Secondary Coaches
(County Name(s))
Differentiation
(Date)
IDEA ’97 Definition of Special
Education
Special education – “Specially designed
instruction” whose purpose is “to address the
unique needs of the child that result from the
child’s disability; and to ensure the access of
the child to the general education curriculum,
so that he or she can meet the educational
standards within the jurisdiction of the public
agency that apply to all children”
The Universally
Designed Classroom (2005)
Does Self-Contained Special Education Deliver on It’s
Promises? A Critical Inquiry Into Research and Practice
Causton-Theoharis, J., Orsati, F.& Cosier, M.
Fifty years after Brown v. Board of
Education (1954) determined that even
an equal education that occurs in a
separate setting is inherently unequal,
many students with disabilities remain in
separate settings.
IDEA ‘04
“Almost 30 years of research and experience
had demonstrated that the education of
students with disabilities can be made more
effective by having high expectations for such
children and ensuring their access to the
general education curriculum in the regular
classroom, to the maximum extent possible”
The Universally
Designed Classroom (2005)
Why are expectations important?
The Pygmalion Effect
(Rosenthal & Jacobson, 1968)
Later research:
Expectancy Effect
Madon et al (1997) - teacher
perceptions and expectations
have a greater relative impact
on achievement among low
achievers than among high
achievers.
CONGRESSIONAL FINDINGS
Understanding Federal Law
U.S. Code (U.S.C.)
50 Titles
Title 20: Education
78 Chapters
Chapter 33: IDEA — IV Subchapters
Subchapter I: General Provisions
82 Sections -- denoted as §
§ 1400: Findings / Purpose
…the implementation of this chapter (33 : IDEA) has been impeded by low
expectations, and an insufficient focus on applying replicable research
on proven methods of teaching and learning for children with
disabilities.
CONGRESSIONAL FINDINGS
• “Almost 30 years of research and experience has
demonstrated that the education of children with disabilities
can be made more effective by
– having high expectations for such children and
ensuring their access to the general education
curriculum in the regular classroom, to the
maximum extent possible, in order to
• (i) meet developmental goals and, to the maximum
extent possible, the challenging expectations that
have been established for all children; and
• (ii) be prepared to lead productive and independent
adult lives, to the maximum extent possible; “
IDEA Congressional Findings
(5) Almost 30 years of research and
experience has demonstrated that the
education of children with disabilities can be
made effective by…
– (A) having high expectations for such
children and ensuring their access to the
general education curriculum in the
regular classroom, to the maximum
extent possible, in order to…
IDEA Congressional Findings
(B) Strengthening the role and
responsibility of parents and ensuring
that families of such children have
meaningful opportunities to participate in
the education of their children at school
and at home.
IDEA Congressional Findings
(C) FINDINGS—Congress finds the
following:
– (1) Disability is a natural part of the human
experience and in no way diminishes the
right of individuals to participate in or
contribute to society. Improving
educational results for children with
disabilities is an essential element of our
national policy of ensuring equality of
opportunity, full participation, independent
living, and economic self-sufficiency for
individuals with disabilities.
IDEA Congressional Findings
(c) 1. coordinating this title with other local
educational service agency, State and
Federal school improvement efforts,
including improvement efforts under the
Elementary and Secondary Education Act of
1965, in order to ensure that such children
benefit from such efforts and that special
education can become a service for such
children rather than a place where such
children are sent.
IDEA ‘04
• Access to general education
curriculum
• Regular education classroom
• Maximum extent possible
Tuesday, October 11, 2011 4:01 PM
From the article: Plan To Relax Special
Education Standards Worries
Advocates By Michelle Diament October
11, 2011; Disability Scoop
U.S. Secretary of Education Arne Duncan
told Congress in March that including most
special education students in testing was one
of the law’s (NCLB) benefits. “NCLB was
right to shine a bright light on achievement
gaps and set a clear expectation that all
students must learn to the same standards,”
he said. “This has led to great progress in
schools focusing more on the needs of
English learners and students with
disabilities and other at-risk students.”
http://www.disabilityscoop.com/2011/10/11/
plan-sped-worries/14209/
IDEA ‘04
• Special Education is not a place
• Support and services: what and
where
• One Curriculum
Kathie Snow
“You know, special education isn’t
a subject! It’s supposed to be a
method of helping a child become
successful in the same world as the
rest of us.”
IDEA ‘04
“Almost 30 years of research and experience
had demonstrated that the education of
students with disabilities can be made more
effective by having high expectations for such
children and ensuring their access to the
general education curriculum in the regular
classroom, to the maximum extent possible”
The Universally
Designed Classroom (2005)
ensuring their access to the
general education curriculum in the
regular classroom, to the maximum
extent possible
Are there exceptions?
The Law Does Not Say
Unless the…
• Student is in 8th Grade and reading at a 3rd
Grade Level
• Student does not have an understanding of
basic math facts
• Student does not answer open ended
questions
• Student continuously talks about “Baby
Einstein”
#1 Indicator of Student
Academic Success
TIME ON TASK
Time on Task is
Active Engagement
Same Concept
Time on Task Active
Engagement
A key aspect of individualization for
students with ASD involves approaches
for supporting high rates of
engagement.
Engagement – The amount of time that
the student is attending to and actively
interacting in his or her social and
nonsocial environments, has been cited
as one of the best predictors of positive
student outcomes.
Iovannone, Dunlap, Huber, Kincaid (2003)
Why Aren’t Students with IEP’s
Actively Engaged In the General
Education Curriculum
1. Students’ disability interferes with their
ability to successfully complete the
assignments and assessments within the
general education curriculum.
2. Output is not Differentiated.
3. Student’s Quit Trying
Students’ disability interferes with their ability to
successfully complete the assignments and
assessments within the general education curriculum.
•
•
•
•
•
•
•
•
Lack of connection to school
Lack of engagement in the curriculum
Lack of reciprocity
Overwhelmed
Interference of competing variables
Directions are abstract
Lack of effective output
Not capable of doing the work
Prescriptive Component to the
Integrated Model
• Determine the Student’s Deficit within the
General Education Curriculum
• Differentiate the Student’s Output
Promoting Student Engagement in the
General Education Curriculum
• Students Success using Differentiated
Output within the General Education
Curriculum will Increase Confidence
• Power of Learning
Process
Product – Know
Input
Making Sense
Content – Taking In
Instructional Unit
Output
Prescriptive Component to Student Active Engagement
Differentiated Instruction
• Multiple options for taking in information
Content/Input
• Multiple options for making sense of the
ideas Process
• Multiple options for expressing what they
know Product/Output
Differentiated Instruction
• Multiple options for taking in information Content/Input
• Multiple options for making sense of the ideas Process
• Multiple options for
expressing what they know
Product/Output
Product/Output – Multiple options
for expressing what they know
How can students share the
information that they know?
Accommodations vs.
Modifications
• Accommodations are the supports and
services that help students validly
demonstrate student learning
• Modifications are individualized
changes made to the content and
performance expectations for students
Academic Modifications and
Accommodations Continuum
Modifications
Modification? Accommodation?
Modifications and Accommodations
are not Stagnant……..
Accommodations
The Modification Word has
become Very Complicated in
Michigan
The Word Modification is Now
Directly Associated to….
Curriculum Modifications
Meaning…Entire
Curriculum is Modified
Modification
Entire
Curriculum
Modifications Can Include…
•
•
•
•
•
•
•
•
•
•
One Question/Problem on an Assignment
Multiple Questions/Problems - Assignment
One Assignment
One Question/Problem on an Assessment
Multiple Questions/Problems - Assessment
One Assessment
Multiple Assignments
Multiple Assessments
Projects
The Entire Curriculum
To Keep Students, Families
and Districts Safe
Differentiated Output
Hierarchy
Differentiated Output
Hierarchy
The Old Academic
Modification Hierarchy
Differentiated Output Hierarchy
The differentiated output hierarchy is a systematic, organized approach to support student’s active
engagement in the general education curriculum. The differentiated output hierarchy supports the
concepts defined in differentiated instruction. Differentiated instruction is defined as the planning of
curriculum and instruction using strategies that address student strengths, interests, skills, and
readiness in flexible learning environments “At it’s Core….Differentiation is simply high-quality,
thoughtful teaching that builds on our best understanding of how students learn and what teachers can
do to maximize each student’s learning” (The Common Sense of Differentiation, 2005). Tomlinson
(2000) suggests that differentiated instruction is a way of thinking about teaching and learning.
Differentiated Instruction has three primary components

Multiple options for taking in information Content

Multiple options for making sense of the ideas Process

Multiple options for expressing what they know Product
“Each section…the Content, Process, and Product must be varied in anticipation of and response to
student differences in readiness, interest, and learning needs.” (Common Sense of Differentiation, 2005)
The differentiated output hierarchy provides a framework for addressing the multiple options for
expressing what they know – The Product.
Many students who receive special education supports and services struggle with reading
comprehension, written language, organization skills, etc. The hierarchy provides a framework to allow
students to show what they know even with these deficits.
There are five levels in the differentiated output hierarchy:
Open Ended – Open-ended questions may be the most difficult for students receiving special education
services. Many students who have trouble with written language skills or have trouble processing
spoken language will not be able to answer open-ended questions as presented in the curriculum. If the
student is having trouble with open-ended questions, it is the time to move through the differentiated
output hierarchy.
Visual Organizational Strategies - Visual strategies should provide the student with a kick-start, which
may assist the student in organizing the answer. For example, showing the student how many words or
sentences are required to answer a question or complete a paragraph.
Closed Strategies - Closed strategies organize the student’s output within the curriculum. Closed
strategies also narrow the depth of the curriculum and allow the student to utilize recognition skills
versus recall skills to output the information.
Choice Strategies - Choice strategies provide the student with a visual method to recall the information.
Choice strategies should be utilized in a combination with other hierarchy strategies.
Handouts
• 3rd Grade Differentiated Output Hierarchy
• 6th Grade Differentiated Output Hierarchy
• 11th Grade Differentiated Output Hierarchy
6th Grade Curriculum
Differentiated Output Hierarchy
Open Ended: Math
Hector recorded the scores for 2 of his
Marco Polo games. He scored 15,988 points
on the first game and 13, 539 points on the
second game. How many more points did
Hector score in the first game than in the
second?
Visual Organization: Math
Hector recorded the scores for 2 of his Marco
Polo games. He scored 15,988 points on the first
game and 13,539 points on the second game.
How many more points did Hector score in
the first game than in the second?
Subtract score two from score one
Visual Organization: Math
Hector recorded the scores for 2 of his
Marco Polo games. He scored 15,988
points on the first game and 13,539
points on the second game. How many
more points did Hector score in the
game than in the first - second
Closed Strategy: Math
Hector recorded the scores for 2 of his
15,988
Marco Polo games. He scored
points on the first game and
13,539
points on the second game. How many
more points did Hector score in the first
game than in the second?
___
= ________
Closed Strategy: Math
Hector recorded the scores for 2 of his
Marco Polo games. He scored
15,988
13,539
points on the first game and
points on the second game. How many
more points did Hector score in the first
game than in the second?
___
= ________
Closed Strategy: Math
15,968
-13,539
Choice Strategy: Math
Hector scored how many more points in the
first game than in the second game?
Circle the correct answer
15,968
-13,539
2,429
1,267
Yes/No Strategy
15,986
- 13,539
2,429
YES
NO
Open Ended: Social Studies
What are the principles stated in the
preamble to the U.S. Constitution?
Visual Organization: Social Studies
What are the six principles stated in the
preamble to the U.S. Constitution?
Visual Organization: Social Studies
We the people of the United States, to form
a more perfect union, establish justice,
ensure domestic tranquility, provide for the
common defense, promote the general
welfare, and secure the blessings of liberty
to ourselves and our posterity, do ordain and
establish this Constitution for the United
States of America.
Visual Organization: Social Studies
We the people of the United States, in
order 1) to form a more perfect union, 2)
establish justice, 3) ensure domestic
tranquility, 4) provide for the common
defense, 5) promote the general welfare,
and 6) secure the blessings of liberty to
ourselves and our posterity, do ordain and
establish this Constitution for the United
States of America..
Closed Strategy: Social Studies
Please pick 6 of the 8 Statements
a.
b.
c.
d.
e.
f.
g.
h.
to form a more perfect union
establish justice
ensure domestic tranquility
guarantee the peoples’ rights
provide for the common defense
promote the general welfare
secure the blessings of liberty
have freedom of speech
Choice Strategy: Social Studies
a.
b.
c.
d.
establish justice
ensure domestic tranquility
provide for the common defense
promote the general welfare
Please circle three principles stated in the
preamble to the U.S. Constitution?
Yes/No Strategy: Social Studies
Are there six principles stated in the
preamble to the United States
Constitution?
YES
NO
Yes/No Strategy: Social Studies
Are there principles stated in the
Preamble to the United States
Constitution?
Yes
No
Open Ended: Language Arts
I love bats. They are such wonderful animals. There are
many different kinds of bats. One kind of bat is the fruit
bat. Fruit bats have cute faces. They sleep in trees. Most
bats are nocturnal. That means they sleep during the day.
They hunt for insects at night. Farmers like bats. Bats eat
thousands of insects every night. That means that there
aren’t as many insects to destroy crops.
Explain what this story was about in your own
words.
Visual Organization: Language Arts
There are many different kinds of bats. Bats sleep
in the day and hunt for insects at night. Bats help
farmers by eating the insects that destroy crops.
What do bat do at night?
Why do farmers like bats?
Closed Strategies: Language Arts
Bats sleep in the day and hunt for insects at
_________. Bats help farmers by eating
__________ that destroy crops.
night
insects
day
leaves
Choice Strategies: Language Arts
Bats sleep in the day and hunt for insects at
night. Bats help farmers by eating the
insects that destroy crops.
What do bats do at night?
Hunt insects
Sleep
Eat crops
Yes/No Strategy - Language Arts
1.Bats sleep at night.
Yes
No
2. Bats help farmers by eating insects.
Yes
No
Open Ended - Science
Name the different stages of the Water Cycle.
Visual Organization: Science
Name the four different stages of the Water
Cycle.
1) _______________
2) _______________
3) _______________
4) _______________
Visual Organization - Science
Name the four (4) different stages of the Water Cycle.
Water moves in a continuous cycle among Earth’s land and seas, the
air,and living things. This constant movement of water is called the water
cycle. The Sun is the main engine driving the water cycle.
Have you ever watched a puddle disappear after the Sun come out?
Where does the water go? Some of it seeps into the ground. Much
returns to the air as water vapor. The process by which liquid water
changes to water vapor is evaporation.
Much of the water that evaporates from Earth’s surface come from the
ocean. When water vapor reaches the cool air above Earth, it changes
Back into a liquid. The process by which water vapor is changed to liquid
water is called condensation. After water has condensed in the clouds, it
falls back to Earth in the form of precipitation.
Plants also cycle water through ecosystems. Precipitation that seeps
Into soil may be taken in by plants through their roots. When the plants
break down the sugars through cell respiration, water is formed as a
waste product. Water is released through leaves in a process called
transpiration.
Visual Organization: Science
Name the four (4) cycles of the Water Cycle
Water moves in a continuous cycle among Earth’s land and seas, the air, and living
things. This constant movement of water is called the water cycle. The Sun is the main
engine driving the water cycle.
Have you ever watched a puddle disappear after the Sun come out? Where does the
water go? Some of it seeps into the ground. Much returns to the air as water vapor. The
process by which liquid water changes to water vapor is evaporation.
Much of the water that evaporates from Earth’s surface come from the ocean. When
water vapor reaches the cool air above Earth, it changes back into a liquid. The process
by which water vapor is changed to liquid water is called condensation. After water has
condensed in the clouds, it falls back to Earth in the form of precipitation.
Plants also cycle water through ecosystems. Precipitation that seeps into soil may be
taken in by plants through their roots. When the plants break down the sugars through
cell respiration, water is formed as a waste product. Water is released through leaves in
a process called transpiration.
Closed Strategies: Science
Name the four (4) stages of the Water Cycle.
Word Bank
Evaporation
Oxygenation
Transpiration
Compassion
Precipitation
Transportation
Condensation
Hydrogenation
Manifestation
1) _______________
2) _______________
3) _______________
4) _______________
Closed Strategy - Science
Name the four (4) stages of the Water Cycle.
The process by which liquid water changes to water vapor is
________________.
The process by which water vapor changes to liquid water is
called _______________.
The process by which water is released through leaves is
called _________________.
The process by which water returns to the earth is called
__________________.
Choice Strategy: Science
Name the four (4) stages of the Water Cycle.
The process by which liquid water changes to water vapor is
compassion / evaporation.
The process by which water vapor changes to liquid water is
called oxygenation / condensation.
The process by which water is released through leaves is
called transpiration / transportation.
The process by which water returns to the earth is called
hydrogenation / precipitation.
Yes / No Strategy: Science
Name the four (4) stages of the Water Cycle.
The process by which liquid water changes to water vapor is
evaporation. Yes or No
The process by which water vapor changes to liquid water is
called oxygenation. Yes or No
The process by which water is released through leaves is
called transportation. Yes or No
The process by which water returns to the earth is called
precipitation. Yes or No
Yes / No Strategy: Science
There are four (4) stages of the Water Cycle.
YES
NO
Identifying the Need in
U.S. History
What the Class Looked Like
Before the Individualized
Output Methods
Development of the Output
Methods – Collaborative Process
Special and General Education
Teacher Partnership
Team Collaboration and
Problem Solving
1. Know the student
2. Know the curriculum and class
expectations
3. Decide where to begin on the hierarchy...
revisit often!
4. Include samples of the student's work
5. Communicate honestly and early on
Academic Plan
HIGH SCHOOL
Student: __________________
Date:________________
Hour/Activity
Accommodations
Signatures
GE Teacher: __________________
Parent:___________________
SE Teacher:______________________
Student: ___________________________
Differentiated Output Hierarchy
Open-Ended
Visual Strategies
Closed Strategies
Choice Strategies
Yes/No Strategies
Open-Ended
Visual Strategies
Closed Strategies
Choice Strategies
Yes/No Strategies
Open-Ended
Visual Strategies
Closed Strategies
Closed Last Step
Choice Strategies
Open-Ended
Visual Strategies
Closed Strategies
Choice Strategies
Yes/No Strategies
Grading
Student work
sample(s) attached?
YES
YES
YES
YES
Choosing an Output Method
History 9 - Unit 3 Assignment 3
Open Ended
Hull House
Hull House was in part successful due to its ability to know what the neighborhood needed and then
make people aware of their ability to fulfill that need. To help people become more aware of Hull
House, create a pamphlet about Hull House and Jane Addams that does the following:




Describes the purpose of the house
Describes the founder of the house
Describes the services offered by the house
Visuals that assist with the information
You will be graded on the following:
Correctly describes information
with depth and detail
knowledge from the reading is
apparent.
Care, creativity and effort are
present throughout pamphlet.
Points Possible
25
10
35
Points Earned
History 9 - Unit 3 Assignment 3
Visual Organization Strategy
Purpose of the House
Photo or
Drawing
Founder of the House
Photo or
Drawing
Services Offered by the House
Photo or
Drawing
The Hull House
History 9 - Unit 3 Assignment 3
Closed Strategy
Purpose of the House
The purpose of the Hull House was…
Photo or
Drawing
Founder of the House
Her name was ______________.
Born in ________________ on
______________.
Photo or
Drawing
Services Offered by the House
1.
2.
3.
Photo or
Drawing
The Hull House
History 9 – Unit 3 Assignment 3
Choice Strategy
Purpose of the House
The purpose of the Hull House was…
A)
B)
to help unemployed men
help children and those in poverty get off the streets
Photo or
Drawing
Founder of the House
Her name was ______________. She was born in Cedarville in 1860.
A)
B)
Jane Addams
Elizabeth Hull
Photo or
Drawing
Services Offered by the House
(Circle three)
Childcare
Kindergartens
Lawn Service
Theaters
Photo or
Drawing
The Hull House
Art Gallery
History 9 – Unit 3 Assignment 3
Yes/No Strategy
Purpose of the House
The purpose of the Hull House was to help children and those in poverty get off the
streets. YES or NO
Photo or
Drawing
Founder of the House
Her name was Elizabeth Hull. She was born in Cedarville in 1860.
YES or NO
Photo or
Drawing
Services Offered by the House
Childcare
Kindergartens
Art Gallery
YES or NO
Photo or
Drawing
The Hull House
Academic Plan
HIGH SCHOOL
Student: __R______
Date:____9/5/12___
Hour/Activity
Accommodations
Differentiated Output
Hierarchy
Open-Ended
Visual Strategies
Closed Strategies
x
Choice Strategies
Yes/No Strategies
1st – Business
Management
Extended time for tests and assignments
Reader for tests
2nd – US History
Extended time for tests and assignments
Word Processor
Reader for tests
Open-Ended
Visual Strategies
Closed Strategies
Choice Strategies
Yes/No Strategies
Calculator for all assignments/ tests
Open-Ended
Visual Strategies
Closed Strategies
Closed Last Step
Choice Strategies
3rd - Algebra
4th – Biology
5TH – Art
Extended time for tests and assignments
Word Processor
Reader for tests
Signatures
GE Teacher: __________________
Parent:___________________
SE Teacher:______________________
Student: ___________________________
Open-Ended
Visual Strategies
Closed Strategies
Choice Strategies
Yes/No Strategies
Open-Ended
Visual Strategies
Closed Strategies
Choice Strategies
Yes/No Strategies
Grading
Student work sample(s)
attached?
P/NP
x
x
YES
P/NP
x
x
x YES
P/NP
x
YES
x
YES
x
YES
x
P/NP
x
x
x
P/NP
Chapter 2, Assignment 6
• Use the Academic Plan to find the
assignment in the binder
How Does this Apply to
Student Engagement
•
•
•
•
•
Social and Independence
Same curriculum as peers
Same time as peers
Opportunity to demonstrate understanding
Active participants
Academic Plan
HIGH SCHOOL
Student: R
Date: 9/5/12
Hour/Activity
Accommodations
Extended time for tests & assignments
1st
Business Management Reader for tests
2nd
US History
3rd
Algebra
4th
Biology
Signatures
GE Teacher: __________________
Parent:___________________
SE Teacher:______________________
Student: ___________________________
Differentiated Output
Hierarchy
Open-Ended
Visual Strategies
Closed Strategies
X
Choice Strategies
Yes/No Strategies
Extended time for tests & assignments
Word Processor
Reader for tests
Open-Ended
Visual Strategies
Closed Strategies
Choice Strategies
Yes/No Strategies
Calculator for all assignments/ tests
Open-Ended
Visual Strategies
Closed Strategies
Closed Last Step
Choice Strategies
Extended time for tests & assignments
Word Processor
Reader for tests
Open-Ended
Visual Strategies
Closed Strategies
Choice Strategies
Yes/No Strategies
X
X
Grading
Student work sample(s)
attached?
X YES
X YES
X YES
X
X
X
X YES
Challenges and Benefits
Algebra II
Assignment 1.4 Open Ended
Assignment 1.4
Solve Absolute Value Equations
Solve each equation. Check your solution.
 x + 11 = 42
3  x + 6  = 36
 4x - 5 = -25
 x + 7  = 3x – 5
 y – 5  - 2 = 10
4  3x + 4  = 4x + 8
BIKING
Paloma’s training goal is to ride four miles on her bicycle in 15 minutes. If her actual time is always
within plus or minus 3 minutes of her preferred time, how long are her shortest and longest rides?
Assignment 1.4 Visual
Organization Strategies
Assignment 1.4
Solve Absolute Value Equations
Solve each equation. Check your solution.
 x + 11 = 42
3  x + 6  = 36
 4x - 5 = -25
 x + 7  = 3x – 5
 y – 5  - 2 = 10
4  3x + 4  = 4x + 8
BIKING
Paloma’s training goal is to ride four miles on her bicycle in 15 minutes. If her actual time is always
within plus or minus 3 minutes of her preferred time, how long are her shortest and longest rides?
Assignment 1.4
Closed Strategies
Assignment 1.4
Solve Absolute Value Equations
Solve each equation. Check your solution.
 x + 11 = 42
Since 42 ≥ 0, solutions exists
x + 11 = 42
-11
-11
or
x + 11 = -42
-11 = -11
42 – 11 =
x
or
x
-42-11 =
=
=
3  x + 6  = 36
3
3
36 ÷ 3 =
 x + 6  =
Since 12 ≥ 0, solutions exist
x + 6 =
-6
x
or
- 6
=
x + 6
- 6
x
=
=
-12
- 6
- 6 =
=
-12 – 6 =
 4x - 5 = -25
since -25 ___ 0, there are No Solutions.
a)
b)
<
>
Assignment 1.4 Closed
Last Step
Assignment 1.4
Solve Absolute Value Equations
Solve each equation. Check your solution.
 x + 11 = 42
Since 42 ≥ 0, solutions exists
x + 11 = 42
-11
-11
or
x + 11 = -42
-11 = -11
42 – 11 =
x
or
x
-42-11 =
=
=
3  x + 6  = 36
3
3
 x + 6  =
36 ÷ 3 =
13
Since 12 ≥ 0, solutions exist
13
x + 6 =
-6
x
- 6
=
or
x + 6
- 6
x
=
=
-12
- 6
13
- 6 =
=
-12 – 6 =
 4x - 5 = -25
since -25 ___ 0, there are No Solutions.
a)
b)
<
>
13
Assignment 1.4
Choice Strategies
Assignment 1.4
Solve Absolute Value Equations
Solve each equation. Check your solution.
 x + 11 = 42
Since 42 ≥ 0, solutions exists
x + 11 = 42
-11
-11
A)
B)
or
x = 31
x = -31
x + 11 = -42
-11 = -11
A)
B)
or
x = 53
x = -53
3  x + 6  = 36
3
3
 x + 6  =
36 ÷ 3 =
13
13
Since 12 ≥ 0, solutions exist
x + 6 =
-6
x
=
13
or
- 6
7
x + 6
- 6
=
=
x
=
or
-12
- 6
13
- 6 =
7
-12 – 6 = ____
A)
B)
 4x - 5 = -25
since -25 ___ 0, there are No Solutions.
A)
B)
>
<
-18
18
Uses of the Differentiated
Output Hierarchy
•
•
•
•
•
•
•
Class Instruction
Initiate Engagement with the Assignment
Model Available for All Students
Initiate Engagement with the Assessment
Active Engagement throughout the Assignment
Active Engagement throughout the Assessment
Active Engagement with Assignments and
Assessments
Who Determines Whether the
Student’s Curriculum is Modified
The IEP Team
How Does the IEP Team
Sort this Out?
Grading Criteria*
Name _____________________________
Pass-Fail (PF)
Hour
Class/Teacher
or Letter (L)
Grade
Caseload Teacher _______________________ Grade _____ Year_______________
Accommodations
Differentiated Output
Other Criteria to
(e.g., small groups, extended time,
Hierarchy
Determine
Grade
alternative site, etc.)
Marking
Period
Semester
Marking
Period
Semester
Marking
Period
Semester
Marking
Period
Semester
Parent Signature(s)
(e.g., reduced content, choice format,
etc.)
(e.g., attendance, participation, etc.)
Open ended
Visual organization
Closed questions
Choice format
Yes/No
Reduced Content
Open ended
Visual organization
Closed questions
Choice format
Yes/No
Reduced Content
Open ended
Visual organization
Closed questions
Choice format
Yes/No
Reduced Content
Open ended
Visual organization
Closed questions
Choice format
Yes/No
Reduced Content
_______________________
______________________
Student Signature _____________________
General Ed Teacher(s) ______________________
______________________
Caseload Teacher_____________________
How Does the IEP Team
Sort this Out?
Matt’s Grading Matrix
Name: Matt Caseload Teacher : Jones General Education Teacher(s): Smith, Regie, Tye, Scott Grade: 10th
Year: 2009/2010
Pass-Fail (PF)
Subject
Accommodations
Differentiated Output
Other Criteria to
(e.g., small groups, extended time,
or Letter (L)
Hierarchy
Determine Grade
alternative site, etc.)
(e.g., reduced content, choice format,
(e.g., attendance, participation, etc.)
Grade
etc.)
English/Language Arts 10
Marking
Period
L
Semester
PF
Chemistry
Marking
Period
L
Semester
PF
History 10
Marking
Period
L
Semester
PF
Algebra II
Marking
Period
L
Semester
PF
Guardian Signature(s)
P-Touch – Closed
Paraprofessional Support
for Modifications directed
by ELA Teacher
Internet used for projects
Open Ended
Visual Organization
Closed Strategy
Choice Strategy
Yes/No Strategy
Reduced Content
P-Touch
Calculator
Select Peer Grouping for
all lab activities. (Group 2
Jon and Karen or Group 4
Kelly and Greg)
Open Ended
Visual Organization
Closed Strategy
Choice Strategy
Yes/No Strategy
Reduced Content
P-Touch – Choice
Computer used to
complete assignments
Group discussion/Matt’s
interest areas highlighted
Open Ended
Visual Organization
Closed Strategy
Choice Strategy
Yes/No Strategy
Reduced Content
P-Touch
Paraprofessional Support
Select Peer Grouping for
all group activities (Mark
and Brian)
Open Ended
Visual Organization
Closed Strategy
Choice Strategy
Yes/No Strategy
Reduced Content
______________________ ______________________
X
X
X
X
X
X
X
Vocab. – Definition with a
Word Bank – 7/ 20 Words
Novel Exams – Choice
Essay Questions – Delete
DVD of all books read in
class at home.
Matt will use calculator for
all formulas
Each Lab assignment colorcoded with visuals
Choice Strategy for all
assessments
Long term projects will be
completed through internet
Extreme interest in History
Highlighter tape will be used
to show the answer in book
X
X
X
X
Assessments and
Assignments will be
presented in choice
strategy
Matt will use computer to
determine comprehension
Student Signature _____________________
General Ed Teacher(s) ______________________ ______________________ Caseload Teacher___________________________