2.

4 Tools for Planning and Implementation

Index Tool Assignment for 905
Natasha Dash

The learner who is featured in my example of an Inclusive Planning Matrix arrived to my Kindergarten class in January 2022.
She is an English Language Learner. She is highly motivated to learn English, and when she is unable to express herself in English she
gets frustrated. While this learner loves school and enjoys interacting with peers, she often displays school refusal behaviours and
will make unsafe choices when upset (leaving classroom/school grounds). This learner has had some trauma in her life and has
experienced multiple changes and transitions recently. She exhibits anxiety, emotional dysregulation, and sensory needs. When
dysregulated, this learner will scream, push, spit, bite, scratch, kick, punch, stomp, throw things, hit, rip things, over turn chairs and
try to climb out windows. The support team for this learner includes an ELL teacher, a Learning Services Teacher, a Behaviour
Support Worker, an Education Assistant, and Counsellor.
Recently, the support team submitted a package to the District Screening Committee for a R identification. This learner
displays frequent aggression, and negative or undesirable internalize psychological states such as anxiety. The frequency and
severity of the behaviours she displays have a very disruptive effect and are evident over an extended period of time, in more than
one setting, and with more than one person. Various support/interventions have been provided for this student through classroom
management strategies but the learner has not responded to them (BC Ministry of Education, 2016, p.56). A Functional Behaviour
Assessment (FBA) has been complete, as well as a Positive Behaviour Support Plan (PBSP) for this learner. An Individual Safe Work
Instructions (ISWI) has been completed for the support team.
Prior to Module 2, I was not aware of an Inclusion Planning Matrix. To gain a better understanding of how the Inclusion
Planning Matrix is used, I watched two of Shelley Moore’s Instructional Strategies videos called Strategy 1: The Place Alignment
Planner and Strategy 2: The Inclusive Purpose Planner. I chose the Inclusion Planning Matrix for this assignment and student as it
focuses on places and creating a sense of belonging, and Moore highlights that “place determines the purpose” (Moore, 2018c,
15:49). This index tool will be helpful for my learner and support staff for the IEP planning purposes because it will help us focus on
ensuring we are creating a sense of belonging for this learner as it focuses on what she will be doing in each place she is in.
As I am not familiar with the Inclusion Planning Matrix, I would appreciate your constructive feedback if you are
experienced and familiar with filling one out, or if you have examples of completed Inclusion Planning Matrixes that you are able to
share, that would be greatly appreciated. The template that Shelley Moore provides on her website (example below) seems a bit
more compact and easier to fill out.
 Inclusive Purpose Planner for: Student BH
Targeted Class: Kindergarten – Mrs. Dash
PLACES Personal Community Social/emotional Community Learning Community
Awareness, Responsibility & Communication and Interaction Thinking and Curriculum
Behaviour Goals

Classroom Regulating behaviour Turn Taking English Language Development

Routines Problem Solving Listening + Speaking Skills
(peaceful ways) Following Instructions
Building Relationships
Library Regulating behaviour Being part of the group English Language Development

Gym Regulating behaviour Safety + Well Being English Language Development

Listening Skills
Following instructions
Music Room Regulating behaviour Being part of the group Listening Skills

Computer Room Regulating behaviour Being part of the group English Language Development

Outside Regulating behaviour Problem Solving English Language Development

Routines (peaceful ways) Listening + Speaking Skills
Safety + Well Being Following Instructions
Building Relationships
 Personal
What Class does What Student Does (Personal Goals)
Table Activity Colouring, Lego, Attribute Blocks Completes morning routine, choose table activity
Lesson Mini lessons (math, literacy) Sitting, active listening at table spot for mini lesson,
completing assignment with assistance from
adult/peer, ask for break as needed
Out of Class Activity Music, library, Computers, Gym, Outside, Big Ask for break as needed
Buddies
Music- colouring a small table w/peer
Library- iPad w/headphones (during story time),
book exchange
Gym- actively participating in activity, Ask for
playground break as needed.
Outside- stays in boundaries, leaves playground
when bell rings
Big Buddies- calm body, active listening and
participation
Tub Time Playing with toys Chooses tub or peer to play with. Voice volume
level 3 or lower
Lesson Mini lesson (unit of inquiry) Sitting, active listening at table spot for mini lesson,
completing assignment with assistance from
adult/peer. Ask for break as needed
Quiet Book Time Reading books w/quiet music Chooses book from bin
Calendar + Sharing Days of week/month, Date, # of school days, 100th Sitting, active listening at table spot for mini lesson,
chart completing assignment with assistance from
adult/peer, ask for break as needed
Explorations Stations (cars, dress up, sand, art, colouring, Chooses a station to play at
marbles, blocks, tree house, math, literacy)
Class Jobs Complete class job (sweeping, compost, plants, Completes class job
carpet, board, books, paper recycle)
 Social
What Class does What Student Does (Social Goals)
Table Activity Colouring, Lego, Attribute Blocks Positive interactions with table group
Lesson Mini lessons (math, literacy) Positive interactions with group
Out of Class Activity Music, library, Computers, Gym, Outside, Big Ask for breaks if needed
Buddies
Music- choose partner to colour with
Library- share book with peers
Gym- participate with group
Outside- choose peers to play with
Big Buddies- positive interactions
Tub Time Playing with toys Ask peers to play, engage in positive play +
peaceful problem solving
Lesson Mini lesson (unit of inquiry) Positive interactions with group
Quiet Book Time Reading books w/quiet music Choose peer to read with
Calendar + Sharing Days of week/month, Date, # of school days, 100th Ask peers question about their sharing
chart
Explorations Stations (cars, dress up, sand, art, colouring, Ask peers to play, engage in positive play +
marbles, blocks, tree house, math, literacy) peaceful problem solving
Class Jobs Complete class job (sweeping, compost, plants, Work with partner to complete class job
carpet, board, books, paper recycle)
 Intellectual
What Class does What Student Does (Intellectual Goals)
Table Activity Colouring, Lego, Attribute Blocks Conversations/English Vocab with table group
Lesson Mini lessons (math, literacy) completing assignments/task with assistance from
adult/peer, asks for breaks as needed, English
Language Development
Out of Class Activity Music, library, Computers, Gym, Outside, Big Ask for breaks if needed
Buddies
Music- English Language Development
Library- choosing books of interest, English
Language Development
Gym- l English Language Development
Outside- English Language Development
Big Buddies- English Language Development
Tub Time Playing with toys English Language Development, review literacy and
numeracy mini lessons
Lesson Mini lesson (unit of inquiry) completing assignment with assistance from
adult/peer, English Language Development
Quiet Book Time Reading books w/quiet music Review literacy mini lessons
Calendar + Sharing Days of week/month, Date, # of school days, 100th English Language Development
chart
Explorations Stations (cars, dress up, sand, art, colouring, English Language Development, review literacy and
marbles, blocks, tree house, math, literacy) numeracy mini lessons
Class Jobs Complete class job (sweeping, compost, plants, English Language Development
carpet, board, books, paper recycle)
Moore & Schnellert, 2015
 References

BC Ministry of Education. (2016). Special Education Services: A Manual of Policies, Procedures and Guidelines. Province of British

Columbia. https://www2.gov.bc.ca/assets/gov/education/administration/kindergarten-to-grade-

12/inclusive/special_ed_policy_manual.pdf

Moore, S. (2018a). Inclusive Purpose Planner: Classroom [Screenshot]. Five Moore Minutes with Shelley Moore.

https://fivemooreminutesdotcom.files.wordpress.com/2018/11/inclusive-purpose-planner-classroom.pdf

Moore, S. (2018b, October 22). Video Strategy: The Place Alignment Planner [Video]. YouTube.

https://www.youtube.com/watch?v=qs_t6_DhOmM&feature=youtu.be

Moore, S. (2018c, November 20). Video Strategy: The Inclusive Purpose Planner [Video]. YouTube.

https://www.youtube.com/watch?v=muJ9mTMPAYU