1. Website: http://ahaa.tusd.us
TUSD
AHAA
Website:
Diana Browning Wright, Teaching and Learning Trainings, 2003

2. Agenda Differentiated Instruction Grid of 9 Adaptations
“Fast Facts” on Students
Activity: “Kids in the Grid”
Diana Browning Wright, Teaching and Learning Trainings, 2003

3. Arizona High Achievement for All
The AHAA Project
The AHAA team represents…
Exceptional Education Professional Development & Academics African American Studies Educational Technology Asian American Studies Mexican American/La Raza Studies Early Childhood Education
Arizona High Achievement for All
Diana Browning Wright, Teaching and Learning Trainings, 2003

4. “Objectives”
To raise awareness that the utilization of differentiated instruction is a necessary tool in ensuring all student’s mastery of academic standards (effective teaching).
Develop familiarity with the “Grid of 9 Adaptations” to frame accommodations and modifications for students.
Another reason for the importance of guided practice comes from the fact that we construct and reconstruct knowledge. We do not, we cannot, simply repeat what we hear word for word. Rather, we connect our understanding of the new information to our existing concepts or "schema" and we then construct a "gist" of what we have heard. However, when left on their own, many students make errors in the process of constructing this gist. These errors occur, particularly, when the information is new and the student does not have adequate or well-formed background knowledge.
Diana Browning Wright, Teaching and Learning Trainings, 2003
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2003

5. What does differentiated instruction mean to you?
Diana Browning Wright, Teaching and Learning Trainings, 2003

6. Think about a time you’ve needed support in your teaching
Think about a time you’ve needed support in your teaching. What kinds of supports were there?
Diana Browning Wright, Teaching and Learning Trainings, 2003

7. How We Teach Makes A Difference!
All these activities are useful in helping students develop, organize, strengthen, and expand their knowledge structures.
Diana Browning Wright, Teaching and Learning Trainings, 2003
Diana Browning Wright, Teaching and Learning Trainings, 2003

8. Least-Effective Teaching
Presenting large amounts of material at a time
Failing to guide student practice
Giving little time for student processing of the new material
Expecting all students to get new material the first time
Failing to prevent students from developing misconceptions
Diana Browning Wright, Teaching and Learning Trainings, 2003
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.

9. Most-Effective Teaching
Presenting smaller amounts of material at any time
Guiding student practice as students worked problems
Providing for student processing of the new material
Checking the understanding of all students
Attempting to prevent students from developing misconceptions
Diana Browning Wright, Teaching and Learning Trainings, 2003
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.

10. Ponder This
When instruction is delivered by “Most-Effective Teachers”…
how many students will still need further “Accommodations or Modifications”?
Diana Browning Wright, Teaching and Learning Trainings, 2003

11. Who can receive accommodations?
Most-Effective Teachers
Diana Browning Wright, Teaching and Learning Trainings, 2003
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.

12. Accommodations/Modifications
Differentiated Instruction
Accommodations
Modifications
Diana Browning Wright, Teaching and Learning Trainings, 2003

13. Legal Justification Accommodate, Modify, and Support
I.D.E.A Reauthorization specifies ( (b)(3)) that the public agency shall ensure... each teacher and provider is informed of his or her specific responsibilities related to implementing the child’s IEP and the specific accommodations, modifications, and supports that must be provided for the child in accordance with the IEP.
It is every student’s civil right to have accommodations, whether or not they have an IEP. Of course, if they have an IEP it’s even more paramount.
Diana Browning Wright, Teaching and Learning Trainings, 2003
Diana Browning Wright, Teaching and Learning Trainings, 2003

14. Adaptations Accommodations Modifications
(Applies to students with severe disabilities)
Do not fundamentally alter or lower
expectations or standards in instructional
level, content or performance criteria.
Do 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.
Changes are made to provide
student meaningful &
productive learning experiences
based on individual needs &
abilities.
Grading is same
Grading is different
Diana Browning Wright, Teaching and Learning Trainings, 2003

15. Section 504
Section 504 protects the rights of students with disabilities, ensuring that free appropriate public education will be provided to each qualified student with a disability.
Under Section 504, a student may be considered disabled if he or she:
has a mental or physical impairment which substantially limits one or more of such person's major life activities.
has a record of such an impairment.
is regarded as having such an impairment.
Diana Browning Wright, Teaching and Learning Trainings, 2003

16. Who Deserves Accommodations!
Everybody!
Diana Browning Wright, Teaching and Learning Trainings, 2003

17. Nine Types of Curriculum Adaptations Substitute Curriculum
Quantity*
Time*
Level of Support*
Adapt the number of items that the learner is expected to learn or complete.
For example:
Reduce the number of social studies terms a learner must learn at any one time.
Adapt the time allotted and allowed for learning, task completion, or testing.
For example:
Individualize a timeline for completing a task; pace learning differently (increase or decrease) for some learners.
Increase the amount of personal assistance with a specific learner.
For example:
Assign peer buddies, teaching assistants, peer tutors, or cross age tutors.
Input*
Difficulty
Output*
Adapt the skill level, problem type, or the rules on how the learner may approach the work.
For example:
Allow the use of a calculator to figure math problems; simplify task directions; change rules to accommodate learner needs.
Adapt how the student can respond to instruction.
For example:
Instead of answering questions in writing, allow a verbal response, use a communication book for some students, allow students to show knowledge with hands on materials.
Adapt the way instruction is delivered to the learner.
For example:
Use different visual aids, enlarge text, plan more concrete examples, provide hands-on activities, place students in cooperative groups.
Participation*
Alternate Goals
Substitute Curriculum
Adapt the extent to which a learner is actively involved in the task.
For example:
In geography, have a student hold the globe, while others point out locations.
Adapt the goals or outcome expectations while using the same materials.
For example:
In social studies, expect a student to be able to locate just the states while others learn to locate capitals as well.
Provide different instruction and materials to meet a learner’s individual goals.
For example:
During a language test one student is learning computer skills in the computer lab.

18. Group Activity In groups of 2-4, match the student to the adaptation.
Diana Browning Wright, Teaching and Learning Trainings, 2003

19. Adaptation Exercise Quantity
Alicia is an 8th grade student who is easily distracted. She can stay focused for short periods of time, but when a lengthy assignment is given she will fade out and not complete it. She is not a behavior problem. When Alicia is assigned 20 math problems she will usually stop at ten. However, she shows mastery of the material with those 10 problems. When graded for 20 problems she will fail because she will only have only completed 50%. Her grade will not reflect that Alicia has met the standard. What adaptation can an effective teacher use to ensure Alicia’s grades reflect that she has met the standard?
Quantity
Diana Browning Wright, Teaching and Learning Trainings, 2003

20. Adaptation Exercise Time
Jacob is a diligent, hard worker whose grades matter very much to him. He stays focused and on-task, but many times he cannot finish the work in the time allotted. He understands the material well, but when graded on work completed in a specific time period it will appear he has not mastered the standard. What adaptation can an effective teacher use to ensure that Jacob’s grades reflect that he has met the standard?
Time
Diana Browning Wright, Teaching and Learning Trainings, 2003

21. Adaptation Exercise Participation
It’s hard for Hector to concentrate when the teacher is giving direct instruction in front of the room. He needs to be doing something active to stay focused. During a lesson on map reading, what adaptation could an effective teacher use to ensure that Hector stays focused and learns the material?
Participation
Diana Browning Wright, Teaching and Learning Trainings, 2003

22. Adaptation Exercise Input
Matthew is a student with a visual impairment who has difficulty reading student text. He is attending a marketing class and the textbook has many graphs with small numbers and words. What adaptations can his teacher make to ensure that Matthew is successful at mastering the standard?
Input
Diana Browning Wright, Teaching and Learning Trainings, 2003

23. Substitute Curriculum
Adaptation Exercise
James, is a student who is severely developmentally delayed and is fully included in an automotive class.
While other students are exploring the “electrical current theory”, James is developing skills according to functional standards by color matching pegs to wires. What adaptation is the teacher using with James so he is successful?
Substitute Curriculum
Diana Browning Wright, Teaching and Learning Trainings, 2003

24. Adaptation Exercise Difficulty
Terri, a student with learning disabilities in a CISCO networking class, has difficulty processing information into long-term memory. She is asked to troubleshoot a network diagnostic problem from memory with the rest of the class. What adaptation should be made so Terri masters the standard?
Difficulty
Diana Browning Wright, Teaching and Learning Trainings, 2003

25. Adaptation Exercise Level of Support
Zach has ADHD and has serious problems staying focused and on-task. He will begin a task, but very quickly will lose his focus and become disruptive. When his behavior is pointed out to him, he can redirect his attention and continue with the task. What adaptations can his teacher make so that Zach can be successful in mastering the standard?
Level of Support
Diana Browning Wright, Teaching and Learning Trainings, 2003

26. Adaptation Exercise Output
Sarah has great difficulty with written assignments. When asked to demonstrate by written work, her reading comprehension of the content material, Sarah will not do it. However she is very verbal and when asked to tell about what she has read, she responds articulately and shows comprehension of the material. Sarah is also very artistic and creative. What adaptation could the teacher make so that Sarah can demonstrate mastery of reading comprehension?
Output
Diana Browning Wright, Teaching and Learning Trainings, 2003

27. Adaptation Exercise Alternate Goals
Beth is a student with Developmental Disabilities. She is fully included in general education classes, but is unable to grasp all the concepts required in her math class. What adaptations could her math teacher make so that Beth can demonstrate mastery of the math standards?
Alternate Goals
Diana Browning Wright, Teaching and Learning Trainings, 2003

28. Group Activity 2: “Kids in the Grid”
Now,in this next exercise write each student’s name on the blank grid of 9 adaptations under the type of adaptation you believe the example best illustrates.
Diana Browning Wright, Teaching and Learning Trainings, 2003

29. Reactions
People react in different ways when they find out a student in their class needs accommodations...
Diana Browning Wright, Teaching and Learning Trainings, 2003

30. “Fast Facts” (Know your student)
In your handout is an example of a “fast fact” synopsis of a student and his completed grid of 9. A Fast Fact is summary of a student describing past challenges and successes.
“Fast Facts” concept: Dr. John Cressey
Diana Browning Wright, Teaching and Learning Trainings, 2003

31. Putting it all Together
Goal: To remove barriers to learning the material and to demonstrating mastery.
Standards are substantially the same for all; outcomes will vary.
Modifications will fundamentally change the standard.
TUSD AHAA
Website:
Diana Browning Wright, Teaching and Learning Trainings, 2003

32. Between Teacher and Child
I have come to a frightening conclusion.
I am the decisive element in the classroom.
It is my personal approach that creates the climate.
It is my daily mood that makes the weather.
As a teacher I possess tremendous power to make a child's life miserable or joyous.
I can be a tool of torture or an instrument of inspiration.
I can humiliate or humor, hurt or heal.
In all situations, it is my response that decides whether a crisis will be escalated or de-escalated, and a child humanized or de-humanized.
Haim Ginott
Diana Browning Wright, Teaching and Learning Trainings, 2003