Developing Modifications Aligned with General Education Curriculum 25 Industrial Park Road, Middletown, CT · (860) ctserc.org

Outcomes Determine the modifications of general education curriculum standards needed to provide specially designed instruction p. 2

Essential Questions for Learning What is the distinction between specially designed instruction and general education curriculum? How can modifications support progress in meeting general education standards? p. 2

Analyzing Gap Determining Themes in Bridges & Gaps Determining Level of Support Analyzing Impact Examining Integration within Universal System Infusing IEP Goals and Objectives Writing Goals & Objectives Determining Type of Support Examining specific learning needs Sequence of Content “Unwrapping” curriculum & setting demands p. 3

Select for Your Team A Facilitator – someone to keep group focused A Recorder – someone to document the work of the group The rest will serve as reporters

What are the two types of modifications?

Two Types of Modifications Change in the number of concepts/skills or performance expectations within the grade level standard (fewer or more) Change of level of performance standard (lower or higher) Nolet, V. & McLaughlin, M. J. (2000). p. 4

Starting with General Education Being with general education curriculum List all of the concepts and skills Determine the performance expectations for all students

Making Decisions Determine –Fewer concepts/skills; same performance expectation –Same amount of concepts/skills; lower performance expectation –Fewer concepts/skills; lower performance expectation

Select a standard Circle the verbs or verb phrases –Skills - a needs to be able to do Underline the nouns or noun phrases –Concepts - needs to know A Tip for “Unwrapping” Standards (Reeves & Ainsworth, 2005) p. 5

You Try… Use this student or select another that you know requires modifications (beyond accommodations) Select a standard from the CT frameworks Unwrap the standard Make decisions about what will be modified p. 7