Inclusion and the New Curriculum Mulgrave School

Shelley Moore

www.blogsomemoore.wordpress.com

@tweetsomemoore

Think back!

¤ What stands out from last session?

¤ What have you tried since last session?

¤ What question has formed since last session?

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

DIVERSITY & INCLUSION

Purposes

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

¤  Communication & Interaction ¤  Goals to help students be included in the social-emotional

community

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

Making Places Purposeful…

¤  What do you WANT them to do? (the vision)

¤  Do they know what you want them to do? (the purpose)

¤  Do they have the skills to do it? (the skills)

¤  Were they a part of creating the vision? ( the buy-in)

¤  What does this look like for the class and the individual?

Purpose WITHIN a Place = Community

Physical Community

Social/Emotional

Community

Learning Community

Behaviour goals

Communication goals

Curricular goals

Social-Emotional goals

The Balance & Interaction of Place AND a Purpose = Inclusion

Personal

Social Intellectual

- Communication - Social responsibility - Creative thinking

- Critical thinking

- Personal awareness & responsibility - Personal Identity & Culture

The Physical Place

Cross-curricular competencies

Personal Awareness & Responsibility

Positive Personal & Cultural Awareness

Cross-curricular competencies

Social Responsibility

Communication

Cross Curricular Competencies

Critical Thinking

Creative Thinking

What CAN They do = strengths

Where do they still need support = stretches

What are they NEXT steps = Goals

ì  How does your school measure up?

PURPOSES Personal Social Intellectual

PLA

CES

In elective classrooms

In content classrooms

In the school

Extra curricular activities

WHERE TO START?!

Awareness, Responsibility & Behaviour goals

Communication & Interaction

Thinking & Curriculum

Why is inclusion important?

How the heck do we do it?

Keep in mind…

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

¤ Bruce Beairsto

Frameworks to Support Diversity

WHO am I teaching?

WHAT am I teaching?

HOW can I support my students?

Frameworks to Support Diversity

WHO am I teaching?

How do we do it? First step…

¤ “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 ¤ Figuring out all the ‘colours’ in the class!

Starting with STRENGTHS!

Self Report

CLASS PROFILE ��

Interests: -socializing, sports, performing arts (dance and drama), facebook, 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 Review Recorder Form -good listeners -follows directions

-Kind -co-operative learners -visual and kinesthetic learners -creative -help + encourage each other Love stories

Classroom Strengths

Classroom Needs

Decisions

Goal

Mr. Marcus Math 9

-Increase confidence -learning multiple ways of problem solving

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

-not risk takers

-using math games and manipulatives to increase confidence, competence and math fluency

Medical Language Learning Social-Emotional Other

-Fred (OCD) -Erin (diabetic) -Derek (DHH)

-Carsten (LD + ELL) -Tom (ELL)

-Allen(Autism) -Marley(LD) -Derek (Cog Delays)

-Fred(Autism) -Allen (Autism) -Erin (shuts down)

-Lonnie (gifted) -Marley (gifted)

What are you thinking?

¤  How does this connect to what you already do?

The Balance & Interaction of Place AND a Purpose = Inclusion

Personal

Social Intellectual

- Communication - Social responsibility - Creative thinking

- Critical thinking

- Personal awareness & responsibility - Personal Identity & Culture

The Physical Place

Class:

Interests:

Teacher: Strengths Stretches Individual Concerns

Physical Community - Self awareness & responsibility - Personal identity & culture

Social Emotional Community - Personal & social responsibility - communication

Learning Community - Creative thinking - Critical thinking

How do we get kids a part of the process?

Student self reports

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 better 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

action/adventure

mysteries

graphic novels

books about movies

Learn best/ what you need

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

How I learn/ what I need

auditory

reflect

relevant

time to think

group work

visual

writing

talking

Get the students involved!

Talk to your neighbour

Frameworks to Support Diversity

WHO am I teaching?

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

No Child Left Behind

Sub group

PASS THE TEST

Co-planning for All Shelley Moore 2013

Sub group

Sub group

Sub group

Sub group

Not enough…

Leve

ls o

f su

pp

ort

PASS THE TEST

Co-planning for All Shelley Moore 2013

Sub group

Sub group

Sub group

Sub group

Sub group

RESPONSE TO INTERVENTION (RTI) STUDENTS

S, MOORE ADAPTATIONS & MODIFICATIONS- SDL 2012

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: Grade 2 Literacy

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 grade 1/2

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

What about smaller class sizes

¤  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

Tier 1

Tier 2

Tier 3

RTI Triangle: Resource K-3 Lens: Literacy

Co-planning for All Shelley Moore 2013

Brian

- Daniel - Kris

- Roxanne -Ashley

- Jonathan - Sal

It can work for ANY PURPOSE

¤  Personal ¤  Following directions, arriving on time,

doing homework…

¤  Social Social responsibility, helping others, working together, …

¤  Curricular/Intellectual ¤  Literacy, numeracy, social studies,

Phys Ed, Sewing, critical thinking…

Tier 1

Tier 2

Tier 3

RTI Triangle - Kindergarten Lens: Social/Emotional: communicating feelings

Ayden Matthew

Leland Kylee

Romell Olivia

Xemnous Tyreek Taylynn Victoria Madelyn Sierra Tye Skylar Thomas Jaitab Marissa Kendra

Tier 1

Tier 2

Tier 3

RTI Triangle Lens:

Co-planning for All Shelley Moore 2013

Frameworks to Support Diversity

WHO am I teaching?

WHAT am I teaching?

HOW can I support my students?

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 thing from today?

¤ What is your next steps?

www.blogsomemoore.wordpress.com

@tweetsomemoore