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Please complete the workshop feedback survey :)

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Fill | EARCOS Unpacking Inclusion Workshop Feedback

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Please answer the questions honestly. Your responses are anonymous.

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Resources www.gregoryoconnor.com/resources/login

Slides
bit.ly/SSISslides
(Login/password: Texthelp)

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Creating an Inclusive International School

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Creating an Inclusive International School

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Group 1 - Jigsaw Activity

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https://view.officeapps.live.com/op/view.aspx?src=https://www.ncca.ie/media/1922/assess13-dylan-wiliam-feedback-on-learning-
transcript-en.docx

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http://core-ed.org/legacy/thought-leadership/ten-trends/ten-trends-2014/learning-agency

Agency is when learning involves the activity and the initiative of the learner, more than the inputs that are transmitted to the learner from the teacher, from the curriculum, the resources and so forth. In the past our schools have catered mostly for groups of learners, for classes of kids, with a one size fits all approach. Arguably, many students felt disenfranchised in the midst of that, as they just had to sit and do what they were told. Lessons were delivered to students who were passive in the way that they received that. When learners move from being passive recipients to being much more active in the learning process, actively involved in the decisions about the learning, then they have greater agency.

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Add your questions, feedback and/or wonderings here to be addressed throughout the weekend:

- External service providers (referring, recommending, preferring providers?)
- "The Chicken or the egg": building capacity for inclusive services vs waiting for students with needs to arrive. (Admin decisions around funding, HR etc).

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Is it an Accommodation or a Modification?

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Adapted from Jung, L. A. (2017). In providing supports for students, language matters. Educational Leadership, 74(7).

The adaptations that teachers make to the curriculum and assessments on a daily basis can be classified into two categories: accommodations and modifications. Rarely, though, are educators compelled to define which type of support was provided. Even on IEP forms there is often a global prompt to list the "accommodations/modifications" that a student needs. But the difference between these two categories is significant and has important implications for instruction, intervention, and assessment.

What are accommodations?

Accommodations are adaptations that provide access to the general curriculum but do not fundamentally alter the learning goal or grade level standard. These supports "level the playing field" (Freedman, 2005, p. 47). Within the context of assessment, accommodations are support for a skill that is different from the skill being measured. Take for example a science assessment. The purpose of the assessment is to determine the student's level of mastery on a number of science standards. Support of any skill or behavior, then, other than with the science standards is an accommodation. We may have a student to respond orally if there are significant needs in the student's writing that affect the quality of response. The student may need additional time or a separate testing environment if test anxiety is a factor. An adult may read the questions to the student if there is difficulty with reading. Each of these adaptations is an accommodation because each one supports a skill that is different from the science standards being measured and reported.

What are modifications?

Modifications are changes to the curriculum and assessments that do fundamentally alter the learning goal or grade level expectation. Unlike accommodations that simply level the playing field, modifications "change the game" (Freedman, 2005, p. 48). Modifications are support to the very skill that is being measured. Let's consider a mathematics example. Students in the class are working on algebraic problems that require multiplication of fractions. One student who needs support is working below grade level in math and is learning multiplication with whole numbers. The student's assessment does not include the grade-level algebraic problems that require multiplication of fractions. Instead, the assessment includes whole number multiplication problems and one-step algebra problems requiring addition and subtraction. The student's team determined this is the appropriate change to be made, and it is a comparably-rigorous skill for the student who needs support. Although the adapted skill is just as difficult for this student as the grade-level skill is for students who do not need support, what is being measured has been changed. The math skill being measured is what is being supported. This is a modification.

Why does the distinction matter?

When teachers provide accommodations and modifications, they are differentiating to give students the support they need to progress. Why does it matter, then, what the supports are called? At first glance, the need to distinguish the terms may seem trivial. But because the nature of adaptations is entangled in issues of measurement, the distinction is necessary in order to measure and report progress accurately. Measurement validity and grading accuracy both depend upon our knowing which type of support was given.

Accommodations play an important role in ensuring we have measurement validity-that we are actually measuring what we intend to measure. If a student fails to perform well because of test anxiety, for example, we cannot say the student did not understand the content. Instead, we have to acknowledge we did not with validity measure what that student knew. We must, to the greatest extent, remove the anxiety and get new information about what the student knows. This applies to any student and any external influence. What makes the influence external? Difficulty with any skill other than the one explicitly being measured and reported with this task.

Modifications change what we measure. We must be able to identify modifications and note them as such to provide an accurate account of what the student knows or is able to do. Without making such a distinction, the result is often "unintended modifications." That is, we intended to provide support, but we didn't recognize it was a modification that changed what we measured, and then we evaluated that work as if it were grade-level work. Grading this student on the level of work she is able to complete is best practice, but we must note that the grade is based on a modified expectation, both on her report card and on the permanent record or transcript (e.g., Jung, 2017, Jung & Guskey, 2012). Not making this notation implies the student's performance was measured against grade-level criteria, which is not accurate.

Summary

Because the definition of accommodations and modifications includes the context of what is being measured, this means that no adaptation is inherently an accommodation or modification. Every single time, it depends upon what is being measured. Accurate data from our assessments is the foundation for making critical instruction, intervention, referral, and placement decisions for students who need support. Because issues of adaptations and measurement are inseparable, it is necessary that we understand and appropriately document the types of support being provided in order to measure with validity, grade with honesty, and support all learners to grow and succeed.

References
Freedman, M. K. (2005). Grades, report cards, etc. ... and the law. Boston, MA: School Law Pro.

Fuchs, L. S., Fuchs, D., Hamlett, C. L., Hope, S. K., Hollenbeck, K. N., Capizzi, A. M., Craddock, C. F., & Brothers, R. L. (2006). Extending responsiveness-to-intervention to math problem solving at third grade. Teaching Exceptional Children, 38, 59-63.

Jung, L. A. (2017). In providing supports for students, language matters. Educational Leadership, 74(7).

Jung, L. A. (2017). A Model for Differentiated Assessment and Grading. ASCD Student Growth Works. Retrieved online: https://www.studentgrowth.org/2017/05/17/differentiatedgrading/

Jung, L. A. & Guskey, T. R. (2012). Grading exceptional and struggling learners. Thousand Oaks, CA: Corwin Press.

Torgesen, J. K. (2002). The prevention of reading difficulties. Journal of School Psychology, 40, 7-26.

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Is it an accommodation or a modification? | Lead Inclusion | HOME | Lee Ann Jung

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Adapted from Jung, L. A. (2017). In providing supports for students, language matters. Educational Leadership, 74(7). The adaptations that teachers make to the curriculum and assessments on a daily basis can be classified into two categories: accommodations and modifications. Rarely, though, are educators compelled to define which type of support was provided.

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Excerpt from A Wrinkle In Time, Madeleine L'Engle

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Excerpt from A Wrinkle In Time, Madeleine L'Engle

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"We hold these truths to be self-evident!" she shouted, "that all men are created equal, that they are endowed by their creator with certain unalienable rights, that among these are life, liberty, and the pursuit of happiness."

As she cried out the words she felt a mind moving in on her own, felt IT seizing, squeezing her brain. Then she' realized that Charles Wallace was speaking, or being spoken through by IT.

"But that's exactly what we have on Camazotz. Complete equality. Everybody exactly alike."

For a moment her brain reeled with confusion. Then came a moment of blazing truth. "No!" she cried triumphantly. "Like and equal are not the same thing at all!"

"Good girl, Meg!" her father shouted at her.

But Charles Wallace continued as though there had been no interruption. "In Camazotz all are equal. In Camazotz everybody is the same as everybody else," but he gave her no argument, provided no answer, and she held on to her moment of revelation.

Like and equal are two entirely different things.

For the moment she had escaped from the power of IT.

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We looked at a chapter from this book about Singapore American School's inclusion journey.

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Example Individual Learning Plan Snapshot

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Example Individual Learning Plan Snapshot

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High School Diploma Graduation Requirements for ILP Students

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High School Diploma Graduation Requirements for ILP Students

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High School Diploma Graduation Requirements for ILP Students

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Memorandum of Understanding with External Providers

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Memorandum of Understanding with External Providers

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The SSIS Whole School Inclusion Continuum

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The SSIS Whole School Inclusion Continuum

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Principles of Instruction Article - Rosenshine

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Principles of Instruction Article - Rosenshine

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Summary of cognitive research on what works in learning

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External service providers (local to Suzhou/Shanghai)

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External service providers (local to Suzhou/Shanghai)

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Dr Alice Fok-Trela (Educational Psychologist, Parkway Health, SHANGHAI): http://www.parkwayhealth.cn/doctors/fok-trela-alice.php

Essential Learning Group, SHANGHAI (Educational Psychology / Speech Therapy / Occupational Therapy etc): http://www.chinaelg.com

Olivia's Place, SHANGHAI (Psychology / Speech Therapy / Occupational Therapy etc): http://www.oliviasplace.org

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Dr Lee Ann Jung: leadinclusion.org ("Strengthening Inclusive Schools")

Greg O'Connor:
http://gregoryoconnor.com/

Online differentiation support tool:
http://www.pbisworld.com/

Pre-Referral Intervention Manual (PRIM) checklist: https://www.hawthorne-ed.com/images/pre-referral/samples/h00680sb.pdf

Learning Scientists
http://www.learningscientists.org/

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SSIS Inclusion-Special Education Needs Policy

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SSIS Inclusion and SEN Procedures and Provisions

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Lucy Burden, Secondary School Principal: lucy.burden@mail.ssis-suzhou.net

Greg O'Connor, Texthelp specialist:
g.oconnor@texthelp.com

Annalise Stephens, Secondary School Learning Support Coordinator: annalise.stephens@mail.ssis-suzhou.net

Katie Wellbrook, MYP Coordinator/ Acting Assistant Principal (Pastoral): katie.wellbrook@mail.ssis-suzhou.net