© 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. Creative Commons Licensing You are free: to Share — to copy, distribute and transmit the work to Remix — to adapt the work Under the following conditions: Attribution — You must attribute the work in the following manner:  This work is based on an original work of the Core Knowledge® Foundation made available through licensing under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. This does not in any way imply that the Core Knowledge Foundation endorses this work. Noncommercial — You may not use this work for commercial purposes. Share Alike — If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one. With the understanding that: For any reuse or distribution, you must make clear to others the license terms of this work. The best way to do this is with a link to this web page: 1

© 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. Meeting the Learner’s Needs: Instructional Adjustments that Lead to Lesson Targets Session 1

© 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. Objectives We will be able to: identify "allowable” instructional adjustments that address a need and uphold lesson intent; and connect principles of Universal Design for Learning (UDL) with meeting the needs of diverse learners. 3

© 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. Accessing Curricula CKLA offers many built-in supports to provide access for diverse learners Differentiation begins with the student 4 How can I eliminate a barrier and provide access?

© 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. Providing Options through UDL Universal Design for Learning promotes flexibility:  Presenting information  Student response/demonstration  Engagement and motivation 5 Reduces barriers Maintains high expectations

© 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. Primary Learning Networks Recognition Networks – what of learning Gathering & Categorizing information Strategic Networks – how of learning Planning & Performing Tasks Affective Networks – why of learning Engaging in Learning 6 supported by

© 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. Supporting Learning Recognition Networks – Supported by Presenting information in different ways Strategic Networks – Supported by Expressing understandings in different ways Affective Networks – Supported by Motivating & Stimulating Interest 7 supported by

© 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. Jigsaw Reading on UDL Build background knowledge of Universal Design for Learning (UDL) Framework What can this look like in the classroom? If you are an expert in UDL:  use activity to re-ground to the key ideas  visualize what these principles mean —even outside of a reading context. 8 (H)

© 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. Jigsaw Reading Logistics Count-off # 1–4 around your table. 1.Read assigned section and record thoughts to questions. 2.Expert group – group share and confirm key ideas related to your assigned section. 3.Home group – current table:  Share takeaways from expert group meeting  Record the takeaways from other sections 4.Debrief as a group 9

© 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. Independent Read & Reflection Locate your capture sheet (PW pp. 1–5) Find section in article :  # 1–4: Introduction (p. 5)  #1 – Principle 1: Representation (pp.7–8)  #2 – Principle 2: Expression (pp.8–9)  #3 – Principle 3: Engagement (pp.9–10)  #4 – Is the GPS Really a Good Model for Education? (p. 10) Be prepared to share key points. 10

© 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. Expert Group Meeting Move to your designated location (labeled 1,2,3,4) Reseat in a designated area of your groups choice Take turns sharing responses from capture sheet. Record new ideas or insights: establish consistency in Home Group sharing 11

© 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. Home Group Sharing Share information from guiding questions & Expert Groups 3 minutes for each article section Capture key ideas 12

© 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. What’s Your “AHA”? What resonated with you? What key implications are you taking from this reading? 13

© 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License “UDL helps meet the challenge of diversity by suggesting flexible instructional materials, techniques, and strategies that empower educators to meet these varied needs.” (Rose & Gravel, 2010)

© 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. To Learn More about UDL 15

© 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. Keeping the Destination in Mind Making Adjustments While Maintaining Lesson Intent

© 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. Distinguishing Terms A support to meet student needs without changing intent of lesson  Short term  Gradual release A change in what is being taught or what is expected from the student.  Change in content/skill ModifyingScaffolding 17

© 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. Why is this Important? Goal – Implement CKLA with fidelity 18 Teachers Confidence Adjust as needed & meet lesson goals Administration & Coaches Criteria Refer to during observations Coach teachers who are holding back

© 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. Scaffolding or Modifying? Principal Observed: Kindergarten teachers adjusting instruction of L&L lesson. Supports were intended to make concepts related to farms more concrete. 19 Are they scaffolding or modifying?

© 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. Your Task Working with a partner, determine if each teacher layered in scaffolds or modified the lesson 1.Review the objectives, core vocabulary (PW p. 7) lesson plan (H) 2.Read ONE of the classroom observations (PW pp. 8-9) 3.Mark and label scaffolds and/or modifications 20

© 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. What Did You Find? Ms. WaltersMrs. Gomez 21

© 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. Summary Use UDL framework to consider: Is the change appropriate? Does the change intentionally support student learning? 22 supported by

© 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. Summary Scaffolds & supports should bring students to the same destination:  Shift interaction with content  Provide needed support & time 23 Need to understand the lesson & curricular intent Familiarity with materials Understanding of the design