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