Modified Schmodified: Setting curricular goals for students who are modified in inclusive classes. Shelley Moore Dec. 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 % Teacher participation in creation and/ or evaluation of modified student’s IEPS. Modified Schmodifed. Shelley Moore, 2012

EXAMPLE Social Studies 9 – Teacher: Bryce Miller – EA: Sharon Hovbrender – Resource teacher: Shelley Moore Modified Schmodifed. Shelley Moore, 2012

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

Social studies 9- content goals Modified Schmodifed. Shelley Moore, 2012 One goal

goals -For ALL students Modified Schmodifed. Shelley Moore, 2012

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

goals - For SOME students Modified Schmodifed. Shelley Moore, 2012

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

goals - For Few students Content Modified Schmodifed. Shelley Moore, 2012

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

goals - For INDIVIDUAL students Content Modified Schmodifed. Shelley Moore, 2012

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 students Snapshot 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 outcomes To address appropriate content level Niccole (C)Rahul (D) Category: Literacy Stage: Emergent Learning Needs Learning Needs Class goal: Student will be able to: -Assess how identity is shaped by a variety of factors including: - family - community - country 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 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) Modified Schmodifed. Shelley Moore, 2012

IEP BIG PICTURE IEP Student Profile Page Category Goals Content 1 Content 2 IEP Accommodations

Modified Schmodifed. Shelley Moore, 2012

Back of the goal PAGE

Breaking it down…

UDL Planning TRIANGLE RTI TRIANGLE WHO are we teaching? WHAT are they learning? HOW can we support them? INCLUSION TRIANGLE Combining 3 Frameworks Co-Planning ….. Plan Co-planning for AllShelley Moore 2013

RTI TRIANGLE WHO are we teaching? Co-planning for AllShelley Moore 2013

RESPONSE TO INTERVENTION (RTI) STUDENTS S, MOORE ADAPTATIONS & MODIFICATIONS- SDL 2012

Tier 1 Tier 2 Tier 3 RTI Triangle Co-planning for AllShelley Moore 2013

Tier 1 Tier 2 Tier 3 RTI Triangle Socials 8 Co-planning for AllShelley Moore 2013 Rocky Keelor Keisha Jordyn Jamie Johnny Reece Joel Sarah Michael Raven Colten Kyle Isaiah RaeJosh H.Adam K. KaitlynBlakeJaredJosh N. Nick C.

UDL Planning TRIANGLE RTI TRIANGLE WHO are we teaching? WHAT are they learning? Co-planning for AllShelley Moore 2013

WHAT IF WE PAIR THIS WITH THE INCLUSION TRIANGLE??? WHAT DO YOU NOTICE? RTI TRIANGLE Co-planning for AllShelley Moore 2013

The Planning pyramid: Considering UDL Co-planning for AllShelley Moore 2013

UDL Planning Triangle Extended Goal(s) Modified Goal(s) Goals for ALL Goals for MOST Goal for FEW Co-planning for AllShelley Moore 2013

PLOs Compare 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: Vikings Essential Question: Did the Vikings create order or chaos? Ideas/ Concepts Vikings Culture 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 Goal Can order and chaos exist at the same time? Why? All/M ost/Fe w All Most Few Course: Socials 8 Co-planning for AllShelley Moore 2013

Planning for an individual Student at a beginning conventional literacy level

Literacy levelGrade level EmergentPre K-K Later emergentK-1 Transitional1-2 Beginning conventional2-3 Later Conventional3-4

PLOs Compare daily life, family structure and gender roles in a variety of civilizations Unit: Vikings Essential Question: Did the Vikings create order or chaos? Ideas/ Concepts Vikings Questions Who were the Vikings? How did the Vikings live? All/M ost/Fe w All Course: Socials 8- Modified goal PLOs (grade 2) Describe roles and responsibilities of individuals in a Viking Society Co-planning for AllShelley Moore 2013

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? Chaotic? Can order and chaos exist at the same time? Why? Describe roles and responsibilitie s of individuals in a Viking Society Co-planning for AllShelley Moore 2013

PLOs Explain 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: Optics Essential Question: Why Can We See? Ideas/ Concepts The eye/ seeing Light Energy Waves Electromagnetic spectrum Questions 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/M ost/Fe w All Most Few Course: Science 8 Co-planning for AllShelley Moore 2013

Planning for an individual Student at a later emergent literacy level

Literacy levelGrade level EmergentPre K-K Later emergentK-1 Transitional1-2 Beginning conventional2-3 Later Conventional3-4

PLOs Explain how human vision works Explain the properties of visible light Unit: Optics Essential 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/M ost/Fe w All Course: Science 8- modified goal PLOs (grade K) Identify steps in “seeing” Describe properties of light using colour Co-planning for AllShelley Moore 2013

UDL Planning Triangle 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 for AllShelley Moore 2013

UDL Planning Triangle 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 for AllShelley Moore 2013

Co- Planning Templates Co-planning for AllShelley Moore 2013

Tier 1 Tier 2 Tier 3 RTI Triangle Co-planning for AllShelley Moore 2013

UDL Planning Triangle Extended Goal(s) Modified Goal(s) Goals for ALL Goals for MOST Goal for FEW Co-planning for AllShelley Moore 2013

PLOs Unit: Big Question: Big Ideas: Ideas/ ConceptsQuestions All/M ost/Fe w Co-planning for AllShelley Moore 2013

PLOs Unit: Essential Question: Ideas/ ConceptsQuestions All/M ost/Fe w All Course: modified goal PLO(s) (grade _______) Co-planning for AllShelley Moore 2013

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