class profile grade 9

8/8/2019 Class Profile Grade 9

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Shelley Moore (and team)

District 38 Convention

February 20, 2009



LEARNING

INTENTIONS

- I can include students

in content area classes at

the secondary level

- I can offer meaningful

programming for

modified students in my

content classes

- I can set goals and

evaluate progress of

modified students in

content area classes

- I can write an IEP that

is a collaborative

working document



WHAT DO IEP’S

MEAN TO YOU?

NEIGHBOUR…



AND EA’S SURVEYED:

IEP’S ARE…

Too long

Not relevant to content

Not accessible as an evaluation tool

A bureaucratic document

Not useful for teachers or EA’s in

modifying curriculum



RE

S UL T

1 page content IEP’s

Content related goals

Evaluation checklist Separate IEP’s for literacy

and category goals

Trial with 12 modifiedstudents

0-100 %Teacher

participation in

creation and/ or

evaluation of modified student’s

IEPS.



EXAMPLESocial Studies 9

Teacher: Bryce Miller

EA: Sharon Hovbrender Resource teacher: Shelley Moore



Planning day given for all 3 of us to

meet and plan for the course

Goal To create an example of

inclusion in response to the

review, where effective teaching

practices were used to meet the

needs of diverse learners

through collaboration of

multiple expertise



FIRST…

Look at how we can

meet the learning

needs of individuals

within the class.

THEN…..

Look at how we can

meet the learning

needs of the class as a

whole



First stepbuilding a class profile



Social Studies 9

Teacher: Bryce Miller

EA: Sharon Hovbrender Resource Teacher: Shelley Moore

Regular Outcomes

Adapted

Outcomes

Modified

Outcomes

Tyler, Montana, Karissa, Courtney,

Jennifer, Mona, Kaaljeet, Summer,

Amit, Zafar, Turner, Karm, Colin,

Sarah, Ryan, Brian, Cynthia

Philip, Shaun

Tudor, Alexa,Paris, Talha

Rahul

Niccole



Building the Class Profile

Gathering information



GETTING TO KNOW

YOU CLASS SURVEY WHAT WAS THE BEST CLASS

YOU’VE EVER HAD AND WHY?

Reasons Number of students

Games and activities 10

IPods 9

Visuals/ media 8

Work in groups/friends 12

Pick project topics 2

Fun projects 5

Short stories/ creative writing 1

Enthusiastic teacher 1

food 2

No homework 7

Felt safe and comfortable 4

Laid back teacher 4

skits 2

Funny teacher 1

breaks 1

Field trips 2



goals-For ALL students

Content

Process



Student will be able to:- Assess how identity is shaped

by a variety of factors including:

- family

- gender

- belief - nationality

- ethnicity

- Analyse roots of present day,

regional, cultural, and social

issues within Canada

Unit: What is Culture?

How is Culture Formed?

What is Enduring?What does EVERYONE need to know?

Content goals



Student will be able to:-Make Connections

-Think critically

-Develop original thought


How is Culture Formed?

What is Enduring?What does EVERYONE need to know?

Process goals



goals

- For SOME students

Content

Process



Student will be able to:

- Describe how different forms of artistic

expression reflect the society in which they

are produced

- Analyse the relationship between aboriginalpeople and the Europeans and explain the role

of each.

-Describe daily life in aboriginal community,

New France and British North America


How is culture formed?

What is Important?What do MOST students need to know?



Adapted outcomesTo address appropriate learning needs

(based on class profile)

Learning

Disability

- Chelsea

- Turner

- Julian

- Calvin

- Identify their learning styles

- Select methods of assessment

that highlight strengths

- Identify their learning styles

- Select methods of assessment

that highlight strengths

- Identify coping strategies to self monitor

behaviour

- Make connections

- Identify main idea and details

- Use a note making strategy to

assist in learning

Learning

Assistance

- Tudor

- Alexa

-ESL - Phillip

- Shaun- Tahla

- Paris

Behaviour

concerns

- Karl

Students will be able to:



goals

- For INDIVIDUALstudents

Content

Process



Category:

Literacy Level:Beginning conventional

What is Culture?

How is Culture

Formed?

Modified outcomesTo address appropriate content level

Niccole (C) Rahul (D)

Category:

Literacy Stage:Later Emergent

Niccole will:

- identify groups

that are a part of

her life (K)

-identify ways I which

individuals contribute

to a community (gr. 1)

Rahul will:-Identify a variety

of social structures

in which he lives,

works and plays (gr.2)

-Identify significant

language and

cultural characteristics

of Canadian society (gr. 2)



HOW DOES THIS CONNECT

TO WHAT YOU ARE

ALREADY DOING?

NEIGHBOUR…



STEP 3: IEP’s

-Content goals

-Literacy goals

-Category goals



Social studies 9- content goals



GOALS Category goals

IEP central

Observational/ anecdotal

Literacy goals

Balanced literacy model

Learning to read (behaviors)

Reading to learn (comprehensionstrategies)

Writing

Work Work

TETR series

Literacy Profile



Planning for

modifications…

with a balanced literacyapproach



Example Socials 9

modifications



CLASS: SOCIALS 9

TEACHER: B. MILLER

EA: S. HOVBRENDER

The assignment:

After each class studentwrite an “exit slip”

reflecting on a question

given



CLASS: SOCIALS 9

TEACHER: B. MILLER

EA: S. HOVBRENDER

The assignment:

Note- making



OTHER EXAMPLES



SCIENCE 9 IRP GOALS:

The assignment:

Students create abrochure to a vacation

resort on a planet in our

solar system

CLASS: SCIENCE 9

TEACHER: S.PLATZER

EA: S. HOVBRENDER



MODIFIED CONTENT GOAL :

DESCRIBE THE

CHARACTERISTICS AND

MOVEMENTS OF AN OBJECT IN

OUR SOLAR SYSTEM



LITERACY GOAL: IDENTIFY

MAIN IDEA AND DETAILS



LITERACY GOAL: USE

DESCRIBING WORDS IN

SENTENCES

CATEGORY (ROBBIE GOAL):

WRITE TAKING INTO

CONSIDERATION AN AUDIENCE

CATEGORY GOAL: WORKTOWARDS MAKING COMPROMISES

AND NEGOTIATIONS



CLASS: MARKETING 12

TEACHER: K. CAMPBELL

EA: M. WATSON

THE ASSIGNMENT



MODIFIED CONTENT GOALS



LITERACY GOAL: USE PICTURES

TO ASSIST IN VOCABULARY

DEVELOPMENT



LITERACY GOAL: SORT AND FILE

WORDS ACCORDING TO INITIAL

LETTER AND/OR SOUND



EVALUATION CHECKLIST



Coming up with a content Goal

Charlie is in a

Science 9 class. She is

at an early emergentliteracy level.



LITERACY GOALS

- Word work goal: identify

initial consonant sounds: S,

M, F, T

- Writing goal: adding details

to drawing to tell a story

- reading behavior goal: toidentify the title and author of

a text

-Reading comprehensiongoal: make a prediction



Coming up with a

modification

Discuss possible

modified activities

taking into

consideration

The class goal

The individual goal

Balanced literacyWriting

Word work

Reading comprehension

Reading behaviors



COMING UP WITH A

MODIFICATION

C: STUDENT WITH AUTISM- ECHOLALIA

- READING COMPREHENSION

LEVEL LATER EMERGENT

- STRONG ARTIST

LITERACY GOALS

- WRITE SENTENCES USING

PICTURES

- ADDING DETAILS TO

DRAWINGS TO TELL A STORY

The assignment:

Read 20 min everyday and

respond in your readersnotebook



Talk to a friend…..

What could be the

modification?

CLASS: ENGLISH 9



CLASS: ENGLISH 9



Y UR

NEIGHBOUR

…

Discuss a

modified student

you know andshare an inclusion

success story.



Class profile

•Who are your students?

•Looking at the group•Looking at the individuals

Design evaluationtool

- Summativeassessment piece



HOW?

NEXT STEPS?- How can I include students

in content area classes at the

secondary level?

- How can I offer meaningful

programming for modified

students in my content

classes?

- How can I set goals and

evaluate progress of

modified students in content

area classes?

- How can I write an IEP

that is a collaborative

working document?



“TEACHING WITH

THE PRACTICE OF

FREEDOM, IS

TEACHING

BELIEVING THAT

EVERYONE CAN

LEARN”

class profile grade 9

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