Secondary Session 4 A 09
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Session 4 of 5 part New Teacher Induction Program training
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Secondary Session 4 A 09
- 1. Welcome GECDSB NTIP Session 4
- 2. 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?
- 6. Balance in Our Lives
- 11. Stages of a Teacher’s First Year
- 13. My Space… My Face…My Book ..esourcesoday Show video Can your online life hurt your professional life.flv
- 16. Fred Jones Video
- 18. Break
- 19. Reaching Every Student …. Big Ideas
- 22. How does it work? 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
- 23. Tiered Approach to Intervention
- 24. Morty’s Story & Rebecca’s Reality ..esourcesorley Secondary.avi
- 25. 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
- 26. 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
- 28. Tier 1 Intervention Strategies Share ONE of your choices and why with your table group. Assessment Environmental Instructional
- 32. Class Profile Tracking Template
- 38. Link Learning with IEP data
- 49. Please Recycle Thank you Mr. RRRibbet
Editor's Notes
- Handouts needed: Self-peer assessment checklist and writing sample for those that did not do their homework. Review: 3 parts: what is done well; what needs improvement; how to get there (with table partners) Self-assess your homework (quality feedback sample) using the checklist. Make revisions as needed. Share: with table partners – partners does the feedback consist of all 3 parts? Is it descriptive? Use checklist to provide feedback as partner reads his/her feedback
- Read article.
- Don to add link Filters will be more lenient with the network opening…… Acceptable Computers Usage
- Fred Jones: Chapter 7 Tape 3: Visual Instructional Plans (Modality) - 13.5 minutes
- Once you have a grasp on where your students are in their learning and know where they need to go, precision can take place- This is a process that links assessment for learning to evidence informed instruction on a daily basis. Those evidence based practices are embedded in differentiated instruction and the tiered intervention approach.
- What is the Tiered Approach? Why? 2 reasons- we now know who those students are that need extra attention - we can now do something about it- interventions- in hope to reduce the number of students whose names go forward for further assessments and formal identification – IPRC Presently, we have 12.4 % of our student population identified formally- highest in the province. 37,000 and approx 4500- 4600 identified at any given time
- Refer to the Learning for All handout and Reaching Every Student handout for this graphic- 80% 15% 5%
- Video clip. Let’s review the 2 student profiles we met on our Sept PD day _ Morty and Rebecca. As you listen to their stories, fill in their learning profiles to refer to later- readiness to learn, interests, cognitive strengths and needs as well as learning styles (VAK) and preferences (MI) or any other factors that you pick out.
- (have information appear in frame as narrator mentions them) Narrator: Check your jot notes while we review, Morty’s profile. He has his strong language skills and information processing skills when he want to . He enjoys drama and is very engaging. Morty’s learning preferences could be verbal linguistic, bodily kinesthetic and interpersonal. His learning styles could be both auditory and kinesthetic. Conversely, his cognitive deficits are in executive functioning such as organizational skills, and self advocacy skills. Morty struggles in memory skills as well as with math and written work. This profile is complicated by Morty’s Learning disability. Does this sound like someone you know? A student, folks…. Not your spouse or colleague!! Write this student’s name beside Morty’s if one comes to mind.
- Narrator: Check your notes as we summarize Rebecca’s profile. She is good at athletics and art ( which can be recorded under Multiple Intelligences preferences of Bodily- Kinesthetic and Visual Spatial). She loves to socialize which is a language strength or Interpersonal Multiple Intelligence. Rebecca has both a visual and kinesthetic learning styles. Her interests are art, sports and working with young children. In terms of her needs, she has executive functioning deficits with poor attention and organizational skills. She struggles with all subjects but especially math. Rebecca has information processing difficulties as she asks the teacher many questions. This profile is further complicated by frequent moves. Rebecca still has a positive attitude towards school in spite of her deficits. How can you support Rebecca’s learning if she walked into your class next week?
- Using your 2 handouts determine what Tier 1 accommodations or strategies can you make for Rebecca and Morty in your classroom? Use the following graphic organizer.
- Using your 2 handouts determine what Tier 1 accommodations or strategies can you make for Rebecca and Morty in your classroom Good for All; necessary for some. Using the Cognitive Processes What would they be? Instructional –,visual cues, give slowly, prompt attention, extra wait time, manipulatives, break task into manageable amounts, Cornell notes Environmental- schedule posted for class, memory aids- posters, graphic organizers; computer- Morty- voice to text- Co writer Cornell notes Assessment- choice- drama, acting, uncluttered format, computer aids, provide rubric of expectations, teach test taking skills
- Tier 2 is the responsibility of the classroom teacher to provide more focused or precise teaching that some students have not learned thus far It can be done in small group or individually, Where are they struggling?- looking at the continuum of learning or scope and sequence of skills where do they need that specific instruction? Tier 2 in Ed for All and Learning for All is determined by need- if I want to increase my cardio and I only go to the gym once a week it will probably not happen. However, if I go 3 times a week and increase the length of time on the treadmill or eliptical and constantly increase my speed, incline or resistance my success rate will increase accordingly. Thus frequency (number of times per week), duration ( length of intervention); intensity (strength of the intervention). What could that look like?
- Handout of class profile- read over the information for Morty and Rebecca together
- See handout of class profile template
- Use Morty and Rebecca’s examples as a model add your student’s name to page 2. Fill out the pertinent information you know and determine some Tier 1 and Tier 2 strategies that you can do. 7 min time limit
- First sharing focus on 1 need according to your assessment data and an intervention strategy in Tier 1 Second sharing focus on 1 need and an intervention strategy in Tier 2 Third sharing explain new learnings on Tiers 1 and 2
- What is it? We must be able to access the IEP- LST in your building. Must have copies as you are responsible to deliver the programming delineated on them. REFER to our board statistics- 12.4% of our students have IEPs and are formally identified- High schools- quote numbers in each school
- Most of the problems emerge around this question.
- Accommodations should be minimal more does not mean better Strategies – learning strategies in the classroom Supports – Assistive technology, EA, CYW, etc. Services – Psych. Staff, Social Work, E.C. Itinerants, community agencies, etc. As accommodations list only the “only” way this child can learn Equipment can be part of it An Accommodation assists the students in achieving the grade level expectations but does not impact the integrity of the subject or course.
- Similar to anything seen already? Cognitive Processes strategies divided up into these 3 headings too. However on an IEP we only list the accommodations that are unique to this student not all the strategies that you use for everyone in the class.
- Human Rights issue: nothing on the report card that states accommodations. Right now it is only “advisable” but the Ministry is telling us not to have it. No need for “With accommodations…” so our case scenarios will have to be changed in our Report Card Handout and the LST Binder
- Just good teaching
- P117 in Ed for All defines modified curriculum. The change in our interpretation of modified programming: “… decreasing the number and / or complexity of regular grade level curriculum expectations.”
- Examples of alternative: all K courses, self care, O&M, speech, fine motor, behaviour programs, keyboarding
- Use sticky notes- write ACC, MOD and ALT Hold up the sticky note that matches the item
- Scribing is a major concern on many fronts- When to use it? – break arm, fine motor or neurological difficulties warranting need Why not? Not allowed in EQAO testing except for those on IEPs Create students to be dependent on others writing for them- spelling, sentence structure all necessary skills to practice No practice then the skill is not developed. Beware of scribing too much or too early- dig into what is the problem.. Is it that they don’t know their phonemes- spelling, they are fearful of incorrect work, they can’t print or write quickly- get students to write as soon as possible to alleviate that concern (MISA manual page 23) as comments that can be included for students who need scribing
- Debbie and all…
- Positive Interdependence: Is a gain for one, a gain for another? Is help necessary?? Everyone gains from the group exercise. Individual Accountable: Is Individual performance required? Is everyone accountable? Equal Participation: How equal is the participation? Simultaneous Interaction: What percent are overtly active at once?