LDC & Students with DisabilitiesSt. Bernard Parish Public Schools

Alison GrosLiteracy Intervention and Data Specialist

Kristi WilhelmusInstructional Coach

Michelle O’Neill3rd 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

Your logo here

› 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

› 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 Comeaux5th grade inclusion teacher

Utilizing Module Creator

Oh, that’s what that is for!

Alison’s Access for

AllChecklist

Most Frequent Mini-tasks

1. Task Analysis2. Active Reading3. Note-taking4. Socratic Seminar5. 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?