Here are some more specific strategies:

Reading workshop - like a book club. Every student has their own books (appropriate to their reading level) they are given time to read and come together to share the plot and try to "sell" their book to the group and can choose the presentation format that works best for them (video or voice recording, live, written, drawing they talk about...).

The heart map - to inspire writing - people I care about, places I know, moments in my life. Only you can tell your story. Use with mini lessons.

Make complex text more accessible by adding more white space, using headings,

As- Self

For - Formative

Of - Summative

A Framework for Classroom Assessment
A Framework for Classroom Assessment

Mathletics - good to supplement math program. Easy to differentiate, teacher can assign tasks and see student progress.

New online resources to explore - Matific, Splash Learn, Mathology

Math tasks - easily differentiated, require students to think critically, apply prior knowledge, work together, communicate their thinking.

Daily 3 - teacher believes all students are capable and provides opportunities for them to develop their skills as independent learners.

• Follow a sequential system that provides choice and builds with student stamina.

• Provides opportunity for teacher to work 1:1 with students or with small groups

  
  

Math games - best if they include strategy and choice keeps students engaged, interested and reaches more variance in age and ability

How to deal with students struggling with literacy in math? - use stories, videos, hands on, games

Other resources

• EquatIO - type, handwrite or speak math equations into editor

• Microsoft OneNote - math expressions are read aloud, access the math assistant, use drawing tools to handwrite math expressions

• Math Type - equation editor for Word and Google Docs

• Desmos - graphic calculator with sonification for students with visual impairments

Strategies

• work in pairs or small groups, use materials such as blocks to build out the math problems, act out word problems, use music to learn rules, use math centers, math scavenger hunts, play math games, esti-mysteries, watch math videos (ex. Small Number), read math storybooks (Ex. Sir Cumference)

• Incorporate a multimodal approach to math instruction.

Math Assessment

INA assessment - Focus to inform instructional decisions while encouraging students to explore, communicate and represent their mathematical knowledge.

• Incorporates open-ended and purposeful questions that require critical thinking and understanding of concepts and procedures. Targets core competencies.

• Includes student and teacher reflection - building student awareness of their understanding in math.

• Can be used as formative and summative assessment. Offered by grade starting at 3+

• Divided into subgroups. Include individual and collaborative tasks.

SNAP - easy to differentiate, can use as instruction tool as well as assessment, does not provide a full picture and should be used with other assessment measures.

Math Journals - safe place to share questions, areas of struggle, successes, as an exit ticket or entry ticket

• use positive language, strength based profile, focus on what the student can do. Use I can language.

• consider academic and personal goals.

Adaptations vs. Modifications according to my local LST - if it is in the curriculum then it is an adaptation, if you are making up something new it is a modification.

Inclusion Purpose planner

• Intellectual purpose - teaching the thinking through curriculum and academics

• How does it connect to IEP goals?

  • Core Competency goals apply in any and all settings. They are student driven.

  • Curricular goals are supplemental (for students who don't have an intellectual disability) or replacement (alternate goals that may not be at the same complexity but fall under the same big idea)

Strategic Programming - students are classroom with grade level peers. Working towards the goal of making grade level curriculum accessible. Materials and content are age appropriate.

1. Choose grade level/subject/course

2. Determine Big Idea

3. Determine "Goal for all" - curricular learning standard that is similar to peers

4. Determine access point - an objective that is specific to the individuals needs

5. Determine specific strategies to meet the objective.

Resource - Shelley Moore's Lesson Planning Template, Inclusion Outreach website

Strategies

• Personal relevance - make it about the student

• Use earlier grade levels to help (think about the earlier steps and activities, how can you adapt and make them age appropriate?)

• Consider student's prior knowledge - what do they need to know or do to be able to access

Enrichment - focus on content, timing and pace, resources and materials, how can you stimulate higher thinking and skills,

Flow Charts

Can use a flow chart to determine path for student - what is needed, what steps to take.

Student Summary - one page summary providing information needed about the student. Should provide substitutes or new team members a clear picture on the student and their routines.

Strategies

• using Shelley Moore's flow chart

• have students make their own profile to add different perspective and share with educators

• Using a Goal Bank (Vernon goal bank)

https://www.cultofpedagogy.com/jigsaw-teaching-strategy/

Strategies - games such as Guess who (with real people), calendar but not kindergarten style, use student interest and find ways to incorporate learning goals.

3 Principles of learning

1. Learning requires the activite participation of the student

2. Students learn in a variety of different ways and at different rates

3. Learning is both an individual and group process

   
   

Difference between adaptations and modifications

Accommodations

• Supports and strategies to remove barriers and accomodate different learning styles.

• Creating equal access to learning. Assist students in learning and mastery of skills.

• Students are working towards graduation requirements.

Modifications

• For students with significant impairments.

• Learning standards that are different than regular curriculum and are based on individual student needs. Can make up whole or part of educational program.

• Students are working towards Evergreen certificate not graduation requirements. Must be documented in an IEP. Officially decided in grade 10.

Adapting Assessment - Differentiated assessment informs differentiated instruction and differentiated instruction leads to differentiated assessment. Meet students where they are and coach them to the next step.

• Assessment measures and teaches! Integrating assessment into the learning process leads to students who can focus on learning targets, set goals, reflect on their work and provide meaningful feedback.

• UDL assessment tips - align assessment to learning goals, offer authentic opportunities for assessment that are personally relatable and culturally relevant. Reduce unneccesary barriers, offer practice, technology and support resources, use and share rubrics.

Assessment FOR learning - formative assessment - pre-assessment, ongoing assessment, observations, listening, watching, gathering information to meet an assessment purpose but also inform instruction and short term planning (determine purpose, establish a focus, select and use a strategy, record results, interpret and take action), timely and specific feedback.

Strategies

• exit slips, entry tickets, traffic light, post a point, thumbs up/down, games, trivia, 3,2,1, KWL charts, Most... at end of lesson,

Assessment OF learning - Summative assessment. Collecting and interpreting the data collected against set criteria for the purpose of grading and reporting. Typically at end of a unit.

• Use clear and specific criteria. Describe how success will be evaluated.

• Identify and reduce factors that are not directly linked to the learning outcome or might prevent students from showing what they know.

Assessment As learning - individual assessment, self-assessment. Develops metacognitive skills - where students reflect on their learning, progress, goal plan, make choices, make sense of information learned connecting to prior knowledge.

Strategies

• peer assessment, self assessment, using rubrics to guide them.

• Learning logs and journals, traffic lights, 3,2,1, 2 stars and a wish

• Tic Tac Toe - individual assessment activities displayed on a grid, student selects which to use.

  
  

Assistive technology increases student independence, and reduces need for support.

Examples - screen readers/magnifiers, voice recognition, keyboard navigation, hearing support, computers, augmentative and alternative communication systems,

Resources

Social Stories

• Social learning tool. Assists in building strategies - what to do when.., can help to deal with change or upsetting situations, a tool for building self-esteem,

• They are positive and supportive. The goal is not to change the behaviour but to describe the topic so the person can understand the behaviour or response to situations.

• Gather information, discover a topic that fits the Audience, develop personalized text and images - 10 defining criteria to follow!

Comic Strip Conversations - simple visual representations using stick figures and symbols. Represent abstract aspects of conversations, and emotional content.

Visual Schedules - sequence of events, time, order, when to start and stop activities. Promotes independence, provides structure, alleviates anxiety.

POP groups - POPEY!!! Fantastic resources found on the website! Great for early elementary. List of Core Competency goals to be used as self-assessment and evidence to support learning.

Strategies

• incorporate videos, hands on activities, paper work, games, music and movement into instruction. It's easy to remember a tune - use music to connect with learning goals.

• Use visual schedule as part of daily routine

• Incorporate assistive technology such as audiobooks, Epic! kids, voice-to-text, letter tracing apps for iPad,

Strategies to support struggling readers

• one on one support

• strong relationship - build trust

• provide choice

• focus on meaning

Determine the specific issue that is preventing reading - practice till student has mastered it.

Simple view of reading - reading is made up of word recognition (decoding) and language comprehension. Teach separately and assess separately.

Reading comprehension requires decoding and background knowledge.

Language knowledge is neccessary to know what you're reading about.

Language weakness - is it a vocabulary weakness? Or reasoning and syntax issues?

Resources

Orton-Gillingham Approach - science based approach. Best for 1:1 and small group but can be used as whole class instruction.

Heggerty

Daily 5

Fountas and Pinnell - Benchmarks leveled reading system

LETRS reading assessment

Strategies - sound cards, movement when hear target sound, tapping out words, write word draw dot below each letter - say each letter sound then sweep across and say whole word, word ladders, decodable text, reading games to practice target letters/sounds, targeted spelling programs, elkonin boxes,

Word work activities

Heggerty

Writing Resources

Using graphic organizers

• Beneficial because they break writing into smaller steps which can help students who feel overwhelmed, or don't know where to start.

• A way to make ideas visual - lighten cognitive load.

• Helps to organize sequence, make decisions, connect ideas.

  
  

  Writing scaffolds - help students get started, increase accessibility, help to plan and structure writing

Strategies

• voice-to-text, loose parts/story workshop, draw it first then write about it, make a video

• Hamburger paragraph, sentence frames, PEEL paragraph writing

I would also like to get more familiar with the different assistive technology tools. I have only worked with the most common systems and would like to expand my knowledge and comfort in this area.

I really enjoyed the module on math and feel that I have a few new resources in my toolkit to use. I appreciated the dive into differentiated assessment and the different assessment options for literacy, again I feel that this is information that is practical and will help me as I move on.