Website: http://ahaa.tusd.

us
Diana Browning Wright, Teaching and Learning Trainings, 2003
Agenda

Differentiated Instruction
Grid of 9 Adaptations
“Fast Facts” on Students
Activity: “Kids in the Grid”

Diana Browning Wright, Teaching and Learning Trainings, 2003

The AHAA Project

The AHAA team represents…

Exceptional Education
Professional Development & Academics
African American Studies
Educational Technology
Asian American Studies
Mexican American/La Raza Studies
Early Childhood Education

Arizona High Achievement for All

Diana Browning Wright, Teaching and Learning Trainings, 2003
 “Objectives”

 To raise awareness that the utilization of

differentiated instruction is a necessary
tool in ensuring all student’s mastery of
academic standards (effective teaching).

 Develop familiarity with the “Grid of 9

Adaptations” to frame accommodations
and modifications for students.

J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2003
 What does differentiated
instruction mean to you?

Diana Browning Wright, Teaching and Learning Trainings, 2003

 Think about a time you’ve
needed support in your
teaching. What kinds of
supports were there?

Diana Browning Wright, Teaching and Learning Trainings, 2003

How We Teach Makes A Difference!

Diana Browning Wright, Teaching and Learning Trainings, 2003

 Least-Effective Teaching
 Presenting large amounts of
material at a time
 Failing to guide student practice
 Giving little time for student processing of
the new material
 Expecting all students to get new material
the first time
 Failing to prevent students from
developing misconceptions
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2003
 Most-Effective Teaching

 Presenting smaller amounts

of material at any time
 Guiding student practice as students
worked problems
 Providing for student processing of the new
material
 Checking the understanding of all students
 Attempting to prevent students from
developing misconceptions
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2003
 Ponder This
 When instruction is delivered by “Most-
Effective Teachers”…

 how many students will still need further

“Accommodations or Modifications”?

Diana Browning Wright, Teaching and Learning Trainings, 2003

 Most-Effective Teachers

J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
Diana Browning Wright, Teaching and Learning Trainings, 2003
  Accommodations/Modifications

Accommodations Modifications

Diana Browning Wright, Teaching and Learning Trainings, 2003

 Legal Justification
Accommodate, Modify, and Support

I.D.E.A. 1997 Reauthorization specifies

(300.342(b)(3)) that the public agency shall
ensure... each teacher and provider is informed of
his or her specific responsibilities related to
implementing the child’s IEP and the specific
accommodations, modifications, and supports that
must be provided for the child in accordance with
the IEP.

Diana Browning Wright, Teaching and Learning Trainings, 2003

 Adaptations
 Accommodations Modifications
(Applies to students with severe
disabilities)
Do fundamentally alter or lower
Do not fundamentally alter or lower
expectations or standards in
expectations or standards in instructional
instructional level,
level, content or performance criteria.
content or performance criteria.

Changes are made to provide

Changes are made in order to provide equal student meaningful &
access to learning and equal opportunity to productive learning experiences
demonstrate what is known. based on individual needs &
abilities.

Grading is same Grading is different

Diana Browning Wright, Teaching and Learning Trainings, 2003

Section 504
Section 504 protects the rights of students with
disabilities, ensuring that free appropriate public
education will be provided to each qualified student
with a disability.

Under Section 504, a student may be considered

disabled if he or she:

has a mental or physical impairment which

substantially limits one or more of such person's major
life activities.

has a record of such an impairment.

is regarded as having such an impairment.

Diana Browning Wright, Teaching and Learning Trainings, 2003

Who Deserves Accommodations!

Diana Browning Wright, Teaching and Learning Trainings, 2003

 Nine Types of Curriculum Adaptations
Quantity*
Adapt the number of items that
the learner is expected to learn or
complete.
For example:
Reduce the number of social
studies terms a learner must
learn at any one time.
Input*
Adapt the way instruction is
delivered to the learner.
For example:
Use different visual aids, enlarge
text, plan more concrete
examples, provide hands-on
activities, place students in
cooperative groups.
Participation*
Adapt the extent to which a
learner is actively involved in
the task.
For example:
In geography, have a student
hold the globe, while others
point out locations.
Time*
Adapt the time allotted and allowed
for learning, task completion, or
testing.
For example:
Individualize a timeline for completing
a task; pace learning differently
(increase or decrease) for some
learners.
Difficulty
Adapt the skill level, problem type, or
the rules on how the learner may
approach the work.
For example:
Allow the use of a calculator to figure
math problems; simplify task
directions; change rules to
accommodate learner needs.
Alternate Goals
Adapt the goals or outcome
expectations while using the same
materials.
For example:
In social studies, expect a student
to be able to locate just the states
while others learn to locate
capitals as well.
Level of Support*
Increase the amount of personal
assistance with a specific learner.
For example:
Assign peer buddies, teaching
assistants, peer tutors, or cross age
tutors.
Output*
Adapt how the student can respond to
instruction.
For example:
Instead of answering questions in
writing, allow a verbal response, use a
communication book for some
students, allow students to show
knowledge with hands on materials.
Substitute Curriculum
Provide different instruction and
materials to meet a learner’s
individual goals.
For example:
During a language test one student
is learning computer skills in the
computer lab.
Group Activity

In groups of 2-4, match the

student to the adaptation.

Diana Browning Wright, Teaching and Learning Trainings, 2003

 Adaptation Exercise
 Alicia is an 8th grade student who is easily distracted. She
can stay focused for short periods of time, but when a
lengthy assignment is given she will fade out and not
complete it. She is not a behavior problem. When Alicia is
assigned 20 math problems she will usually stop at ten.
However, she shows mastery of the material with those 10
problems. When graded for 20 problems she will fail
because she will only have only completed 50%. Her
grade will not reflect that Alicia has met the standard.
What adaptation can an effective teacher use to ensure
Alicia’s grades reflect that she has met the standard?

Diana Browning Wright, Teaching and Learning Trainings, 2003

 Adaptation Exercise
 Jacob is a diligent, hard worker whose grades
matter very much to him. He stays focused and
on-task, but many times he cannot finish the work
in the time allotted. He understands the material
well, but when graded on work completed in a
specific time period it will appear he has not
mastered the standard. What adaptation can an
effective teacher use to ensure that Jacob’s
grades reflect that he has met the standard?

Diana Browning Wright, Teaching and Learning Trainings, 2003

 Adaptation Exercise

 It’s hard for Hector to concentrate when the

teacher is giving direct instruction in front of the
room. He needs to be doing something active to
stay focused. During a lesson on map reading,
what adaptation could an effective teacher use to
ensure that Hector stays focused and learns the
material?

Diana Browning Wright, Teaching and Learning Trainings, 2003

 Adaptation Exercise

 Matthew is a student with a visual impairment

who has difficulty reading student text. He is
attending a marketing class and the textbook
has many graphs with small numbers and words.
What adaptations can his teacher make to
ensure that Matthew is successful at mastering
the standard?

Diana Browning Wright, Teaching and Learning Trainings, 2003

 Adaptation Exercise

 James, is a student who is severely

developmentally delayed and is fully included in
an automotive class.
While other students are exploring the
“electrical current theory”, James is developing
skills according to functional standards by color
matching pegs to wires. What adaptation is the
teacher using with James so he is successful?

Diana Browning Wright, Teaching and Learning Trainings, 2003

 Adaptation Exercise
 Terri, a student with learning disabilities in a
CISCO networking class, has difficulty
processing information into long-term memory.
She is asked to troubleshoot a network
diagnostic problem from memory with the rest
of the class. What adaptation should be made
so Terri masters the standard?

Diana Browning Wright, Teaching and Learning Trainings, 2003

 Adaptation Exercise
 Zach has ADHD and has serious problems
staying focused and on-task. He will begin a
task, but very quickly will lose his focus and
become disruptive. When his behavior is
pointed out to him, he can redirect his attention
and continue with the task. What adaptations
can his teacher make so that Zach can be
successful in mastering the standard?

Diana Browning Wright, Teaching and Learning Trainings, 2003

 Adaptation Exercise
 Sarah has great difficulty with written assignments.
When asked to demonstrate by written work, her
reading comprehension of the content material, Sarah
will not do it. However she is very verbal and when
asked to tell about what she has read, she responds
articulately and shows comprehension of the material.
Sarah is also very artistic and creative. What
adaptation could the teacher make so that Sarah can
demonstrate mastery of reading comprehension?

Diana Browning Wright, Teaching and Learning Trainings, 2003

 Adaptation Exercise
 Beth is a student with Developmental Disabilities.
She is fully included in general education classes,
but is unable to grasp all the concepts required in
her math class. What adaptations could her math
teacher make so that Beth can demonstrate
mastery of the math standards?

Diana Browning Wright, Teaching and Learning Trainings, 2003

 Group Activity 2:
“Kids in the Grid”

Now,in this next exercise write

each student’s name on the
blank grid of 9 adaptations
under the type of adaptation
you believe the example best
illustrates.

Diana Browning Wright, Teaching and Learning Trainings, 2003

 People react in different ways
when they find out a student
in their class needs
accommodations...

Diana Browning Wright, Teaching and Learning Trainings, 2003

“Fast Facts” (Know your student)

In your handout is an example

of a “fast fact” synopsis of a
student and his completed grid
of 9. A Fast Fact is summary
of a student describing past
challenges and successes.

“Fast Facts” concept: Dr. John Cressey

Diana Browning Wright, Teaching and Learning Trainings, 2003
 Putting it all Together
 Goal: To remove barriers to
learning the material and to
demonstrating mastery.
 Standards are substantially the
same for all; outcomes will vary.
 Modifications will fundamentally
change the standard.

Website:
Diana http://ahaa.tusd.us
Browning Wright, Teaching and Learning Trainings, 2003
I have come to a frightening conclusion.
I am the decisive element in the classroom.
It is my personal approach that creates the climate.
It is my daily mood that makes the weather.
As a teacher I possess tremendous power to make a child's
life miserable or joyous.
I can be a tool of torture or an instrument of inspiration.
I can humiliate or humor, hurt or heal.
In all situations, it is my response that decides whether a
crisis will be escalated or de-escalated, and a child
humanized or de-humanized.
Haim Ginott
Diana Browning Wright, Teaching and Learning Trainings, 2003