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The Three Block Model of UDL is the "how to" piece we need for creating socially and academically inclusive classrooms. However, there is much more to it than just the practical how - we have to...

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The Starting point in RTI is Ecobehavioural Analysis:

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The Starting point in RTI is Ecobehavioural Analysis:

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-if we are concerned about a student we must first look at the "instructional environment"

-not through judgment, but through a realization that not every teacher is a good fit for every child

-revamp structures that can benefit those struggling but also help the whole class

-an environment can be "disabling"

From: UDL & RTI by Jennifer Katz and think about what RTI looks like in your school. https://www.threeblockmodel.com/rti--udl.html

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UDL-Use Your Class!!-Build a Classroom Profile

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UDL-Use Your Class!!-Build a Classroom Profile

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-the children become the curriculum

-at the beginning of the year build a classroom profile, strengths, interests, and stretches-design with this in mind

-backwards design, what do you want them to know then build with the classroom profile in mind

-activities should be low floor high ceiling

-BC curriculum allows for this with a competency-based curriculum and big ideas

From: podcast Designing Education for Diversity with Leyton Schnellert from Good Things in Life

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From Campbell River School District

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Social Inclusion through Core Competencies

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Social Inclusion through Core Competencies

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Social Inclusion Through Core Competencies

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Social Inclusion Through Core Competencies

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-social inclusion is sometimes overlooked as more strategies have been designed and are available for academic inclusion

-social inclusion is so important and a component in dealing with mental health issues that may arise within your classroom

-in BC the Core Competencies provide a jumping-off point to teaching about social inclusion

-Communication and Collaboration -this soft skill is key to social inclusion in the classroom

-include this in lesson planning so units are social as well as academic

-have focus lessons designed around core competencies

Personal Awareness and Responsibility·

-two barriers to inclusive classrooms social inclusion and mental health can be targeted in a preventative fashion through lessons around this competency

-Self-regulation, well-being and self-advocacy address mental health and well-being

Inspiration From · Oh, Canada: bridges and barriers to inclusion in Canadian schools  by Laura Sokal and Jennifer Katz

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-adaptations are used to

accommodate the needs of the

learner to ensure they meet the

learning outcomes of the

course they are in

Some examples of

Adaptations:

-working on learning outcomes

from a lower grade level

-access to assistive technology

-graphic organizers

-more time to complete

assignments

-separate space to work

-fidget tools and alternate

seating

-providing different ways to

show learning illustration,

interview, hands-on materials

Assessments

assessments are reflective

of the adaptations made for

the student -remains centred

around curricular outcomes

assessments give students a

chance to show their

learning in a way that is

suited to their learning

needs

(POPFASD, 2024)

Works Cited

POPFASD. “Adaptations & Modifications.” Www.youtube.com, youtu.be/OxwQceFsMo4?si=SVZ9sMkUn_uaIEXM. Accessed 8 Feb. 2024.

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-modifications are individualized learning outcomes that are stated in an IEP (Individual Education Plan) and can significantly adapt the learning outcomes of a given subject -portions of the learning outcomes may be addressed or changed -curriculum outcomes are adjusted to meet specific needs -goals may be created that are not related to the curriculum -support longer-term goals Assessments assessments reflect individual learning goals assessments may take the form of written comments -appropriate assessment should be determined by the whole school team (Burnaby Schools, 2009)

A Guide to Adaptations and Modifications Developed in Consultation with Representation from the Following Educational Associations; BC Council of Special Educators (BCCASE), Learning Assistance Teachers’ Association (LATA), Special Educators’ Association (SEA), Office of the Inspector of Independent Schools, and British Columbia Teacher’s Federation (BCTF). 2009.

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The Know in the curriculum is the Content!

The Understand in the curriculum is The Big Idea

The Do in the curriculum is The Competencies

-Aligning your units and assessment with these three things in mind will allow you to use UDL more successfully because those competencies they continue every year!!

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Align

-align assessment with learning goals make sure you are not assessing for other things!

Offer authentic Opportunities for Assessment

-can they apply what they learned to a new idea, what is the what, how and why

Transferable

-can they transfer the knowledge that they learned -does it go beyond just right answers or memorization

Assess Engagement

-assessing engagement and self-assessing emotions while and before working on something can give teachers a better idea on how to help individual students

Frequent Formative Assessment

-always be looking for ways to formatively assess so you can change course if you need to

Reduce Unnecessary Barriers to Access

-practice assessments, review learning, offer options to show learning

Allow for Flexible Assessments

-assessments should be catered to how a child learns and likes to show their learning best

Share Rubrics

-it should be clear what the learning goals are for a unit -not a mystery

Reflect on Summative assessment for future design

CAST. UDL Tips for Assessment. chrome-https://www.cast.org/binaries/content/assets/common/publications/downloads/cast-udltipsforassessment-20200920-a11y.pdf

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Great Ideas for Inclusion

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CAST is a multifaceted organization with a singular ambition: Bust the barriers to learning that millions of people experience every day. We do this by helping educators and organizations apply insights from the learning sciences and leading-edge practices to educational design and implementation.

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PreK-12: Instructor-Led Course

In this introductory online course for preK-12 educators, participants learn the research basis for UDL, practical applications of UDL to lesson design, and helpful technology tools that support flexible, inclusive instruction.

Monday, September 11 - Monday, December 11, 2023

PreK-12: Instructor-Led Course

In this introductory online course for preK-12 educators, participants learn the research basis for UDL, practical applications of UDL to lesson design, and helpful technology tools that support flexible, inclusive instruction.

Monday, February 5 - Monday, May 13, 2024

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Designed exclusively for higher education, this course includes strategies to remove barriers to learning for postsecondary students.

Monday, February 5 - Friday, March 29, 2024

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Find out more about CAST. We're busting barriers to learning, until learning has no limits®.

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A Guide to Adaptations and Modifications

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A Guide to Adaptations and Modifications

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YouTube Guide To Adaptations and Modifications

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YouTube Guide To Adaptations and Modifications

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Think of instructional routines that will interest both those you are trying to adapt for and the rest of the class. These ideas will save you the exhaustion of individually adapting each resource for many different kids! Low Floor High Ceiling and topics that interest your particular students for optimal engagement!

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What are PRPs (Provincial Outreach Programs)

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What are PRPs (Provincial Outreach Programs)

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-funded by the Mistry of Education to meet diverse needs of students

-grouped into POPs and PIPS

-POPS-Provincial Outreach Programs

-PIPS- Provincial Inter-ministerial Programs

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-Outreach specialists with different programs to support, parents, caregivers, students, teachers in supporting diverse needs

-they build capacity of school based teams

-deliver training and support

-involved in research

-accessibility and loaning of equipment

-each POP is different

From:

https://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade-12/teach/teaching-tools/inclusive/prp-catalogue-of-services.pdf

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-Provide a School program for students to attend to support their diverse needs

-staff is hired by the Ministry of education to work in specific facilities like hospitals, mental health facilities

-require specific training

-communicate student learning

-help with transitioning the student out of the program

From:

https://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade-12/teach/teaching-tools/inclusive/prp-catalogue-of-services.pdf

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Board Maker https://www.myboardmaker.com/Login.aspx

Widget Online https://widgitonline.com/en/home

do2learn https://do2learn.com/picturecards/VisualSchedules/index.htm

storyboard that https://www.storyboardthat.com/storyboard-creator

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Create, print, share and translate symbol materials online

Create simple cloud-based symbol materials

Sign up now and join 1000s of teachers, parents and professionals around the world who use Widgit Online to support learning and communication.

Cloud Based Flexibility

Create and open your symbol materials from any PC, Mac or iPad with an internet connection.
No installation needed.

Support EAL and MFL with 80 different language translations

Our Dual Language Feature Pack is already included in Standard, Plus and Pro plans, or can be added at additional cost to Home and Basic plans.

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Create, print, share and translate symbol materials online Sign up now and join 1000s of teachers, parents and professionals around the world who use Widgit Online to support learning and communication. Cloud Based Flexibility Create and open your symbol materials from any PC, Mac or iPad with an internet connection.

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PDA Pathological Demand Avoidance Strategies

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PDA Pathological Demand Avoidance Strategies

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Demand Avoidance is something teachers are faced with from normal levels to severe. This visual from POPARD is very helpful as a tool.

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Reading and Writing are a Reciprocal Process

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Reading and Writing are a Reciprocal Process

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Stop breaking your blocks into reading or writing blocks, make sure to engage your reader with both the process of writing and reading simultaneously. Encourage the creative and enjoyable parts of writing with the decoding and work that an early reader is doing!

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Use this as a template for small group instruction!

From: https://readingrecovery.org/literacy-lessons-overview/?gad_source=1&gclid=Cj0KCQiAxOauBhCaARIsAEbUSQQCblyd9VMqV2dUe6-CyqpLnMyb1vwwl3meRS6e4jMmNu3E-YGaXncaArf3EALw_wcB

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Get ready do done, perfect for classes struggling with executive functioning. Many different resources available at SETBC: https://www.setbc.org/resources/executive-functioning-module-4-get-ready-do-done-english/

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https://www.readingrockets.org/topics/writing/articles/graphic-organizers-help-kids-writing

These are more graphic organizers from reading rocket

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Struggling Reader Tips From Reading Rockets

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Struggling Reader Tips From Reading Rockets

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Love the short vowel lesson and am using it with my class with a lot of success!!!

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Working with Struggling Readers - Every Child Can Succeed

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Linda Farrell talks about her role as a reading intervention specialist, and what more than 20 years of experience working with kids, teachers, and schools has taught her about the potential of struggling learners - that with the right instruction (and patience) every child can become a better reader.

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Amazing scaffolds for writing, especially like the sentence frames which you can drag and drop words to create a sentence with the class.

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State of New South Wales, Department of Education, Australia

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Writing scaffolds support students to plan their writing and, when implemented digitally, they allow them to plan in many different ways, including recording their voice, drawing images and inserting videos.

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https://www.glowwordbooks.com/blog/category/kids-online-mad-libs/

https://www.thewordfinder.com/wordlibs/

Resources shared by Janice!

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Mad Libs provide an entertaining and engaging way to teach kids about nouns, verbs, adjectives, and adverbs, and they can be used to reinforce essential grammar, reading comprehension, and vocabulary skills. Just fill in the blank for some wordy fun!

For Growing Readers (Ages 6 - 8)

For Tweens (Ages 9 - 12)

As your reader and speller advances, they'll begin spelling multisyllabic words all while playing fun Mad Libs games like "The Spy That Cries" and "The Carrot Thief."

In the Grade 4 Workbook, the Mad Lib stories get a little more challenging, and a lot more fun! Mastering all of the lessons will give your child confidence in their reading skills both inside and outside of the classroom.

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Mad Libs Printables and Activities | Brightly

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Mad Libs provide a fun and engaging way to teach kids about parts of speech while reinforcing essential grammar, reading comprehension, and vocabulary skills.

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Every Learner comes to the Table with a Different Starting Point and Different Learning Needs

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Every Learner comes to the Table with a Different Starting Point and Different Learning Needs

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Finding Strategies and differentiating Literacy instruction in your classroom is essential for your students to experience success.

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Graphic Organizers are a universal support, and help all students organize their thoughts and ideas when embarking on the writing journey.

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For some learners engaging in multi-sensory language learning is key to activating long-term memory.

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Finding out concepts that students are missing is key to helping them become successful readers and writers.

Letter Sounds

Vowel Sounds Long and Short

Blending

Segmenting

Sight Words

Lower Case Letter Recognition

Proper Letter Formation

Pencil Grip

These are examples of barriers that can easily be removed through implicit teaching!

For Early Literacy Advice and Strategies:

https://www.ortonacademy.org/resources/what-is-the-orton-gillingham-approach/

https://readingrecovery.org/

https://www.fountasandpinnell.com/lli/

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Consider Multiple Entry Levels for Each Lesson  

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Consider Multiple Entry Levels for Each Lesson  

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Plan your literacy lessons or any with RTI in mind Access All, Most, Few, Challenge

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Planning & Strategy Templates for: Getting to Know Our Learners Curriculum Design Universal Design Instructional Design Assessment Strategies to support Teacher Professional Development Who am I? Profile for Teachers Who am I? Profile for Teachers (Editable) BC Curriculum Scavenger Hunt ...

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Tasks Curated by Debbie Nelson - British Columbia Association of Mathematics Teachers

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Primary Tasks Hungry Ants 100 Hungry Ants by Elinor J. Pinczes Loose Digit Cards I used digit cards to create a 2-digit number pattern. The wind blew the cards and […]

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Math Daily 3 is a framework for structuring math time so students develop deep conceptual understanding, mathematical proficiency, and a true love of mathematics. This framework can be adapted to district-adopted curriculums and state mandates. In addition, teachers are able to provide differentiated instruction, helping to ensure that all students reach their potential.

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Students love to play games in math class. So we've curated (and created!) the best math games we know and put them in one place, to make sure that students will be learning math and engaged through play.

These games are notable for their:

1. Student Choice
2. Mathematics is the engine of the game
3. Easy to learn and quick to play - perfect for classroom use

Want more? Check out the Mathematical Games Minicourse. A 115-minute recording with accompanying 45 page booklet of favorite games for pre-K - 2nd grade.

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Students love to play games in math class. So we've curated (and created!) the best math games we know and put them in one place, to make sure that students will be learning math and engaged through play. These games are notable for their: 1. Student Choice 2.

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While I was teaching, I had my 5th graders write in their math journals every single day.

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Math Games Provide Opportunities to Practice Facts!

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Math Games Provide Opportunities to Practice Facts!

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Math games are easily accessible and adaptable to many levels, multi-level learning and can be used with supports to make them an integral part of an inclusive classroom.

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Using a math journal can give you valuable information about formative assessment. On teachingchannel.com they discuss how to use them to strengthen your math curriculum. In one scenario they used an exit ticket strategy from the math talk that they had had at the beginning of class.

https://www.teachingchannel.com/k12-hub/blog/formative-assessment-journals/

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Suggested by one of our peers a great way to start the year.

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The following materials were developed in collaboration with the Learning

Services Numeracy Assessment Committee from 2017-2019. From our

work together, a SD38 K-2 Numeracy Assessment Tool was developed,

drawing upon the BC Early Numeracy Project and current research

regarding assessment of early numeracy. Thirty Richmond primary

teachers piloted the assessment with their students in the fall of 2018 and

their findings and feedback contributed to edits and revisions to the

assessment tool. A further field test was done in the fall of 2019, again

with thirty Richmond primary teachers using the assessment tool with their

students.

The assessment focuses on both learning standards - content and competencies, and also focuses on both mathematics and numeracy. It is not grade-specific as it is meant to look at the foundational mathematics concepts for K-2 and results create a class or learner profile to support student learning and instruction.

As of November 2019, the assessment tool and recording sheets are

approved to use in K-2 Richmond classrooms.

Further resources to support this assessment tool and related instruction

will continue to be developed.

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SD38 K-2 Numeracy Assessment Information - Mathematics and Science in SD#38 (Richmond)

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The following materials were developed in collaboration with the Learning Services Numeracy Assessment Committee from 2017-2019. From our work together, a SD38 K-2 Numeracy Assessment Tool was developed, drawing upon the BC Early Numeracy Project and current research regarding assessment of early numeracy.

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… efforts to intensify attention to the traditional mathematics curriculum do not necessarily lead to increased competency with quantitative data and numbers. While perhaps surprising to many in the public, this conclusion follows from a simple recognition that is, unlike mathematics, numeracy does not so much lead upwards in an ascending pursuit of abstraction as it moves outward toward an ever richer engagement with life’s diverse contexts and situations.

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Provide Rich Math Tasks with multimodal instruction

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Provide Rich Math Tasks with multimodal instruction

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Math tasks with a high ceiling low floor with udl in mind -look at what ALL must do, MOST, SOME, FEW and plan with this is mind

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Assessment in math should be ongoing and can be incorporated as you go. Activities suggested by Carole Fullerton provide opportunities to engage with activities and watching how students respond and answer can give you many formative tips for further lessons and individualization. This information also tells you what needs to be practiced more.

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-a student profile is a snapshot of a child that is meant to help those working with the child

-some things that may be included:

strengths, dislikes, stretches, challenges, communication style, self-care issues, health concerns, contact information and an iep goal

from: https://www.actcommunity.ca/wp-content/uploads/2015/08/Information-to-Share-in-a-Profile.pdf

https://www.actcommunity.ca/creating-a-student-profile/

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Through your education planning process student needs will be identified. Some needs will need additional planning and support either through a student support plan or an IEP. This flow chart explains this process.

This is From:

https://www.ece.gov.nt.ca/sites/ece/files/resources/ssp_guidelines_for_development_2006.pdf

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-identify Subjects where the student is not able to meet grade-level learning standards -provide documentation

-identify general skills where the student is not meeting: organizational, paying attention, memory

-select the type of Support Plan (Reg. plan with accommodations for difficulty or enrichment or modified program above or below grade level)

Choosing Strategies

-select from the focus area, select strategies and then review progress with these strategies in place

From: https://www.ece.gov.nt.ca/sites/ece/files/resources/ssp_guidelines_for_development_2006.pdf

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-the more connective the goal is to the individual child the more accessible it will be: personal relevance is about them, their family, and their community

-even though the individual can not communicate thinking at a certain level it does not mean that they cannot understand at the higher level

-don't presume competence-even if they can’t verbally tell they are understanding still value the integrity of the individual and the curriculum

-create access points through building vocabulary-target the concrete text and vocabulary in a unit of learning this helps many to learn

- changing the verb (ex. evaluate to choose)-accessible through matching, choosing and identifying

-earlier grade levels can help

Ideas are all from Shelley Moore's above-linked video!

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Video Strategy: The Replacement Curriculum Goal Planner

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An app that helps with story creation, make personalized books, add recordings and share

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This app is great for people who want maximum flexibility. Out of the box, it has everything for communication and language growth. Yet, if you are an AAC expert, you can tailor it to almost any (accessibility) need.

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Create and share visual social stories and schedules with this app for iOS. Adding your own pictures, videos and recordings to stories you create makes it easier to share information while building literacy skills, as well as confidence in storytelling.

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-free online books that are on a variety of topics

-accessible

-option to create stories

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Welcome

Welcome to the Tar Heel Reader, a collection of free, easy-to-read, and accessible books on a wide range of topics. Each book can be speech enabled and accessed using multiple interfaces, including touch screens, the IntelliKeys with custom overlays, and 1 to 3 switches. Click here to learn more about alternative access methods.

You may write your own books using pictures from the huge collection at Flickr or pictures you upload. All books should be complete, edited, and revised to the best of your ability before publishing them to the site. While you are working on them, please save them as drafts.

Note the little well icon in the upper left corner of the page; clicking it will allow you to access the main menu. You can also click the settings icon to change settings on some pages.

Your browser is unsupported. The site should work for finding and reading books but you will not have switch access or the ability to write books. We recommend that you upgrade to a modern browser or install Chrome Frame.
You are in Classic mode. You will not have access to all of the features of the site but it may work better on older computers and web browsers. Click this text to leave Classic mode.
Ready to get started?

This site is also available in other languages. To help with translation, contact us.

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Welcome to the Tar Heel Reader, a collection of free, easy-to-read, and accessible books on a wide range of topics. Each book can be speech enabled and accessed using multiple interfaces, including touch screens, the IntelliKeys with custom overlays, and 1 to 3 switches. Click here to learn more about alternative access methods.

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The things I want to learn more about:

I would like to practice creating and implementing Student Support Plans and IEPs.

I would like to go watch an expert who has a UDL classroom.

I would like to learn more about Positive Behaviour Support Plans, as this is often a stumbling block for me every year.

I would like to learn more about helping children with mental health and SEL in a more meaningful way.

I would like to learn more about other countries' inclusive practices, perhaps countries that have a more cohesive plan across the board.

I would like to try to build a classroom profile at the beginning of the year.