MAKING APPPROPRIATE MODIFICATIONS Using Unique to meet the needs of your students

First things First... Get trained. You can’t get a license until you have the training. Remaining Training dates: Sept. 9, 10, and 20

Follow a timeline... Determine at your school when and how to begin implementation : 1. Set a date to: Complete profiles on your students. Familiarize yourself with the curriculum Decide which sections/lessons are appropriate for your students Plan following month. 2. Make a decision about how you will use the Monthly Checkpoint (pre-post) or the Early Emerging Literacy Rubric (if Level 1)

Download the entire month Then … Review and only print materials that are appropriate for your level of students. Fill out students profiles To get started, you should...

What the profile will show you..... ULS Levels of Performance

Level 1 Students require maximum support with instructional tasks. Lessons will need the most modifications, accommodations Students may show only minimal, if any, progress on the Monthly Checkpoint Some progress can be documented by printing out and using the ‘Early Emerging Literacy Rubric’ and updating it in the student’s portfolio Possible statement to add to ULS Profile as a comment: ‘Academic Achievement will be shown on Early Emerging Literacy Rubric, which will be updated as appropriate and kept in the student’s portfolio.

Level 2 Lessons may need picture/symbol support or other direct support for learning and demonstration of comprehension.

Level 3 Students are typically learning to read text. Students can produce simple writing. Students will perform basic math processes. Students can independently demonstrate comprehension of the modified Lesson information.

What the curriculum provides:

Unit Outline

Instructional Targets:

Sight Words

Leveled 1 Readers

Leveled 2 Readers

Leveled 3 Readers

Text with Symbolstix

Communication Boards Visual supports to answer comprehension questions

Level 1 Comprehension Questions

Level 2 Comprehension Questions

Level 3 Comprehension Questions

Life Skills Application Activities

Assess and record results

Helpful Hints... ULS lessons are posted a month in advance so you have plenty of time to review, modify and adapt for your students. For material durability and usefulness, you may consider laminating and binding the books, comprehension question activities and life skills application direction cards. You may need to enlarge some of the visuals or use a smart board or other technology enhancer for ….. Para-professionals can help do the monthly checkpoint (pre-post). It isn’t a standardized assessment. Share materials/ideas within your grade level groups. If you want to keep the lessons for future use, create a ULS folder and save them to your PC desktop or personal thumb drive

Things to remember... ULS is the ‘core curriculum’ for SLA (Supported), PLA (Participatory) and CSS (Autistic) learners. It doesn’t replace other appropriate classroom curriculums or programs like: Everyday Counts Calendar Math Number Worlds Meville to Weville PCI Reading or Environmental Print Series Reading Mastery, Language for Learning Scott Foresman Science MOVE Every Move Counts

Teach the curriculum with FIDELITY… Don’t skip around! Use lessons designed for each month. Use appropriate grade level materials Provide appropriate modifications and accommodations for your students to learn best WHY a “Core” Curriculum? To provide consistency of instructional content between classrooms and schools across the district To provide continuity for students who may move from school to school within the district. So teachers can share and support each other in the training and implementation of the lessons

Be sure to… Preserve your prepared materials in a safe location for future use (create a file box or kit) Keep a log of ways to improve the lesson next time Collect manipulatives or other materials that would add to the effectiveness of the lesson and student comprehension