Differentiation and The Common Core

1. Differentiation and The Common Core

2. NCDPI Responsiveness to Instruction (RtI) • Based on national Response to Intervention • Evolved from 2004 reauthorization of the federal Individuals with Disabilities Education Act (IDEA) • Instruction not Intervention to focus on core instruction and student achievement • All students, not just those struggling

3. Problem Solving-Process • Systematic analysis of a student’s behavior or academic progress • Planned systematic set of interventions or enrichment strategies • Monitored and evaluated to determine effectiveness • http://dpi.state.nc.us/curriculum/responsiveness/

4. Academically and/or Intellectually Gifted (AIG) • State governed • Each LEA develops a three year plan • Criteria for identification • Acceleration, enrichment, and extension • All teachers

5. Exceptional Children (EC) • Universal Design for Learning • Recognition • ways we gather facts • categorize information • Strategic • how we plan and perform tasks • How we communicate what we know • Affective • Feeling excited or challenged

6. Accommodation or Modification? • A change that helps a student compensate for or overcome the disability • Access the curriculum without changing the actual standard • For example: dictating answers instead of writing them • A change in what is being taught to or expected from the student • For example: making the reading assignment easier or shortening an assignment Accommodation Modification

7. Three Networks to Maximize all student Learning • Provide Multiple Means of Representation • Visual or auditory • Printed • Multiple means aids learning • Provide Multiple Means of Action and Expression • How students express their knowledge • Provide Multiple Means of Engagement • Work alone or in groups

8. Sample Accommodations for Whole group Presentations • Use visual aids • Used colored print to emphasize important ideas • Incorporate tactile or “hands on” demonstrations whenever possible. • Provide an overview of the content at the beginning of the lesson • Introduce new vocabulary before the lesson • Identify the main steps or key components of the information

9. Sample Accommodations for Whole group Presentations • Give students a summary of important questions to be answered • Keep students involved – encourage questions, have students repeat important questions, break up the lecture with small activities, “Think, Pair, Share” • Repeat, use other words, and summarize all important points

10. Sample Accommodations for Whole group Presentations • Provide a study buddy to take notes that can be duplicated • Whenever possible, use: pictures, written words, charts/diagrams and graphic organizers • Provide help for note-taking by giving students: a copy of notes, partial notes to be completed, outlines, diagram

11. Sample Accommodations for Directions and instructions • Highlight important ideas and tell students to read them first • Give students a study guide to follow when they must read by themselves • Provide a study guide with key terms omitted for the student to complete • Have a learning buddy read aloud • Provide books and other instructional materials in Braille or embossed format

12. Sample Accommodations for Directions and instructions • Provide an optical enhancer or magnifier • Provide an overview of the content at the beginning of the lesson • Introduce new vocabulary before the lesson • Give students a summary of important questions to be answered.

13. Sample Accommodations for Assignments • Break long assignments into parts; use a checklist outlining separate due dates for each part • Have students mark assignments and due dates on a calendar or agenda; • Strategically reduce the total amount of work: select tasks or items that are needed to accomplish all of the learning objectives • Let students use resource and instructional materials outside of class

14. Sample Accommodations for Assignments • Give partial credit for late assignments or incomplete work until students are able to complete the work • Give assignments ahead of time • Allow additional time for class work and tests • Use a quiet location for testing • Provide extended time for testing or allow breaks during tests

15. Sample Accommodations for Math • Allow students to use the following assistive devices for calculations: calculator, number chart, arithmetic table, manipulatives, abacus • Utilize calculators with large keys or voice output for students with visual impairments • Allow the use of scratch paper for students to work out problems during tests • Provide graph paper to help students keep columnar calculations straight

16. Sample Accommodations for Math • Use manipulatives and “hands on” activities when teaching new concepts and skills • Have students incorporate visual representations whenever possible (ex. Maps, symbols, number lines) • Provide modeling and guided practice before independent practice • Provide frequent feedback to students during independent practice

17. Sample Accommodations for Reading • Highlight important ideas and tell students to read them first • Give students a study guide to follow when they must read by themselves • Provide a study guide with key terms omitted for the student to complete • Have a learning buddy read aloud • Provide books and other instructional materials in Braille or embossed format

18. Sample Accommodations for Reading • Provide an optical enhancer or magnifier • Provide an overview of the content at the beginning of the lesson • Introduce new vocabulary before the lesson • Give students a summary of important questions to be answered

19. Sample Accommodations for Writing • Allow students to use a word processor or laptop • Let students dictate their work instead of writing it • Provide adaptive devices such as: pencil grips, special pen or pencil holders, raised or color-coded lines • Incorporate the use of resources such as: thesaurus, spelling dictionary, word processing software that anticipates what students are trying to write

20. Sample Accommodations for Writing • Grade content and mechanics separately in written assignments • Grade for a limited, targeted number of skills or concepts that are known to the student • Review a rubric for grading prior to the writing assignment • Give students opportunities to correct spelling and grammar errors

21. Don’t forget our English Language Learners