LE4-4 - Alternative Learning Expectations

Subject / Course / Alternative Program: When Sandy is asked to decode in a Guided reading group she begins to both distract and spread negative rumors about other students in her reading group.
Current Level of Achievement: (Describes starting point for plan development) Letter Grade / Mark: Curriculum Grade Level:	Current Level of Achievement for Alternative Program: Behaviours connected to her anxiety are leading to avoidance of reading and distraction strategies.
Annual Program Goal(s): A goal statement describes what a student can reasonably be expected to accomplish by the end of the school year in a particular subject, course or alternative program. ie., Before reading and after reading a passage, Sandy will demonstrate one positive comment and or gesture about each peer. When working with a guided reading group, Sandy will be able to recognize what is triggering her anxious feelings and engage in growth mindset self-talk to work toward more positive participation.

Learning Expectations (Knowledge and/or skills to be assessed by reporting period, including Grade level.)	Teaching Strategies (List only those that are different for this student and specific to the learning expectations for the subject/course/alternative program.)	Assessment Methods (For expectations for each reporting period.)
i.e., Demonstrate a positive comment and or action toward a peer.	Use a T-chart to illustrate positive comments and or actions. Role play actions-comments. Model. Explicit Teaching through think aloud. Reduce guided group membership initially (Sandy and one other student.) Provide positive and descriptive feedback.	Checklist, anecdotal notes.
Develop an awareness of how it feels in her body when she is anxious and notice what causes her to feel anxious.	Visual for understanding the difference between feeling calm and feeling anxious. Explore strategies for calming anxious feelings when they arise (e.g., breathing, etc.). Explicit teaching, modeling, and practice using related language. Positive feedback when proficiency is demonstrated.	Conference. Anecdotal notes/behaviour log.
Focus on growth mindset self-talk to help in developing self-esteem and confidence when asked to read.	Provide alternative language to "I can't read" such as "I'm going to give this a try." Avoid putting her on the spot -- give her a warning that she will be asked to read so she can prepare. Perhaps allow her to pre-read.  Start with small, simple readings to build confidence. Use growth mindset language to encourage and provide feedback.	Demonstration of reading skill. Notes describing progress over time.

LE4-3 - Modified Learning Expectations

 

Subject / Course / Alternative Program: Language (Reading)
Current Level of Achievement: (Describes starting point for plan development) Letter Grade / Mark: 70% Curriculum Grade Level: 5	Current Level of Achievement for Alternative Program:
Annual Program Goal(s): A goal statement describes what a student can reasonably be expected to accomplish by the end of the school year in a particular subject, course or alternative program. ie., Sandy will receive a DRA Developmental Reading Assessment Score of at least 60 (Grade 6) by the end of June. Sandy will work toward completing expectations in the grade 6 Reading curriculum, which are modified in number and complexity. Her focus will be on using her assistive technology to read texts and to demonstrate her understanding of texts using a variety of comprehension strategies.

Learning Expectations (Knowledge and/or skills to be assessed by reporting period, including Grade level.)	Teaching Strategies (List only those that are different for this student and specific to the learning expectations for the subject/course/alternative program.)	Assessment Methods (For expectations for each reporting period.)
i.e., Read a variety of text at the Grade 6-7 levels.	Guided reading. Repeated reading. Books on tape. Use e-text.	DRA. Running records.
Sandy will demonstrate an understanding of teacher selected texts by summarizing important ideas and explaining how the details support the main ideas.	Guided and shared reading with modeling of thought process. Graphic organizer, such as 5Ws. Assistive technology - text-to-speech. Repetition.	Conference with teacher. Guided reading anecdotal notes.
Sandy will make personal and text connections to other texts and events of the world.	Guided instruction. Sentence starters/prompts for making connections.	Check-ins and exit passes. Anecdotal notes.

LE4-2 - Accommodations

Student Profile: Sarah

Sarah is in Grade 7 and has struggled with both written expression and number sequencing. She was identified as an exceptional student in Grade 4 (Communication – Learning Disability / Withdrawal Support). A psycho-educational assessment indicated that her cognitive functioning was in the solidly average range. The following academic areas illustrated a discrepancy when compared to her cognitive ability.

-Written Expression

-Number Sense Numeration (Sequencing Numbers)

The discrepancy was associated with executive functioning and visual spatial processing difficulties.

Instructional Accommodations

-Assistive Technology (speech-to-text, word prediction)

-Graphic organizers

-Manipulatives

-Concrete hands-on materials


Environmental Accommodations

-Proximity to teacher

-Alternate work space

-Use of headphones

-Reduction of distractions

Assessment Accommodations

-Use of assistive technology

-Extra response time

-Oral responses

-Reduction in number of tasks to complete

LE4-1 - IEP Contents

IEP Contents	What I know so far…	What I might need to know…	What resonated after I viewed the presentation...
Assessment Data	Two types of assessment data used to inform the IEP:  1. Clinical: psych ed assessments, OT reports, speech language assessments, medical diagnoses (e.g., ADHD), audiologist report, etc. 2. Educational: current reading level, assessments done by SERT (WFAS, Key Math, etc.).	Did I miss any key assessments that are important for kids with LD?	These assessments document why there is a need for the IEP, which is a great way of looking at it. This is the first place I look when I first access an IEP because it helps me to situate myself within the strengths and needs of the student.
Strengths / Needs	Strengths and needs within academics,  learning skills, and social skills that inform the IEP. Strengths can be used with in modified programming, for example, to determine how the student will show what they know. Needs inform the accommodations and modification that are documented for the student.	Is there anything specific to kids with LDs that I missed?	I like how slide 9 of the PPT talks about the reasons why we create IEPs:  Knowing your students Knowing where they are at in their learning Knowing where they need to go in their learning Knowing how to get them to where they need to go in their learning
Accommodations	Three types of accommodations are put in place to ensure the student has what they need regarding:  1. Instruction: What teachers need to remember when teaching curriculum to the student from day to day.  2. Environment: What needs to be in place for the student within the learning environment. 3. Assessment: What needs to be available for the student during assessments, including standardized testing. Accommodations can be given to any student but they are essential for students who have them documented in their IEPs.	I can't think of anything.	These are key strategies, supports, and tech that are in use. It's so important to remember that these are accommodations that are different from what the rest of the class is receiving.
Modified Programming	Subject area programming can be modified for a student if they are unable to work at grade level, or if they would benefit from a reduction in expectations, in number and/or complexity. This section lists current achievement level, program goal for the school year, and targeted learning expectations.	I can't think of anything.	Modified learning expectations also include teaching strategies and assessment methods, which can be used to highlight the strengths of the student.
Alternative Expectations	Areas that are not included in the curriculum but still need attention can be documented as alternative expectations. These can include learning skills or social skills or even adaptive skills.	I'm expecting to have to write some of these for the first time this fall (there were none on my caseload this year) and so this will be some learning for me. It would be interesting to see a list of typical alternative expectations that are written for students with severe LDs.	These expectations are reported on via an alternative report card.
Transition Planning	Documented supports for helping students through transitions, such as: class to class, school year to school year, elementary school to high school. These plans outline what to consider and who needs to be involved, as well as timelines for completion.	I can't think of anything.	Include parents in the transition plan/process.

LE3 - Reflection - Instructional Strategies

 LE3 Reflection -- Kelly Stevenson 

The Instructional Strategies module of this course has likely provided me with the most learning and “food for thought” in preparation for teaching the self-contained LD class in the coming year. I have seen their transition meeting notes and their IEPs already, and I know that one of my next steps (just before the school year begins and into September) is to create their student profiles and get down to planning their individual programs. I have a set of mandated assessments to complete in September, prior to writing their Term 1 IEPs, so I know where to go with their literacy and math programming.

Because everyone in my class has an IPRC identification of a learning disability and placement in a self-contained LD class with partial integration, my team will be working at providing support at Tier 3. Tier 1 and Tier 2 approaches to their learning were not successful. So as I consider UDL and DI, I will be thinking specifically about how to set up a classroom and programming that is designed for their needs. 

I am excited to see the modifications that are currently being done to my classroom. There will be a huge wall-mounted workspace along one wall that will enable me to set up eight workstations for the students to work on their tech and charge their Chromebooks and CPens. I’m hoping that learning with tech will become so normalized that we don’t have to have conversations about how it makes them feel different. Because I have a tech background and a deep interest in teaching with tech, I’m hoping that our classroom becomes something of a hub for support within the school. 

There is also a set of fancy furniture on order (stand-up desks, group work desks, and chairs) that we will use for flexible seating. I have a board consultant coming to help me figure out how we will design the classroom layout to best suit the children’s needs, and I am looking forward to learning from her. There is a lot of anxiety reported in the transition meeting notes (for most of the kids), so I am hoping to have a minimally designed classroom ready for the beginning of the school year so I can lead the kids in making the space our own. Hopefully this sense of ownership will help them feel comfortable in the environment we create.

A significant part of my time will be spent on explicit instruction in phonemic awareness (PA) as most of my students are not phonemically aware. I have the resources available to me and we did the training on them (Kilpatrick and Wilson) back in the Spring. The part I need to get my head around is what everyone will be doing while I am working with individuals or small groups to teach PA. I’m envisioning lots of choice boards and project-based work that can keep them busy while I work with kids at the guided table. There is lots of content available for me to work with because I have three grades (4, 5, and 6) worth of curriculum to cover. I need to dig deeper into the profiles of the children before I can figure out exactly what I will do to differentiate for their needs. Given that most of them are not reading anywhere near grade level, I’m envisioning lots of videos and group discussions and projects that require building or creating tangible products.  

The good news is that the board consultant, who is considered to be the expert in our board, created a handbook that covers everything I need to know about setting up an LD classroom and starting the school year. I haven’t looked at it in too much depth as of yet because I am saving that for after the AQ. I think that with all the learning from this course and the information in the board-provided resources, not to mention the help being sent my way by the board, I’ll be well enough prepared to get started in September. It’ll be a huge learning journey for me, but I’m anxious to get the ball rolling.        

LE3-7 - Case Study - Tyson

 

Delivery Model	Program Strategies/Supports/Cross-Curricular Strategies	Assessment
Universal Design	Teach assistive technology to all students in the class and make it an option for all students to use if they choose to (for assignments and assessments). This will help Tyson engage with tech as a normal aspect of learning rather than making him feel centered out for having to use it. Adopt an inquiry-based learning environment with a teacher-designed inquiry process in which all students can make choices about their learning and can be monitored and guided at their own level of achievement. This creates space for the teacher to support students who are developing specific skill areas, such as Tyson’s new way of writing using a word processor.  Provide learning experiences that go beyond reading to learn, such as videos, guest speakers, drama, movement etc., so children receive information in many formats.  Target different guided reading levels by grouping students together based on their levels and the skills they are working on to ensure the proper amounts of modeling and guided practice are provided.	Flexibility in supporting goal setting, including providing a graduated system for challenging individual students’ skills (i.e., organizational skills, time management) with ongoing assessment that adjusts based on Tyson’s individual results.
Differentiated Instruction	Provide books at various levels so everyone can find their just right reading level, and include access to audiobooks for students who can comprehend well at grade level (such as Tyson) but struggle to read at that level. When including Tyson in collaborative groups, ensure the role he is given within that group is one that he can be successful at (e.g., spokesperson rather than note taker). Use choice boards with lots of variety when assigning activities and projects, which will allow Tyson to self-select activities and products that he feels he will do well with.	Because Tyson is very capable of learning and reading and writing get in his way, provide a variety of choices for Tyson to show what he knows with tasks that do not include heavy reading and writing (e.g., a 1:1 conference or an oral presentation rather than a written test). Where reading and writing are required, allow Tyson to use his assistive technology to access the assessment. Conference regularly with Tyson to monitor how the homework book strategy is working for him and collaboratively adjust as his strengths and needs change. Because he appears to struggle with some executive functioning skills, explicit teaching and practicing will likely be needed on an ongoing basis until he learns the necessary strategies to self-monitor his progress.
Tiered Model	At Tier 1, Tyson is quite capable of achieving within the mainstream activities of the class, which have been designed with UDL and DI in mind, given his strength and interest in learning the content subjects (Science and Social Studies). At Tier 2, adjustments should be in place to help Tyson with his trouble areas, including regular interventions to teach and monitor organization skills (homework book and binder) with the help of a “buddy” in the class.  At Tier 3, Tyson has an accommodated IEP to support reading and writing (including note taking) using assistive technology. Accommodations must be in place to enable him to find success using assistive technology, which includes explicit instruction and practice on word processing skills with the help of a special education teacher. Extra time to complete tasks using the tech will also be necessary, especially while Tyson is learning how to use it. With the increasing availability of technology for reading assistance, such as Google Read and Write, Tyson should also be practicing reading using this technology. Where copies of notes are being distributed to Tyson, a digital format would help him use his technology to read them over in class and when preparing for assessments.

LE3-6 - Well-being

 Accommodations to support self-esteem:

Instructional Accommodations	Environmental Accommodations	Assessment Accommodations
Provide extra processing time. Teach concepts in small, manageable chunks. Pre-teach vocabulary. Set up peer groupings to optimize success. Check for understanding regularly. Provide assignments that highlight strengths. Adjust the pace of learning activities where needed. Allow for extra time to complete assignments, if needed. Use a calendar to organize and prioritize assignments and deadlines. Provide time for rehearsal and practice of new skills.	Provide preferential seating close to peers who support success. Refer to posted classroom rules that highlight no put-downs. Frequent check-ins with the student. Minimize distractions.	Allow for extra time to complete assessments, if needed. Ensure assessments are chunked into manageable pieces and/or reduced in number of tasks. Provide choice of assessment format. Reduce distractions/provide alternative quiet setting for completing assessments. Check for understanding of assessment instructions/questions. Provide descriptive feedback for self-evaluation.

LE3-5 - Technology

 

Barrier	Ways to Overcome Barrier
Example: Feeling self-conscious	Have a learning center where all students can use voice to text. On-going student and teacher training. Peer tutoring. Allow voice to text as an assessment choice for specific tasks.
Lack of training	Work the use of technology into everyday lessons to gradually teach different technologies, such as Google Read and Write. Model how they help. This will also help students see that the teacher has a positive attitude toward the use of tech. Assign work that is to be done using tools that have been taught as a way of practicing and gaining proficiency as well as assessing how well the tech skills have been learned.  Show the student how it can help to improve their work by comparing previous work with work done using tech. If training is needed, consult with the experts within the board to find out what is available.
Too much work	Reduce the amount of work expected, for example, shorter writing assignments.  If writing is too much work, perhaps recording a video or audio clip would be a better way for kids to show what they know. Show them how they can be successful using tech.
Being different/ standing out	Ensure technology is readily available to all students in the class, and teach the use of assistive technologies to everyone so nobody stands out. Allow everyone to use tech to complete assignments.   Teach everyone in the class about learning disabilities and how tech can help those students with LD.  Educate parents so they are aware of how tech can be useful to their child with an LD, which will help them embrace the difference.

LE3-4 - Tiered Approach

Some examples to illustrate what tiers 1 - 3 might look like: 

Tier 3: Student has a Specialized Equipment Amount (SEA) Claim for a personal computer. 
This is tier 3 because it includes special education support that includes the in-school support team. If a child has SEA equipment, it must be documented in an IEP, which is part of tier 3.

Tier 2: Student is part of a Guided Reading program in the classroom.
Extra support for specific skills development, which takes place within the classroom environment, falls under tier 2.

Tier 3: Student is in a special class placement.
A child who has a special class placement is receiving support at tier 3. This placement would be supported by the in-school support team and comes as a result of an IPRC identification that is documented on an IEP. 

Tier 1: Student is provided with an assortment of materials/resources to demonstrate learning.
Varying methods of presenting materials and choices for demonstrate learning are related to UDL and DI, which are part of planning within the mainstream classroom at tier 1.