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Module 1: Differentiation and UDL - Big Ideas

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Module 1: Differentiation and UDL - Big Ideas

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Yes, there are barriers to inclusion, but they are not insurmountable.

There are three main barriers to inclusion identified by Sokal & Katz (2015) are a lack of teacher education and training, ineffective funding models, and mental health issues. While a change in funding models and systems is needed, many of the more specific barriers to inclusion (i.e., a lack of UDL) can be addressed through teacher education and training. This should be seen as empowering as it is something that can be addressed at the school level. We can advocate for change to funding, but beyond that we are limited in our ability to make an impact on this barrier. Provision of effective professional development in the area of differentiation and UDL is an actionable step all schools can take towards becoming more inclusive.

Mental health issues is another area that schools can address through incorporation of SEL practices. The BC curriculum provides the perfect foundation on which to build these practices, as they align quite nicely with the core competencies. Once again, teacher education and training will come into play as many teachers will need to be supported in this area. An intentional, consistent and proactive program implemented schoolwide could help to alleviate struggles with mental health for both students and staff.

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Module 1: Differentiation and UDL - Big Ideas

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Module 1: Differentiation and UDL - Big Ideas

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BC’s curriculum has been designed to provide opportunities for personalized learning.
BC's Education Plan is focused on the creation and implementation of a learner-centred and flexible curriculum. Cross-curricular competencies are emphasized and the number of learning outcomes has been reduced. This provides an opportunity for teachers to follow the interests of their students while programming for development of the core competencies, literacy and numeracy. The flexible nature of the new curriculum provides the perfect foundation for differentiation to take place. As stated on the Curriculum Redesign webpage:

“The focus on personalization and the flexible structure of the curriculum support the configuration of combined grade classrooms.  Classes of students of more than one grade provide opportunities for teachers to develop a mindset that sees all the students as a group of learners with a range of needs and interests. Multi-grade programs should find a comfortable fit with the curriculum.” (Province of British Columbia)

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Module 1: Differentiation and UDL - Resources

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Module 1: Differentiation and UDL - Resources

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CASEL - For everything related to social-emotional learning. While CASEL is based out of the U.S., the information and resources provided are relevant to school systems in Canada as well.

Examples of How to Differentiate Instruction in the Classroom by Cathy Weselby gives a wonderful overview of theory and process, and then follows it up with examples in all content areas. Be sure to check out the list of videos and books for further exploration she compiled!

A Starter Kit for Differentiated Instruction | Cult of Pedagogy - If you haven't encountered the work of Jennifer Gonzalez before, you are missing out. She has a wonderful podcast, The Cult of Pedagogy, and a website full of tips and resources.

The UDL Guidelines from CAST is, in my opinion, the best resource out there. This site is incredibly easy to navigate and breaks each domain down into action items. If that's not awesome enough, each action item is further broken down with the "why" and "how" for each suggestion.

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Advancing Social and Emotional Learning - CASEL

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CASEL is helping make evidence-based social and emotional learning an integral part of education, preschool through high school.

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Module 1: Differentiation and UDL - Strategies

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Module 1: Differentiation and UDL - Strategies

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Inclusion - It's more than placement. Placing a student in a classroom with their peers does not automatically create an inclusive situation. There should also be interactions between all students and meaningful participation.  All students should feel that they belong.  Building a positive classroom community will help create a more inclusive environment. For more guidance in this area, I strongly recommend checking out  The Responsive Classroom .  One of the strategies I have adopted in the classroom is daily Morning Meetings. So much can be achieved during this time. During the sharing portion of the meeting, I might be informally collecting information that will help me plan upcoming instruction and help me find ways to increase engagement. During the game portion of the meeting, we might be getting some extra practice with skip counting. We expand our knowledge of the world as we learn how to say good morning in a different language each week, and then examine where these languages are spoken and notice patterns of similarity in language. I could go on and one about the value of these meetings!

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Module 2: Adapting and Modifying - Big Ideas

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Module 2: Adapting and Modifying - Big Ideas

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Adapting the curriculum - Adapting the curriculum involves making changes or additions to instruction in a way that addresses the needs of students and allows them to achieve the learning goals and outcomes of their courses.

Adapting assessments - Adapting assessments widens the possibilities for students to display their understanding of the curriculum. Evidence of learning should continue to be triangulated; comprised of products, conversations and observations.

Modifications - Modifications are necessary for a small portion of students, when the learning outcomes they will be working on are different than those of than their peers. Modifications may not be needed in all areas, and they may be temporary in nature. The need for modifications needs to periodically reviewed.

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Module 2: Adapting and Modifying - Resources

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Module 2: Adapting and Modifying - Resources

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Teaching Strategies for the Inclusive Classroom - Compiled by the Rick Hansen Foundation School Program.  Includes tips for creating inclusive classrooms, focusing on low incidence disabilities.

Making Adaptations and Modifications to Improve Learning from the book Learning in Safe Schools: Creating classrooms where all students belong by Faye Brownlie and Judith King, explains the differences between adaptations and modifications, includes planning tools to help determine which is necessary, and has lists of ideas for adaptation.

Individual Education Planning for Students with Special Needs: A Resource Guide for Teachers by the BC Ministry of Education, includes a guide to adaptions and modifications. Check out the super handy flowchart on page 85 to help in determining whether an adaptation or modification is appropriate!

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Module 2: Adapting and Modifying - Strategies

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Module 2: Adapting and Modifying - Strategies

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Modifications - Examine the classroom routines and structures already in place. There are many ways in which individualized learning goals and outcomes can be addressed through day to day business of the class, which creates a more inclusive environment. Use a matrix similar to this gem from Shelley Moore to analyze your current instructional methods and see where potential exist to address those goals and outcomes in a wholistic manner.

Microsoft Word - Curricular Goals- calendar.docx (wordpress.com)

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Assistive technology - While there may be some amount of apprehension when it comes to incorporating assistive technology into your instruction, having a well laid out plan for integration can make it a very positive experience. Take the time to assess what you have access to, how it can be used, how you will learn how to use and how you will teach your students to use it, and how you will monitor its effectiveness. AT should help to foster independence in students and create more accessible instruction.

Visual supports - There are many programs, both free and pricey, that can be used to create visual supports. As an inclusive educator, you will need to become familiar with at least one program which you can use to create social stories, communication tools, and visuals that support student understanding in the classroom.

Provincial and Community supports - There is a plethora of resources available, both from province and from community non-profits. It is well worth the time to research what is available, and to create a directory of services. In addition to the resources and supports that you as an educator can utilize in school, it is important to compile resources and services available to families and students. Having familiarity with what is available will come in handy when you are programming for students, supporting classroom teachers, and working with families.

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Module 3: Resources about Resources... hahaha

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Module 3: Resources about Resources... hahaha

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UDL Resource is full of links to sites/tech tools and each resource has key points listed to help guide you.

SET-BC is a provincial outreach program designed to facilitate use technology and tools as aides in learning. Among their offerings are an assistive technology loan program for students with low-incidence needs. Be sure to check out the "Resources" tab for a searchable library of resources, everything from tutorials to resources to use in the classroom!

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This module contained so much valuable information. I could pick one writing strategy to focus, but I don't feel that would really encompass the breadth of the module. Instead, my strategy is focused on how to manage the information and resources that I have begun to compile. Without a well-organized system, that makes it easy to access resources when needed, the full potential of the resources will not be realized.
For resources that can be used to support students and families, I have created a table in a Google Doc that lists the organization name, what resources they provide, and contact information. This can be easily printed off at any time to provide to families. While I might be focused on informing them of a particular resource, I think having a document like this will prove to be useful for when future needs arise.
For resources that educators will use, I have created a spreadsheet that contains the name of the organization, contact info., area of focus, resources provided, and a notes section to document areas of particular attention. I prefer this format as it is easily searchable, especially if the time is taken to enter keywords in the area of focus.

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Literacy programs - Having a good understanding of the literacy programs available to you at your school/district is necessary when designing student programming. Once you have identified a student's literacy needs, you will then be well-equipped to select the most effective instructional tool. You will likely use a blend of programs and will want to feel comfortable the components and implementation of each program.

Graphic organizers - Graphic organizers can provide essential support to a wide variety of students. Modeling how to use graphic organizers is crucial to their effectiveness. Some students will require more than a demonstration of how the graphic organizer is used, having an adult fill out a graphic organizer while they discuss their thoughts and ideas can help the student see how connections can be made, cause and effect comes into play, etc...

Reading assessments - Similarly to reading programs, there will be a variety of reading assessments available to you. You will need to know what each assessment is used for (i.e., phonics, comprehension, etc..) and how it is administered. Familiarize yourself with the assessments required by your school/district as soon as possible. You may be required to assist with assessing students, or helping to train classroom teachers in administering the assessments.

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Guided Reading

What is Guided Reading? by Fountas & Pinnell This is a good, brief into to guided reading. If you poke around their website you will find many literacy resources. F&P publishes and sells literacy materials, so there will be some links that lead to purchasing details.

How to Teach Guided Reading: Teaching Strategies and Activities

Words Their Way

I've been using this as part of my literacy instruction for many years. It's a game changer! Bonus, there are so many resources out there for this word study program.  Check your library or curriculum room, there's likely a copy in there already.

Link to Pearson site

Graphic Organizers - HUGE collection of graphic organizers for reading and writing, compiled by SD44.

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Another organization strategy :) For graphic organizers, I prefer a good old hard copy collection in a binder, organized by the concepts being addressed by the graphic organizer (i.e., compare and contrast, story map, etc..) Due to the visual nature of graphic organizers, I find this to be a quick and easy way to locate my preferred graphic organizer. This binder can also be used by students, which gives them a bit more ownership of their learning and helps them think a little more deeply about the learning task they are working on. For my student binder, I have page protectors with multiple copies of each graphic organizer so they can quickly take what they need.

Building relationships through assessment - A strategy to help build relationships with classroom teachers (paving the way for collaboration) is to offer to assist with reading assessments in the fall. This may look like teaching the class while they administer assessments, administering the assessments yourself, or both of you administering the assessments while the class works independently. This helps to achieve many things. You start getting to know the students better and building relationships with them, prompt assessment of students in the fall helps get RTI groups established and in motion, and you will cultivate relationships with teachers and increase their comfort level with having you in the classroom.

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Math programs - There will likely be a variety of math programs being used at your school. Having a good working knowledge of what is available and what classroom teachers are using, will help you in identifying supplemental resources that will be beneficial for students.  Principles of UDL can be applied to math programs in order to make them more inclusive.

Math games - Math games provide students with enjoyable practice opportunities. There are three main ideas to keep in mind when looking for games. Choice needs to be a part of the game, this leads to strategy use and deeper thinking about the math involved. Games should be structured around the math tasks, rather than a side task that must be done once in a while in order to proceed with the game.
Make the games simple and quick to play. If games are complex, students will spend more time thinking about the rules and how to play, rather than the math involved.
(Finkel, 2019)

Math assessments - Due to the sequential nature of many math concepts, gaps in understanding can make new concepts extremely difficult to understand. Assessing student knowledge of prerequisite skills will identify areas that need pre-teaching or review. It is important to look at multiple sources of information when assessing math understanding, consider triangulation of evidence to provide a clearer picture of what a student knows and can do. Consider the role that literacy skills may be playing when assessing students.

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Guided Math

Dr. Nicki Newton I am a big fan! After attending one of her workshops, I completely restructured my math instruction. She has published many books and offers a free download of the chapter from Guided Math in Action that gets you started.  Her online presence is a little all over the place, but I've added links to some places she has resources...

Dr. Nicki Newton's Padlet

Dr. Nicki Newton's YouTube Channel

Applying UDL to Math
Katie Novak has a quick and easy to use tip sheet for ways to incorporate UDL!
Tips to Implement the UDL Guidelines: Math Examples (novakeducation.com)

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Another strategy for cultivating relationships, this time through numeracy!
Offer classroom teacher resources for pre-assessment as they begin new units. You might offer to help administer one-on-one assessments for students with literacy difficulties. Once they have assessment data in hand, you can offer to work with small groups in addressing gaps in pre-requisite skills. This gives you a chance to build relationships, provide targeted interventions, and helps pave the way for more co-teaching opportunities.

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Module 6: Student Programming - Big Ideas

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Module 6: Student Programming - Big Ideas

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Student profiles - Creation of strength-based student profiles should take place right away in order to plan programming that utilizes a student's strengths, preferences and interests. Student profiles should be amended throughout the year to reflect changes in the student as they grow older and develop new interests. By returning to the student’s strengths, throughout the planning process, we are honouring all that the student brings to the table.  The student's voice should be included in the student profile. Meeting with the student to gather information for the profile can provide opportunities to cultivate a relationship. Conversations can take place while a game of Uno or catch is played, helping the student to feel more at ease and less under a microscope.

Using flow charts to make programming decisions - Flow charts can be used to determine whether adaptions and/or modifications should be made for a student. This can help make the process efficient and can provide a visual support when explaining why these decisions were made to other staff or parents. Flow charts can be created to help with myriad other programming decisions as well. Once developed, these can help to ensure that components and resources are not being overlooked. Use of flow charts in SBT meetings  can be helpful as a visual reference when discussions take place. Team members might identify options that have not been considered and added to the flow chart, or they may be introduced to existing options they have not considered before.

Summary sheets - Creation of summary sheets for students on your caseload will be extremely beneficial for classroom teachers to include in their TTOC binder and for support staff who may work with the student. Similar to the student profile, these should be reviewed periodically to ensure they are an accurate reflection of the students needs, adaptations, modifications, and other pertinent information.

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Module 6: Student Programming - Resources

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Module 6: Student Programming - Resources

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Profile Templates

Strength Based Student Profile - Another fine resource by Shelley Moore. This template is similar to forms I have used in the past. Short and sweet, gets the basics of what you need.

Who am I?  - This template lends itself to being completed by the student. Each question has some space they could choose to draw pictures for their answers as well as using text.

Inclusive and Competency Based IEP - I feel like this Shelley Moore creation is more in line with the direction we want to be heading as far as incorporating the competencies goes.

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Module 6: Student Programming - Strategies

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Module 6: Student Programming - Strategies

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Collaboration with classroom teachers
Creation of student profiles and summary sheets provides a wonderful opportunity to touch bases with the classroom teacher. Once they have been drafted, a quick meeting with the classroom teacher to review the documents gives the teacher a chance to add any additional information and insight, as well as provides a reminder to the classroom teacher as to what supports, adaptations and modifications should be taking place. I think that periodic refreshers are important to ensure that plans are indeed being implemented. They also give the classroom teacher an opportunity to identify supports that are not effective and need to be reviewed. I think most classroom teachers would be appreciative of being supplied with the summary sheet for their TTOC binder (I have never had these provided to me in all my years of classroom teaching.) Bringing updated summary sheets to them for a quick review throughout the school year helps everyone involved.

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How does my current district implement RTI, and what resources have they made available for this?

Orton-Gillingham...I just need to know more about it, from poking around on the website it almost seems like a MLM...

Programming for low-incidence categories - I have not had as much experience with this and would like to feel more confident in my skills here.

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Finkel, D. (2019, June 25). Three ideas for games in the classroom | teacher talk with Dan Finkel. YouTube. https://www.youtube.com/watch?v=wDAcsgIC7ZU

Province of British Columbia. (n.d.). Curriculum redesign. Curriculum Redesign | Building Student Success - B.C. Curriculum. Retrieved April 18, 2023, from https://curriculum.gov.bc.ca/rethinking-curriculum

Sokal, L., & Katz, J. (2015). Oh, Canada: Bridges and barriers to inclusion in Canadian schools. Support for Learning, 30(1), 42–54. https://doi.org/10.1111/1467-9604.12078