TLC: Collaborative Planning Susan Baum, Ph.D. Robin Schader, Ph.D.
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Transcript of TLC: Collaborative Planning Susan Baum, Ph.D. Robin Schader, Ph.D.
TLC: Collaborative Planning
Susan Baum, Ph.D.Robin Schader, Ph.D.
Reason(s) for Plan
Taking Stock(interests, strengths, learning preferences,
experiences)“My LearningPrint”
Times of Personal Best
(including social interactions)
Hopes and Dreams
(parent, teacher, child)
The TLC Planning Framework
The Learning Concern™ (TLC) Program: Baum & Schader, 2005
Reason(s) for Plan
Taking Stock(interests, strengths, learning preferences,
experiences)“My LearningPrint”
Times of Personal Best
(including social interactions)
Hopes and Dreams
(parent, teacher, child)
Eric is not able to focus in school.
Stress related symptoms.
Eric has problems fitting in socially.
The TLC Planning Framework
The Learning Concern™ (TLC) Program: Baum & Schader, 2005
Reason(s) for Plan
Taking Stock(interests, strengths, learning preferences,
experiences)“My LearningPrint”
Times of Personal Best
(including social interactions)
Hopes and Dreams
(parent, teacher, child)
Eric is not able to focus in school.
decodes at 6th grade level, is 3 yrs above grade level in math and spelling.
loves to draw and build with legos.
has a superb visual memory.
preference for non- fiction.
passion for gourmet cooking.
drawn to music
Stress related symptoms.
Eric has problems fitting in socially.
The TLC Planning Framework
The Learning Concern™ (TLC) Program: Baum & Schader, 2005
Reason(s) for Plan
Taking Stock(interests, strengths, learning preferences,
experiences)“My LearningPrint”
Times of Personal Best
(including social interactions)
Hopes and Dreams
(parent, teacher, child)
Eric is not able to focus in school.
decodes at 6th grade level, is 3 yrs above grade level in math and spelling.
loves to draw and build with legos.
has a superb visual memory.
preference for non- fiction.
passion for gourmet cooking.
drawn to music
Teacher input: Working w/adults one-on-one Completing challenging math assignments
Parent input: Cooking Discussing non-fiction material Drawing Singing in church
Student input: Doing science Cooking Drawing
Stress related symptoms.
Eric has problems fitting in socially.
The TLC Planning Framework
The Learning Concern™ (TLC) Program: Baum & Schader, 2005
Reason(s) for Plan
Taking Stock(interests, strengths, learning preferences,
experiences)“My LearningPrint”
Times of Personal Best
(including social interactions)
Hopes and Dreams
(parent, teacher, child)
Eric is not able to focus in school.
decodes at 6th grade level, is 3 yrs above grade level in math and spelling.
loves to draw and build with legos.
has a superb visual memory.
preference for non- fiction.
passion for gourmet cooking.
drawn to music
Teacher input: Working w/adults one-on-one Completing challenging math assignments
Parent input: Cooking Discussing non-fiction material Drawing Singing in church
Student input: Doing science Cooking Drawing
Eric learns something new each day.– input from Eric
Eric develops friendships.Eric’s mother’s perspective
Eric has talent development opportunities.from Eric’s mother
Eric learns to stay focused and becomes self-regulated.from the teacher
Eric is happy and stays eager to learn.from Eric’s father
Stress related symptoms.
Eric has problems fitting in socially.
The TLC Planning Framework
The Learning Concern™ (TLC) Program: Baum & Schader, 2005
Menu of School ServicesContent Options
Talent Development
Options
What’s Available: Exploring Possibilities
The Learning Concern™ (TLC) Program: Baum & Schader, 2005
Menu of School ServicesContent Options
Talent Development
Options
ASK YOURSELF:
(teachers’ level of familiarity with gifted students?)
(specialists’ level of familiarity with gifted students?
(are there other students that could benefit?)
(parent ability to absorb expenses for options?)
What’s Available: Exploring Possibilities
The Learning Concern™ (TLC) Program: Baum & Schader, 2005
The Integrated Continuum of Special Services
Elementary School Middle School High School
Input Process Output
The Integrated Continuum of Special Services
Elementary School Middle School High School
Input Process Output
Within Class andNon-Graded Cluster
Grouping by Skill Level
Enrichment Clusters
Within and Across GradePull-Out Groups by TargetedAbilities and Interest Areas
Within Grade Level andAcross Grade LevelAdvanced Classes
Advanced Placement
Self-Designed Courses orIndependent Study
International Baccalaureate
Honors Classes
The Integrated Continuum of Special Services
Elementary School Middle School High School
General Classroom enrichment Type I and Type II Enrichment
Curriculum Compacting, Modification, and Differentiation
Total Talent Portfolio, Individual and Small Group Advisement, and Type III Enrichment
Magnet and Charter Schools, School Within a School Special Schools
Special Enrichment Programs: Young Writers, Saturday and Summer Programs, Future ProblemSolving, Odyssey of the Mind, Destination Imagination, Math League, Science Fairs, etc.
Individual Options:Internships — — — — — — — — Apprenticeships — — — — — — — — Mentorships
Acceleration Options:Early Admissions — — Subject Acceleration — — Grade Skipping — — College Classes
Input Process Output
Academies of Inquiry andTalent Development
Within Class andNon-Graded Cluster
Grouping by Skill Level
Enrichment Clusters
Within and Across GradePull-Out Groups by TargetedAbilities and Interest Areas
Within Grade Level andAcross Grade LevelAdvanced Classes
Advanced Placement
Self-Designed Courses orIndependent Study
International Baccalaureate
Honors Classes
The Integrated Continuum of Special Services
Elementary School Middle School High School
General Classroom enrichment Type I and Type II Enrichment
Curriculum Compacting, Modification, and Differentiation
Total Talent Portfolio, Individual and Small Group Advisement, and Type III Enrichment
Magnet and Charter Schools, School Within a School Special Schools
Special Enrichment Programs: Young Writers, Saturday and Summer Programs, Future ProblemSolving, Odyssey of the Mind, Destination Imagination, Math League, Science Fairs, etc.
Individual Options:Internships — — — — — — — — Apprenticeships — — — — — — — — Mentorships
Acceleration Options:Early Admissions — — Subject Acceleration — — Grade Skipping — — College Classes
Input Process Output
Academies of Inquiry andTalent Development
Think of this as a filter, with options at the top that are appropriate and good for all students.
Then students are grouped by interest and ability so they can work more in-depth and at a more appropriate rate. Finally, at the bottom
ofthe chart, are those options needed for
only a few (or even individual)students with special needs
(such as a math studentwho may be 3 or 4
years ahead ina particular
subject).
Menu of School ServicesContent Options
Talent Development
Options
K-2 school
Heterogeneous classes
Social worker and psychologist Enrichment specialist: language arts
ASK YOURSELF:
(teachers’ level of familiarity with gifted students?)
(specialists’ level of familiarity with gifted students?
(are there other students that could benefit?)
Middle school chorus
Gourmet cooking classes at community center
Minds in Motion
Eli Whitney Museum weekend classes in engineering and design
(parent ability to absorb expenses for options?)
What’s Available: Exploring Possibilities
The Learning Concern™ (TLC) Program: Baum & Schader, 2005
The Integrated Continuum of Special Services
Elementary School Middle School High School
Input Process Output
Grade-levelBenchmarks
Least Restrictive Learning
Environment
Talent Development
OptionsNecessary Support
Outcomes (how is it working?)
IEP: Working Design (for Nov./Dec.)
The Learning Concern™ (TLC) Program: Baum & Schader, 2005
Grade-levelBenchmarks
Least Restrictive Learning
EnvironmentTalent Development
Options Necessary Support
Eric is above grade level in all academic areas, with the exception of reading comprehension, especially with fiction.
[Keeping the child’s current achievement levels in mind, in the next column, describe the settings that will meet and balance the child’s intellectual, physical, and emotional needs.]
Outcomes (how is it working?)
IEP: Working Design (for Nov./Dec.)
[In filling out this status column, ask yourself – How is the regular curriculum appropriate?]
Grade-levelBenchmarks
Least Restrictive Learning
EnvironmentTalent Development
Options Necessary Support
Eric is above grade level in all academic areas, with the exception of reading comprehension, especially with fiction.
[Keeping the child’s current achievement levels in mind, in the next column, describe the settings that will meet and balance the child’s intellectual, physical, and emotional needs.]
Intellectual: Eric needs above grade-level materials & appropriate assignments. He will be accelerated in math using computer software programs in problem solving. Use science fiction for reading comprehension.
Physical: quiet, things to manipulate, movement. An office will be created in the corner of the room with a lap top, headphones and manipulatives. Any child can sign up to use the office when they need quiet.
Emotional: Time with multi-age interest peers. The school is beginning an after-school engineering program. Eric will be invited to join.
Outcomes (how is it working?)
IEP: Working Design (for Nov./Dec.)
[In filling out this status column, ask yourself – How is the regular curriculum appropriate?]
Grade-levelBenchmarks
Least Restrictive Learning
EnvironmentTalent Development
Options Necessary Support
Eric is above grade level in all academic areas, with the exception of reading comprehension, especially with fiction.
[Keeping the child’s current achievement levels in mind, in the next column, describe the settings that will meet and balance the child’s intellectual, physical, and emotional needs.]
Intellectual: Eric needs above grade-level materials & appropriate assignments. He will be accelerated in math using computer software programs in problem solving. Use science fiction for reading comprehension.
Physical: quiet, things to manipulate, movement. An office will be created in the corner of the room with a lap top, headphones and manipulatives. Any child can sign up to use the office when they need quiet.
Emotional: Time with multi-age interest peers. The school is beginning an after-school engineering program. Eric will be invited to join.
Cooking: weekend cooking school (parents will enroll Eric).
Drawing: participation in middle school weekly studio art program.
Parents will enroll Eric in the Exploratorium Museum once-a-month weekend classes in engineering and design.
Outcomes (how is it working?)
IEP: Working Design (for Nov./Dec.)
[In filling out this status column, ask yourself – How is the regular curriculum appropriate?]
[Explore available options within the school and community.]
Grade-levelBenchmarks
Least Restrictive Learning
EnvironmentTalent Development
Options Necessary Support
Eric is above grade level in all academic areas, with the exception of reading comprehension, especially with fiction.
[Keeping the child’s current achievement levels in mind, in the next column, describe the settings that will meet and balance the child’s intellectual, physical, and emotional needs.]
Intellectual: Eric needs above grade-level materials & appropriate assignments. He will be accelerated in math using computer software programs in problem solving. Use science fiction for reading comprehension.
Physical: quiet, things to manipulate, movement. An office will be created in the corner of the room with a lap top, headphones and manipulatives. Any child can sign up to use the office when they need quiet.
Emotional: Time with multi-age interest peers. The school is beginning an after-school engineering program. Eric will be invited to join.
Cooking: weekend cooking school (parents will enroll Eric).
Drawing: participation in middle school weekly studio art program.
Parents will enroll Eric in the Exploratorium Museum once-a-month weekend classes in engineering and design.
Parent: resources (travel, time, private lesson funding)
Sensory integration program.
School: transportation to middle school; Eric excused from regular classroom without penalty.
Advanced math curriculum materials. Literacy specialist for support in reading comprehension.
Support for developing social skills with age-mates. (counselor in classroom, working in context).
Outcomes (how is it working?) [this section is completed at the end of the time period]
IEP: Working Design (for Nov./Dec.)
[In filling out this status column, ask yourself – How is the regular curriculum appropriate?]
[What is needed to create the settings and options? How can the responsibility be shared?]
[Explore available options within the school and community.]
Grade-levelBenchmarks
Least Restrictive Learning
EnvironmentTalent Development
Options Necessary Support
Eric is above grade level in all academic areas, with the exception of reading comprehension, especially with fiction.
[Keeping the child’s current achievement levels in mind, in the next column, describe the settings that will meet and balance the child’s intellectual, physical, and emotional needs.]
Intellectual: Eric needs above grade-level materials & appropriate assignments. He will be accelerated in math using computer software programs in problem solving. Use science fiction for reading comprehension.
Physical: quiet, things to manipulate, movement. An office will be created in the corner of the room with a lap top, headphones and manipulatives. Any child can sign up to use the office when they need quiet.
Emotional: Time with multi-age interest peers. The school is beginning an after-school engineering program. Eric will be invited to join.
Cooking: weekend cooking school (parents will enroll Eric).
Drawing: participation in middle school weekly studio art program.
Parents will enroll Eric in the Exploratorium Museum once-a-month weekend classes in engineering and design.
Parent: resources (travel, time, private lesson funding)
Sensory integration program.
School: transportation to middle school; Eric excused from regular classroom without penalty.
Advanced math curriculum materials. Literacy specialist for support in reading comprehension.
Support for developing social skills with age-mates. (counselor in classroom, working in context).
Outcomes (how is it working?) [this section is completed at the end of the time period]
Eric’s stress related behaviors have disappeared. He is successfully working on challenging material. His willingness to explore appropriate fiction has increased. He shows more
awareness of how to interact socially with age peers.
IEP: Working Design (for Nov./Dec.)
[In filling out this status column, ask yourself – How is the regular curriculum appropriate?]
[What is needed to create the settings and options? How can the responsibility be shared?]
[Explore available options within the school and community.]