EDSS 511 Week 4: Process & Managment Warm Up: Equality ≠ Equity Quiz + 5 min a. b. 1. Which image above represents equality? 2. Which represent equity? 3. Does b above represent a. Universal Design b. Differentiation 4. This picture represents  a. Universal Design b. Differentiation 5 minutes

Objectives +5 = 10 min Condition, Verb, Criteria After reviewing different Management Strategies, TCs will be able to draft a classroom management plan for all 5 self-discipline pyramid levels.  After reviewing process strategies, TCs will be able to revise a Vocabulary Lesson by adding universal design and/or differentiation process instructional tasks. +5 = 10 minutes

Literature Circles + 30 = 40 min Assign timekeeper Share literature circle role assignments for 2nd part of book 5 minutes per role = 25 minutes 4. Extra 5 minutes to address other matters 30 minutes +30 = 40 min

Stretch-Destresser 2 = 42 minutes Stretch-Destresser Director leads us in a group stretch +5 minutes = 45 minutes

Make a Management Pyramid Graphic Organizer + 8 = 50 min Level 5 Wraparound Support Level 4 Somewhere Else to Plan Level 3 Life Skills - Long-Term Support Level 2 Recovery with Accountability Level 1 Creating a Caring Community Open the secondaryclassroommanagementplan.weebly.com - Read chapter 9 DRAW Draw a big Triangle-Pyramid. Draw 4 Lines to divide the pyramid into 5 levels FOLD Fold paper in half like a hamburger Fold over so the fold line connects the opposite corners Open to see your Pyramid Then fold like a fan to follow the crease so that there are 5 levels. ELECTRONIC DOCUMENT 1. Copy image & text from ppt on cougar course + 5 minutes = 50 minutes

Management Chapter Readings +10 = 1:03 Identify key strategies to teach = 3 minutes Identify the pyramid level for each strategies Divide team into 2 groups: Settlers & Travelers Settlers stay put Travelers stand up & rotate clockwise to all groups Settlers first: 2 minutes to share about reading Travelers second: 2 minutes to share When timer beeps Travelers rotate clockwise

Settlers & Travelers 42 = 1:45 Divide team into 2 groups: Settlers & Travelers Settlers stay put Travelers stand up & rotate clockwise to all groups Settlers first: 2 minutes to share about reading Travelers second: 2 minutes to share When timer beeps Travelers rotate clockwise

Week 5 & 6 Preview +5 = 1:50 Week 5 Joint Session on Assessment 1&2. Read: Product Page & Rubric Info on http://secondarydifferentiation.weebly.com 3. Read Tomlinson & Moon Ch 4 Assessment 4. Know EL levels and Choose ELD standard to use for lesson 5. Post url to directory 6. Post Management Plan to your website Week 6 Product & Management Read product page Read Planning Commentary instructions Read Planning Commentary Examples Read rest of Management Book Post Lit Circle Role on book forum Proof another person’s Management Plan & provide feedback: 3-6 Praises, 1-3 questions, & 3-6 polishing suggestions 7. Bring draft of Lesson Plan +5 minutes = 2:05

Lesson Plan & Rubric 1. Due Week 6 – Not Week 8 & reason why 2. Lesson Rubric a. Review components b. Turn in paper copy - circle for self assessment 3. Upload lesson as 1 document (word or pdf) 4. Process Strategies Workshop

Lesson - Ticket Out the Door +30 = 2:20 Go to the process page: http://secondarydifferentiation.weebly.com/process.html A. Design at least 3 UDL/Differentiation Process Supports Based on Readiness 1. How can you build in wait time/feedback to provide support for thinking? 2. Flexible grouping: Who would be a good partner for each focus student & why? 3. How can you use a writing graphic organizer to help students visualize content? 4. How can you tier activities? How could you create different level challenges? 5. What is your Bloom Level? Can you increase it? Or do more than one? Based on Interest 6. How can you provide student choice based on interest Based on Learning Profile 7. How can you provide multisensory student activities? B. How can you provide a gradual release of responsibility? C. Label the UDL (all) & Differentiated (1+) Instructional Tasks by font & Identify if based on Readiness, Interest or Learning Profile Ex) Students work in heterogeneous groups based on readiness to create a flow chart for paragraph. Annette w/ SN will work with Jenna (readiness), Maria level 3 will work with Maragarita level 5 (readiness), and Jimbo will work with Julio (interest). +15 = 2:15