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LDC & Students with Disabilities

LDC & Students with Disabilities. St. Bernard Parish Public Schools Alison Gros Literacy Intervention and Data Specialist Kristi Wilhelmus Instructional Coach Michelle O’Neill 3 rd Grade Teacher. What does Special Education Look L ike?. Different types of learning

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LDC & Students with Disabilities

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  1. LDC & Students with Disabilities St. Bernard Parish Public Schools Alison Gros Literacy Intervention and Data Specialist Kristi Wilhelmus Instructional Coach Michelle O’Neill 3rd Grade Teacher

  2. What does Special Education Look Like? • Different types of learning • Varying needs of individual students • Scaffolding • Student contributions • Time needed to intellectually engage • Choice

  3. Compass • 1c Setting Instructional Outcomes- • All outcomes represent rigorous and important learning in the discipline. The outcomes are clear, written in the form of student learning, and permit viable methods of assessment. Outcomes reflect several different types of learningand, where appropriate, represent opportunities for both coordination and integration. Outcomes take into account the varying needs of individual students. Your logo here

  4. Compass • 3c Engaging Students in Learning • Virtually all students are intellectually engaged in challenging content, through well designed learning tasks, and suitable scaffoldingby the teacher, and fully aligned with the instructional outcomes. In addition, there is evidence of some student initiation of inquiry, and student contributions to the exploration of important content. The pacing of the lesson provides students the time needed to intellectually engage with and reflect upon their learning, and to consolidate their understanding. Students may have some choicein how they complete tasks and may serve as resources for one another.

  5. How are we going to do that? Ability to identify: How can I make this student with this disability successful at LDC?

  6. A Framework • Back mapping • Scaffolding • Adapting • Choosing “LDC lends itself to special needs students. It’s breaking apart one gigantic task into smaller reasonable pieces, and that’s what my students need.” Alicia Comeaux 5th grade inclusion teacher

  7. Utilizing Module Creator

  8. Oh, that’s what that is for!

  9. Alison’s Access for AllChecklist

  10. Most Frequent Mini-tasks • Task Analysis • Active Reading • Note-taking • Socratic Seminar • Development

  11. Task Analysis • The ability to understand and explain the task’s prompt and rubric.

  12. Active Reading • Ability to identify the central point and main supporting elements of a text.

  13. Note-Taking • Ability to read purposefully and select relevant information; to summarize and/or paraphrase.

  14. Socratic Seminar • Ability to discuss complex texts with classmates in order to uncover both explicit and implicit meaning.

  15. Development • Ability to construct an initial draft with an emerging line of thought and structure.

  16. Essential Vocabulary— Your Turn • Ability to apply strategies for developing and understanding a text by locating words and phrases that identify key concepts and facts or information.

  17. Reflection • What are my first steps in getting all teachers to plan with ALL students in mind?

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