STUDENT in Case Study: Brendan

SPE 423 Chapter/Session alignment Topic of the lesson: Planning – focus curriculum types and accommodations and modifications (this can be used for one or two class sessions) INTASC standard alignment 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 TAP rubric alignment: Teacher Knowledge of Students Objective: 9 types of curriculum adaptations  SWBAT apply the 9 grid of curriculum types to a case study and to their own lesson planning. UDL – Universal Design for Learning  SWBAT develop a UDL accommodations/modifications chart based on a case study for their own lesson plan.

Sub-objectives/agenda: You can combine these if you are completing both of these topics within one session.

9 types of curriculum adaptation:

1) Review assignments 2) 9 types of curriculum adaptation definitions and examples 3) 9 types of curriculum adaptations – case studies 4) Reflection and Next steps

1) Review assignments 2) Universal Design for Learning – CAST website review 3) Universal Design for Learning – Case Study Application 4) Reflection and Next Steps

Steps (including options)  Major Activity of focus 9 types of curriculum adaptation:  The students will complete a 9 grid of curriculum adaptations based on a case study of a student UDL  The students will complete a UDL accommodations/modifications chart for one of their lessons based on the case study that they completed in the previous session STEPS for Lesson: 9 types of curriculum adaptations: 1) The instructor reviews the 9 grid of curriculum adaptations. These were designed by Diana Browning Wright and the links to the materials are listed in the resources at the end of this lesson plan. The students consider each of the 9 areas and discuss if they have seen this type of curriculum adaptation in classrooms that they have been in during their block placements or in their current student teaching placement. 2) Define accommodations and modifications 3) The students choose a case study from the California Department of Education: PENT-Positive Environments, Network of Trainers (the link is in the resources section of this lesson plan). They apply the 9 grid to their case study. The instructor models a case study first and then the students work with a partner to apply it on their own. The students save this 9 grid for their case study for use with the UDL chart in the next session.

UDL: 1) The students will complete an online activity sheet for the CAST website. The form is at the bottom of this lesson plan. CAST link: http://www.cast.org/teachingeverystudent/ 2) After the review of the website, the students apply the information to their own lesson plan. First the instructor models how to use the UDL chart using the 9 grid of curriculum adaptations case student from the previous session. The UDL chart to fill out is at the bottom of this lesson plan. The students can also review other sources for accommodations and modifications. There are 2 extra resources listed in the resource section of this lesson plan. 3) The students then apply the UDL chart to their own lesson plan. They can work with a partner to design the chart for their case study student from the previous session and write the accommodations/modifications for one of their lesson plans. You need the UDL charts that are attached at the bottom of this lesson plan for this step.

Reflection/Exit ticket  How does the information on UDL and the chart align with the TAP rubric?

(If you do this over 2 weeks sessions then you will need to decide what the exit ticket/reflection will be for one of those sessions). Materials/Resources

Contact the course coordinator for SPE 423 for more materials and resources for this session.

9 types of curriculum adaptations chart and resources: These are resources to use to design the 9 grid portion of your ppt. If you google 9 types of curriculum adapations ppt, you will find a variety of sources to help you design this part. You can also contact the SPE 423 course coordinator for help in this area.

9 grid blank copy to fill in is at this link: Choose the one that says “10 grid individual adaptation plan”. It is a 10 grid because it includes a bottom box that talks about grading. The students can type directly into this grid. http://www.pent.ca.gov/frm/forms.html

Chart: http://www.snipsf.org/wp-content/uploads/2011/08/NineTypes.pdf

California Department of Education: PENT-Positive Environments, Network of Trainers This link has lots of accommodation/modification materials. Much of it is by Diana Browning Wright who developed the 9 types of curriculum adaptations and is the link to use for the case studies included in the lesson plan and ppt. http://www.pent.ca.gov/acc/accom_toc.html

UDL / CAST RESOURCES (Part 2 of the presentation)

Cast website link: http://www.cast.org/teachingeverystudent/

UDL blank chart – is attached to the bottom of this lesson plan Case Study UDL chart – is attached to the bottom of this lesson plan UDL solutions example can be found at: CAST website - Go to the “Curriculum Barriers Template” and download one of the versions (Word or PDF) of the template (the students download this as step 5 of the CAST website review).

Accommodation/Modification guides: Teaching All Students: Staff guide to accommodations and modifications http://web.richmond.k12.va.us/Portals/47/assets/Accommodations_and_Modificat ions_Guide.pdf

MPACT: scroll down to the guide that says “School Accommodations and Modifications” http://ptimpact.org/eSource/eSource.aspx CAST notes about UDL: Website: http://www.cast.org/teachingeverystudent/

Names of team members:

STEP 1: Define UDL – give a “gist” statement about it after you read the information on the website and complete the activities STEP 2: Go to the “Diagnosing the Curriculum” section and choose the “UDL Curriculum Self Check” . Complete all three parts (video – 4 parts, read about and fun activity) of the first section titled “Learn About Universal Design for Learning” After you finish this step and read the description on the homepage, complete STEP 1. STEP 3: Go to the homepage again and scroll down to the “Featured Tools” section. Choose the “UDL Lesson Builder”. Then choose the “Explore Model UDL lesson plans” and take a few minutes to look at 2 lesson plans of your choice. Which 2 did you review?

STEP 4: Go to the home page and choose the “Curriculum Barriers Finder” and then complete the Curriculum Barriers Tutorial.” Once you finish the tutorial, copy and past your final chart below this chart. STEP 5: Go to the “Curriculum Barriers Template” and download one of the versions (Word or PDF) of the template. We will be reviewing this during this session. Let the instructor know when your team has finished this activity.

UDL Accommodations/Modifications Signature Assignment Attachment (attach this template to your lesson plan for your signature assignment. Add on extra boxes as needed. Look at the example given. It is titled “UDL Solutions Template” It is found (INSTRUCTOR PUT YOUR INFORMATION HERE) Materials and Potential Barriers/Missed UDL Solution / Activities Opportunities accommodations and modifications

LESSON: HS Science – Atoms STUDENT in case study: Brendan UDL Accommodations/Modifications Signature Assignment Attachment

Materials and Activities Potential UDL Solution / Barriers/Missed accommodations and Opportunities modifications Instructor presents information about atoms and gives instructions for the lab activities using a powerpoint presentation Students use a copy of the periodic table throughout their lab activities Exercise #1: Students complete a table about electrons, protons, neutrons and then write answers to 8 questions about their findings Exercise #2: Using descriptions and other information given to them in paragraph form, the students find the corresponding elements using the periodic table, they then fill in the other information about the elements identified on a chart. Exercise #3: Based on information read from handout materials from the teacher, the students draw an orbital diagram.