1. 1 SPE 416 Session 5

2. Instructor notes: The students will need to bring a lesson plan that they have written previously to class. They will use it today if you complete the 9 grid portion of the lesson AND the UDL portion. If you only complete the 9 grid part then they will not need it until the next class session. Seat the students with others who are student teaching in the same or near same grade levels. (this will be for the case study) This presentation combines the 9 grid of curriculum by Diana Browning Wright and the CAST UDL solutions template. This instructor requires that the students include the UDL accommodations chart on their lesson plans for PAs. It helps increase the TKS scores and the portion of the Instructional Plans that states, “evidence that the plan provides some opportunities to accommodate individual student needs”. 2

3. INTASC Standards 2(g) The teacher understands and identifies differences in approaches to learning and performance and knows how to design instruction that uses each learner’s strengths to promote growth. 2(h) The teacher understands students with exceptional needs, including those associated with disabilities and giftedness, and knows how to use strategies and resources to address these needs 3

4. TAP Alignment For the exit ticket today, the students are to determine the tap alignment for the 9 grid. 4

5. Today Agenda:Objective: SWBAT apply the 9 grid of curriculum types to a case study and to their own lesson planning. Pate/SPE 416 1) Review assignments10 min. 2) 9 types of curriculum adaptation definitions and examples 3) 9 types of curriculum adaptations – case studies application 4) Reflection and Next steps

6. ASSIGNMENT REVIEW

7. Today we are going to look at two ways of thinking about students who struggle… 1) The 9 types of curriculum adaptation 2) UDL – Universal Design for Learning 7

8. 8 9 Types of Curriculum Adaptations… Developed by Diana Browning Wright

9. You and your shoulder partner… You with your partner need a piece of paper As we go through the 9 grid, you and your partner will be making a list of what you have seen in the classroom that matches these. Make a vertical fold. Put your name on one side and your partner’s name on the other side. These will be handed in as a hard copy for 4 activity points for this class. 9

10. Your observations in classes: On your sheet put what each of you have seen in this area in practice in classrooms where you have been Be sure and title each area you are listing. 10

11. Model: Jane SmithSam Jones Quantity Describes how she has seen it usedDescribes how he has seen it use or states “I have never observed this but some ideas I might use now are…” 11

12. Definitions… Accommodations: Do not fundamentally alter or lower expectations or standards in instructional level, content or performance criteria. Changes are made in order to provide equal access to learning and equal opportunity to demonstrate what is known. Grading is same Modifications: Do fundamentally alter or lower expectations or standards in instructional level, content or performance criteria. Changes are made to provide student meaningful & productive learning experiences based on individual needs &abilities Grading is different 12

13. 13 Source: Retrieved from http://www.pent.ca.gov/frm/forms.html

14. Instructor notes: Set up a series of slides that review the 9 grid of accommodations. Review each one and give examples. Some resources to help with this part are on the lesson plan that accompanies this ppt on the ASU PLL website. You can also contact the course coordinator for SPE 416 to get other ideas and resources for this section. After reviewing the 9 grid, there are case studies available to apply it. On this site, scroll down to Section 5 titled “Activities and Case studies to access the case studies to review. The website is: http://www.pent.ca.gov/acc/accom_toc.htmlhttp://www.pent.ca.gov/acc/accom_toc.html 14

15. Case studies… 15

16. CASE STUDY Let’s try one together 16

17. Case Study – your turn Read the case study that is closest to your group’s grade level. Use the 9 grid of curriculum adaptations blank copy to write up your analysis of this student. AFTER you finish, compare it with the one that is the example for that student SAVE your copy for later use! 17

18. Instructor notes… You may wish to stop here for your lesson and do the UDL lesson next week or if you have time go on and use the information from their student for this activity to apply to the UDL portion. The UDL portion is where they will need their lesson plan. There is a 2 nd ppt for the UDL part of this lesson. If you choose not to eliminate UDL part with your students, then you will want to add the activity of designing accommodations/modifications for the case study student to their own lesson plan and readjust the objective to indicate that. 18

19. Exit and next steps: How does the 9 grid of curriculum types apply to the TAP rubric? How do you think you can apply this to your Instructional Plans on the TAP? 19