Welcome

GECDSB NTIP Session 4

Bell Work

On two index cards, write down:

What does it mean for a student to be “under-resourced”?

What is one question that you still have about assessment and evaluation?

Housekeeping

Washrooms

Phone ……cell phones

Computer Access

Recycling

Home Work

Elbow Partners

What are some of the things your school is doing to promote and support character development.

Bring in an authentic example of “Quality Feedback” from your class.

Quality Feedback: Homework and Consolidation

Review the components of quality feedback Self-assess your sample from class

Share your quality feedback example with peers Peer-assess sample

Use the checklist

Balance in Our Lives

Your School Year

Brainstorm to create a list of school-specific and personal calendars items.

Review your list and indicate the month each of these calendars items occurs.

Emotional/Mental Fitness

Anticipation …

Survival …

Disillusionment …

Rejuvenation …

Reflection …

Graphing

Considering your list of calendar items and your own previous experience, use the template to graph your emotional/mental fitness reflecting the dates of your school year.

Stages of a Teacher’s First Year

Anticipation Excited about teaching

Survival Huge learning curve

Disillusionment Question their commitment, low morale

Rejuvenation Slow improvement in attitude towards

teaching Reflection

Looking back at the year’s successes and failures

Stages of a Teacher’s First Year

Comparing

Overlay the transparency and compare the two graphs.

What are the implications?

My Space… My Face…My Book

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Visual Instructional Plans

Before Viewing

What do I already know?

I wonder if ………….

Visual Instructional Plans

During Viewing ……..

Take notes

Does this make sense?

How does this information connect to what I already know?

I still wonder if ……..

Fred Jones Video

Visual Instructional Plans

After Viewing (working in partners)

How can I apply this to my subject area?

Think of some concepts you’ve taught/are teaching and create a Visual Instruction Plan to teach that concept.

Break

Reaching Every Student…. Big Ideas

Questions answered in this session:

What is the Tiered Approach?

How does it apply in my classroom?

Which students are in Tier 2? Tier 3?

How do I provide accommodations, modifications, and write IEP learning expectations?

TIERED Approach to Intervention

The tiered approach sequentially increases the intensity of instructional interventions.

Benefits of using the tiered approach:

Promotes & facilitates early identification of students who are at risk

Ensures adequate interventions

See “Education for All” – pp.60 – 70

Classroom teacher is responsible for instruction, assessment, data collection/analysis ... of all students.

Sound instructional strategies used (flexible groupings, differentiated instruction) and interventions for red-flagged students.

Student demonstrates progress. If not, proceed to Tier 2.

TIER 1

Classroom teacher determines strategies to use; teacher collaborates with PLC team for more intervention strategies

Teacher employs explicit instruction determined by the needs of the student.Increase intensity, frequency and duration of intervention

Student demonstrates progress. If not, proceed to Tier 3.

TIER 2

Referral to School-based Team Meeting for STM Referral (formal). Principal, LST, parent meet.

Referral to Educational Coordinator Services for educational assessments.

IEP is developed as per results of formal identification.

TIER 3

How does it work?

Tiered Approach to Intervention

Morty’s Story & Rebecca’s Reality

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Readiness level in: Interests are:Math Drama 1 2 3 4 Engaging personality

Cognitive Processes Strengths: Language skills

Information processing Needs: Executive functioning (organizational, self

advocacy skills) Memory skills Math and Written language

Learning Preferences: (MI) Learning Style:

VL LM VS BK MR N I In V A K

Other information: Learning disability

Morty’s Profile

Readiness level in: Interests are:Math and all subjects art, sports, working 1 2 3 4 with little children

Cognitive Processes: Strengths: Language skills (social)

Needs: Executive functioning- organization,

attention Information Processing

Learning Preferences: (MI) Learning Style:

VL LM VS BK MR N I In V A K

Other information: frequent moves; still has positive attitude

Rebecca’s Profile

What does Tier 1 look like for Morty and Rebecca in your classroom?

Using your 2 handouts determine:

3 Instructional strategies

3 Environmental strategies

3 Assessment strategies

.

Tier 1 Intervention StrategiesInstructional Environmental Assessment

Share ONE of your choices and why with your table group.

What will Tier 2 look like for…

Morty and Rebecca in your classroom?

- Small group or individually- Determined by need- Frequency- Duration- Intensity

CSI Map: Curriculum Strategic Instruction Map

Class/Group Period 1 Period 2 Period 3

Students RebeccaMorty

Tier 2: Intervention Focus

-Summarize, main idea using quick writes, GOs -organize, compare and make connections using T charts, Venn, etc.

Progress Monitor

Biweekly:Complete recap assignment for small group independently, etc.

Class Profile Tracking Template

Your Class Profile – At Risk Students

Learning Profile Assessment data Strengths/Needs Instructional

strategies/accommodations Tier 2 possibilities Progress monitor

Add your Student…

On the class profile add your student’s name

Include as much information as you have – learning style, preferences and assessment information

30-60-90 Sharing

First: share 1 need and an intervention strategy in Tier 1

Second: sharing 1 need and an intervention strategy in Tier 2

Third: explain your new learning about Tiers 1 and 2

Tier 3- Who are they?

Not successful in Tier 1 or 2

Further assessments necessary

More intensive, individualized instruction necessary

Formally identified (I.P.R.C.)

Morty’s IEP

What if Morty is in your class?

How do we address his IEP?

Link Learning with IEP data

IEP – Individual Education Plan

Developed for all students formally identified through IPRC process

Denotes strengths, needs, assessment information, accommodations and/or modifications

A working document

Accommodations or Modifications

What is the difference?

Accommodations

Strategies, supports, and/or services that help student to access the curriculum and demonstrate learning

May be instructional, environmental and/or assessment

Unique to individual student (specific; minimal number)

Do NOT alter provincial learning expectations for the grade level

Must be recorded for EQAO assessments

Instructional Environmental Assessment

Accommodations Chart on IEP

Unique to individual student –specific, minimal number

Accommodated ONLY Subjects

No curriculum modifications

Do NOT check IEP box on Provincial Report Card

Do NOT note accommodations on Provincial Report Card

(See Report Card Handbook Case Scenarios)

Examples of Accommodations More time

Preferential seating

Quiet space

Visual schedule

Task cards

Chunking work

Modifications

From Ontario curriculum

Expectations of a different grade level and/or a decrease in the number and/or complexity of regular grade level expectations.

Check off IEP on Report Card

See Report Card Handbook for Case Scenarios

Alternative

NOT from the Ontario curriculum

Expectations developed to help students acquire knowledge and skills that are not represented in the Ontario Curriculum

E.g. Social Skills, Personal Care, Functional Communication, Orientation and Mobility, etc.

May be given in addition to modified or regular grade level expectations

Reference Report Card Handbook- Case Scenarios 4A and 6

Which are these? ACC, MOD, ALT

Graphic organizers

Social skills training

3 out of 8 learning expectations

Access to computer

Use of pictures communication system

Open book test

Note-taking assistance

Behaviour management skills

Is it modification or accommodation? Extended time

Use of a scribe

Reduced number of many of the expectations

Reduced number of tasks required within an expectation

Use of a spell checker

Reduce the work load within the class expectations

Please Recycle Thank you

Mr. RRRibbet

Assessment and Evaluation??

–Revisit and Consolidate

English Language Learners in Our Schools

Welcome Jan Foy

Cooperative Learning

Did you know?

Research indicates that in 150 minutes of talk in a typical classroom

Students very rarely initiate talk through unsolicited comments

Such initiations total 7/8 min. of the 150 minutes

In a class of 25 students = 16.8 to 19.2 seconds of talk per student in 150 minutes of class time!

Gone!

2 min./day x 5 days x 150 days = 1500 min.

1500 min./60 min./h

= 25 h

lost!!!

Procedures and Routines

• Procedures:

• What you want students to do.

• Procedures must be rehearsed again and again (by teachers and students until they become routines

• Routine:

• What the students do automatically.

The Trick!!

Modeling ……

Opportunity to Practice……

The Key

Repetition ……

Repetition ….

Repetition …

Procedures Vs. Discipline

Procedures

How things are Done

Have NO penalties or rewards

Discipline

How students BEHAVE

HAS penalties and rewards

Procedures enable achievement!

Six Key Concepts

• Teams• Management• Will• Skills• > 4 Basic Principles• > Co-op Strategies

Co-op Strategies

Structure+

Content=

Activity

What it Looks Like!!!

Activity+

Activity+

Activity+

Activity ………

=

Lesson!!!

Cooperative Learning

The 4 Basic Principles:

Positive Interdependence

Individual Accountability

Equal Participation

Simultaneous Interaction

Each piece of the PIE must be present in ALL Cooperative Lessons

Which Way to Kitty Hawk?

As a group, you will perform the following task:

Assign the following roles Material Handler Time Keeper/ Task Master Flight Engineer Assessor

3 Stray, 1 Stay

As a group, choose 1 person who will “stay” (that person is the stayer!)

The other 3 people will be the “strayers” who will wander to all the other stations (make sure all are covered by your group)

At each station the strayer’s job is to determine the criteria being used by that group

TaskMaterials: straws (5 straws)

newspaper (5 pages)scotch tape (1 metre)paperclip

Problem:

Using only the materials listed, your group will build a flying object which is able to remain in the air for the longest time when thrown horizontally.

Strayer’s Job

Determine the criteria used by that group

You can ask a maximum of two questions at each station that can be answered by a yes or no!

Use of roles

Do you think roles are important?

When and how would you use them?

What could you use or adapt for your classroom?

Kinds of Roles

Encourager Praiser Cheerleader Gatekeeper Coach Materials Monitor

Question Commander

Checker Taskmaster Recorder Reflector Quiet Captain Observer

Session #5

Understanding The Under-resource Learner and Diversity

February 2010