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Kootenay Boundary GeoCluster

Kootenay Boundary GeoCluster. Increasing School and Community Capacity to support students with FASD Funding provided by a Grant from the Ministry of Education and the Provincial Outreach Program for FASD School Districts 5, 6, 8, 10, 20 and 51. Learning Intentions.

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Kootenay Boundary GeoCluster

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  1. Kootenay Boundary GeoCluster Increasing School and Community Capacity to support students with FASD Funding provided by a Grant from the Ministry of Education and the Provincial Outreach Program for FASD School Districts 5, 6, 8, 10, 20 and 51

  2. Learning Intentions • To provide each level of service: Administrative / Community, Specialist Professional Staff, and Individual Support Services, an individualized understanding of FASD, supports, and strategies, • To build district and community capacity in successfully meeting the educational needs of learners with FASD, • To build connections between the strategies that support students with FASD and those that support the learning needs of all students.

  3. Training Proposal

  4. The Challenge of FASD • It is an organic brain-based disability, • It is often ‘invisible’ , • It comes with a cluster of challenges, e.g. ADHD, Learning Disabilities, Depression, Anxiety, • Difficulties are not always consistent or predictable, may change from day to day, • Diagnosis does not reflect function, two children with an FASD may present very differently.

  5. FASD: An Invisible Disability

  6. Paradigm Shift and FASD

  7. Paradigm Shifts and FASD

  8. Food For Thought! • Finding Hope

  9. Who can help? • Keyworker - • District Partner - • Special Education Teacher - • Ministry of Children and Family - • Child and Youth Mental Health - • Public Health - • Non-Profit Family Services - • Services for individuals with Disabilities - • Human Resources and Employment – • Aboriginal Services and Support -

  10. Shared Students:“One Size Doesn’t Fit All” Closing the Gap Between Special Education and Regular Education

  11. Inclusion is a principle: a way of thinking. Integration is a strategy: a way to get there.

  12. IN INCLUSIVE CLASSROOMS: • All children regardless of ability or disability…. are integral members and feel a connection to their peers, have access to rigorous and meaningful general education curricula and receive the collaborative support to succeed. • In an inclusive classroom ……everyone works together in visible and invisible ways to make the dance appear effortless. • (Causton-Theoharis, Julie: The Golden Rule of Providing Support in Inclusive Classrooms: Support Others as You Would Wish to Be Supported (Teaching Exceptional Children, Vol. 42 No. 2, p. 37)

  13. Golden Rule of Adult Support • “The golden rule of adult support in inclusive classrooms is to support others the way you would wish to be supported.” • (Causton-Theoharis, Julie: The Golden Rule of Providing Support in Inclusive Classrooms: Support Others as You Would Wish to Be Supported (Teaching Exceptional Children, Vol. 42 No. 2, p. 37)

  14. “When we see huge disparities in achievement among students of the same age and grade, it is hard to understand what the frequently used phrase ‘being on grade level’ means. Across the (country) students in every grade fall at different points in an achievement range that starts very high and ends very low; there is nothing level about it.

  15. As we know that “one size doesn’t fit all” we have chosen to look at four models: • Retrofitting • Differentiated Instruction • Universal Design for Learning • RTI (Response to Intervention)

  16. Retrofitting • Trying to alter the curriculum “after the fact” • Attempt to correct the mismatch between the skills of a particular learner and the way we traditionally made content, process, and products accessible in general • A good place to begin the process of differentiating

  17. DDifferentiated Instruction: • Adapting instruction to student differences because “one size doesn’t fit all” (Willis and Mann, 2000) • Recognize and react to students’ background knowledge, readiness, learning styles, language and interests

  18. When teachers differentiate for instruction they: • Use the same understandings-based goals for all students. • Look at BIG IDEAS and CORE PROCESSES • Vary the: • Content demands • Learning activities • Learning environment • Modes of assessment To meet the needs and support the growth of each student.

  19. Differentiated Instruction(continued) • Embodies the philosophy that all children can learn • Educational activities are purposefully planned and delivered to address learner differences • Allows teachers to teach students with varying abilities in one class - the inclusive classroom.

  20. Discussion Topic Why do you think that differentiating instruction is such a difficult concept to “sell” to classroom teachers?

  21. Universal Design for Learning • Universal Design for Learning

  22. RTI Tiered Models We need to move beyond thinking of RTI as a Special Education Initiative to thinking about it as an approach to use with many different types of students.

  23. Academic Systems Behaviour Systems • Intensive, Individual Interventions • Individual Students • Specifically tailored instruction • Progress monitoring • Intensive, Individual Interventions • Individual Students • Intense, individualized plans • Function-based • Targeted Group Interventions • Some students (at-risk) • Additional instruction • Progress monitoring • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Core curriculum • Preventive, proactive • Universal Interventions • All settings, all students • Teach expectations • Preventive, proactive Three Tier RTI Model of Academic and Behaviour Support 1-5% 1-5% 5-10% 5-10% 80-90% 80-90% McIntosh et al, 2006. Adapted with permission from Sugai, Horner, & Gresham, 2002

  24. Risk Levels Within Risk Levels At risk at the universal level Some risk at the universal level low risk at the universal level

  25. Risk Levels Within Risk Levels At risk at the targeted level Some risk at the targeted level low risk at the targeted level

  26. Risk Levels Within Risk Levels High risk at the intensive level Some risk at the intensive level Low risk at the intensive level

  27. RTI and Differentiation Connections • DI provides the classroom structure that makes RTI doeable • DI helps students learn in different ways. RTI depends on it. • Research-based interventions (the I) in RTI = DI strategies • DI and RTI assume that the “one-size-fits-all” model actually fits no one • Both rely on pre and formative assessment • Both focus on students’ progress toward learning goals • Lead students to understand their own learning preferences

  28. Differentiation and RTI Connections (con’t) • DI originated in gifted education and RTI originated in Special Education and both focus on student needs that are different from average • Pre-assessment necessary for both to determine baseline • RI indicates a need for targeted interventions • Formative assessment shows progress towards a learning goal • RTI shows when a student needs to learn something again or in a different way (DI)

  29. Do Plus, Minus, Interesting for Retrofit and UDL Lessons.

  30. Co-Teaching

  31. Co-Teaching • 1. How do you define co-teaching? • 2. What do you think makes the difference between high and low quality co-teaching? • 3. Which is more prevalent in your district, high or low quality? • 4. How many students get into special education services and can’t get out?

  32. Co-Teaching The primary ingredient for co-teaching is collaboration. Collaboration is “a partnership between two or more certified professionals for the co-planning, co-instructing, and co-assessing of a group of students with diverse needs in the same general education classroom. “ Jennings, Matthew (2010)

  33. Co-Teaching • Is…. • Two or more certified staff members working together. • Is not…. • A teacher and a • paraprofessional.

  34. Co-Teaching • Is…. • Conducted in the same classroom at the same time. • Is not…. • When a few students are pulled out of the classroom on a regular basis to work with another professional.

  35. Co-Teaching • Is… • Conducted with heterogeneous groups. • Is not…. • Consistently instructing a group of students with disabilities in a separate part of the general education classroom.

  36. Co-Teaching • Is… • When both professionals jointly plan instruction. • Is not… • When one of the professionals develops the plans and shares them with the other professional.

  37. Co-Teaching • Is… • When both professionals jointly provide substantive instruction. • Is not….. • When one of the professionals consistently walks around the room as the other delivers the instruction. The quality and nature of instruction in a co-taught classroom should be significantly different compared to when one professional is working alone.

  38. Co-Teaching • Is… • When both professionals jointly plan instruction. • Is not…. • When one of the professionals develops the plans and shares them with the other professional.

  39. Co-Teaching • Is….. • When both professionals jointly reflect on their progress and process in attempt to continuously improve the quality of their instruction. • Is not…. • When one professional tells the other teacher what to do and how to do it.

  40. Activity Why Co-Teach? Using the chart provided, list how both the teacher and the students could benefit from co-teaching.

  41. Activity What do you see as hindrances to Co-Teaching?

  42. Hindrances to Successful Co-Teaching • Lack of professional development • Negative experience with co-teaching • Inability or unwillingness to work with colleagues possessing different personalities or philosophies • Reluctance of losing control • Lack of willingness to invest time and effort • Lack of teacher knowledge and skill in: • Classroom management • Research-bssed instruction • High quality assessment methods

  43. Hindrances (continued) • School culture Emphasis on teacher competition or individuality (No shared goals, limited shared resources, only individual accountability) Rigid hierarchy among staff (Lack of parity, lack of mutual respect) • Limited human and/or material resources Scheduling issues Common planning time • Lack of administrative support or understanding • Lack of parental understanding

  44. Models for Co-Teaching

  45. The Class Profile • It is helpful to take a look at the overall makeup of your class first. • Resource: Brownlie, Faye: student Diversity : Classroom Strategies to Meet the Learning Needs of all Students

  46. The Learner Profile Gather the facts about the learner’s: • Academic abilities • Emotional needs • Behavioural needs • Communication strengths/challenges • Interests

  47. Learner Profile (con’t) • Environmental factors • Culture • Gender • Thinking style • Learning style • Sensory needs • Multiple Intelligences

  48. Learner Profile Forms • RIOT • LEIC • UDL • RTI • Ministry of Education Planning Tools *Autism *Physical Disabilities/Chronic Health *Behaviour/Mental Illness *Learning Disabilities

  49. Assessment: Gathering Information FROM MULTIPLE SOURCES: RIOT • Review/Read Files • Interview Staff and Family • Observe Student • Test

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