Coaches Meeting
Differentiation Round 4
(Date)
Special Education Law
• IDEA Passed in 1975 – Students with Disabilities must have
access to education
• IDEA First Revision – 1997 – Students with Disabilities must have
access to the general education curriculum
Special Education Law
• IDEA Passed in 1975 – Students with
Disabilities must have access to education
• IDEA First Revision – 1997 – Students with
Disabilities must have access to the general
education curriculum
• IDEA Second Revision – 2004
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”
• Student is preoccupied with “Door Handles”
• Student does not actively participate in Group
Work
• Student can not take his/her own notes
There Are No
Exceptions!
Defining LRE: Fed Language
“To the maximum extent appropriate,
children with disabilities…. are educated
in the general education classroom with
children who are not disabled…”
….and that special classes, separate
schooling, or other removal of children
with disabilities from regular education
environment occurs only if the nature or
severity of the disability is such that
education in regular classes with the
use of supplementary aides and services
cannot be achieved satisfactorily.”
5 Primary Areas
Addressed in the IEP
• PLAAFP
• Transition
• Supplementary Aides and
Services
• Goals and Objectives
• Programs & Services
Supplementary Aides and Services
Federal Definition
The purpose of providing supplementary aids and services is to
support students with disabilities as active participants with
nondisabled peers as well as to enable their access to the general
curriculum. To that end, supplementary aids and services include
modification to the general curriculum and [a child with a disability is
not removed from education in age-appropriate regular classrooms
solely because of needed modification in the general curriculum].
(34 CFR 300.116 (e))
To that end, supplementary aids and services include
modification to the general curriculum and [a child with
a disability is not removed from education in ageappropriate regular classrooms solely because of
needed modification in the general curriculum]. (34 CFR
300.116 (e))
Content Modifications
• Modifications that alter instructional curricula and/or
materials to support student learning
• Primary difference between past practices and contemporary
inclusive educational practices is the regularity and
purposes surrounding the modifications
Content Modifications con’t
• Assist the teachers in addressing individual learner needs
while moving all students forward in learning the important
content
• Also assist the teachers in taking the curricular standards
required for grade level or subject and transforms them to fit
the learner
IDEA ‘04
• Access to general education
curriculum
• Regular education classroom
• Maximum extent appropriate
IDEA
• 1975 – Passage of IDEA
• 1997 Revision – What – General Education
Curriculum
• 2004 Revision – Where – General Education
Classroom
• Next Revision – HOW!
IDEA ‘04
• Access to general education curriculum
• Regular education classroom
• Maximum extent possible
IDEA ‘04
Special Education is not a place
Support and services: what and where
One Curriculum
Dilemma with the Traditional Special Education
Delivery Model
•
•
•
•
Parallel Curriculum
3 or more grade levels in one program
Special Education Core Content Delivery
Limited Social Opportunities with General
Education Students
• Distribution of Students
• Gain Rate vs. Time Spent
Evolving Toward - Team Teaching
Dilemma with Team Teaching
• Special Education Teacher responsible for 20+
Students
• At most 10 special education students will be
involved in Team Taught Classes
• Who is responsible for other 10 students
scattered across other various classes
• General Education Teachers masters at
Curriculum
• Special Education Teachers masters at
accommodations and modifications
Innovative Special Education Integrated
Programming
• L.R.E Hours Supporting Students in the
the General Education Classes
• L.R.C. Support for Academics and
Organization
• Collaboration between Special Education
and General Education
• Integrated Programming
Glossary of Terminology
• L.R.C. – Learning Resource Center –
Students with Learning Disabilities and
Emotional Impairments (Usually 20-26
students on caseload)
• Basic Caseload – Students with Cognitive
Impairments, A.S.D., and Low Disability
Populations
• L.R.E. – Least Restrictive Environment
Caseload Analysis Descriptors
Caseload Analysis Descriptors
Student
Name
Eligibility
Area
IQ
Danny
Smith
Learning
Disability in
Reading
Comprehension
97
Tim
Jones
Sally
Davis
Mark
Lund
Steve
Real
Jim
Potter
John
Stock
Lisa
Canter
David
Row
Leslie
Spicer
Greg
Sines
Kelly
Brock
LRE
Student
Data
80%
Achievement
Scores
Grades
Behavior
Referrals
Incident
Reports
Absences
KTEA 64
Woodcock
Johnson 68
ELA C
Chemistry D
History E
Geometry D
Support C
Peer to Peer A
2 in 2015
0 in 2016
0
11
Peer to Peer Support
Needed
Social/Independence
Issues
No
Other
Caseload Analysis Delivery
Caseload Analysis Delivery
Student Name
Danny Smith
Tim Jones
Sally Davis
Mark Lund
Steve Real
Jim Potter
John Stock
Lisa Canter
David Row
Leslie Spicer
Greg Sines
Kelly Brock
Individual
Behavior
Plan
No
Individual
Academic
Plan
See attached
Peer to Peer
Support
Visual
Schedule
Peer to Peer
Support for ASD
Classroom
See
Attached
SelfManagement
System
See Attached
Paraprofessional
Support
Iterant
Services
No
Social
Work 2 X
a month
Other
Supports
Academic Plan
Danny’s Grading Matrix
Name: Danny
Caseload Teacher : Jones
Pass-Fail (PF)
Subject
or Letter (L)
Grade
English/Language Arts 10
Marking
Period
L
General Education Teacher(s): Smith, Regie, Tye, Scott
Accommodations
Differentiated Output
(e.g., small groups, extended time,
Hierarchy
alternative site, etc.)
(e.g., reduced content, choice format,
etc.)
Preferential Setting
Internet used for projects
Open Ended
Visual Organization
Closed Strategy
Choice Strategy
Yes/No Strategy
Reduced Content
Calculator
Select Peer Grouping for
all lab activities. (Group 2
Jon and Karen)
Mid-Term and Final –
Extended Time
Open Ended
Visual Organization
Closed Strategy
Choice Strategy
Yes/No Strategy
Reduced Content
Computer used to
complete assignments
Group
discussion/Danny’s
interest areas highlighted
Open Ended
Visual Organization
Closed Strategy
Choice Strategy
Yes/No Strategy
Reduced Content
Use Calculator to
compensate for
Processing Issues
Open Ended
Visual Organization
Closed Strategy
Choice Strategy
Yes/No Strategy
Reduced Content
Semester
L
Chemistry
Marking
Period
L
Semester
L
History 10
Marking
Period
L
Semester
L
Algebra II
Marking
Period
L
Semester
L
Guardian Signature(s)
______________________ ______________________
X
X
X
X
X
X
Grade: 10th
Year: 2015-16
Other Criteria to
Determine Grade
(e.g., attendance, participation, etc.)
Vocab. – Definition with a
Word Bank – 20/ 20 Words
Novel Exams – Closed
Essay Questions – Visual
Organization
DVD of all books
Danny will use calculator for
all formulas
Each Lab will count as 25%
of Grade. Hands on learner
Long term projects
completed with support of
internet
High interest in History
Book on tape
Assessments and
Assignments will be
presented in closed strategy
Danny will use computer to
determine comprehension
of concepts
Student Signature _____________________
General Ed Teacher(s) ______________________ ______________________ Caseload Teacher___________________________
Danny’s Visual Schedule
Danny’s Schedule
Subject
Self-Management
Plan (SMP)
A Plan
Prior to leaving for
any class or lunch
the following items
are needed:
1. Put Pencil/Pen
in Backpack
2. Hook Water
Bottle to
Backpack
3. Pick Up Binder
4. Pick Up
Backpack
5. Leave for
Class
Homework*
Yes/No
----------------
Date:____________
Comments
(SMP) A Plan
(SMP) A
YES
NO
1st Hour
7:50 - 8:45
Chemistry
Huard
Room 305
(SMP) B Plan
----------------(SMP) B
YES
NO
2nd Hour
8:50 - 9:45
Peer to Peer
Stencil
Room 321
(SMP) B Plan
---------------(SMP) B
YES
NO
3rd Hour
9:50 - 10:45
ELA 10
B Plan
Hoffman
Before leaving
Room 222
classroom do the
(SMP) B Plan
---------------(SMP) B
YES
NO
following:
Lunch
-------------1. Put Pencil/Pen
10:50 -11:15
in Backpack
(SMP) B Plan
---------------(SMP) B
YES
NO
2. Hook water
th
4
Hour
bottle on
11:20 -12:20
backpack
History 10
3. Pick up binder
Malwin
4. Pick up
Room 303
backpack
(SMP) B Plan
------------(SMP) B
YES
NO
5. Leave for
th
5
Hour
Class
12:25 - 1:20
Algebra
Logan
Room 221
(SMP) A Plan
---------------(SMP) A
YES
NO
Go to Bus
*If there is homework "Yes," remember to fill out a homework slip and put it in the
folder on the board at Danny's desk.
Danny’s Self Management Plan
Danny’s Schedule
Subject
Self-Management
Plan (SMP)
A Plan
Prior to leaving for
any class or lunch
the following items
are needed:
1. Put Pencil/Pen
in Backpack
2. Hook Water
Bottle to
Backpack
3. Pick Up Binder
4. Pick Up
Backpack
5. Leave for
Class
Homework*
Yes/No
----------------
Date:____________
Comments
(SMP) A Plan
(SMP) A
YES
NO
1st Hour
7:50 - 8:45
Chemistry
Huard
Room 305
(SMP) B Plan
----------------(SMP) B
YES
NO
2nd Hour
8:50 - 9:45
Peer to Peer
Stencil
Room 321
(SMP) B Plan
---------------(SMP) B
YES
NO
3rd Hour
9:50 - 10:45
ELA 10
B Plan
Hoffman
Before leaving
Room 222
classroom do the
(SMP) B Plan
---------------(SMP) B
YES
NO
following:
Lunch
-------------1. Put Pencil/Pen
10:50 -11:15
in Backpack
(SMP) B Plan
---------------(SMP) B
YES
NO
2. Hook water
4th Hour
bottle on
11:20 -12:20
backpack
History 10
3. Pick up binder
Malwin
4. Pick up
Room 303
backpack
(SMP) B Plan
------------(SMP) B
YES
NO
5. Leave for
th
5
Hour
Class
12:25 - 1:20
Algebra
Logan
Room 221
(SMP) A Plan
---------------(SMP) A
YES
NO
Go to Bus
*If there is homework "Yes," remember to fill out a homework slip and put it in the
folder on the board at Danny's desk.
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)
#1 Indicator of Student
Academic Success
TIME ON TASK
Time on Task is
Active Engagement
Same Concept
Time on Task Active
Engagement
Why Aren’t Students with an IEP Actively
Engaged In the General Education
Curriculum
1. Students’ disability interferes with their ability
to successfully engage with the assignments
and assessments within the general education
curriculum.
2. Output is not Differentiated.
3. Student’s Quit Trying
Learned Helplessness
Motivation Versus Ability Discussion
• Some Students Do Not Have the Ability to
Complete Specific Tasks Assigned In the
Classroom (Example-Copying from Board)
• With the support of your Team, You must
Differentiate Between Ability and Motivation
• Modifications Are Necessary For Students
with ASD to Successfully Participate in the
Curriculum
Why Aren’t Students with I.E.P’s
Remaining on Task?
1. Students disability interferes their ability
to successfully complete the
assignments and assessments within the
general education curriculum.
2. Assignments are not differentiated.
3. They give up because the assignment
and assessments are not differentiated
Prescriptive Component to the
Integrated Model
• Determine the Student’s Deficit within the
General Education Curriculum
• Develop a Differentiation Plan that Provide
the Student Access to the General
Education Curriculum
• Make the Students Successful using
Differentiation within the General
Education Curriculum so that she/he can
feel the Power of Learning
Student’s
Skills
Pointing Response
Type with letter
isolation strategy
Letter Identification
Word Matching
Number Matching
Color and Shape
Matching
1:1 Correspondence
Will wear headphones
Turns pages in book
with audio beep
Strong peer group
Participates with peers
in small group settings
Will follow directions
from a peer
Interacts
independently with a
color coded schedule
High Interest in
Sponge Bob
General Education
Demand
Automatically recognize
frequently encountered words in
print whether encountered in
connected text or in isolation
with the number of words that
can be read fluently increasing
steadily across the school year
Use thematic maps to identify
and describe the physical and
human characteristics of
Michigan.
Use a variety of visual materials
and data sources to describe
ways in which Michigan can be
divided into regions.
Retell in sequence the story
elements of grade-level narrative
text and major idea(s) and
relevant details of grade-level
informational text.
Find solutions to open sentences,
such as 7 x ■
= 42 or 12 ÷ ■
=
4, using the
inverse relationship between
multiplication and division.
Understand relationships
between sizes of standard units,
e.g., feet and inches,
meters and centimeters.
Manipulate simple tools that aid
observation and data collection
for example: hand lens, balance,
ruler, meter stick, measuring cup,
thermometer, spring scale, stop
watch/timer.
Demonstrate how the change in
motion of an object is related to
the strength of the force acting
upon the object and to the mass
of the object.
Student’s modification strategies
will demonstrate support and
respect
Differentiation
Strategy
Technology
Resources
Recall the correctly spelled
word between two choices.
The word spelled incorrectly
and correctly in text or
isolation Spelling test given
with choice between
correct/incorrect
Color matching to identify the
physical characteristics of
Michigan. Shape matching to
identify the human
characteristics
Color matching the visuals
and data sources to describe
the way Michigan can be
divided into regions
Sequence of Sponge Bob
stickers correlated to the
sequence of the story
elements. Highlighter to
identify major idea and
relevant details of text
Shape matching to find
solutions to open sentences.
Color matching to show
inverse relationship between
multiplication and division
Color matching to show
relationship between sizes of
standard units
Worksheets
modified with
correct/incorrect
spelling of
frequently
encountered words
Color code the hand lens,
balance ruler, meter stick,
measuring cup, thermometer,
spring scale, stop watch/timer
at the desired amount.
Electrical Tape
Highlighter Tape
Participate in experiments
Color matching to
demonstrate the strength of
the force Shape matching to
demonstrate mass
Modification strategies used
throughout 3rd Grade
Curriculum
Markers
Highlighter Tape
Highlighters
Label Maker –
physical and human
characteristics
printed
Label Maker
Highlighter Tape
Label Maker
Sponge Bob
Stickers
Calculator
Label Maker
Markers
Highlighters
Label Maker
Demonstrate the
ability to support
and respect people
with differences
General Education Expectation
Getting to class
Getting to class on time
Materials needed for class
Social Skill
Cope with hectic nature of the
hallways between classes
On-time reliability
Group expectations
Seat assignment
Recognize others personal space
Large group instruction
Not disrupting others expected to
listen to the speaker
Promotes significance of work
completed
Cooperating with peers
Attending to the directions
adjusted as needed by the teacher
Initiate and sustain communication
with peers
Observe and determine what peer
are doing to prepare for instruction
Responding to classroom norm of
silence during lecture
Students model classroom teacher
expectations
Model peers as they begin working
on assignments
Turn in
Assignments/Assessments
Group work
Following directions of teacher
within large group
Time at beginning and end of
class
Organizing for instruction
Quiet during teacher lecture
Teacher routines
In class assignments
Projects
Timetable of what needs to be
done when and who will do it
Work in a partnership with peer
Labs
Homework
In Class DVD/Movies
Fire/Tornado/Lockdown Drills
Student
presentations
Exiting classroom
Time management between what
needs to be done and what the
student wants to do
Model peer behavior during movie
(even if movie is not an interest
area)
Utilizing peers to determine
acceptable and unacceptable
behavior during drills
Recognizing additional student role
during class time
Collect property and leave
classroom with other students
Independent Skill
Navigating middle school
Punctuality
Organization and responsibility
of property
Organization within a busy
environment
Attending to the speaker in a
large group
Importance of location
requirements
Accountability for assigned task
Awareness that directions can
change and it is fine
Managing time when there are
no adult expectations
Situated to receive instruction
Differentiate between when
the environment is loud/ quiet
Recognize when moving around
environment is acceptable
Initiating effort to complete
assignment without adult
prompts
Working over a period of time
to complete long term project
Careful handling various pieces
of equipment and materials
Transport information and
materials to be completed at
home
Differentiate between
acceptable and unacceptable
etiquette during a movie
Practice what to do in crisis
situations
Identify students may have
multiple roles within the school
settings
Determine where to go for the
next class period
Matching the Student Skills to the General Education Demands
Student’s Name:____________________________________
Student’s Grade:____________________________________
Special Education Teacher(s):_________________________ _______________________________
General Education Teacher(s):________________________ _________________________ _________________________
_________________________ _______________________ _______________________________ ________________________
Additional Information:_____________________________________________________________________________________
____________________________________________________________________________________________________________
Student Skills
General Education
Demand
Differentiation
Strategy
Technology
Resources
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
Entire Curriculum - Core Content Standards
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
Differentiation
must be an extension of
not a
replacement for
high quality
curriculum.
Differentiated Output Hierarchy
Differentiated Output Hierarchy
•
•
•
•
•
Open Ended Questions
Visual Organization Strategies
Closed Strategies
Choice Strategies
Yes / No Strategies
Visual Strategies
• Show student how many words or sentences
are required to answer a question or
complete a paragraph
• Directions listed instead of paragraph form
• Color coding important information
• Utilizing Symbols to connect information
needed to solve the problem or answer the
question
• Highlighting Important Passages
• Expand Writing Output Area with Bold Pen
• Highlighting Process + - x, etc
Romeo and Juliet
Headlines to Summarize Action
Write a headline for each of the scenes that you read.
Act I
Page 993
Scene 1: _______________________________________________________________
Page 1001
Scene 2: _______________________________________________________________
Page 1005
Scene 3: _______________________________________________________________
Page 1009
Scene 4: _______________________________________________________________
Page 1012
Scene 5: _______________________________________________________________
Act II
Page 1021
Scene 1: ______________________________________________________________
Page 1022
Scene 2: ______________________________________________________________
Page 1029
Scene 3: _______________________________________________________________
Page1032
Scene 4: _______________________________________________________________
Page 1038
Scene 5: _______________________________________________________________
Page1040
Scene 6: _______________________________________________________________
Closed Strategies
•
•
•
•
•
•
•
•
•
Fill in the Blank
Word Bank
Page of number of reference
Highlighter Tape
Symbols – Box/box….triangle/triangle
Context Clues
Formula
Highlighting formula + - x, etc
Give formula with symbols
Romeo and Juliet
Headlines to Summarize Action
Write a headline for each of the scenes that you read.
Act I
Page 993
Scene 1: _______________________________________________________________
Page 1001
Scene 2: _______________________________________________________________
Page 1005
Scene 3: _______________________________________________________________
Page 1009
Scene 4: _______________________________________________________________
Page 1012
Scene 5: _______________________________________________________________
Possible Options:
Can Romeo compare Roseline to others? The Party Tonight!
Tybalt threatens Romeo!
Juliet…Not Interested in Count Paris!?!
Street Fighting in Verona!
Despite Romeo’s Harmful Dream, He Attends the Party!
Choice Strategies
•
•
•
•
•
•
•
Color coding a word bank - two choices
Color matching for multiple choice
Pick between two instead of four
Blocking out choices
Pictures of the two choices
Combination of other hierarchy strategies
2 choices in sentence format
Romeo and Juliet
Headlines to Summarize Action
Choose a headline for each of the scenes that you read.
Act I
Page 993
Scene 1: _______________________________________________________________
Page 1001
Scene 2: _______________________________________________________________
Page 1005
Scene 3: _______________________________________________________________
Page 1009
Scene 4: _______________________________________________________________
Page 1012
Scene 5: _______________________________________________________________
Possible Options:
Can Romeo compare Roseline to others? The Party Tonight!
Tybalt threatens Romeo!
Juliet…Not Interested in Count Paris!?!
Street Fighting in Verona!
Despite Romeo’s Harmful Dream, He Attends the Party!
Yes/No Strategies
• Change the format of the question into
Yes/No
• Overlay other hierarchy strategies
Romeo and Juliet
Headlines to Summarize Action
Determine if each headline is a good match for each of the scenes that you read.
Act I
Page 993
Scene 1
Street Fighting in Verona!
Yes
No
Page 1001
Scene 2
Tybalt threatens Romeo!
Yes
No
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
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
15,988
-13,539
Choice Strategy: Math
Hector scored how many more points in the
first game than in the second game?
Circle the correct answer
15,988
- 13,539
2,449
1,267
Yes/No Strategy
15,988
- 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
Academic Modifications
Solving the Dilemma
Level Ability
Strategy
Technology
Non-Verbal
Choice Strategies
Yes/No Strategies
Communication
Board
P-Touch
Limited
Verbal
Automatic Closed
Choice Strategies
P-Touch
Cannon
Verbal
Visual Organization
Strategies
Closed Strategies
Word Processor
P-Touch
Pencil/Pen
Differentiation
• Start in Kindergarten - The Students Must
be Accustomed to Differentiation because
they will occur throughout student’s entire
academic career
• Requires that the Special Education
Teacher/Team have an authentic
understanding of the general education
curriculum
• Special Education Team has to have an
authentic understanding of the general
education classroom routines and
procedures
Grading
• Accommodations –
Do not effect the
students grade
• Modifications –
Typically lead to a
modified grade
• Grades can be
modified for students
with special needs as
long as general
education students
grades are modified
Hour
Class/
Teacher
Pass-Fail (PF) or
Letter (L) Grade
Marking
Period
Accommodations
Modifications
(e.g., small groups,
extended time)
(e.g., reduced content, choice
format, etc.)
Open-Ended
Visual Strategies
Closed Strategies
Semester
Choice Strategies
Yes/No Strategies
Marking
Period
Open-Ended
Visual Strategies
Closed Strategies
Semester
Choice Strategies
Yes/No Strategies
Marking
Period
Open-Ended
Visual Strategies
Closed Strategies
Semester
Choice Strategies
Yes/No Strategies
Marking
Period
Open-Ended
Visual Strategies
Closed Strategies
Semester
Choice Strategies
Yes/No Strategies
Other Criteria to
Determine Grade
(e.g., attendance)
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___________________________
Name ____Trevor_________________ Caseload Teacher _Mrs. Smith__________ Grade __6___ Year_2013____________
Pass-Fail (PF)
Hour
Class/Teacher
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.)
Social Studies
1st
Hour
Marking
Period
L
Mrs. Huber
Semester
PF
3rd
Hour
Language Arts
Mr. Hansen
Marking
Period
L
Semester
PF
5th
Hour
Science
Mrs. Arney
Marking
Period
L
Semester
PF
6th
Math
Marking
Period
L
Trevor will have a crossaged peer to peer support
to model of classroom
expectations.
If request is made ignore
the initial no response.
Open ended
Visual organization
Closed questions
Choice format
Yes/No
Reduced Content
Trevor will have a cross
aged peer to peer support
to model the classroom
expectations
If request is made ignore
the initial no response
Open ended
Visual organization
Closed questions
Choice format
Yes/No
Reduced Content
Trevor will have a cross
aged peer to peer support
to model the classroom
expectations
If request is made ignore
the initial no response
Open ended
Visual organization
Closed questions
Choice format
Yes/No
Reduced Content
Calculator will be used for
all assignments
Open ended
Visual organization
Closed questions
Choice format
Yes/No
Reduced Content
Hour
Semester
PF
Parent Signature(s)
X
X
X
X
X
X
Closed format for all
assignments and
assessments.(fill in the
blank with word bank)
Woodstock or snoopy
stickers on assignments
Choice format for all
assignments and
assessments exception:
spelling
Woodstock or snoopy
stickers on assignments
Choice format for all
assignments and
assessments
Woodstock or snoopy
stickers on assignments
Change all story problems
into fact based problem.
Woodstock or snoopy
stickers on assignments
X
_______________________
______________________
Student Signature _____________________
General Ed Teacher(s) ______________________
______________________
____________________________________
Name: Drew Caseload Teacher : Mrs. Smith General Education Teacher: Mr. Mellon Grade: 3rd
Pass-Fail (PF)
Subject
Accommodations
Modifications
(e.g.,
small
groups,
extended
time,
(e.g.,
reduced
content, choice format,
or Letter (L)
alternative site, etc.)
etc.)
Grade
Language Arts
Marking
P-Touch
Open ended
Spelling
Period
L Paraprofessional Support
Visual organization
Highest reading group for
Closed questions
Reading Group
participation only
Semester
Choice format
X
PF
Yes/No
D.O.L
Reduced Content
X
Math
Marking
Period
L
Semester
PF
Social Studies
Marking
Period
L
Semester
PF
Science
Marking
Period
L
Semester
PF
Parent Signature(s)
P-Touch
Calculator
Select Peer Grouping for
all group activities.
(Thomas and Melissa)
P-Touch
Cross age support (John
from middle school)
Computer use to
complete assignments
P-Touch
Paraprofessional Support
Select Peer Grouping for
all group activities (Greg
and Emily)
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
X
Year: 2004/2005
Other Criteria to
Determine Grade
(e.g., attendance, participation, etc.)
Spelling – Consonant
Deletion for Spelling Test
D.O.L – Capitilize First
W ord and Period at the End
of the Sentence
Drew will use a calculator
for all math assignments
Drew will have each
assignment color-coded
X
X
All long term projects will be
completed through the use
of pictures and/or web site
Drew will be expected to
look up information on
computer
X
X
All projects will be
completed through the use
of pictures or web site.
Drew will be expected to
look up information on the
computer
X
_______________________
______________________
Student Signature _____________________
General Ed Teacher(s) ______________________
______________________
____________________________________
_____________________________
Caseload Teacher ________________________
Accommodation/Modification
Elementary
Hour/Activity
Accommodation
Modification
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
Choice Strategies
Yes/No Strategies
Open-Ended
Visual Strategies
Closed Strategies
Choice Strategies
Yes/No Strategies
Open-Ended
Visual Strategies
Closed Strategies
Choice Strategies
Yes/No Strategies
Other
One Student One
Subject…Start Small