DIFFERENTIATION AND THE

COMMON CORE

NCDPI RESPONSIVENESS TO INSTRUCTION (RTI)

Based on national Response to InterventionEvolved from 2004 reauthorization of the

federal Individuals with Disabilities Education Act (IDEA)

Instruction not Intervention to focus on core instruction and student achievementAll students, not just those struggling

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/

ACADEMICALLY AND/OR INTELLECTUALLY GIFTED (AIG) State governed Each LEA develops a three year plan

Criteria for identification Acceleration, enrichment, and extension All teachers

EXCEPTIONAL CHILDREN (EC)

Universal Design for LearningRecognition

ways we gather facts categorize information

Strategic how we plan and perform tasks How we communicate what we know

Affective Feeling excited or challenged

ACCOMMODATION OR MODIFICATION?

Accommodation 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

THREE NETWORKS TO MAXIMIZE ALL STUDENT LEARNING

Provide Multiple Means of RepresentationVisual or auditoryPrintedMultiple means aids learning

Provide Multiple Means of Action and ExpressionHow students express their knowledge

Provide Multiple Means of EngagementWork alone or in groups

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

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

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

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

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.

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

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

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

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

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

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

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

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

DON’T FORGET OUR ENGLISH LANGUAGE

LEARNERS