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