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