Shelley Moore Dec. 12, 2013 SETBC Online Learning Series

Modified Schmodified: Setting curricular goals for students who are modified in inclusive

classes.

Shelley MooreDec. 12, 2013

SETBC Online Learning Series

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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.


EXAMPLE• Social Studies 9

– Teacher: Bryce Miller– EA: Sharon Hovbrender– Resource teacher: Shelley Moore


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


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


One goal

goals-For ALL students


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


goals- For SOME students


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


What can we add?What does SOME need to know?

Content goals


goals- For Few students

Content


Student will be able to:- Assess how identity is shaped by a

variety of factors including:- gender- belief


What can we add?What does FEW need to know?

Content goals


goals- For INDIVIDUAL students

Content


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)


IEP BIG PICTURE

IEP

1

2

3

4

5

Student Profile Page

Category Goals

Content 1

Content 2

IEP Accommodations

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



RESPONSE TO INTERVENTION (RTI)

STUDENTS

S, MOORE ADAPTATIONS & MO DIFICATIONS- SD L 2 012

Tier 1

Tier 2

Tier 3

RTI Triangle


Tier 1

Tier 2

Tier 3

RTI TriangleSocials 8


RockyKeelor

Keisha

JordynJamieJohnny ReeceJoel

SarahMichaelRavenColtenKyleIsaiah

Rae Josh H.Adam K.

Kaitlyn Blake Jared Josh N. Nick C.

UDLPlanning

TRIANGLE

RTITRIANGLE


WHAT are they learning?


WHAT IF WE PAIR THIS WITH THE INCLUSION TRIANGLE???

WHAT DO YOU NOTICE?

RTI TRIANGLE


The Planning pyramid: Considering UDL


UDL Planning Triangle

Extended Goal(s)

Modified Goal(s)

Goals for ALL

Goals for MOST

Goal for FEW


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


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


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



Extended Goal(s)

Modified Goal(s)

Goals for ALL

Goals for MOST

Goal for FEW


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


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


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



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 Templates


Tier 1

Tier 2

Tier 3

RTI Triangle



Extended Goal(s)

Modified Goal(s)

Goals for ALL

Goals for MOST

Goal for FEW


PLOs

Unit:Big Question:Big Ideas:

Ideas/ Concepts Questions

All/Most/Few


PLOs

Unit: Essential Question:

Ideas/ Concepts Questions

All/Most/Few

All

All

Course: modified goal

PLO(s) (grade _______)


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Shelley Moore Dec. 12, 2013 SETBC Online Learning Series

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