2005 Education For All K-6 CODE Spec Ed Project OPA Student Assessment Project Results and positive responses from these sources gave direction for a new document Reach Every Student Energizing Ontario Education Literacy Numeracy Strategy K- 6 Student Success/Learning to 18 Strategy Draft K-12 School Effectiveness Framework Board Improvement plans School Improvement Plans School Board Special Education Plans

Learning For All 2010

3Beliefs All students can succeed. Each student has his or her own unique patterns of learning Successful instructional practices are founded on evidence-based research, tempered by experience. Universal design and differentiated instruction are effective and interconnected means of meeting the learning or productivity needs of any group of students. Classroom teachers are the key educators for the student’s literacy and numeracy development. Classroom teachers need the support of the larger community to create a learning environment that supports all students. Fairness is not sameness 3

The Breakthrough System 1. Personalization 2. Precision 3. Professional Learning “The glue that binds these three components is moral purpose: education for all that raises the bar as it closes the gap.”

5 ASD ASD 1 in 165 students Most common neurological disorder Increased prevalence due to broader definition and improved recognition of symptoms 5

6 Text Autism + PDD + Asperger’s Syndrome “ASD are complex neurological disorders that have a lifelong effect on the development of various abilities. Its characterized by impairments in communication and social interaction, as well as unusual patterns of behaviour, interests, and activities” Effective Educational Practices for Students with Autism Spectrum Disorders 2007

7 Parental Involvement Communication books: Teacher, TA, Principal, and Parent establish methods, format, information. Teacher responsible for content Involve student in creating system End of day reinforcement of schedule Positive process Respect privacy of families Objective comments Use pictures where possible

Instructional Approaches Draft June 2009 Learning For All p.24

9 Differentiate Content Vary content to suit student readiness, interests, motivational needs, and learning styles. Unpack the big ideas of the curriculum to create achievable learning goals. Introduce new learning and pose open questions as appropriate to the student’s zone of proximal development (ZPD). Differentiate Content Vary content to suit student readiness, interests, motivational needs, and learning styles. Unpack the big ideas of the curriculum to create achievable learning goals. Introduce new learning and pose open questions as appropriate to the student’s zone of proximal development (ZPD). Differentiate Process Use various assessment strategies to match students’ learning style preferences, Use various types of learning activities and various grouping strategies Use a variety of instructional and management strategies Provide students with opportunities to choose Monitor and assess on a regular basis. Provide the accommodations and/or modifications specified in the IEPs of students Differentiate Process Use various assessment strategies to match students’ learning style preferences, Use various types of learning activities and various grouping strategies Use a variety of instructional and management strategies Provide students with opportunities to choose Monitor and assess on a regular basis. Provide the accommodations and/or modifications specified in the IEPs of students Differentiate Product Gather achievement data through various assessment tools. Engage students’ interest Foster students’ sense of ownership of their learning Differentiate Product Gather achievement data through various assessment tools. Engage students’ interest Foster students’ sense of ownership of their learning

10 Applied Behaviour Analysis(ABA) ABA is an effective approach to understanding and changing behaviour, and teaching new skills. Step involved: 1. Define behaviour to be changed 2. Evaluate and record current levels of performance 3. Design and implement appropriate interventions 4. Continue measuring target behaviours 5. Evaluate effectiveness

11 Assistive Technology Tools to support Students: Assistive technology is any technology that allows one to increase, maintain, or improve the functional capabilities of an individual with special learning needs

For students who require additional support to achieve learning goals, even more precise and intensive instruction and assessment are planned, often with the help of the in-school team and/or other available resources. Monitoring of progress continues. On the basis of assessment results, interventions are planned for students who are experiencing difficulty in a particular area or in general. Student progress in response to these interventions is closely monitored, and instruction is adjusted as needed. Tier 3 Tier 2 Instructions and assessment for all students, planned in relation to the curriculum. The teacher observes, monitors student progress, and notes which students may be experiencing difficulty. Tier 1 Draft June 2009 Learning For All p.24

Types of Assessment assessment as learning assessment of learning assessment for learning

Assessment for Learning Diagnostic Assessment Formative Assessment

15 Classroom Profiles 1. Gathering information on the students in the class 2. Organizing and recording the student information on a class profile template 3. Selecting instructional strategies and resources based on information in the class profile 4. Program planning and implementation 5. Monitoring progress and adjusting strategies; reviewing the overall program 5. Consulting with the in-school team and out-of-school supports *The learning profile may include learning style, type of intelligence(s) (“learning preference”), as well as preferences or traits related to socio-economic or cultural background. Learning styles: A -- Auditory; V -- Visual; K -- Kinesthetic; T -- Tactile Learning preferences: VL -- Verbal Linguistic; LM -- Logical Mathematical; VS -- Visual Spatial; BK -- Bodily Kinesthetic; MR -- Musical Rhythmic; N -- Naturalist; I -- Interpersonal; In -- Intrapersonal Class profile illustrates a work in progress

Student Profile Individual student profile is a tool compiling information that provides a more complete and more precise picture of a students strengths and needs as well as the assessment and instruction tha best suit an individual student’s learning style, preferences, needs, interests and readiness and the supports available to the student.

17Transitions entry to school transitions between activities, settings or classrooms transitions between grades moving from school to school or from outside agency to school moving from a First Nation school transition from elementary to secondary transition from secondary to postsecondary pathways 1717

Professional Learning Communities a commitment to ensure learning for all students a culture of collaboration a focus on results

19 Knowing your student Knowing your student At the system and school levels: What approaches and tools do we currently have in place to ensure that the learner is at the centre -that we “know our students”? 1919

20 Assessment for Learning At the system and school levels how do our current assessment practices inform instruction to support student learning?At the system and school levels how do our current assessment practices inform instruction to support student learning?

21 Personalization and Precision of Instruction In what ways and to what extent do our current instructional practices incorporate principles of Universal design for Learning, differentiated instruction, and the tiered approach? 2121

22 a. Dateline 1957 B The Case of Ruthie It was not until she was almost eight years old that Ruthie began attending school. To begin with, her parents knew she was, in her father's words, "something behind other young ones". Then there was the long walk down the concession and across the side road to the one room school. She'd have to do it alone and well, everybody knew Ruthie had this habit of wandering off. Even at age eight, Ruthie's future as a student was uncertain at best. "We don't have to take this child in if you don't want," the chairman of S.S.#12 school board had said to the brand new teacher in August. "It's going to be hard enough in your first year without having a child (with special needs) to look after. The regulations are clear. We don't have to take her. It's up to you." But the teacher welcomed Ruthie and made her feel part of the tiny student body. Two girls in grade eight readily agreed to take her outside to the toilet every day just before recess. One of the older boys built her an extended desktop so she could more easily enjoy her favourite activity: colouring big murals on the back of discarded rolls of wallpaper. The younger children, a bit perplexed at first because Ruthie didn't speak, soon learned to ignore her strange noises. And every day after lunch, Ruthie crawled happily into the teacher's lap for the reading of the next sequence in 'the afternoon story'. By the end of the school year, Ruthie could recognize her own name in print; she understood and followed routines; could count up to ten blocks, and, most important in the teacher's view, she no longer wandered at will.

23 The next year of her schooling might have shown even more development, but Ruthie got caught in a swirl of events that even her parents didn't quite follow. S.S.#12 was closed in June, along with all the other one room schools in the township. Students were now to be bused to a brand new central school. Ruthie's teacher got married that summer and moved to the other end of the province. At 'Central', the school inspector told the staff in primary/junior that no one was obligated to take in Ruthie but if anyone volunteered, she would be admitted. There were no takers. Ruthie never went to school again What could we do today for Ruthie? What could we do today for Ruthie? What could we do today for Ruthie? What could we do today for Ruthie? What could we do today for Ruthie?