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Modified Schmodified: Setting Curricular Goals for Students in Inclusive Classes

This blog post discusses the challenges of creating Individualized Education Plans (IEPs) for modified students in inclusive classrooms. It explores the need for more relevant and accessible IEPs and offers an example of how to modify content goals for a Social Studies class.

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Modified Schmodified: Setting Curricular Goals for Students in Inclusive Classes

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  1. Modified Schmodified: Setting curricular goals for students who are modified in inclusive classes. Shelley Moore Dec. 12, 2013 SETBC Online Learning Series

  2. www.blogsomemoore.wordpress.com tweetsomemoore

  3. The start…

  4. SECONDARY TEACHERS AND EA’S SURVEYED: IEP’S ARE… Too long Not relevant to content Not accessible as an evaluation tool A bureaucratic document Not useful for teachers or EA’s in modifying curriculum Modified Schmodifed. Shelley Moore, 2012

  5. PARENTS SAID… There is not enough information of what they want, too much of what they don’t Not enough record of progress They deserve a mark for their work Were unsure who was accountable for what They wanted students in content classes

  6. RESULT 1 page content IEP’s Content related goals Evaluation checklist Separate IEP’s for literacy and category goals Trial with 12 modified students 0-100 % Teacher participation in creation and/ or evaluation of modified student’s IEPS. Modified Schmodifed. Shelley Moore, 2012

  7. EXAMPLE • Social Studies 9 • Teacher: Bryce Miller • EA: Sharon Hovbrender • Resource teacher: Shelley Moore Modified Schmodifed. Shelley Moore, 2012

  8. Social Studies 9 Teacher: Bryce Miller EA: Sharon Hovbrender Resource Teacher: Shelley Moore Modified Outcomes Rahul Niccole Philip, Shaun Tudor, Alexa, Paris, Talha Adapted Outcomes Tyler, Montana, Karissa, Courtney, Jennifer, Mona, Kaaljeet, Summer, Amit, Zafar, Turner, Karm, Colin, Sarah, Ryan, Brian, Cynthia Regular Outcomes Moore, S. & Watson, L. Pr-ALL-Gramming- Session 1, 2012 Modified Schmodifed. Shelley Moore, 2012

  9. Social studies 9- content goals One goal Modified Schmodifed. Shelley Moore, 2012

  10. goals • For ALL students Modified Schmodifed. Shelley Moore, 2012

  11. Unit: What is Culture? How is Culture Formed? Content goals What is Enduring? What does EVERYONE need to know? Student will be able to: - Assess how identity is shaped by a variety of factors including: - family - community Modified Schmodifed. Shelley Moore, 2012

  12. goals - For SOME students Modified Schmodifed. Shelley Moore, 2012

  13. Unit: What is Culture? How is Culture Formed? Content goals What can we add? What does SOME need to know? • Student will be able to: • Assess how identity is shaped by a variety of factors including: • - nationality • - ethnicity • - Analyse roots of present day, regional, cultural, and social issues within Canada Modified Schmodifed. Shelley Moore, 2012

  14. goals - For Fewstudents Content Modified Schmodifed. Shelley Moore, 2012

  15. Unit: What is Culture? How is Culture Formed? Content goals What can we add? What does FEW need to know? • Student will be able to: • Assess how identity is shaped by a variety of factors including: • - gender • - belief Modified Schmodifed. Shelley Moore, 2012

  16. goals - For INDIVIDUAL students Content Modified Schmodifed. Shelley Moore, 2012

  17. 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?? • Literacy IS Cognition

  18. PBAs for individual studentsSnapshot Assessment • Why would we perform a Snapshot assessment?? • Helps us set appropriate literacy goals and objective for students (IEPs) • Bridges the cognitive gap of students in content classes • It is a best practice and a constructive approach to learning • Determine literacy level/cognitive level

  19. What is Culture? How is Culture Formed? Modified outcomes To address appropriate content level Niccole (C) Rahul (D) Learning Needs Category: Literacy Stage: Emergent Category: Literacy Level: conventional • Class goal: • Student will be able to: • Assess how identity • is shaped by a variety of • factors including: • - family • - community • - country • Niccole will: • - identify groups • that are a part of • her life (K) • identify ways I which • individuals contribute • to a community (gr. 1) • Rahul will: • Identify a variety • of social structures • in which he lives, • works and plays (gr.2) • Identify significant • language and • cultural characteristics • of Canadian society (gr. 2) Modified Schmodifed. Shelley Moore, 2012

  20. Modified Schmodifed. Shelley Moore, 2012

  21. Modified Schmodifed. Shelley Moore, 2012

  22. 1 Student Profile Page IEP BIG PICTURE 2 Category Goals IEP 3 Content 1 4 Content 2 IEP Accommodations 5

  23. Modified Schmodifed. Shelley Moore, 2012

  24. Modified Schmodifed. Shelley Moore, 2012

  25. Modified Schmodifed. Shelley Moore, 2012

  26. Back of the goal PAGE

  27. Breaking it down…

  28. Co-Planning ….. Plan Combining 3 Frameworks WHAT are they learning? UDL Planning TRIANGLE RTI TRIANGLE INCLUSION TRIANGLE WHO are we teaching? HOW can we support them? Co-planning for All Shelley Moore 2013

  29. RTI TRIANGLE WHO are we teaching? Co-planning for All Shelley Moore 2013

  30. Response to intervention (RTI) Students S, Moore Adaptations & Modifications- SDL 2012

  31. RTI Triangle Tier 3 Tier 2 Tier 1 Co-planning for All Shelley Moore 2013

  32. RTI Triangle Socials 8 Rocky Keelor Tier 3 Keisha Jordyn Jamie Johnny Reece Joel Sarah Michael Raven Colten Kyle Isaiah Tier 2 Rae Josh H. Adam K. Kaitlyn Blake Jared Josh N. Nick C. Tier 1 Co-planning for All Shelley Moore 2013

  33. WHAT are they learning? UDL Planning TRIANGLE RTI TRIANGLE WHO are we teaching? Co-planning for All Shelley Moore 2013

  34. What if we pair this with the inclusion triangle??? RTI Triangle What do you notice? Co-planning for All Shelley Moore 2013

  35. The Planning pyramid: Considering UDL Co-planning for All Shelley Moore 2013

  36. UDL Planning Triangle Goals for ALL Modified Goal(s) Goals for MOST Goal for FEW Extended Goal(s) Co-planning for All Shelley Moore 2013

  37. Unit: Vikings Essential Question: Did the Vikings create order or chaos? Course: Socials 8 All/Most/Few All All All Most Most Few PLOs Compare daily life, family structures and gender roles in a variety of civilizations Describe the impact of technological innovation and science on political, social and economic structures Describe how physical geography influenced patterns of settlement, trade and exploration Assess the impact of contact, conflict and conquest on civilizations Ideas/ Concepts Vikings Culture Travel Geography Cause/Effect Questions Who were the Vikings? How did Vikings live? Where did the Vikings come from? Where and how did the Viking travel? How were the Vikings orderly? Chaotic? Extended Goal Can order and chaos exist at the same time? Why? Co-planning for All Shelley Moore 2013

  38. Planning for an individual • Student at a beginning conventional literacy level

  39. Unit: Vikings Essential Question: Did the Vikings create order or chaos? Course: Socials 8- Modified goal All/Most/Few All All PLOs Compare daily life, family structure and gender roles in a variety of civilizations Ideas/ Concepts Vikings Questions Who were the Vikings? How did the Vikings live? PLOs (grade 2) Describe roles and responsibilities of individuals in a Viking Society Co-planning for All Shelley Moore 2013

  40. UDL Planning Triangle Goals for ALL Describe roles and responsibilities of individuals in a Viking Society Who were the Vikings? How did Vikings live? Where did the Vikings come from? Modified Goal(s) Goals for MOST Where and how did the Viking travel? How were the Vikings orderly? Chaotic? Goal for FEW Can order and chaos exist at the same time? Why? Extended Goal(s) Co-planning for All Shelley Moore 2013

  41. Unit: Optics Essential Question: Why Can We See? Course: Science 8 All/Most/Few All All All Most Most Most Few PLOs Explain how human vision works Explain the properties of visible light Demonstrate knowledge of the behaviour of waves Compare visible light to other types of electromagnetic radiation Ideas/ Concepts The eye/ seeing Light Energy Waves Electromagnetic spectrum Questions How do we see? What is visible light? How does visible light move? How is visible light measured? How is non visible light measured? How are visible and non visible light the same/ different? Extended Goal How do we see what we cant see? Co-planning for All Shelley Moore 2013

  42. Planning for an individual • Student at a later emergent literacy level

  43. Unit: Optics Essential Question: Why Can We See? Course: Science 8- modified goal All/Most/Few All All PLOs Explain how human vision works Explain the properties of visible light Ideas/ Concepts The eye Light Questions How do we see? What are the colours and order on the electromagnetic spectrum? PLOs (grade K) Identify steps in “seeing” Describe properties of light using colour Co-planning for All Shelley Moore 2013

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