Adapting Instructional Materials in a DI Classroom

1. Adapting Instructional Materials in a DI Classroom shared by: Anne Arundel County Public Schools

2. Why are they dropping out?

3. Objectives • To provide instructional strategies for adapting materials for diverse learners. • To model steps for monitoring progress

4. Do teachers make a difference?

5. Discussion Question • When instruction is delivered by teachers who are using powerful instructional strategies …… • will students need further adjustments to instruction to master content standards ? Yes – 1’s No – 2’s

6. Obstacles to Learning • illiteracy • living in poverty • poor working memory • low frustration tolerance • Inadequate nutrition or sleep • anxiety • poor attention • Slow • processing speed • difficulty with • abstract ideas

7. One Size Does Not Fit All!

8. Good Instruction Formative Assessment Pre- Assessment Anne Arundel County Public Schools Division of Special Education TEAM Teaching Guide  2006

9. Breaking Assessment Down Assessment means ……… Evaluation means …….. Grading means …….. Gregory/ Chapman, 2007 (page 47)

10. Pre-assessment, now what? Differentiated Instruction Accommodations Adaptations Behavioral Considerations

11. What are Accommodations? • different ways for kids to take in information or communicate their knowledge back to you • changes don't alter or lower the standards or expectations for a subject or test. • example: preferential seating in the front of the class for a child with attention issues

12. What are Instructional Modifications? • prior to the (IDEA 2004), the term "modifications" referred to changes in the delivery, content, or instructional level of district-wide or statewide tests for students receiving special education services. • modifications resulted in lowering the expectations and standards by which these students were assessed.

13. What are Instructional Adaptations? • beginning with IDEA 2004, students with specific learning disabilities were tested using the same standards as those used for non-learning disabled kids. • instructional "modifications" (lowering instructional levels) is shifting to instructional “adaptations” • makes more explicit the different - i.e., less complexity in addressing standard based instruction

14. 9 Ways to Adapt Instruction

15. Curriculum “We can help students before Special Education Services are required.”

16. ASSESSMENT LIMITS • Accessing MSDE’s Assessment/Testing Website for Data Collection/Progress Monitoring • Go to www.mdk12.org • Click on DATA ANALYSIS LINK and then Monitoring • Click on MONITORING STUDENT PROGRESS • Click on MONITORING TEMPLATES • Scroll down and choose the appropriate curriculum and grade level you want to work on—scroll down for class monitoring sheets

19. Classifying Accommodations as “Okay or “Not Okay” • When in doubt------- ASK! (STC or DC) • Know differences in terminology: • Accommodation vs. modification • Allowed vs. not allowed • Standard vs. non-standard • Permitted/permissible vs. not permitted/non-permissible • Reportable vs. not reportable Check out: http://education.umn.edu/nceo/TopicAreas/Accommodations/StatesAccomm.htm Guidelines for each state: click on Maryland

20. Activity Outcome

21. Reflection Haim Ginott I have come to a frightening conclusion. Iam thedecisive element in the classroom.

22. Reflection Haim Ginott It is my personal approach that creates the climate. It is my daily mood that makes the weather.

23. Reflection Haim Ginott As a teacher I possess tremendous power to make a child's life miserable or joyous.

24. Reflection Haim Ginott I can be a tool of torture or … an instrument of inspiration. I canhumiliate or humor, hurt or heal.

25. Reflection Haim Ginott 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.