Presentation on theme: "LDC & Students with Disabilities St. Bernard Parish Public Schools Alison Gros Literacy Intervention and Data Specialist Kristi Wilhelmus Instructional."— Presentation transcript:
LDC & Students with Disabilities St. Bernard Parish Public Schools Alison Gros Literacy Intervention and Data Specialist Kristi Wilhelmus Instructional Coach Michelle O’Neill 3 rd Grade Teacher
What does Special Education Look Like? Different types of learning Varying needs of individual students Scaffolding Student contributions Time needed to intellectually engage Choice
› 1c Setting Instructional Outcomes- All outcomes represent rigorous and important learning in the discipline. The outcomes are clear, written in the form of student learning, and permit viable methods of assessment. Outcomes reflect several different types of learning and, where appropriate, represent opportunities for both coordination and integration. Outcomes take into account the varying needs of individual students. Compass Your logo here
› 3c Engaging Students in Learning Virtually all students are intellectually engaged in challenging content, through well designed learning tasks, and suitable scaffolding by the teacher, and fully aligned with the instructional outcomes. In addition, there is evidence of some student initiation of inquiry, and student contributions to the exploration of important content. The pacing of the lesson provides students the time needed to intellectually engage with and reflect upon their learning, and to consolidate their understanding. Students may have some choice in how they complete tasks and may serve as resources for one another. Compass
How are we going to do that? Ability to identify: How can I make this student with this disability successful at LDC?
A Framework Back mapping Scaffolding Adapting Choosing “LDC lends itself to special needs students. It’s breaking apart one gigantic task into smaller reasonable pieces, and that’s what my students need.” Alicia Comeaux 5 th grade inclusion teacher
Utilizing Module Creator
Oh, that’s what that is for!
Alison’s Access for All Checklist
Most Frequent Mini-tasks 1. Task Analysis 2. Active Reading 3. Note-taking 4. Socratic Seminar 5. Development
Task Analysis The ability to understand and explain the task’s prompt and rubric.
Active Reading Ability to identify the central point and main supporting elements of a text.
Note-Taking Ability to read purposefully and select relevant information; to summarize and/or paraphrase.
Socratic Seminar Ability to discuss complex texts with classmates in order to uncover both explicit and implicit meaning.
Development Ability to construct an initial draft with an emerging line of thought and structure.
Ability to apply strategies for developing and understanding a text by locating words and phrases that identify key concepts and facts or information. Essential Vocabulary— Your Turn
Reflection What are my first steps in getting all teachers to plan with ALL students in mind?