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Quilchena Inclusion Project

Teaching to the Diverse

School perspective:
• teachers wanted resource support & EA
support, so question was how to
allocate scarce resources: what is fair &
• school goal was differentiated instruction
• pro-d focus on differentiated instruction
Purpose con’t
Classroom perspective:
• teachers wanted to address the wide range of
needs and number of students with learning
• all teachers asked to participate in collecting
data by administering DRA
• assessment data collated for each classroom
• one classroom chosen to pilot a literacy
program focused on one goal: Karen Maier,
grade 2/3, with Learning Resource Teacher
Megan Zeni and School Based Support
Teacher Ida Ollenberger
Background Information
• many new teachers were asking for strategies to meet
the diverse needs in their classrooms
• experienced teachers were finding their familiar
methods of teaching to the class as a whole were not
working effectively
• outdated learning resources could not meet the needs
of a program of differentiated instruction (must
accommodate all reading levels)
• purchased Nelson Literacy Series and Guided &
Independent Reading kits
• new resources eliminated most teacher prep; old
materials added to teacher workload
Process of resources selection
• secured release time for classroom teachers (in
groups K-2; 2-4; 5-7): principal covered classes for 2
• resource teacher arranged publishers to visit school:
groups reviewed materials with resource teacher
• recommended one product K-7 for consistency:
Nelson series
• TL catalogued materials: pro-d day to become familiar
with materials (LSD teacher consultants facilitated)
Learning Project Process
Know your learner: DRA (Developmental
Reading Assessment)
Created three ability groups
Created matrix of instructional sequence
Assigned teacher to each group
Six lessons conducted (2 lessons per week)
Completed re-assessment
Compared data
Know your learner: DRA (Developmental
Reading Assessment)
• gives broad, comprehensive assessment of literacy
• deconstructed the data into 8 core competencies &
created a literacy profile matrix - it shows each
student’s relative ability on those 8 competencies
rated in 4 categories: not yet meeting; minimally
meeting; fully meeting; exceeding (as per provincial
performance standards) - see matrix (next slide)
• based upon these data, chose one core competency
to focus on with an inclusive instructional program
• chose “accurate retell” as core competency
Literacy Profile Matrix
• see attached document
“literacy profile”
Created three ability groups
• in order to teach the same skill to students with wide range of
competencies (differentiated instruction), we needed to group the
students according to decoding and retelling skills based on DRA
• pre-assessment essential for success of differentiated instruction:
in planning both lessons and learning resources
• used literacy profile matrix: data used to inform the creation of
ability groups (along with teacher judgment)
• 3 groups created: low, medium, high (5 or 6 per group in primary)
• ESL & students with special needs in all 3 groups based on
literacy profile
• classroom teacher, resource teacher Megan Zeni, School Based
Support Team member each took one group for instructional
• option: classroom teacher could do this project independently, or
with TL, EA, principal or other arrangement: time frame would
vary depending on number of staff hours available
Created matrix of instructional sequence
• select reading materials from Nelson series for each reading
group by ability: all ability levels are reading on same topic
• Nelson teacher’s guide has explicit instructions on how to teach
the chosen skill (retelling) in a series of lessons which build on
each other as you progress through the lessons
• chose 6 lessons
• created a matrix of instructional sequence which shows for each
lesson which book each group is using (see attached matrix):
this will save time - not planning every day
• 6 lessons were taught over a period of 3 weeks - able to do this
because 3 teachers were involved - would take longer with less
teacher time
• materials are so well laid out that a replacement teacher can
easily fill in and conduct the lesson with the group
• significant improvements in retelling skills in all
three groups: in some students, an
improvement of two to three reading levels
• improvements were the result of direct,
focused instruction
• using appropriate, accessible materials meant
that all students achieved some measure of
success (including ESL students, learning
resource supported students)
• the assessment for learning piece was
extremely important in setting the teaching/
learning objectives.