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Shelley Moore (and team)
District 38 Convention
February 20, 2009
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LEARNING
INTENTIONS
- I can include students
in content area classes at
the secondary level
- I can offer meaningful
programming for
modified students in my
content classes
- I can set goals and
evaluate progress of
modified students in
content area classes
- I can write an IEP that
is a collaborative
working document
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WHAT DO IEP’S
MEAN TO YOU?
NEIGHBOUR…
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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
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RE
S UL T
1 page content IEP’s
Content related goals
Evaluation checklist Separate IEP’s for literacy
and category goals
Trial with 12 modifiedstudents
0-100 %Teacher
participation in
creation and/ or
evaluation of modified student’s
IEPS.
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EXAMPLESocial Studies 9
Teacher: Bryce Miller
EA: Sharon Hovbrender Resource teacher: Shelley Moore
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Planning day given for all 3 of us to
meet and plan for the course
Goal To create an example of
inclusion in response to the
review, where effective teaching
practices were used to meet the
needs of diverse learners
through collaboration of
multiple expertise
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FIRST…
Look at how we can
meet the learning
needs of individuals
within the class.
THEN…..
Look at how we can
meet the learning
needs of the class as a
whole
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First stepbuilding a class profile
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Social Studies 9
Teacher: Bryce Miller
EA: Sharon Hovbrender Resource Teacher: Shelley Moore
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
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Building the Class Profile
Gathering information
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GETTING TO KNOW
YOU CLASS SURVEY WHAT WAS THE BEST CLASS
YOU’VE EVER HAD AND WHY?
Reasons Number of students
Games and activities 10
IPods 9
Visuals/ media 8
Work in groups/friends 12
Pick project topics 2
Fun projects 5
Short stories/ creative writing 1
Enthusiastic teacher 1
food 2
No homework 7
Felt safe and comfortable 4
Laid back teacher 4
skits 2
Funny teacher 1
breaks 1
Field trips 2
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goals-For ALL students
Content
Process
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Student will be able to:- Assess how identity is shaped
by a variety of factors including:
- family
- gender
- belief - nationality
- ethnicity
- Analyse roots of present day,
regional, cultural, and social
issues within Canada
Unit: What is Culture?
How is Culture Formed?
What is Enduring?What does EVERYONE need to know?
Content goals
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Student will be able to:-Make Connections
-Think critically
-Develop original thought
Unit: What is Culture?
How is Culture Formed?
What is Enduring?What does EVERYONE need to know?
Process goals
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goals
- For SOME students
Content
Process
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Student will be able to:
- Describe how different forms of artistic
expression reflect the society in which they
are produced
- Analyse the relationship between aboriginalpeople and the Europeans and explain the role
of each.
-Describe daily life in aboriginal community,
New France and British North America
Unit: What is Culture?
How is culture formed?
What is Important?What do MOST students need to know?
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Adapted outcomesTo address appropriate learning needs
(based on class profile)
Learning
Disability
- Chelsea
- Turner
- Julian
- Calvin
- Identify their learning styles
- Select methods of assessment
that highlight strengths
- Identify their learning styles
- Select methods of assessment
that highlight strengths
- Identify coping strategies to self monitor
behaviour
- Make connections
- Identify main idea and details
- Use a note making strategy to
assist in learning
Learning
Assistance
- Tudor
- Alexa
-ESL - Phillip
- Shaun- Tahla
- Paris
Behaviour
concerns
- Karl
Students will be able to:
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goals
- For INDIVIDUALstudents
Content
Process
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Category:
Literacy Level:Beginning conventional
What is Culture?
How is Culture
Formed?
Modified outcomesTo address appropriate content level
Niccole (C) Rahul (D)
Category:
Literacy Stage:Later Emergent
Niccole will:
- identify groups
that are a part of
her life (K)
-identify ways I which
individuals contribute
to a community (gr. 1)
Rahul will:-Identify a variety
of social structures
in which he lives,
works and plays (gr.2)
-Identify significant
language and
cultural characteristics
of Canadian society (gr. 2)
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HOW DOES THIS CONNECT
TO WHAT YOU ARE
ALREADY DOING?
NEIGHBOUR…
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STEP 3: IEP’s
-Content goals
-Literacy goals
-Category goals
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Social studies 9- content goals
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GOALS Category goals
IEP central
Observational/ anecdotal
Literacy goals
Balanced literacy model
Learning to read (behaviors)
Reading to learn (comprehensionstrategies)
Writing
Work Work
TETR series
Literacy Profile
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Planning for
modifications…
with a balanced literacyapproach
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Example Socials 9
modifications
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CLASS: SOCIALS 9
TEACHER: B. MILLER
EA: S. HOVBRENDER
The assignment:
After each class studentwrite an “exit slip”
reflecting on a question
given
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CLASS: SOCIALS 9
TEACHER: B. MILLER
EA: S. HOVBRENDER
The assignment:
Note- making
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OTHER EXAMPLES
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SCIENCE 9 IRP GOALS:
The assignment:
Students create abrochure to a vacation
resort on a planet in our
solar system
CLASS: SCIENCE 9
TEACHER: S.PLATZER
EA: S. HOVBRENDER
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MODIFIED CONTENT GOAL :
DESCRIBE THE
CHARACTERISTICS AND
MOVEMENTS OF AN OBJECT IN
OUR SOLAR SYSTEM
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LITERACY GOAL: IDENTIFY
MAIN IDEA AND DETAILS
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LITERACY GOAL: USE
DESCRIBING WORDS IN
SENTENCES
CATEGORY (ROBBIE GOAL):
WRITE TAKING INTO
CONSIDERATION AN AUDIENCE
CATEGORY GOAL: WORKTOWARDS MAKING COMPROMISES
AND NEGOTIATIONS
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CLASS: MARKETING 12
TEACHER: K. CAMPBELL
EA: M. WATSON
THE ASSIGNMENT
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MODIFIED CONTENT GOALS
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LITERACY GOAL: USE PICTURES
TO ASSIST IN VOCABULARY
DEVELOPMENT
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LITERACY GOAL: SORT AND FILE
WORDS ACCORDING TO INITIAL
LETTER AND/OR SOUND
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EVALUATION CHECKLIST
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Coming up with a content Goal
Charlie is in a
Science 9 class. She is
at an early emergentliteracy level.
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LITERACY GOALS
- Word work goal: identify
initial consonant sounds: S,
M, F, T
- Writing goal: adding details
to drawing to tell a story
- reading behavior goal: toidentify the title and author of
a text
-Reading comprehensiongoal: make a prediction
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Coming up with a
modification
Discuss possible
modified activities
taking into
consideration
The class goal
The individual goal
Balanced literacyWriting
Word work
Reading comprehension
Reading behaviors
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COMING UP WITH A
MODIFICATION
C: STUDENT WITH AUTISM- ECHOLALIA
- READING COMPREHENSION
LEVEL LATER EMERGENT
- STRONG ARTIST
LITERACY GOALS
- WRITE SENTENCES USING
PICTURES
- ADDING DETAILS TO
DRAWINGS TO TELL A STORY
The assignment:
Read 20 min everyday and
respond in your readersnotebook
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Talk to a friend…..
What could be the
modification?
CLASS: ENGLISH 9
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CLASS: ENGLISH 9
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Y UR
NEIGHBOUR
…
Discuss a
modified student
you know andshare an inclusion
success story.
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Class profile
•Who are your students?
•Looking at the group•Looking at the individuals
Design evaluationtool
- Summativeassessment piece
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HOW?
NEXT STEPS?- How can I include students
in content area classes at the
secondary level?
- How can I offer meaningful
programming for modified
students in my content
classes?
- How can I set goals and
evaluate progress of
modified students in content
area classes?
- How can I write an IEP
that is a collaborative
working document?
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“TEACHING WITH
THE PRACTICE OF
FREEDOM, IS
TEACHING
BELIEVING THAT
EVERYONE CAN
LEARN”