1. Differentiated Instruction What Works For Students In the Classroom Day 2 Christopher Van Dyke Curriculum Instruction and Technology Itegration

2. TASK 30-20-10 Talk to your partner about everything you know about differentiated instruction.

3. Agenda Grid of 9 Adaptations Activity: “Kids in the Grid” “Fast Facts” Google Earth Fast Facts/Grid of 9 Practice Inspiration – Brainstorming

4. SAY-DO PRINCIPLE OF LEARNING WE TAKE IN NEW INFORMATION ESTIMATE% BY..OF RETENTION READING HEARING SEEING HEARING & SEEING TALKING OR WRITING AFTER ONE OR MORE OF THE ABOVE TALKING OR WRITING & DOING/APPLYING 10% 20% 30% 50% 70% 90%

5. Accommodations Modifications Behavior Support Plans

6. Adaptations Accommodations Grading is same 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. 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 Modifications ( Applies to students with severe disabilities)

7. Ponder This When instruction is delivered by “Most-Effective Teachers”… how many students will still need further “Accommodations or Modifications”?

8. Who Deserves Accommodations!

9. Group Activity: Grid of 9 In groups of 2-4, match the definition to the adaptation.

10. Quantity*Time*Level of Support* Input* Alternate Goals Difficulty Participation* Output* Substitute Curriculum 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, pre-teach key concepts or terms before the lesson 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. Add more activies or worksheets. 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 to keep the student on task or to reinforce or prompt use of specific skills. Enhance adult-student relationships; use physical space and environmental structure. For example: Assign peer buddies, teaching assistants, peer tutors, or cross age tutors. 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 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. Ask the student to lead a group. Have the student turn the pages while you are reading to the group. Adapt the goals or outcome expectations while using the same materials. When routinely utilized, this is only for students with moderate to severe disabilities. For example: In social studies, expect a student to be able to locate the colors of the states on a map, while other students learn to locate each state and name each capital. Provide different instruction and materials to meet a learner’s individual goals. When routinely utilized, this is only for students with moderate to severe disabilities. For example: During a language test a student is learning toileting skills with an aide. Nine Types of Curriculum Adaptations

11. Adaptation Exercise Adaptation Exercise Matthew is a student with a visual impairment who has difficulty reading student text. His teacher photocopies the required pages of the text in larger print so Matthew can read them. What adaptation is this teacher utilizing to ensure Matthew’s success?

12. Adaptation Exercise Adaptation Exercise James, is a student with Downs Syndrome. He is in a full inclusion class. Each student researched a state and created a project. James picked a state and the teacher provided him with a blank book with pages labeled for him to record the state flag, state bird, geography, etc… What adaptation did this teacher make for James?

13. Adaptation Exercise Adaptation Exercise 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?

14. 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.

15. Answers to “Kids in the Grid” Quantity*Time*Level of Support* Input* Alternate Goals Difficulty Participation* Output* Substitute Curriculum *Sara & Tim have severe disabilities and IEPs emphasizing social interaction goals Lisa Mary Carley Bill Katey Caesar Kyle David Angel Marcello Ann Michio Isaac Brian Kyle Ralph Grace Lois Jane Trevor Brendan Michael Keisha Othello Lindsay Oren (*Sara) (*Tim) Alex (*Sara) (*Tim) Jim Carley

16. When Are Accommodations Necessary? When a student’s learning characteristics require adaptations that do not substantially alter what is being taught, or what is being measured

17. Possible Interfering Characteristics  low decoding, high comprehension  incomplete assignments  off task  poor memory for rote facts  difficulty with elapsed time  short attention  anxiety  Slow processing speed  Low frustration tolerance

18. When Are Modifications Necessary? When a student’s learning characteristics require adaptations that do substantially alter what is being taught, or what is being measured

19. Accommodations to Consider  Quantity of Independent Work (can still pass mastery tests)  Time  Level of Support (supportive interactions and materials)  Input (different materials, more teaching, teaching differently, scaffolds, pre-teaching, think aloud, guided practice, etc.)  Difficulty (not substantial)  Output (different methods to show mastery)  Participation/Engagement

20. Modifications to Consider  Difficulty (will not pass mastery test)  Alternate Goals (same curriculum but different goals)  Substitute-Functional Curriculum (different curriculum)

21. “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

22. Google! Earth

23. Lunch

24. Activity Michelle’s Accommodation History

25. Fast Facts & Grid of 9 Practice Select a partner Write a “Fast Facts” for a student that you remember Select which student you would like to work with Using a blank “Grid of 9” sheet, determine the accommodations you would use for this student.

26. TUSD Pyramid of Intervention Level 3 District Level 2 School Based Level 1 Classroom Taking Stock All Students

27. 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