DIFFERENTIATING AND ADAPTING MATERIALS Marcy Fierstein

THIS IS THE REALITY How do we close the gap?

Learning Differences Speed of information processing. Memory: encoding, storage, retrieval. Automatization of rote facts. Organization. Listening Skills. Attention. Forethought and Planning. Etc.

Cognitive/Conceptual Skill Differences Processing speed. Conceptualization. Understanding of Elapsed Time. Inferential Thinking. Conservation, Multiple Variable reasoning.

Reading/Writing/Math Skill Deficits Reading Decoding vs. Understanding. Math Fact Recall vs. Math Concepts. Math procedures vs. Math reasoning Writing Mechanics vs. Written Content.

GOOD TEACHING IS GOOD TEACHING It can be learned!

Specially Designed Instruction Accommodations the IEP team has deemed appropriate. Help level the playing field. Not meant to give any students an unfair advantage. Provide necessary supports for students to make progress in the general ed. Curriculum.

Adaptations Accommodations Do not fundamentally alter or lower expectations or standards in instructional level, content or performance criteria. Changes are made in order to provide equal access to learning and equal opportunity to demonstrate what is known. Grading is same. Modifications Do fundamentally alter or lower expectations or standards in instructional level, content or performance criteria. Changes are made to provide student meaningful & productive learning experiences based on individual needs & abilities. Grading is different.

Different Terms Same Thing Differentiated Instruction  Terminology from general education. Accommodations  Terminology from special education. Are all students entitled to accommodations?  Ponder this.

What works…. Identify similarites and differences (1.61) Summarizing and note taking (1.00) Reinforcing and providing recognition (.80) Homework and practice (.77) Nonlinguistic representation (.75) Cooperative learning (.73) Setting goals and providing feedback (.61) Question, cues, and advance organizers. (.59) ◦ Marzano

10 Simple Adaptations and Modifications for Tests Shorten the test—Choose the most important concepts that a student needs to know. Read aloud Break the test into sections. Even a long section of matching can be broken into smaller sections. (Also gives more white space and may prevent a student from being overwhelmed.) Word banks Thinking maps for essays questions. Bigger font More white space Multiple choice—strike one choice Open book/Use notes One note card Visual cues, pictures, charts, graphs

Reading Level Accuracy: words read correctly divided by total words read. (one minute) Independent (98-100% accuracy) Instructional (93-97% accuracy) Frustration (92% accuracy and below)

Brief “At a glance” assessment of a child’s reading. What kinds of information does the child use? Meaning of message Does it make sense? Makes sense even if inaccurate Structure of sentence Uses appropriate sentence structure Grammar Reading words only Visual Cues from text First and last letter Substitutes similar words Looks to layout of print for cues Pictures

Lesson Presentation Preview strategies ◦ Pre read ◦ Predict ◦ Pre teach vocabulary Visual aids ◦ Graphic organizers ◦ Thinking maps Pair visual with auditory (multimodality approach) Repetition ◦ Reteach ◦ Clarify Testing accommodations Paraphrasing/summarizing Pacing of instruction Guided and independent practice Feedback Clear high expectations Skeletal outlines, maps, webs for notes

Scaffolding: Varying levels of support Highlight important words in text Teach structure in text books Flag or post-it notes in margins where answers can be found Page numbers listed in left hand margins of questions to guide students to the answer

Assignments/ work sessions Extra time Simplify complex tasks Chunking Breaks/ shortened work sessions. Assignments written in consistent place Limit items per page Remind students to recheck work Reduce length of homework/ class work Formatting of work Tiered assignments Larger print Study guide Note-taking strategies Computer games Use of calculator Limit amount of writing

Organization Folders for each subject Older grades: binder with a section for each subject Homework folders Consistent routines Homework assignments posted Check in and check out Visual schedules Incentives for work completed/turned in Color coding/highlighting

GAINING INDEPENDENCE There are no paras after high school!

Daily, YOU deal with…. Students: ◦ Learned helplessness ◦ Motivation ◦ Initiative ◦ Struggle/frustration Teachers: ◦ Inclusion ◦ Collaboration ◦ Appreciation

HOMEWORK War and Peace

The problem with homework Doesn’t get done Gets lost Can’t do it Homework for the sake of homework Busy work Relevance or lack of Failing classes due to not completing homework. Contributing factor to dropouts?

Age old dilemma as to why homework is not completed Can’tWon’t Too hard-Don’t know how to do it. No adaptations No communication No help No time Too hard-frustrated Other things to do Don’t care Not seen as important Time consuming

Adapting Homework Preteach; clarifiy Monitor--CICO Alternate response formats Adjust length Small group instruction Assistive tech Organization skills Effective use of time Fewer assignments Chunking Coordinate the amount of homework Relevance

HAVE A GREAT YEAR!! Thank you!