Equity-Based Classroom Design Strategies for Grade 7 CT Students

Case Study Classroom Grade: 7 Subject Area: CT: Teresa ST: Preet EA: Mrs. S

How can we change the system? Designing with Equity in Mind Shelley Moore, 2019 Where are we going? Curriculum & Assessment Design Who are we Teaching? Students Building Student Agency Universal Design for Learning Instructional Design Adjustable Supports Student choice of Strategies How will we support them? How will we teach them?

Class Review for: Division 1 Teacher: TK, PP, Mrs. S Date: Feb 2022 We can plan for our students by getting to know the: Interests & Identities of the class Classroom Strengths Classroom Stretches Interests: art, creativity, being social, loyal, choice, talk about and do everything, taking breaks, games, a good discussion, opinions and debates, rewards, math journals Strengths: energetic, enthusiastic, social, love to talk, be oud, active, a lot to give, mixed, work with everyone, present, shares ideas, creative, vulnerability (asks for help), advocate for themselves, willing, many strong academically, they push themselves, verbally strong, sweet & earnest, know each other very well Stretches: many students difficult with attention, stamina, active listening (even in small groups and individually), they seem foggy, executive functioning (planning, self control, time management), lose their thoughts, impulsive, Large spread of literacy levels (heavy ends) Based on the interests, strengths and stretches of this class, one goal(s) for these I have for this class is: The BIG goal I have for this class: TK: leaning into learning, attend to and be curious about something, get excited about learning with stamina and follow through, PG: know and be aware of their strengths and stretches so that they know what they need, building off of their strengths and advocate for themselves taking ownership We can meet this goal(s) by making a plan to try something new: We can meet this goal(s) by reducing barriers in the classroom: Decision: Something I want to try Decision: Learning Barriers (UDL) Decision: Equity barriers (Reconciliation) What works: - Breaking down tasks into steps, walk them through the process - work on a structured journey together/ small steps - Structured, chunking activities, varied activities - Potato chart for writing What we want to try? Create a toolbox of strategies co-constructed for each student - Try baked potato strategy in math - Curricular Map We can meet this goal(s) by targeting core competencies chosen as a community: Decision: Targeted competencies to target for this class The Class Review Brownlie, F & King, J, 2011 adapted by S. Moore, 2019

Target Students AO (LDisorder- reading comprehension) Attention Difficulty connecting, memory retention, effort Escalates into behaviour challenges He needs to move Sensory wont touch paper Family supportive, but might not understand the extent of his needs how do I get this done Target what is manageable and attainable Keep learning positive Work hard/play hard TB (Autism) Sweet, kind, connector, relationships, friends Very aware of friend status, friends are important to him Wants to be involved in everything How to include him in a meaningful way that respects his abilities? The friends he wants to be with have a hard time working together because they set each other off Shuts down easily, or gets set off His schedule is very important Relationship is everything A strong influence in the group if he is okay, the class is okay Peers include him wholeheartedly

Target Students HD2 undiagnosed Ticks and movement needs Anxiety is aware He needs to move, movement distracts him Attention English not spoken at home Literacy written output, he types mostly Social & behaviour challenges, can set off other students, silly impulsive HD, GP, AS (Learning Maps) Literacy/numeracy ELL (done 5 years) Processing speed Break down to a smaller skill are more willing to try Meet where they are Anxiety, safe place to take risks Colour coded Vulnerable

Target Students CA (LD) Strong verbally, confident, so smart Anxiety, stuck with processing, follow through Executive functioning Retention RP (undiagnosed) Written output and expression He understands, but can t get it out How to scaffold output and strategies Proud, easily discouraged Can sabotage others Wants to be seen as the leader and helper to cover up his challenges Doesn t feel good about himself The smallest thing will send him into a spiral Needs constant acknowledgement and building up Gives up intrinsic motivation Easy to bring up, easy to fall YM (undiagnosed) ELL Social capital very important, socially aware Not transferring or producing evidence or growth Family disengaged Not a lot of confidence kind

Target Students KL (undiagnosed) Difficulty with social cues Needs constant connections Sweet, relational Exhausts friendships Attention Low in all every areas Not aware Strategic partnerships 5 students High ability Professional debaters Read at high levels Hard working They have been pushed, high expectations They want to know how to excel need more complexity not more frequency TH (seizures, chronic health, intellectual disability) HUB, come in a certain times of the day, buddy reading, science, morning activities, PE, band 10% of time) SC Smart, impulsive, quirky sits on his smartness Doesn t push himself but he can