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

2. 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!

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

4. 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!

5. 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

6. 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.

7. 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

8. 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:

9. 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

10. 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!

11. 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

12. 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

13. 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

14. 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

15. 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

16. 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:

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