Differentiating with EnVision Modifying the General Curriculum for Students with Disabilities Differentiating with EnVision

Please ensure that you have printed the article Before You Begin Please ensure that you have printed the article Article should be read before viewing Although focus of the article is students with moderate to severe disabilities, much applies to those with mild disabilities too!

You will learn: Overview General curriculum access via differentiation Application to EnVision program You will learn:

Why Increased Rigor? Mathematical demands have increased for ALL students Emphasis should be on real-life application As the article states…. We must move beyond teaching basic skills!

Instruction Below Grade Level Preteaching Reteaching materials (EnVision) Intervention lessons (EnVision MDIS) CAREFULLY selected materials from a lower grade level, based on assessment data Align materials based on KAMM or Extended standards

When Planning Instruction What skills does the student already have? Need to assess further? Top priorities for this topic? What type of state assessment? IEP goals? Look at the EnVision topic and objectives Use this information to prioritize learning objectives, and plan instruction accordingly.

Consider EnVision materials available Planning Lessons Consider EnVision materials available Balance rigor with feasibility Incorporate realistic simulations and activities to teach the skills Most of the EnVision activities were designed with this in mind

Evidence-Based Practice Constant Time Delay System of Least Prompts Task Analysis See Table 2 in handout In addition to strategies from the EnVision Teacher’s Edition, consider:

Instructional Supports EnVision Example Graphic organizers Hands-on manipulatives Technology supports “Teaching Tools” (in Printable Resources) Included with program Etools (in Student Resources) Instructional Supports

Progress Monitoring Regularly, with fidelity Review data frequently; make instructional changes when necessary Use AIMSweb M-CAP to simultaneously monitory IEP goals and plan instruction M-CAP Item Analysis will point you to specific lessons for the student’s instructional level!

Case Study: “Sammy” 5th grade student IEP goal: M-CAP, grade 2 probes Needs hands-on manipulatives Poor memory, basic fact and procedure recall Will take the KAMM assessment IEP goal: M-CAP, grade 2 probes 5th grade student

Mrs. Smith, Case Manager To plan for Topic 3 (Multiplication), Mrs. Smith administered the Diagnosing Readiness test at grade level and compared to the Beginning of Year test Administered EnVision Beginning of Year benchmark test at 2nd grade level

Planning for Sammy She then planned with Sammy’s classroom teacher, providing ideas for instructional supports, accommodations, and modified assignments Mrs. Smith then reviewed Topic 3 objectives, Sammy’s current skills, and the KAMM indicators

Sammy’s Resulting Program Based on KAMM indicators Left room for pre-teaching new skills Provided independent work selected specifically for Sammy’s personal learning profile Included several instructional supports to assist with memory of basic facts: multiplication chart, graphic organizer, access to manipulatives, and mnemonic strategies for memorization of facts

Administered AIMSweb M-CAP probes once per week Monitoring Progress Recorded scores, viewed the progress chart, and analyzed missed items Reviewed classroom work samples and compared with AIMSweb data Administered AIMSweb M-CAP probes once per week

In this module, you learned: Conclusion How students can access the general curriculum How EnVision can be modified to meet student needs That careful assessment and progress monitoring is vital to successfully differentiating math instruction In this module, you learned:

Ongoing Support Please contact Joy if you would like assistance with planning instruction for your students!