1. Reaching Every Student
Session 1
Say:
This session, Reaching Every Student, is intended to get us thinking about what approaches we can take to reach students needs during CKLA.
Reaching Every Student
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2. Session Objectives
Distinguish between a modification and an accommodation, at a broad, definition-level.
Link learner needs to principles within the Universal Design for Learning (UDL) framework.
Key Points:
Objectives for this session:
Distinguish between a modification and an accommodation, at a broad, definition-level.
Link learner needs to principles within the Universal Design for Learning (UDL) framework.
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3. What Does the Student Need?
Key Points:
Discussion of differentiation of curricula begins with the student.
Once you have identified the need, you need to determine how to best address it.
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4. Differentiating Modification Scaffolds/ Accommodation
A change in what is being taught (the content) or what is expected from the student.
A support to meet student needs without changing the intent of the lesson.
Key Points:
Accommodations are supports that meet a student’s need without changing the content or intent of the lesson.
Modifications are changes in what is being taught (the content) or what is expected from the student.
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5. Making Accommodating Lesson context Lesson outline content objectives
Case Study Includes:
Lesson context
Lesson outline
content objectives
ELA objectives
excerpts from CKLA anthology
descriptions of teacher actions
Reflection questions
Key Point:
Components of case study are highlighted.
We are going to look at a CKLA Listening & Learning lesson in which the teacher made some instructional adjustments.   
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6. Making Accommodations
Your Task:
read section #1
highlight or  instructional approaches you recognize as ways to support students.
Questions to Ponder:
Did she maintain the content of this section?
If not, did this adjustment impact her ability to address the core content and/or ELA objectives?
Key Point:
Participants review case study to identify instructional approaches that support students. 3
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7. What Did You Notice Changed?
Section # 1
Did she maintain the content of this section?
If not, did this adjustment impact her ability to address the core content and/or ELA objectives?
Key Points:
Accommodations work to incorporate or layer in more options for learners.
Accommodations do not change the content of the lesson or the learning objectives of the lesson. 3
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8. Making Accommodations
Your Task:
highlight or  instructional approaches you recognize as ways to support students.
Questions to Ponder:
Did she maintain the content of this section?
If not, did this adjustment impact her ability to address the core content and/or ELA objectives?
Key Point:
Participants review case study to identify instructional approaches that support students.
Trainer’s Notes:
Option 1: Ask participants to return to the case study and review the next section (independently or with a partner). After this is complete, move to the next slide to debrief. After the debrief, return to this slide and repeat the process. Participants can continue to look at each individual section then debrief on findings or once they demonstrate fluency with the activity, they can look at the last remaining sections and then debrief.
Option 2: Ask tables to divide the remaining 4 sections amongst themselves. Thus, one (or multiple) participants are looking at section 2, one (or multiple) participants are looking at section 3, and so on with sections 4 & 5.
Option 3: Divide the room into quadrants and assign one quadrant question 2, another question 3, and so on for sections 4 & 5. Participants work as a team to complete this task.
3 – 7
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9. Review: Key Accommodations
Significant repetition of key concepts
Gestures and use of props to make key words (and their relation) highly visible and concrete
Time given for processing and expression beyond the verbal modality (e.g., note taking with symbols and drawing)
Visuals and supports used frequently to prime attention and engagement
Key Points:
Accommodations work to incorporate or layer in more options for learners.
Accommodations do not change the content of the lesson or the learning objectives of the lesson.
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10. Why make Accommodations: Provide Supports to Students
Three Primary
Brain Networks
Recognition Network
Multiple Means of Representation
Strategic Network
Multiple Means of Expression
Affective Network
Multiple Means of Engagement
supported by
Key Point:
Student needs can often be supported by providing options around representation (how you take information in), around expression (what they do with the information), and/or engagement
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11. Universal Principles of Design
Three Primary
Brain Networks
Recognition Network
Multiple Means of Representation
Strategic Network
Multiple Means of Expression
Affective Network
Multiple Means of Engagement
supported by
Use UDL framework to consider:
is change appropriate
does change intentionally
support student learning
Key Point:
UDL provides a framework for considering both:
is the change to the lesson appropriate/allowed
does the change intentionally support children’s learning
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12. Key Points Accommodations do not change the destination.
shift interaction with content
Provide needed support and time
Key Points:
The difference between a modification and an accommodation is:
when making an accommodation, you don’t change where you are heading (map or destination )but you may shift how you get there (interact with the map).
when making a modification, you may change the content or skills taught or assessed.
The accommodations provide the support you need to follow the direction and/or the time it takes to move through the steps towards the destination.
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