1. Curriculum Adaptations: Meeting the Needs of All Students December 2014 NTI

2. Agenda Introductions/Learning Targets/Norms Looking at the Research: Say Something Protocol Model Lesson Adaptation with Video: Notice and Wonder Protocol Work Time: Making Adaptations to Your Own Upcoming Lessons/Units Share-Outs/Debrief 2

3. 3 Welcome Opening Exercise: Introduce yourself to someone at your table whom you don’t know. Share the name of your school or district, your role there, and what you hope to gain from this evening’s session.

4. Learning Targets Self-Assessment 5 – Exemplary (I have exceeded that target.) 4 – Accomplished (I have met the target.) 3 – Emerging (I am more than half-way there.) 2 – Beginning (I have started making progress.) 1 – No Understanding (I have not yet started making progress.) 4 Pre- assessment Learning TargetPost- Assessment I can identify ways in which I can adapt the modules in order to support struggling students.

5. Guiding Questions How can we make the modules more accessible for struggling students? What kinds of scaffolds and adjustments are appropriate to the task/module? In what ways does the adaptation of the task affect its alignment to the standards? 5

6. Guiding Quotation As a teacher, you do not wait for readiness to happen; you foster or "scaffold" it by deepening the child's powers at the stage where you find him or her now. - Jerome Bruner, The Culture of Education 6

7. Norms of Collaboration 1. Promoting a Spirit of Inquiry 2. Pausing 3. Paraphrasing 4. Probing 5. Putting ideas on the table 6. Paying attention to self and others 7. Presuming positive intentions 7

8. Say Something/Accountable Talk Chunk the Margolis/McCabe reading into three parts. Closely read and annotate each section. Using the “Say Something” protocol, turn and talk to your neighbor after each section. Consider our Guiding Questions:  How can we make the modules more accessible to struggling students?  What kinds of scaffolds or adjustments are appropriate to the task/module?  How will the adaptations align with the standards? 8

9. Say Something/Accountable Talk “Say Something”Response I discovered…I agree because… I noticed…I disagree because… I wonder…In my opinion… I was confused…Why do you think… This reminds me of…Why do you feel… I like…Can you tell me more about… I don’t like…Can you show me… I think…Can you explain that another way? 9

10. Notice and Wonder Read through and annotate Lesson 11 of the 9.1.1 module and the accompanying adaptation of that same lesson that follows. Then, watch the video of the lesson adaptation in action. Take notes in your Notice and Wonder chart. Share your thoughts with your neighbors. Consider our Guiding Questions:  How do the adaptations make the module more accessible for struggling students?  In what ways do the adaptations reflect the research of Margolis and McCabe?  How do the adaptations align with the standards? 10

11. Notice and Wonder NoticeWonder Something I noticed was… One question I have is… 11

12. Work Time Find your next lesson/unit on the EngageNY website and begin to construct an adapted version of it to use with students. Consider ways in which you can… incorporate the research of Margolis and McCabe to motivate and build “self-efficacy” in students who struggle with the curriculum. create greater access to the modules for all students. align closely with the standards. Perhaps consider designing a rubric of sorts with which you might evaluate your adaptations. 12

13. Share Outs Share your lesson design with others at your table. 13

14. Debrief Self-Assessment 5 – Exemplary (I have exceeded that target.) 4 – Accomplished (I have met the target.) 3 – Emerging (I am more than half-way there.) 2 – Beginning (I have started making progress.) 1 – No Understanding (I have not yet started making progress.) 14 Pre- assessment Learning TargetPost- Assessment I can identify ways in which I can adapt the modules in order to support struggling students.

15. Exit Ticket/Feedback Thank you! 15