1. 1 Break Out 3 Supporting Students with Learning Disabilities

2. Tea Party 2 Minds on…

3. Tea Party 3 “With a math lens, explain the significance of this story with respect for the need for inclusive math classrooms.” Minds on…

4. DI for Students with LD Verbal comprehension Perceptual reasoning Processing speed Memory Executive functioning 4 Action…

5. DI for Students with LD 5 Action…

6. DI for Students with LD Verbal Comprehension 6 Action…

7. Verbal Comprehension 7 Action… Multiple representations using manipulatives Needs access to manipulatives, models and concrete objects to support connections between concepts and skills

8. Verbal Comprehension 8 Action… Multiple representations using manipulatives Needs access to manipulatives, models and concrete objects to support connections between concepts and skills

9. Share the DI for all LD lenses 9 Action… Number off 1 – 5 Form groups based on like numbers Share your strengths, needs and accommodations sheet with your new group. As a group, create DI bullets on the lesson template as you learn new information

10. DI identification on lesson 10 Action…

11. DI identification on lesson 11 Action…

12. DI for Students with LD 12 Action…

13. DI Strategies To Support Domains ETFO Special Education Handbook http://www.etfo.ca/ProfessionalDevelopment /ETFOsBookClubs/Facilitator_Guides/Spec EdHP.pdf LD Resources Online www.ldonline.org 13

14. CLIPS 14 Action… Critical Learning Instructional Path Supports http://oame.on.ca/clips/ Exploring Fractions Part to Whole –Representing Simple Fractions

15. CLIPS 15 Action… What strengths do the CLIPS offer to a student with a LD in a selected domain?

16. CLIPS 16 Action… What needs might still need to be supported for a student with a LD in a selected domain?

17. CLIPS How would you, in your role, support the implementation of CLIPS for a student with a LD in a selected domain? 17

18. CLIPS 18 Action… What strengths do the CLIPS offer to a student with a LD in a selected domain? What needs might still need to be supported for a student with a LD in a selected domain? How would you, in your role, support the implementation of CLIPS for a student with a LD in a selected domain?

19. Graffiti Be sure to respond to one set of 3 prompts displayed around the room 19 Consolidation…

20. Graffiti – report out How do you purposefully plan to narrow the gap between ‘potential’ and ‘achievement?’ How might you make use of the YCDSB document? How might you make use of the Gap Closing materials? 20 Consolidation…