Curriculum for ALL: Including students with developmental disabilities in English Language Arts

BCTELA Conference

Shelley Moore & Kathleen Campbell

www.blogsomemoore.wordpress.com

@tweetsomemoore @artofinclusion

WHO ARE WE?

¤ Who are you?

¤ What is your role?

Inclusive Education

Who is inclusion for? Who does it include?

In philosophy?

In practice?

WHO?

What is Inclusion?

INTEGRATION SEGREGATION

EXCLUSION INCLUSION

What is Inclusion?

A

B

C

D

MOORE, S. & WATSON, L. PR-ALL-GRAMMING- SESSION 1, 2012

MOORE, S. & WATSON, L. PR-ALL-GRAMMING- SESSION 1, 2012

DIVERSITY & INCLUSION

Inclusion is…

Where can inclusion happen?

Places

¤  Classrooms for Content ¤  Social studies, math, science etc.

¤  Classrooms for Electives ¤  Phys Ed, Music, Home Ec., Art etc.

¤  Activities/spaces inside the school ¤  Hallways, cafeteria, lunch room, assemblies etc.

¤  Activities/ spaces outside the school ¤  Recess, field trips, extra curricular activities, sports

teams etc.

Purposes

¤  Behaviour ¤  Goals to help students be included in the physical community

¤  Communication & Interaction ¤  Goals to help students be included in the social-emotional

community

¤  Curricular ¤  Goals to help students be included in the learning community

Purpose WITHIN a Place = Community

Physical Community

Social/Emotional

Community

Learning Community

Behaviour goals

Communication goals

Curricular goals

Social-Emotional goals

Place AND a Purpose = Inclusion

Physical Community

Social/Emotional

Community

Learning

Community Communication Thinking

competencies

Personal & Social awareness & responsibility

Curricular outcomes Social interaction

Behaviour

Meaningful inclusion (a purpose in a place) … is the difference between inclusion and integration… This is having a community. This is having a contribution.

How the heck do we do it?

Curriculum for ALL: PRO D Series

¤  Teacher Teams ¤  10 secondary teams (1 per school) ¤  Classroom Teacher/Resource Teacher/Educational Assistant ¤  Every class had at least one student with a developmental disability ¤  Content classes were given priority

¤  5 half day sessions ¤  TOC/EAOC release

¤  Facilitated unit plan ¤  Specific to a class profile/pilot class ¤  Work time to collaborate

¤  Celebration ¤  Come together to celebrate our learning

Keep in mind…

“It is not about finding the answer…It is about finding out what is useful.”

¤ Bruce Beairsto

What do we all have in common?

WHO am I teaching?

WHAT am I teaching?

HOW can I support my students?

Case Study Class

¤  English 10

¤  Classroom Teacher: Sarah Brown

¤  Resource Teacher: Kate Campbell

¤  EA: Deb Moynahan

¤  Maria – Student with developmental disabilities (G)

RTI TRIANGLE

WHO ARE MY STUDENTS?

What could be useful?

RESPONSE TO INTERVENTION (RTI) STUDENTS

S, MOORE ADAPTATIONS & MODIFICATIONS- SDL 2012

It can work for ANY PURPOSE

¤  Curricular ¤  Literacy, numeracy, social studies, Phys Ed, Sewing,

critical thinking…

¤  Behavioural ¤  Following directions, arriving on time, doing

homework…

¤  Social Emotional ¤  Social responsibility, helping others, working

together, …

Tier 1

Tier 2

Tier 3

RTI Planning Triangle Lens: English 10

Curriculum for All 2015

Maria- G

Max - G Yuri - Q Parker - ELL

Annie – ELL Rahul – ELL Gurpreet Erin - Q Marco Nicky James Craig Bilal Priti Megan Joseph Polly Mohammed Mandy Amar Disha Geeta Chris

John - ELL Rose Cindy – ELL Polly - ELL

What am I teaching?

What could be useful?

Backwards Design

Planning Pyramid

What am I teaching? Backwards Design

¤  Grade and Topic

¤  PLOs

¤  Big ideas/concepts

¤  Access questions

PLOs – Oral language - Conveying and deriving meaning through oral language - Responding to text

Unit: Poetry Big Question: How has poetry and/or spoken word affected society today?

Ideas/ Concepts - Listening to speaking - Poetry/ Spoken word - Responding to spoken word

Questions - What is a poem? - What is spoken word? - What is rhyme? - What are poetry features? - How do I read poetry/ spoken word? - How do I listen to others speaking? - What is theme? - What is symbolism? - What is social justice? - How does poetry connect to society today? - How does style contribute to our understanding of poetry? - How has poetry contributed to social change?

PLOs – Reading & Viewing - Explaining personal connections - Analyzing and evaluating - Text features

PLOs – Writing & Representing - Create text - Personal responses - Conventions of language - Elements of style

Ideas/ Concepts - connections - TPCAST - Poetic devices

Cross Curricular Competency - Social Justice, social change, Poetry today

Ideas/ Concepts - Creative writing - Formal writing

Ideas/ Concepts - Social justice - Influence of music

Curriculum for All 2015

What am I teaching?

What could be useful?

Backwards Design

Planning Pyramid

Planning Pyramid

Even more goals

More goals

Goals

Even more goals

More goals

Goals

Tier 1

Tier 2

Tier 3

All

Most

Few

RTI Triangle

What happens if we combine frameworks?

Planning Pyramid

What do you notice?

Tier 1

Tier 2

Tier 3

All

Most

Few

RTI Triangle Planning Pyramid

What happens if we combine frameworks?

PLOs – Oral language - Conveying and deriving meaning through oral language - Responding to text

Unit: Poetry Big Question: How has poetry and/or spoken word affected society today?

Ideas/ Concepts - Listening to speaking - Poetry/ Spoken word - Responding to spoken word

Questions - What is a poem? - What is spoken word? - What is rhyme? - What are poetry features? - How do I read poetry/ spoken word? - How do I listen to others speaking? - What is theme? - What is symbolism? - What is social justice? - How does poetry connect to society today? - How does style contribute to our understanding of poetry? - How has poetry contributed to social change?

All/Most/Few ALL ALL ALL ALL ALL ALL SOME SOME SOME SOME FEW FEW

PLOs – Reading & Viewing - Explaining personal connections - Analyzing and evaluating - Text features

PLOs – Writing & Representing - Create text - Personal responses - Conventions of language - Elements of style

Ideas/ Concepts - connections - TPCAST - Poetic devices

Cross Curricular Competency - Social Justice, social change, Poetry today

Ideas/ Concepts - Creative writing - Formal writing

Ideas/ Concepts - Social justice - Influence of music

Curriculum for All 2015

Planning Pyramid

Extended Goal(s)

Goals for ALL

Goals for MOST

Goal for FEW

- I can use rhyme when I read poetry/spoken word - I know what a poem is I know some features of poems - I can we find poetry/spoken word in today’s society - I can connect a poem/ spoken word about my life experience

- I can engage an audience when I read poem/spoken word - I know what theme is - I know what symbolism is - I can find poetry/spoken word that is connected to social justice - I can I connect a poem/ spoken word to the world?

- I can use style to contribute to the presentation of spoken word/poetry - I can use theme and symbolism to help me understand poetry/spoken word - I know how poetry/spoken word has contributed to social change

Curriculum for All 2015

What about students with developmental disabilities??

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??

Even more goals

More goals

Goals

Modified Goal

Planning Pyramid

Extended Goal(s)

Modified Goal(s)

Goals for ALL

Goals for MOST

Goal for FEW

- I can use a loud and clear voice when I read my poems. - I can read poems about things that are interesting to me - I can write a poem about my self in the world

- I can use rhyme when I read poetry/spoken word - I know what a poem is I know some features of poems - I can we find poetry/spoken word in today’s society - I can connect a poem/ spoken word about my life experience

- I can engage an audience when I read poem/spoken word - I know what theme is - I know what symbolism is - I can find poetry/spoken word that is connected to social justice - I can I connect a poem/ spoken word to the world?

- I can use style to contribute to the presentation of spoken word/poetry - I can use theme and symbolism to help me understand poetry/spoken word - I know how poetry/spoken word has contributed to social change

Curriculum for All 2015

UDL

How can I support my students?

What could be useful?

Universal Design for Learning Supports & Accommodations

Even More Supports/ Strategies

More Supports/ Strategies

Supports/ Strategies

(UDL)

Co-planning for All Shelley Moore 2013

Inclusion Triangle

Sup

po

rts

for

ALL

(U

DL

Stra

teg

ies)

MO

RE S

upp

ort

s M

ore

su

pp

ort

s EV

EN M

ORE

Su

pp

ort

s

Eve

n m

ore

su

pp

ort

s

-  Connect Poetry to spoken word/rap -  Choice in poems to read and write -  Choice in location to work -  Model processes

Curriculum for All 2015

-  Poems specific to interests (horses, Disney, food)

-  Read poems on iPad -  Share poems with peers -  Add drawings to poems

-  Review poetry vocabulary -  TPCAST graphic organizer for poetry analysis -  Strategic groupings -  Multiple text levels

Teaching and Learning Supports Vs. Testing Supports

¤ Supports are designed for specific groups… but are available to EVERYONE

WHO am I teaching?

WHAT am I teaching?

HOW can I support my students?

What about assessment??

What is useful???

¤  Rubric building template

¤  Great resource: Rethinking Letter Grades by Kathleen Gregory

¤  COLLABORATION!

¤  QUIO

Approaching (All-Modified)

Minimally Meeting Expectations (All)

Meeting Expectations

(Most)

Exceeding Expectations

(Few)

Ora

l La

ngua

ge

I can use a loud and clear voice when I read my poems.

I can use rhyme when I read poetry/spoken word?

I can engage an audience when I read poem/spoken word

I can use style to contribute to the presentation of spoken word/poetry?

Rea

din

g &

V

iew

ing

I can read poems about things that are interesting to me

I know what a poem is I know some features of poems I can we find poetry/spoken word in today’s society

I know what theme is I know what symbolism is I can find poetry/spoken word that is connected to social justice

I can use theme and symbolism to help me understand poetry/spoken word I know how has poetry contributed to social justice movements

Writ

ing

&

Rep

rese

ntin

g I can write a poem

about my self in the world

I can write a poem/ spoken word about my life experience

I can write a poem/ spoken word to an issue in the world

I can write a poem/spoken word to a social justice issue

Class: English 10- Poetry Unit Question: How has poetry and/or spoken word affected society today?

Curriculum for All 2015

What about students with developmental disabilities??

Class: English 10- Poetry Unit Question: How has poetry and/or spoken word affected society today? Individual Education Plan

Student Profile

Goals

Assessment

Student Assignment

Modified Student Assignment

Approaching (Modifed)

Student Sample

Minimally Meeting

Student Sample

Fully Meeting Student Sample

Exceeding Meeting

Student Sample

Why is inclusion important?

How does this connect to Maria’s class?

¤ What I noticed?

BUT REMEMBER!!!!

¤  Its not about doing EVERYTHING!

¤  Its about doing SOMETHING! ¤  One class

¤  One student

¤  One unit

¤  One lesson

¤  Who can support you?

Start with one…

Curriculum for ALL: PRO D Series

¤  Richmond Teachers

¤  Dinner Series (330-6 pm)

¤  Register on Richnet

¤  Focus on new curriculum

Curriculum for ALL: PRO D Series

¤  Non-Richmond Teachers

¤  SET BC online learning modules

¤  FREE

¤  www.blogsomemoore.wordpress.com