Page 40 - Learning for All – A Guide to Effective Assessment and Instruction for All Students, Kindergarten to Grade 12, 2013

38 • Learning for All
4. Program planning and the implementation of Universal Design for Learning, differentiated instruction, and, where needed, interventions of increasing intensity (the tiered approach).
Educators develop their program plans taking into account the requirements of the curriculum, the instructional strategies selected, the patterns and emerging trends in the class, and the areas of learning and/or groups of students that may need more attention. The principles of Universal Design for Learning and differentiated instruction ensure that planning is flexible, supportive, adjustable, and focused on increasing all students’ access to the curriculum. Plans should incorporate a range of strategies and a continuum of support, including support for students who need greater challenges and flexible entry and exit points for learning.
Benefits of the Class Profile
School boards reported that the introduction of class profiles led to an increased use of pre-assessment data for setting learning goals, an increased number of mid-way checks, and rich post-instructional assessments, as well as an improved understanding and more frequent application of tiered intervention. Teams commented that teachers in their schools had developed an appreciation of class profiles not as static forms, but as an integrated element of an effective curriculum, assessment, and instructional planning cycle.
In general, school boards found class profiles to be a valuable tool for teachers in differentiating and personalizing their instruction, devising effective assess- ment and evaluation practices, and helping develop students’ understanding and use of metacognition.
5. Monitoring progress and adjusting strategies; reviewing the overall program.
Over time, during the course of instruction and ongoing assessment, new information about students’ progress and growth is gathered systematically, based on students’ response to instructional strategies and interventions and the overall learning environment. Progress and growth, or the lack of it, are noted and strategies are reconsidered, if adjustments are needed. In the case of students who have persistent learning challenges, the need for more targeted, intensive instructional support or for special intervention by an in-school team or external specialist may also be noted.
6. Consultation with the in-school team(s) and out-of-school resources (including community agencies).
After having tried selected strategies for a reasonable amount of time, educators may opt to seek further assistance for some students, from the in-school team(s) and/or out-of-school professionals or agencies. An in-school team collaboratively reviews instructional strategies and interventions that have been implemented, as well as the student’s responses to them, and assesses their effectiveness. The team may consider whether and how to incorporate recommendations made by out-of-school professionals.