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Learning, Teaching and Assessment
Learning, Teaching and Assessment
image of head with a brain and ideas coming from it to identify the Learning, Teaching and Assessment pillar

Learning, Teaching and Assessment involves intentional planning, personalized instruction and equitable assessment for students with learning disabilities
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System Actions

  • Support school leaders to understand students' multiple intersecting exceptionalities and identities to ensure personalized instruction and assessment
  • Support educator collaboration to design lessons to ensure multiple points of entry
  • Set high expectations and ensure learning spans the Achievement Chart for student with learning disabilities
  • Support school leaders in the creation of growth mindset communities
  • Support educators to develop a deeper understanding of how assistive technology supports learning for all students
  • Support school leaders to use the In-School Team Meeting (ISTM) as a foundational, ongoing, iterative problem-solving venue to support the creation and implementation of tailored, precise and personalized programs

School Actions

  • ​​Collaborate with system partners and utilize their expertise to provide support for students' multiple intersecting exceptionalities and identities
  • Provide differentiated, timely and tiered interventions supported by a team approach that responds to individual student learning needs including ongoing/persistent learning difficulties
  • Provide professional learning on strategies that support individual learning and differentiated instruction and assessment
  • Use the in-school team meeting as a foundational, ongoing, iterative problem-solving venue to support the creation and implementation of tailored, precise and personalized programs
  • Use information from multiple sources (i.e., parents, student, educators, healthcare, professionals, and assessment reports) to support programming for students with learning disabilities
  • Create and use detailed transition plans​ to support students transitioning between environments and grade
  • Promote equity and equal opportunity by ensuring accommodations are provided throughout the learning, teaching and assessment process/cycle
  • Collaboratively create and implement Individual Education Plans (IEP) for students 


Classroom Actions​

  • ​Understand students' multiple intersecting exceptionalities and identities to ensure that planning aligns with student strengths, needs, interests and lived experiences to personalize instruction and assessment
  • Ensure students' voice informs the development of the Individual Education Plan (IEP), including the transition plan
  • Elicit student voice, choice, and engagement as part of​ the process of learning (refer to Self-Advocacy Resources)
  • Explicitly teach students to be able to articulate the accommodations that work for them
  • Explicitly teach the use of specific strategies to ensure equitable access to the curriculum
  • Support strategic use of assistive technology in the classroom to enrich instruction and assessment
  • Provide accommodations during both instruction and assessment to ensure students use the tools they need to effectively demonstrate their learning
  • Monitor and assess student progress to make ongoing adjustments to their programming and to foster student independence (refer to Fostering Student Independence Brochure)
  • Utilize varied assessment and instruction to achieve high levels of success
  • Co-create authentic and engaging learning tasks that allow for multiple entry points that supports a variety of learning profiles
  • Use assessment for and as learning regularly and support learners to use teacher feedback to monitor their learning, make revisions to their work, and set goals 
 
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