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Think back!What have you tried/ remember from last time?

What have you notice?

What are your questions?

¤ Place Based¤ Where will we implement our plan?

¤ What is your curricular place/ community/location/land?¤ Teach skills in the context and transfer out vs. teach out of the

context and transfer in¤ Bring supports to the kids!

¤ Start with Strength ¤ What can we already do and what do we need to do next? vs. Where

should we be and why aren’t we there?

¤ Responsive¤ What competencies do we need to target?

¤ As an individual¤ As a group as a whole

¤ Continuums of Success¤ What is our range?

¤ Who needs the most support?¤ Who needs the most challenge?

BCs Renewed Curriculum

The End of Average!

How do we teach to the range?

1. Know your students

2. Teach to strengths

3. Start from access and build on challenge

4. Extend for those who need even more access or even more challenge

5. Support them!

Class ReviewLearning in Safe Schools

Teacher:Class:

Classroom Strengths Classroom Stretches

Individual Concerns

Class Review Recording Form

(Brownlie & King, 2000)

Goals Decisions

Medical Language Learning Socio-Emotional Other

RESPONSE TO INTERVENTION (RTI)

STUDENTS

S, MOORE ADAPTATIONS & MODIF ICATIONS- SDL 2012

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: Literacy 1/2

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 10

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: KindergartenLens: number/creative thinking

Co-planning for All Shelley Moore 2013

Jade

Jade

Site Caden BreannRache Annabel Johnathan

EthanKendra Alyssa

Eric Cathy X. Cathy 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

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

How do we teach to the range?

1. Know your students

2. Teach to strengths

3. Start from access and build on challenge

4. Extend for those who need even more access or even more challenge

5. Support them!

2. Strength based vs. Deficit based

¤ Where should you be, why aren’t you here?

¤ Where are you now, what is your next step?

Self Report

How do we teach to the range?

1. Know your students

2. Teach to strengths

3. Start from access and build on challenge

4. Extend for those who need even more access or even more challenge

5. Support them!

3. Start from access, build on challenge: Planning Pyramid

Even more goals

More goals

Goals

Even more goals

More goals

Goals

Access

Challenge

4. Planning for the RANGE: Extending for further access and challenge

Example: Math 8

Unit: Shape & Space

Goal for ALL: 2D/3D shapes, math vocabulary

Tier 1

Tier 2

Tier 3

Class ProfileLens: Math 8Shape & Space

Jodi

Kendra AlyssaEric Cathy X.

Cathy ZJoanna Monica

AlexandriaAiden Sara

Jennilyn Breanna Kim Kayla Kelly Nadia AidaSam Maria Megan JacksonSiteah

Cody BobRuth Andrew Jake Esther

The lesson goal…

Access All Some Few

What areshapes? (square,rectangle, triangle, circle)

What is 2D/3D, prism, cube, rectangular prism, length, width, height, area, volume?

What is triangularprism, face, surface area?

What is cylinder, base, net?

Start here

Add on complexity

The lesson – Start

rectangle circle triangle square

cube rectangular prism

cylinder triangular prism

Sort the pictures/words

face surface area base net

width height area volume

2D 3D prism length

Draw it!

¤ The words you know

¤Show what the words means in Pictures

¤ The words you don’t know¤ use text, internet, each other¤ show what the words mean in pictures

The lesson goal…

Access All Some Few

What areshapes? (square,rectangle, triangle, circle)

What is 2D/3D, prism, cube, rectangular prism, length, width, height, area, volume?

What is triangularprism, face, surface area?

What is cylinder, base, net?

Start here

Add on complexity

The lesson goal…

Access All Some Few

Start here

Add on complexity

The lesson goal…

Access All Some Few

Build a 3D prism

Draw a line with a ruler

Build a 3D prism with a volume of 24 units3

Create a drawing of a 3D prism with a volume of 24 units 3

Build a net for a prism with the volume of 24 units 3

Determine the surface area for a 3D prism with the volume of 24 units 3

Start here

Add on complexity

Combining Frameworks

Class Profile /RTI

Planning Pyramid

WHO am I teaching?

WHAT am I teaching?

Combining Frameworks

Class Profile/ RTI

WHO am I teaching?

WHAT am I teaching?

Planning Pyramid

You Try: Choose a goal (not an activity)

1.Content: What do I need to know?

2.Competency: What do I need to do?

How to stretch a goal

¤ Use pre-requisite skills or prior grade levels to help!

¤ Reduce and complexity of verb(e.g. match, choose…)

¤ Make it about them (the more personal the better)

¤ Use pre literacy goals (concepts of print)

How to make a goal accessible

¤ Elaborations

¤ Bloom’s Taxonomy

¤ Make it hands- on/ concrete

¤ Make it closer to home, relevant

Goals for ALL

Planning Pyramid: K: Recognizing Number concepts 1-10

Extended Goal(s)

Access Goal

Goals for ALL

Goals for MOST

Goals for FEW

Curriculum for All Shelley Moore, 2017

MUS

TC

AN

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ULD

I can match numbers 1-10

I can find a number with the biggest value

I can recognize

numbers 1-10

I can match my age

Goals for ALL

Planning Pyramid: 1 Science: Properties of Matter

Extended Goal(s)

Access Goal

Goals for ALL

Goals for MOST

Goals for FEW

Curriculum for All Shelley Moore, 2017

MUS

TC

AN

CO

ULD

I know colour, hardness, softness

I know objects with these properties

I know absorbency and lustre

I know texture and flexibility

I know my favourite colour

I know objects that are my

favourite colour

Goals for ALL

Planning Pyramid: 1 Science: Properties - measurement

Extended Goal(s)

Access Goal

Goals for ALL

Goals for MOST

Goals for FEW

Curriculum for All Shelley Moore, 2017

MUS

TC

AN

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ULD

I can compare objects same/ different

I can compare and measure objects using descriptive words

I can compare objects more/less

I can match same/different

Goals for ALL

Planning Pyramid: 3/4 Science: Arctic - Questioning

Extended Goal(s)

Access Goal

Goals for ALL

Goals for MOST

Goals for FEW

Curriculum for All Shelley Moore, 2017

MUS

TC

AN

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ULD

I can ask factual questions about the Arctic

I can make predictions about the Arctic using my prior knowledge

I can sustain my inquiry about the Arctic over time

I can ask question to further my thinking about the Arctic

I can make prediction based on new information I have learned about the Arctic

I can wonder about the

Arctic

Goals for ALL

Planning Pyramid: 3/4 Social Studies/ScienceCanada’s Diversity – Evaluating/Evidence

Extended Goal(s)

Access Goal

Goals for ALL

Goals for MOST

Goals for FEW

Curriculum for All Shelley Moore, 2017

MUS

TC

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I can find evidence to support my findings

I can include evidence from primary and secondary sources

I can corroborate my findings by collecting evidence from multiple sources reference the source

I can collect facts to help me

answer my question

Goals for ALL

Planning Pyramid: 6/7 Social Studies: Canada’s Diversity

Extended Goal(s)

Access Goal

Goals for ALL

Goals for MOST

Goals for FEW

Curriculum for All Shelley Moore, 2017

MUS

TC

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How did Canada respond to First Nations People in the past?

What is another population in Canada or the world that has also been treated unfairly in the past?

How did Canada respond to Japanese people in the past?

What is the diversity of our

classroom?

Goals for ALL

Planning Pyramid: 6/7 Social Studies: Canada’s Diversity - Perspective

Extended Goal(s)

Access Goal

Goals for ALL

Goals for MOST

Goals for FEW

Curriculum for All Shelley Moore, 2017

MUS

TC

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What is the tensionand the different perspectives in the historical example(s) you have chosen?

How have the perspectives in the historical example(s) changed over time?

What are the reasons for the different perspectives in the historical example(s) you have chosen? (Why did they think this way?)

What is a problem we have

had in our classroom?

What were the different sides to

the story?

Goals for ALL

Planning Pyramid: 6/7 Social Studies: Canada’s Diversity – Learning/application

Extended Goal(s)

Access Goal

Goals for ALL

Goals for MOST

Goals for FEW

Curriculum for All Shelley Moore, 2017

MUS

TC

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ULD

What are 3-5 things you learned n the historical example(s) you have chosen?

How have I apply my learning to my own life?

How has what I have learned connect? What do they have/don’t have in common?

What have I learned about

Residential Schools?

Goals for ALL

Planning Pyramid: Math 8: Pythagorean Theory

Extended Goal(s)

Access Goal

Goals for ALL

Goals for MOST

Goals for FEW

Curriculum for All Shelley Moore, 2017

MUS

TC

AN

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ULD

I know where Pythagorean theorem is useful in the world

I know how to use the Pythagorean theorem formula to solve a problem

I know how to derive the formula for Pythagorean theorem

I know squares, rectangles and

triangles

I know the difference

between them

Goals for ALL

Planning Pyramid:

Extended Challenge Goal(s)

Access Goal

Goals for ALL

Goals for MOST

Goals for FEW

Curriculum for All Shelley Moore, 2017

MUS

TC

AN

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ULD

One thing…

¤What is one USEFUL thing so far from today?

¤What can you want to try in your context?

¤What can you let go of to make it happen?

¤What are your next steps?

¤Who can support you along the way?

You Try!

1.Content: What do I need to know?

2.Competency: What do I need to do?