Triangulation Plan

Products

Performance Tasks

Condensed task

Chunking the task

Choice of medium

Assignments

Alternate means of completion

Typed up vs hand written (saves time)

Point form vs paragraph

Provide poster/visual board option

Tests

Provide time and a half

Provide alternate settings (resource centre)

Create more structured testsvs open ended questions (key word box, graphic organizer)

Projects

Allow student to choose medium for project

Provide assistive technology when conducting research

Conversations

Focused Conversations

During independent work, sit down one-on-one
with them and note their overall understanding. Check to see if they have specific questions

Allows student to reach own conclusions

Encourages meangiful conversation and learning

Conferencing

Provides chance to know the students on a more personal level. This allows for a better approach to differentiated instruction.

Builds trust with student

Provide option for oral assessment

Student Feedback

Provide quick prompts during independent work

Encourages student to think critically about their own work

Promotes dialogue between teacher and student

Help student with what steps to take to improve

Observations

Listening

The teacher will observe the overall engagement of the student. Is the student actively listening?

Looks at teacher/speaker

Controls personal activity level

Demonstrates responsive reaction (smiles, nods)

Draws reasonable conclusions from material heard

Asks for clarification when appropriate

Problem Solving

Are they able to articulate their thoughts on the topic?

Are they showing initiative?

Shows resilience( after their first strategy
does not work).

Group Work

Are they contributing to group conversation in meaningful ways that supports learning?

Are they asking relevant questions?

How are they interacting within the group?

This plan is adapted for a special needs student in a grade 10 academic Science class

How will these observations meet their needs?

These informal assessments are ways for me to check for learning and understanding even if the student is uncomfortable or shy when speaking or answering questions in front of the class. These observations also provide the chance for me to observe how the student interacts within a small group of students. Additionally, this student can often express ideas and thoughts within a group but not necessarily relay this information on formal written assessments or tests.

How will these assessments meet their needs?

This students IEP states that they are entitled to extra time on tests and alternate settings. Providing this student with the modifications and accomodations they need will better set them up for success in the course. This student is better able to access the course material with the changes to the assessment and evaluation process. However, these changes do not alter the curriculum expecatations at all. Providing different means to submit assignments allows for creative freedom and encourages this student to play to their strengths.

How will these assessments meet their needs?

Incorporating short daily and or weekly conversation with this student allows me to get a better sense of where their learning is at. This student cannot always articulate ideas and thoughts on paper, however their strength lies in being able to verbally explain their learning process. Being able to observe learning through a different lense (not just formal written assessments) creates more opportunity for student success. As an older secondary student, these conversations and feedback are alternate ways for them to gain a deeper understandng of how they learn best, and what what their areas of strength are.