 1
All
Most
Few
RTI Triangle
What happens if we combine frameworks?
Planning Pyramid
What do you no@ce?
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Tier 1
Tier 2
Tier 3
All
Most
Few
RTI Triangle Planning Pyramid
What happens if we combine frameworks?
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PLOs Compare daily life, family structures and gender roles in a variety of civiliza9ons Describe the impact of technological innova9on and science on poli9cal, social and economic structures Describe how physical geography influenced pa`erns of se`lement, trade and explora9on Assess the impact of contact, conflict and conquest on civiliza9ons
Unit: Vikings Essen@al Ques@on: Did the Vikings create order or chaos?
Ideas/ Concepts Vikings Culture Travel Geography Cause/Effect
Ques@ons 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? Chao9c? Extended Goal Can order and chaos exist at the same 9me? Why?
All/Most/Few All All All Most Most Few
Course: Socials 8
Co-‐planning for All Shelley Moore 2013
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Vikings Culture
Travel
Geography
Cause Effect
Chaos
Order
Roles
Responsibility
Use the one or two of the words together to create questions that we could explore during this unit!
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Vikings Culture
Travel
Geography
Cause Effect
Chaos
Order
Roles
Responsibility
Who were the Vikings?
What was Viking culture like – How did they live?
Where are the Vikings from?
Where did they travel?
How did they travel?
Why did they leave their home?
What happened when they got to their destination?
What is chaos?
Can chaos and order exist together?
Why did the Vikings wear those hats?
When did they live? Are there still Vikings?
How were the Vikings orderly?
How were the Vikings chaotic?
Use the one or two of the words together to create questions that we could explore during this unit!
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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? Chao9c?
Can order and chaos exist at the same 9me? Why?
Co-‐planning for All Shelley Moore 2013
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5. Priori9ze
Most Challenging – Match 9er 1 (including gihed)
Most Accessible – Match 9er 3 (but not modified) – A place to start (but not to stay)
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PLOs Explain how human vision works Explain the proper9es of visible light Demonstrate knowledge of the behaviour of waves Compare visible light to other types of electromagne9c radia9on
Unit: Op@cs Essen@al Ques@on: Why Can We See?
Ideas/ Concepts The eye/ seeing Light Energy Waves Electromagne9c spectrum
Ques@ons 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? Extended Goal How do we see what we cant see?
All/Most/Few All All All Most Most Most Few
Course: Science 6
Co-‐planning for All Shelley Moore 2013
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Go Back and Check!
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What about individual students?
• Sejng goals for students who are modified
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Considering individual students… • A new view of students with special needs…
– Tradi9onally students with special needs have programs limited to goals around:
• Behaviour • Communica9on • Social skills • Advocacy • Func9onal Academics
– But these are ohen not 9ed to content class with their peers
– To make inclusion meaningful, student need to have access to content too… but how to we bridge the cogni9ve gap??
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Assessing for literacy
Literacy level Cogni@ve level – age (grade)
Early Emergent 0-‐2
Later emergent 2-‐3
Transi9onal 3-‐5 (K)
Beginning conven9onal 5-‐6 (K/1)
Later Conven9onal 6-‐8 (1/2+)
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Social Studies 9 Teacher: Bryce Miller
Regular Outcomes
Adapted Outcomes
Modified 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
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Social studies 9- content goals
Modified Schmodifed. Shelley Moore, 2012
One goal
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goals
- For ALL students
Modified Schmodifed. Shelley Moore, 2012
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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
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goals - For SOME students
Modified Schmodifed. Shelley Moore, 2012
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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
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goals - For Few students
Content
Modified Schmodifed. Shelley Moore, 2012
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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
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goals - For INDIVIDUAL students
Content
Modified Schmodifed. Shelley Moore, 2012
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Category: Literacy Level: conventional
What is Culture? How is Culture Formed?
Modified outcomes To address appropriate content level
Nancy (C) Ryan (D)
Category: Literacy Stage: Emergent
Learning Needs
Class goal for all: Student will be able to: -‐ Assess how iden@ty is shaped by a variety of factors including:
-‐ family -‐ community - country
Modified Schmodifed. Shelley Moore, 2012
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Modified Schmodifed. Shelley Moore, 2012
Nancy
Ryan
Iden9fy groups a part of their lives
Identify significant language and cultural characteristics of Canadian society
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Category: Literacy Level: conventional
What is Culture? How is Culture Formed?
Modified outcomes To address appropriate content level
Nancy (C) Ryan (D)
Category: Literacy Stage: Emergent
Learning Needs
Class goal for all: Student will be able to: -‐ Assess how iden@ty is shaped by a variety of factors including:
-‐ family -‐ community - country
Niccole will: -‐ iden9fy groups that are a part of her life (K)
Rahul will: - Identify significant language and cultural characteristics of Canadian society (gr. 2)
Modified Schmodifed. Shelley Moore, 2012
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Vikings Example
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PLOs Compare daily life, family structure and gender roles in a variety of civiliza9ons
Unit: Vikings Essen@al Ques@on: Did the Vikings create order or chaos?
Ideas/ Concepts Vikings
Access Ques@ons Who were the Vikings? How did the Vikings live?
All/Most/Few All All
Course: Socials 8-‐ Modified goal
PLOs
Co-‐planning for All Shelley Moore 2013
Ideas/concepts
Ques@on
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Student who is modified
• Literacy level: beginning conven@onal
• Goal for All: Compare daily life, family structures and gender roles in a variety of civiliza@ons
• Grades to help us: Grade 1/2
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Dis9nguish roles, rights and
responsibili9es within the classroom and the
school
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PLOs Compare daily life, family structure and gender roles in a variety of civiliza9ons
Unit: Vikings Essen@al Ques@on: Did the Vikings create order or chaos?
Ideas/ Concepts Vikings
Access Ques@ons Who were the Vikings? How did the Vikings live?
All/Most/Few All All
Course: Socials 8-‐ Modified goal
PLOs Describe roles and responsibili9es of individuals within the classroom and the school Co-‐planning for All Shelley Moore 2013
Ideas/concepts Roles and responsibili9es Vikings
Ques@on What were the different roles and responsibili9es of the Vikings?
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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? Chao9c?
Can order and chaos exist at the same 9me? Why?
What were the different role and responsibili9es of the Vikings?
Co-‐planning for All Shelley Moore 2013
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A modified goal….
• is a star9ng point • is background/prior knowledge • is assumed knowledge • Will help EVERYONE • Gives a student a role in the learning community
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Other goals…
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What type of goal???
A curricular goal with curricular content (0-‐3) or
A literacy goal with curricular content (3 +)
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7. Last step….Go back and check • Match goals to RTI triangle
– Do the access ques9ons match the target popula9on of student?
• Are the ques9ons accessible enough for your students in 9er 3?
• Are they challenging enough for your students in 9er 1?
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Op9cs Example
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PLOs Explain how human vision works Explain the proper9es of visible light Demonstrate knowledge of the behaviour of waves Compare visible light to other types of electromagne9c radia9on
Unit: Op@cs
Ideas/ Concepts The eye/ seeing Light Energy Waves Electromagne9c spectrum
Ques@ons 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? Extended Goal How do we see what we cant see?
All/Most/Few All All All Most Most Most Few
Course: Science 8
Co-‐planning for All Shelley Moore 2013
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Student who is modified
• Literacy level: Later Emergent
• Goal for All: Explain the proper@es of visible light
• Grades to help us: K
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PLOs Explain the proper9es of visible light
Unit: Op@cs Essen@al Ques@on: Why Can We See?
Ideas/ Concepts Light
Access Ques@ons What is visible light?
All/Most/Few All All
Course: Science 8-‐ modified goal
PLOs (grade K)
Co-‐planning for All Shelley Moore 2013
Ideas/Concepts
Access Ques@ons
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Describe proper9es of materials including
colour, shape, texture, size and weight
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PLOs Explain the proper9es of visible light
Unit: Op@cs Essen@al Ques@on: Why Can We See?
Ideas/ Concepts Light
Access Ques@ons What is visible light?
All/Most/Few All All
Course: Science 8-‐ modified goal
PLOs (grade K) Describe proper9es of light using colour
Co-‐planning for All Shelley Moore 2013
Ideas/Concepts Colour light
Access Ques@ons What are the colours in light? What is the order of colours in a light rainbow (electromagne9c spectrum)?
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A modified grade????????
Goal Area/Topic NYM MM FM EE
Goal:
Goal:
total
weight x1 x2 x3 x4
+ + + =
Divide by (# of goals x 4) x 100
%
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Evalua9on Rubric
• Support level • Independence level • Par9cipa9on level
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Back of the goal PAGE
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A modified grade????????
Goal Area/Topic NYM MM FM EE
Goal: Nicole will iden9fy groups that are a part of her life
✔
Goal: Nicole will iden9fy ways which individuals contribute to her community
✔
total 1 1
weight x1 x2 x3 x4
0 + 0 + 3 + 4 = 7
Divide by (2 x 4) x 100
88 %
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Modified Schmodifed. Shelley Moore, 2012
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Planning Pyramid
RTI TRIANGLE
WHO am I teaching?
WHAT am I teaching?
HOW can I support my students?
UDL Triangle
Combining Frameworks
Lesson Sequences How will we get there?
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Inclusion Supports (adapta9ons and modifica9ons)
• ALL students can access supports regardless of ability in the teaching and learning phase
• The job is to decide, which supports will work for your group of students, and how you will scaffold them using the Class Profile
• Supports are designed for specific students, but during teaching, are accessible to whomever needs them
Co-‐planning for All Shelley Moore 2013
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Teaching and Learning Supports Vs.
Tes9ng Supports
• Supports are designed for specific groups… but are available to EVERYONE
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Teaching Accommoda9ons (not tes9ng accommoda9ons)
• Adjusted reading level of texts • Use of Pictures • Technology • Choice of response • Choice of materials • Project based learning • Literature circles • Partner talk • Strategic groupings • Modified content • Modified text • Graphic organizers • Group work • Test-‐taking strategies • Organiza9on strategies • Note taking strategies • Self regula9on strategies • Workbook/worksheets • Alternate texts • LCD projector • Inquiry • Other??????
• SEA • Peer support • Note-‐taker • Proximity • Extended 9me • Assis9ve technology • Scribe • Separate loca9on • Reduced workload/demand • Team Teaching • Small group instruc9on • Large group instruc9on • Individual instruc9on • Learning center • Read Aloud • Discussion • Field trips/authen9c ac9vity • Hands on ac9vity/ experiment • Literacy/ learning strategies • Connec9ng to prior knowledge • Using interests of students • Student made criteria • Performance based assessments • Use of calculator • Modeling • Guided prac9ce • Independent prac9ce • Quiet loca9on to work
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Learning Supports for All-‐ CHOICE • UDL: Mul9ple means of: engagement, representa.on, expression
– Connec@ng: Connec9ng to old informa9on • Prior knowledge • Personal experience • Engagement/ interests
– Processing: Presen9ng the informa9on
• Mul9ple texts (levels and text, pictures, movies, read aloud, internet) • Organizing informa9on (graphic organizers) • Informa9on going in/ understanding it
– Transforming & Personalizing: Showing what we know
• Oral, visual, wri`en • Informa9on going out • Showing what you know • Making it personally meaningful
Brownlie & Schnellert 2011
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Input Adap9ng the way instruc9on is delivered to the learner Example: Use different visual aids, concrete examples, hands on ac9vi9es, coopera9ve groupings
Difficulty Adapt the skill level, problem type or rules of how the learner may approach the work Example: Allow a calculator, simply direc9ons
Degree of par@cipa@on Adapt the extent to which a learner is ac9vely involved in the task Example: In PE, student is I charge of scoring, while others play game
Output Adapt how the learner responds to instruc9on Example: allow verbal vs. wri`en 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 educa9onal 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 9me allowed for learning or task comple9on Example: extend 9me if needed
Size Adapt the number of items that the learner is expected to learn or complete Example: reduce the number of math ques9ons around a concept
Parallel curriculum Provide the different instruc9on and materials to meet individual goals e.g. a task that is similar to class – meet the same goals, but is individualized
h`p://www.spannj.org/p9/Curriculum_Modifica9ons_and_Adapta9ons.pdf
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Inclusion Triangle
Supports for ALL (UDL Strategies)
MORE Supports (Adapta9ons)
EVEN MORE Supports (Modifica9ons)
Co-‐planning for All Shelley Moore 2013
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Inclusion Triangle Socials 8
Supp
orts fo
r ALL
(UDL
Strategies)
MORE
Sup
ports
(Adapta9
ons)
EVEN
MORE
Sup
ports
(Mod
ifica9o
ns)
-‐ You tube clips -‐ Pictures -‐ Audio Books
-‐ Mul9ple texts -‐ Mul9ple text levels
-‐ Integra9ng Aboriginal content -‐ Connec9ng to interests
-‐ Simplified G.Os -‐ Pictures -‐ One-‐to-‐one instruc9ons
-‐ LCD -‐ Team teaching -‐ Lit circles -‐ Teaching literacy skills -‐ worksop
-‐ Alternate spaces to work (quiet, group, partner) -‐ Graphic organizers
-‐ PBAs -‐ Choice of tool/ strategy -‐ U9lizing interests -‐ Homework limited
-‐ Extra 9me for assignments -‐ Reduced workload
-‐ Assis9ve technology -‐ reader/scribe
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Inclusion Triangle Science 8
Supp
orts fo
r ALL
(UDL
Strategies)
MORE
Sup
ports
(Adapta9
ons)
EVEN
MORE
Sup
ports
(Mod
ifica9o
ns)
Connect Process Transform & Personalize
-‐ Note-‐taker -‐ Peer support
-‐ Pictures
-‐ Calculator -‐ Group work -‐ Strategy instruc9on
-‐ Projects -‐ Building prior knowledge -‐ Discussion
-‐ Hand-‐on ac9vi9es
-‐ Project based assessments -‐ Performance assessments
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Example – Grade 6 Social Studies
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Tier 1
Tier 2
Tier 3
Our Profile
Co-‐planning for All Shelley Moore 2013
Crystal (modified)
Jason
Edward Majas Arvin Emily (ESCW) (ESCW) (ESL 1) (ESL 1) Mikayla Nolan Chen Yan
(ESCW) (ESL 2) (ESL 2) Serena Valery Jeryy Apple
(ESCW) (ESCW) (ESL 3) (ESL 3) Tabish Gavin Josh
(wri`en output) (vision impairment) (mo9va9on)
Nicky Leon David Jus9n Daisy (execu9ve func9oning)
Andre Mar9n Rachel Catrina Rowel
Jamie Mabek Jayda Anie
Our Profile
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Our class goals
Extended Goal(s)
Modified Goal(s)
Goals for ALL
Goals for MOST
Goal for FEW
Co-‐planning for All Shelley Moore 2013
What are rights? What are responsibili9es? What is fair? What is equal? What is just?
What are the rights and responsibili9es of Crystal’s life?
Is it possible for me to be a human rights defender? What human rights issues affect me strongly enough to take ac9on?
Are systems necessary to ensure fairness?
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Our inclusive supports
Supp
orts fo
r ALL
MORE
Sup
ports
EVEN
MORE
Supp
orts
Co-‐planning for All Shelley Moore 2013
-‐ Modified texts -‐ Modeling -‐ EA -‐ Concrete and personal
examples
-‐ Co-‐teaching -‐ Guided prac@ce -‐ Manipula@ves
-‐ Mul@ modali@es (video, images, words, drama)
-‐ Independent prac@ce -‐ Discussion -‐ Group work -‐ Technology
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Tier 1
Tier 2
Tier 3
RTI Triangle
Co-‐planning for All Shelley Moore 2013
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PLOs
Unit:
Ideas/ Concepts Ques@ons
All/Most/Few
Co-‐planning for All Shelley Moore 2013
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UDL Planning Triangle
Extended Goal(s)
Modified Goal(s)
Goals for ALL
Goals for MOST
Goal for FEW
Co-‐planning for All Shelley Moore 2013
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Inclusion Triangle
Supp
orts fo
r ALL
(UDL
Strategies)
MORE
Sup
ports
(Adapta9
ons)
EVEN
MORE
Sup
ports
(Mod
ifica9o
ns)
Connect Process Transform & Personalize
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