1. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Creative Commons Licensing You are free: to Share — to copy, distribute and transmit the work to Remix — to adapt the work Under the following conditions: Attribution — You must attribute the work in the following manner:  This work is based on an original work of the Core Knowledge® Foundation made available through licensing under a Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License. This does not in any way imply that the Core Knowledge Foundation endorses this work. Noncommercial — You may not use this work for commercial purposes. Share Alike — If you alter, transform, or build upon this work, you may distribute the resulting work only under the same or similar license to this one. With the understanding that: For any reuse or distribution, you must make clear to others the license terms of this work. The best way to do this is with a link to this web page: http://creativecommons.org/licenses/by-nc-sa/3.0/ http://creativecommons.org/licenses/by-nc-sa/3.0/ 1

2. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Meeting the Learner’s Needs: Instructional Adjustments that Lead to Lesson Targets Session 1

3. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Objectives We will be able to: identify "allowable” instructional adjustments that address a need and uphold lesson intent; and connect principles of Universal Design for Learning (UDL) with meeting the needs of diverse learners. 3

4. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Accessing Curricula CKLA offers many built-in supports to provide access for diverse learners Differentiation begins with the student 4 How can I eliminate a barrier and provide access?

5. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Providing Options through UDL Universal Design for Learning promotes flexibility:  Presenting information  Student response/demonstration  Engagement and motivation 5 Reduces barriers Maintains high expectations

6. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Primary Learning Networks Recognition Networks – what of learning Gathering & Categorizing information Strategic Networks – how of learning Planning & Performing Tasks Affective Networks – why of learning Engaging in Learning 6 supported by

7. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Supporting Learning Recognition Networks – Supported by Presenting information in different ways Strategic Networks – Supported by Expressing understandings in different ways Affective Networks – Supported by Motivating & Stimulating Interest 7 supported by

8. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Jigsaw Reading on UDL Build background knowledge of Universal Design for Learning (UDL) Framework What can this look like in the classroom? If you are an expert in UDL:  use activity to re-ground to the key ideas  visualize what these principles mean —even outside of a reading context. 8 (H)

9. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Jigsaw Reading Logistics Count-off # 1–4 around your table. 1.Read assigned section and record thoughts to questions. 2.Expert group – group share and confirm key ideas related to your assigned section. 3.Home group – current table:  Share takeaways from expert group meeting  Record the takeaways from other sections 4.Debrief as a group 9

10. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Independent Read & Reflection Locate your capture sheet (PW pp. 1–5) Find section in article :  # 1–4: Introduction (p. 5)  #1 – Principle 1: Representation (pp.7–8)  #2 – Principle 2: Expression (pp.8–9)  #3 – Principle 3: Engagement (pp.9–10)  #4 – Is the GPS Really a Good Model for Education? (p. 10) Be prepared to share key points. 10

11. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Expert Group Meeting Move to your designated location (labeled 1,2,3,4) Reseat in a designated area of your groups choice Take turns sharing responses from capture sheet. Record new ideas or insights: establish consistency in Home Group sharing 11

12. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Home Group Sharing Share information from guiding questions & Expert Groups 3 minutes for each article section Capture key ideas 12

13. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ What’s Your “AHA”? What resonated with you? What key implications are you taking from this reading? 13

14. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ 14 “UDL helps meet the challenge of diversity by suggesting flexible instructional materials, techniques, and strategies that empower educators to meet these varied needs.” (Rose & Gravel, 2010)

15. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ To Learn More about UDL http://www.cast.org/udl/ 15

16. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Keeping the Destination in Mind Making Adjustments While Maintaining Lesson Intent

17. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Distinguishing Terms A support to meet student needs without changing intent of lesson  Short term  Gradual release A change in what is being taught or what is expected from the student.  Change in content/skill ModifyingScaffolding 17

18. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Why is this Important? Goal – Implement CKLA with fidelity 18 Teachers Confidence Adjust as needed & meet lesson goals Administration & Coaches Criteria Refer to during observations Coach teachers who are holding back

19. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Scaffolding or Modifying? Principal Observed: Kindergarten teachers adjusting instruction of L&L lesson. Supports were intended to make concepts related to farms more concrete. 19 Are they scaffolding or modifying?

20. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Your Task Working with a partner, determine if each teacher layered in scaffolds or modified the lesson 1.Review the objectives, core vocabulary (PW p. 7) lesson plan (H) 2.Read ONE of the classroom observations (PW pp. 8-9) 3.Mark and label scaffolds and/or modifications 20

21. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ What Did You Find? Ms. WaltersMrs. Gomez 21

22. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Summary Use UDL framework to consider: Is the change appropriate? Does the change intentionally support student learning? 22 supported by

23. © 2015 Core Knowledge Foundation. This work is licensed under a Creative Commons Attribution- NonCommercial-ShareAlike 3.0 Unported License. www.creativecommons.org/licenses/by-nc-sa/3.0/www.creativecommons.org/licenses/by-nc-sa/3.0/ Summary Scaffolds & supports should bring students to the same destination:  Shift interaction with content  Provide needed support & time 23 Need to understand the lesson & curricular intent Familiarity with materials Understanding of the design