Frameworks to Support Diversity

District & School Resource Support Models

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

The Rationale

How are we already collaborating to support all learners?

This used to be true!

¤The “green” kids

The evolution of skills…

The evolution of skills…

Where did green come from?

¤The “green” kids

The End of Average!

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

The Rationale

Frameworks to Support DiversityRTI

Tier 1

Tier 2

Tier 3

RTI TriangleLens:

Inclusion Planning Workshop Shelley Moore 2017

Response to Intervention (RTI)

Changing our support models

Resource SLP ELL

literacy Numeracy

First Nations

behaviourSocial – emotional

Resource

SLP

literacy

First Nations

ELL

Numeracy

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

Tier 1

Tier 2

Tier 3

Specialized Support

Targeted Support

Universal Support

Continuum of Support Services

Whole Class Support

Small Group Support

Individual Support

Designing Supports??????

No Supports

Adaptations

Modifications

Co-planning for All Shelley Moore 2013

Adaptations and Modifications vs.

Inclusive Supports ¤ Supports are designed for specific students

¤ ALL students can access supports regardless of ability in the teaching and learning phase

Designing Supports?????

Supports for ALL(UDL)

MORE Supports

EVEN MORE Supports

Co-planning for All Shelley Moore 2013

Tier 1

Tier 2

Tier 3

Specialized Support

Targeted Support

Universal Support

Continuum of Support Services

Whole Class DesignedSupport

Small Group DesignedSupport

Individually DesignedSupport

Continuum of Support ServicesRichmond School District

Tier 1

Tier 2

Tier 3

PeopleHearing Resource TeachersVision TeachersPhysiotherapists (PT)Occupational Therapists (OT)LSD Educational Assistants (LSDEAs)Mental Health Support TeamAAC ConsultantEducational PsychologistsDistrict Support Team (DST)Speech and Language PathologistsSettlement workers in schools (SWSS)ECSWs

Classroom TeachersResource teachersEducational AssistantsEnglish Language Learner Teacher (ELL)Aboriginal Support Workers (ASWs)Curriculum Coordinators (CnC)CounselorsAdministratorsDRC staff

Specialized Support

Targeted Support

Universal Support

People are not supports!

¤ In order for people to be useful, we need to know what supports are

¤“No plan, No Point!” – Faye Brownlie

Continuum of Support ServicesRichmond School District

Tier 1

Tier 2

Tier 3

Differentiated Instruction, Technology integration, Class Profiles, Culturally Responsive Teaching, Self Regulated Learning, Literature circles, Multiple Intelligences, Reciprocal Teaching, Strategic groupings, Multiple Modalities, Collaborative Planning, Performance Based Assessments, choice, DRC

Co-teaching, flexible scheduling, goal based groupings, behaviour support plans, adaptations, multiple and diverse texts, English Language Support, adjudication

Curricular modifications, Individual case management/ instruction, outside consultants and services, augmentative communication, mental health, alternate scheduling, assistive technology,

Examples of Support PeopleHearing Resource TeachersVision TeachersPhysiotherapists (PT)Occupational Therapists (OT)LSD Educational Assistants (LSDEAs)Mental Health Support TeamAAC ConsultantEducational Psychologists

District Support Team (DST)Speech and Language PathologistsSettlement workers in schools (SWSS)ECSWs

Classroom TeachersResource teachersEducational AssistantsEnglish Language Learner Teacher (ELL)Aboriginal Support Workers (ASWs)Curriculum Coordinators (CnC)CounselorsAdministratorsDRC staff

Specialized Support

Targeted Support

Universal Support

Support Models at a School Level

Continuum of Support ServicesHope Secondary

Tier 1

Tier 2

Tier 3

Examples of Support People

Specialized Support

Targeted Support

Universal Support

A, B, C

K, G, D

Student Population

D, G, K , Q

R, H

P

LA/H

igh

Inci

denc

eLo

w

Inci

denc

eN

o De

signa

tion

Nee

d su

ppor

tEv

eryo

neEl

seG

ifted

Continuum of Support ServicesHope Secondary

Tier 1

Tier 2

Tier 3

Examples of Support People

Specialized Support

Targeted Support

Universal Support

A, B, C

K, G, D

Student Population

D, G, K , Q

R, H

P

LA/H

igh

Inci

denc

eLo

w

Inci

denc

eN

o De

signa

tion

Nee

d su

ppor

tEv

eryo

neEl

seG

ifted

• Enroll in co-taught/ collaborative academic classes

• After school tutoring• Possible future flex

block• Enroll in co-taught/

collaborative academic classes

• Co-taught/collaborative academic classes

• Grade based case manager• Safe space in the school for

drop in support w/ an EA & FNSW

• Some enrolling support if needed

• 1 block resource support• Literacy/

numeracy/life skills• 1 academic class/term• 1 block work experience

Continuum of Support ServicesHope Secondary

Tier 1

Tier 2

Tier 3

Examples of Support People

Specialized Support

Targeted Support

Universal Support

A, B, C

K, G, D

Student Population

D, G, K , Q

R, H

P

LA/H

igh

Inci

denc

eLo

w

Inci

denc

eN

o De

signa

tion

Nee

d su

ppor

tEv

eryo

neEl

seG

ifted

• Enroll in co-taught/ collaborative academic classes

• After school tutoring• Possible future flex

block• Enroll in co-taught/

collaborative academic classes

• Co-taught/collaborative academic classes

• Grade based case manager• Safe space in the school for

drop in support w/ an EA & FNSW

• Some enrolling support if needed

• 1 block resource support• Literacy/

numeracy/life skills• 1 academic class/term• 1 block work experience

L.I. Case Manager • - 2 enrolling blocks• - 1 Collab block• - 1 W/E block• - 2:1 EA support in classes

• Collaborative grade based case managers (3 teachers) Gr. 7,8,9

• Enrolling Resource (2 teachers) Gr. 10-12

• Drop in Behaviour Case Manager (1 teacher + EA + FNSW) Gr. 7-12

• Classroom Teachers• Resource teachers• Educational Assistants• English Language Learner

Teacher (ELL)• Aboriginal Support Workers

(ASWs)• Curriculum Coordinators (CnC)• Counselors• Administrators• DRC staff

Support Models at a Classroom Level

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: Sharon HovbrenderResource Teacher: Shelley Moore

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

Tier 1

Tier 2

Tier 3

RTI TriangleLens: Math 10

Co-planning for All Shelley Moore 2013

RockyKeelor

Keisha

JordynJamieJohnny

SarahMichaelRavenColten

Rae Josh H. Adam K.

Kaitlyn Blake Jared Josh N. Nick C.

ReeceJoel Kyle

Isaiah

Tier 1

Tier 2

Tier 3

RTI TriangleLens: PE 9

Co-planning for All Shelley Moore 2013

-Annie- Kaen- Laural

- Danielle - Kory - Anna- - Ryan S. - Brian B. - Josh - Riley - Kyle - Tomas

- - Kristen - Sara- Donny - Denby - Sheldon -

Keaston- Lauryn - Emily - Kayden - Sem- Lucas

Tier 1

Tier 2

Tier 3

RTI Triangle: Grade 8Lens: Shape & Space/Creative thinking

Co-planning for All Shelley Moore 2013

Jade

Jade

Site Caden BreannRache Annabel Johnathan

EthanKendra Alyssa

Eric ZJoanna Monica

Alexandria

Kendra AlyssaEric

MonicaAlexandria

Sara JennilynAiden BreannaKim Kayl Kelly

Nadia Aida Sam Maria Megan Jackson

Site CadenBreann

Rache Annabel Johnathan Ethan

BreannaKim

Sara JennilynAiden BreannaKim Kayl Kelly

Nadia Aida Sam Maria Megan Jackson

Tier 1

Tier 2

Tier 3

RTI TriangleLens:

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

Keep in mind…

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

¤Bruce Beairsto

What is useful to you?

Questions