Planning Frameworks to Support Inclusion 1. RTI Triangle (who are the students?) 2. UDL Support Triangle (what supports do they need?) 3. Collaboration Menu of Support (Who/how can we support them?)
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PlanningFrameworkstoSupportInclusion1.RTITriangle(whoarethestudents?)2.UDLSupportTriangle(whatsupportsdotheyneed?)
3.CollaborationMenuofSupport(Who/howcanwesupportthem?)
Tier1
Tier2
Tier3
RTITriangleLens:
InclusionPlanningWorkshop ShelleyMoore2017
Whoneedsthemostsupport?
Whoneedthemostchallenge?
80%
15%
5%
ResponsetoIntervention(RTI)Four assumptionstoRTI
1. Wecaneffectivelyteachallstudentsinourcommunity
2. Earlyinterventionofsupport3. Teachingtogoals,notactivities4. Shiftingoursupportmodels
1. We can effectively teach all students in our community
2. Early intervention of support
3. Teaching to goals, not activities
4. Shifting our support models
?
ResponsetoIntervention(RTI)Four assumptionstoRTI
1. Wecaneffectivelyteachallstudentsinourcommunity
2. Earlyinterventionofsupport3. Teachingtogoals,notactivities4. Shiftingoursupportmodels
Lens: Grade 9 – Social StudiesTeacher: Bryce Miller
Regular Outcomes
Tyler,Montana,Karissa,Courtney,Jennifer,Mona,Kaaljeet,Summer,Amit,Zafar,Turner,Karm,Colin,Sarah,Ryan,Brian,Cynthia
Philip,ShaunTudor,Alexa,Paris,Talha
RahulNiccole
Modified Schmodifed. Shelley Moore, 2012
EA:SharonHovbrenderResourceTeacher:ShelleyMoore
MOORE, S . & WATSON, L . PR-ALL-GRAMMING- SESS ION1 , 2012
Tier1
Tier2
Tier3
RTITriangleLens:Math5
Co-planningforAll ShelleyMoore2013
RockyKeelor
Keisha
JordynJamieJohnny
SarahMichaelRavenColten
Rae JoshH. AdamK.
Kaitlyn Blake Jared JoshN. NickC.
ReeceJoel Kyle
Isaiah
Tier1
Tier2
Tier3
RTITriangleLens:PE6
Co-planningforAll ShelleyMoore2013
-Annie- Kaen- Laural
- Danielle- Kory - Anna- - RyanS. - BrianB.- Josh- Riley - Kyle - Tomas
- - Kristen - Sara- Donny - Denby - Sheldon - Keaston- Lauryn - Emily - Kayden - Sem- Lucas
Tier1
Tier2
Tier3
RTITriangle:KindergartenLens:Shape&Space/Creativethinking
Co-planningforAll ShelleyMoore2013
Jade
Jade
SiteCaden Breann RacheAnnabelJohnathan Ethan
Kendra AlyssaEric Z
Joanna MonicaAlexandria
Kendra AlyssaEric
MonicaAlexandria
SaraJennilynAidenBreannaKim Kayl Kelly
NadiaAida SamMariaMeganJackson
SiteCaden BreannRache AnnabelJohnathan Ethan
BreannaKim
SaraJennilynAidenBreanna
Kim Kayl KellyNadiaAida SamMaria Megan
Jackson
Tier1
Tier2
Tier3
RTITriangleLens:
RTI TriangleGrade/Course/Subject (place)
_____________________________
Curricular Lens:
_____________________________
Competency Lens:
_____________________________
Tier 1
Tier 2
Tier 3
Students who need the most support
Students who need the most challenge
Curricular Competency
PlanningFrameworkstoSupportInclusion1.RTITriangle(whoarethestudents?)2.UDLSupportTriangle(whatsupportsdotheyneed?)
3.CollaborationMenuofSupport(Who/howcanwesupportthem?)
Input Adapting the way instruction is delivered to the learner
Example: Use different visual aids, concrete examples, hands on activities, cooperative groupings
Difficulty Adapt the skill level, problem type or rules of how the learner may approach the work Example: Allow a calculator, simply directions
Degree of participation Adapt the extent to which a learner is actively involved in the task Example: In PE, student is I charge of scoring, while others play game
Output Adapt how the learner responds to instruction Example: allow verbal vs. written response, allow students to choose method of expression
Level of Support Increase the amount of help the learner receives
Example: Assign peer buddies, peer tutors, or educational assistants
Alternate goals Adapt the goal or outcomes while using the same materials Example: In social studies, expect a student to find provinces on a map while other find provinces and capitals
Time Adapt the time allowed for learning or task completion Example: extend time if needed
Size Adapt the number of items that the learner is expected to learn or complete Example: reduce the number of math questions around a concept
Parallel curriculum Provide the different instruction and materials to meet individual goals e.g. a task that is similar to class – meet the same goals, but is individualized
http://www.spannj.org/pti/Curriculum_Modifications_and_Adaptations.pdf
Tier1
Tier2
Tier3
SpecializedSupport
TargetedSupport
UniversalSupport
ContinuumofSupportServices
1
2
3
WholeClassSupport
SmallGroupSupport
IndividualSupport
Designing Supports??????
No Supports
Adaptations
Modifications
Co-planning for All Shelley Moore 2013
AdaptationsandModificationsvs.
InclusiveSupports
Supportsaredesigned forspecificstudents
ALL studentscanaccesssupportsregardlessofabilityintheteachingandlearningphase
Designing Supports?????
Supports for ALL(Universal)
MORE Supports(Differentiated)
EVEN MORE Supports(Essential)
Co-planning for All Shelley Moore 2013
Tier1
Tier2
Tier3
SpecializedSupport
TargetedSupport
UniversalSupport
ContinuumofSupportServices
1
1+2
1+2+3
WholeClassDesignedSupport
SmallGroupDesignedSupport
IndividuallyDesignedSupport
ContinuumofSupportServicesRichmondSchoolDistrict
Tier1
Tier2
Tier3
PeopleHearingResourceTeachersVisionTeachersPhysiotherapists(PT)OccupationalTherapists(OT)LSDEducationalAssistants(LSDEAs)MentalHealthSupportTeamAACConsultantEducationalPsychologists
DistrictSupportTeam(DST)SpeechandLanguagePathologistsSettlementworkersinschools(SWSS)ECSWs
ClassroomTeachersResourceteachersEducationalAssistantsEnglishLanguageLearnerTeacher(ELL)AboriginalSupportWorkers(ASWs)CurriculumCoordinators(CnC)CounselorsAdministratorsDRCstaff
SpecializedSupport
TargetedSupport
UniversalSupport
1+2+3
2+3
3
Peoplearenotsupports!Inorderforpeopletobeuseful,weneedtoknowwhatsupportsare
“Noplan,NoPoint!”– FayeBrownlie
ContinuumofSupportServicesRichmondSchoolDistrict
Tier1
Tier2
Tier3
DifferentiatedInstruction,Technologyintegration,ClassProfiles,CulturallyResponsiveTeaching,SelfRegulatedLearning,Literaturecircles,MultipleIntelligences,ReciprocalTeaching,Strategicgroupings,MultipleModalities,CollaborativePlanning,PerformanceBasedAssessments,choice,DRC
Co-teaching,flexiblescheduling,goalbasedgroupings,behavioursupportplans,adaptations,multipleanddiversetexts,EnglishLanguageSupport,adjudication
Curricularmodifications,Individualcasemanagement/instruction,outsideconsultantsandservices,augmentativecommunication,mentalhealth,alternatescheduling,assistivetechnology,
ExamplesofSupport People
HearingResourceTeachersVisionTeachersPhysiotherapists(PT)OccupationalTherapists(OT)LSDEducationalAssistants(LSDEAs)MentalHealthSupportTeamAACConsultantEducationalPsychologists
DistrictSupportTeam(DST)SpeechandLanguagePathologistsSettlementworkersinschools(SWSS)ECSWs
ClassroomTeachersResourceteachersEducationalAssistantsEnglishLanguageLearnerTeacher(ELL)AboriginalSupportWorkers(ASWs)CurriculumCoordinators(CnC)CounselorsAdministratorsDRCstaff,PEERS
SpecializedSupport
TargetedSupport
UniversalSupport
Whatisonyourmenuofsupport?!Iama__________________________________________________
ThisishowIcansupportstudents
-
-
-
-
-
-
SupportModelsataSchoolLevel
For Support Teachers
Co-teachingWorking with small groups or individual students
Peer/Parent/Tutor programs
Consultation
Co-planning (e.g., help create a plan from formative assessments)
27
Brownlie & King, 2011
next steps…
Co-teachingTeam teaching
Complementary instruction
Supportive learning activities
Combined arrangements28Br
Brownlie & Schnellert, 2009
CooperativeTeaching
CooperativeInstructing
CooperativeWorking
CooperativeExisting
Levels of Involvement
Elem
ents
of C
oope
rativ
e Te
achi
ng
Hourcade and Bauwens, 2002
Problem solvingProcessingPresentingPlanningPresence
PresentingPlanningPresence
PlanningPresence
Presence
29
ClassroomSupportPlannerRTILENS:
Tier1
Tier2
Tier3
SpecificSupports PeoplewhocanhelpStudents
UniversalSupports
DifferentiatedSupports
EssentialSupports
ClassroomSupportPlanner,S.Moore,2017
ContinuumofSupportServicesHopeSecondary
Tier1
Tier2
Tier3
ExamplesofSupport People
SpecializedSupport
TargetedSupport
UniversalSupport
A,B,C
K,G,D
StudentPopulation
D,G,K,Q,E,F
R,H
P
LA/H
igh
Incide
nce
Low
Incide
nce
NoDe
sign
ation
Needsupp
ort
Everyone
Else
Gifte
d
ContinuumofSupportServicesHopeSecondary
Tier1
Tier2
Tier3
ExamplesofSupport People
SpecializedSupport
TargetedSupport
UniversalSupport
A,B,C
K,G,D
StudentPopulation
D,G,K,Q
R,H
P
LA/H
igh
Incide
nce
Low
Incide
nce
NoDe
sign
ation
Needsupp
ort
Everyone
Else
Gifte
d
• Choice• Multiplemeansof
input/process/output• Enrollinco-taught/
collaborativeacademicclasses
• Afterschooltutoring• Possiblefutureflexblock• Enrollinco-taught/
collaborativeacademicclasses
ContinuumofSupportServicesHopeSecondary
Tier1
Tier2
Tier3
ExamplesofSupport People
SpecializedSupport
TargetedSupport
UniversalSupport
A,B,C
K,G,D
StudentPopulation
D,G,K,Q
R,H
P
LA/H
igh
Incide
nce
Low
Incide
nce
NoDe
sign
ation
Needsupp
ort
Everyone
Else
Gifte
d
• Enrollinco-taught/collaborativeacademicclasses
• Afterschooltutoring• Possiblefutureflexblock• Enrollinco-taught/
collaborativeacademicclasses
• Co-taught/collaborativeacademicclasses
• Gradebasedcasemanager• Safespaceintheschoolfordropin
supportw/anEA&FNSW• Someenrollingsupportifneeded
EssentialSupports
ContinuumofSupportServicesHopeSecondary
Tier1
Tier2
Tier3
ExamplesofSupport People
SpecializedSupport
TargetedSupport
UniversalSupport
A,B,C
K,G,D
StudentPopulation
D,G,K,Q
R,H
P
LA/H
igh
Incide
nce
Low
Incide
nce
NoDe
sign
ation
Needsupp
ort
Everyone
Else
Gifte
d
• Enrollinco-taught/collaborativeacademicclasses
• Afterschooltutoring• Possiblefutureflexblock• Enrollinco-taught/
collaborativeacademicclasses
• Co-taught/collaborativeacademicclasses
• Gradebasedcasemanager• Safespaceintheschoolfordropin
supportw/anEA&FNSW• Someenrollingsupportifneeded
• 1blockresourcesupport• Literacy/numeracy/life
skills• 1academicclass/term• 1blockworkexperience
ContinuumofSupportServicesHopeSecondary
Tier1
Tier2
Tier3
ExamplesofSupport People
SpecializedSupport
TargetedSupport
UniversalSupport
A,B,C
K,G,D
StudentPopulation
D,G,K,Q
R,H
P
LA/H
igh
Incide
nce
Low
Incide
nce
NoDe
sign
ation
Needsupp
ort
Everyone
Else
Gifte
d
• Enrollinco-taught/collaborativeacademicclasses
• Afterschooltutoring• Possiblefutureflexblock• Enrollinco-taught/
collaborativeacademicclasses
• Co-taught/collaborativeacademicclasses
• Gradebasedcasemanager• Safespaceintheschoolfordropin
supportw/anEA&FNSW• Someenrollingsupportifneeded
• 1blockresourcesupport• Literacy/numeracy/life
skills• 1academicclass/term• 1blockworkexperience
L.I.CaseManager• - 2enrollingblocks• - 1Collabblock• - 1W/Eblock• - 2:1EAsupportinclasses
• Collaborativegradebasedcasemanagers(3teachers)Gr.7,8,9
• EnrollingResource(2teachers)Gr.10-12
• DropinBehaviourCaseManager(1teacher+EA+FNSW)Gr.7-12
• ClassroomTeachers• Resourceteachers• EducationalAssistants• EnglishLanguageLearnerTeacher
(ELL)• AboriginalSupportWorkers(ASWs)• CurriculumCoordinators(CnC)• Counselors• Administrators• DRCstaff
ExampleGrade3/4Tension:lotsofbehaviour,kidsmoving,botheringeachother,walkingaround,STUCKTarget:PersonalCompetency
Goal:Icanselfregulatemybehaviourby…KnowingwhatkindofworkspaceIneedtobesuccessful
ClassroomSupportPlannerRTILENS:Workingspaces
Tier1
Tier2
Tier3
SpecificSupports
- ResourceSupportTeacher
- OT- SLP- EA
Peoplewhocanhelp
- administrator!- PAC- EA
- ResourcesupportTeacher
- EA
Students
UniversalSupports
- Choiceofspace duringworktime
- Structuredtime- TeachALLthespaces
DifferentiatedSupports
- Groupsspaces- Individualworkspaces
EssentialSupports
- Standingdesk- Deskwithchair
ClassroomSupportPlanner,S.Moore,2017
ClassroomSupportPlannerRTILENS:
Tier1
Tier2
Tier3
SpecificSupports PeoplewhocanhelpStudents
UniversalSupports
DifferentiatedSupports
EssentialSupports
ClassroomSupportPlanner,S.Moore,2017
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