RCN Leadership Day

RCN Leadership Day

Secondary Coaches (County Name(s)) Differentiation (Date) IDEA 97 Definition of Special Education Special education Specially designed instruction whose purpose is to address the unique needs of the child that result from the childs disability; and to ensure the access of the child to the general education curriculum, so that he or she can meet the educational standards within the jurisdiction of the public agency that apply to all children The Universally Designed Classroom (2005) Does Self-Contained Special Education Deliver on Its

Promises? A Critical Inquiry Into Research and Practice Causton-Theoharis, J., Orsati, F.& Cosier, M. Fifty years after Brown v. Board of Education (1954) determined that even an equal education that occurs in a separate setting is inherently unequal, many students with disabilities remain in separate settings. IDEA 04 Almost 30 years of research and experience had demonstrated that the education of students with disabilities can be made more effective by having high expectations for such children and ensuring their access to the general education curriculum in the regular classroom, to the maximum extent possible The Universally

Designed Classroom (2005) Why are expectations important? The Pygmalion Effect (Rosenthal & Jacobson, 1968) Later research: Expectancy Effect Madon et al (1997) - teacher perceptions and expectations have a greater relative impact on achievement among low achievers than among high achievers. CONGRESSIONAL FINDINGS Understanding Federal Law U.S. Code (U.S.C.) 50 Titles Title 20: Education

78 Chapters Chapter 33: IDEA IV Subchapters Subchapter I: General Provisions 82 Sections -- denoted as 1400: Findings / Purpose the implementation of this chapter (33 : IDEA) has been impeded by low expectations, and an insufficient focus on applying replicable research on proven methods of teaching and learning for children with disabilities. CONGRESSIONAL FINDINGS Almost 30 years of research and experience has demonstrated that the education of children with disabilities can be made more effective by having high expectations for such children and ensuring their access to the general education curriculum in the regular classroom, to the maximum extent possible, in order to

(i) meet developmental goals and, to the maximum extent possible, the challenging expectations that have been established for all children; and (ii) be prepared to lead productive and independent adult lives, to the maximum extent possible; IDEA Congressional Findings (5) Almost 30 years of research and experience has demonstrated that the education of children with disabilities can be made effective by (A) having high expectations for such children and ensuring their access to the general education curriculum in the regular classroom, to the maximum extent possible, in order to IDEA Congressional Findings (B) Strengthening the role and

responsibility of parents and ensuring that families of such children have meaningful opportunities to participate in the education of their children at school and at home. IDEA Congressional Findings (C) FINDINGSCongress finds the following: (1) Disability is a natural part of the human experience and in no way diminishes the right of individuals to participate in or contribute to society. Improving educational results for children with disabilities is an essential element of our national policy of ensuring equality of opportunity, full participation, independent living, and economic self-sufficiency for individuals with disabilities.

IDEA Congressional Findings (c) 1. coordinating this title with other local educational service agency, State and Federal school improvement efforts, including improvement efforts under the Elementary and Secondary Education Act of 1965, in order to ensure that such children benefit from such efforts and that special education can become a service for such children rather than a place where such children are sent. IDEA 04 Access to general education curriculum Regular education classroom Maximum extent possible

Tuesday, October 11, 2011 4:01 PM From the article: Plan To Relax Special Education Standards Worries Advocates By Michelle Diament October 11, 2011; Disability Scoop U.S. Secretary of Education Arne Duncan told Congress in March that including most special education students in testing was one of the laws (NCLB) benefits. NCLB was right to shine a bright light on achievement gaps and set a clear expectation that all students must learn to the same standards, he said. This has led to great progress in schools focusing more on the needs of English learners and students with disabilities and other at-risk students. http://www.disabilityscoop.com/2011/10/11/ plan-sped-worries/14209/

IDEA 04 Special Education is not a place Support and services: what and where One Curriculum Kathie Snow You know, special education isnt a subject! Its supposed to be a method of helping a child become successful in the same world as the rest of us. IDEA 04 Almost 30 years of research and experience had demonstrated that the education of students with disabilities can be made more effective by having high expectations for such children and ensuring their access to the

general education curriculum in the regular classroom, to the maximum extent possible The Universally Designed Classroom (2005) ensuring their access to the general education curriculum in the regular classroom, to the maximum extent possible Are there exceptions? The Law Does Not Say Unless the Student is in 8th Grade and reading at a 3rd Grade Level Student does not have an understanding of basic math facts Student does not answer open ended questions

Student continuously talks about Baby Einstein #1 Indicator of Student Academic Success TIME ON TASK Time on Task is Active Engagement Same Concept A key aspect of individualization for students with ASD involves approaches for supporting high rates of engagement. Engagement The amount of time that the student is attending to and actively interacting in his or her social and

nonsocial environments, has been cited as one of the best predictors of positive student outcomes. Iovannone, Dunlap, Huber, Kincaid (2003) Why Arent Students with IEPs Actively Engaged In the General Education Curriculum 1. Students disability interferes with their ability to successfully complete the assignments and assessments within the general education curriculum. 2. Output is not Differentiated. 3. Students Quit Trying Students disability interferes with their ability to successfully complete the assignments and assessments within the general education curriculum.

Lack of connection to school Lack of engagement in the curriculum Lack of reciprocity Overwhelmed Interference of competing variables Directions are abstract Lack of effective output Not capable of doing the work Prescriptive Component to the

Integrated Model Determine the Students Deficit within the General Education Curriculum Differentiate the Students Output Promoting Student Engagement in the General Education Curriculum Students Success using Differentiated Output within the General Education Curriculum will Increase Confidence Power of Learning Instructional Unit Prescriptive Component to Student Active Engagement Differentiated Instruction Multiple options for taking in information Content/Input Multiple options for making sense of the

ideas Process Multiple options for expressing what they know Product/Output Differentiated Instruction Multiple options for taking in information Content/Input Multiple options for making sense of the ideas Process Multiple options for expressing what they know Product/Output Product/Output Multiple options for expressing what they know How can students share the information that they know? Accommodations vs. Modifications

Accommodations are the supports and services that help students validly demonstrate student learning Modifications are individualized changes made to the content and performance expectations for students Academic Modifications and Accommodations Continuum Modifications Modification? Accommodation? Modifications and Accommodations are not Stagnant.. Accommodations

The Modification Word has become Very Complicated in Michigan The Word Modification is Now Directly Associated to. Curriculum Modifications MeaningEntire Curriculum is Modified Modifications Can Include

One Question/Problem on an Assignment Multiple Questions/Problems - Assignment One Assignment One Question/Problem on an Assessment Multiple Questions/Problems - Assessment One Assessment Multiple Assignments Multiple Assessments Projects The Entire Curriculum To Keep Students, Families and Districts Safe Differentiated Output Hierarchy

Differentiated Output Hierarchy The Old Academic Modification Hierarchy Diff erentiated Output Hierarchy The diff erentiated output hierarchy is a systematic, organized approach to support students active engagement in the general education curriculum. The diff erentiated output hierarchy supports the concepts defined in diff erentiated instruction. Diff erentiated instruction is defined as the planning of curriculum and instruction using strategies that address student strengths, interests, skills, and readiness in flexible learning environment s At its Core.Diff erentia tion is simply high -quality, thoughtf ul teaching that builds on our best understanding of how students learn and what teachers can

do to maximize each students learning (The Common Sense of Diff erentiation, 2005 ). Tomlinson (2000) suggests that diff ere ntiated instruction is a way of thinking about teaching and learning. Diff erentiated Instruction has three primary components Multiple options for taking in information Content Multiple options for making sense of the ideas

Multiple options for e xpressing what they know Product Process Each sectionthe Content, Process, and Product must be varied in anticipation of and response to student diff erences in readiness, interest, and learning needs . (Common Sense of Diff erentiation, 2005) The diff erentiated output hierarchy provides a framework for addressing the multiple options for expressing what they know The Product. Many students who receive special education supports and services struggle with reading comprehension, writt en language , organization skills, etc. The hierarchy provides a framework to allow students to show what they know even with these deficit s. There are five levels in the diff erentiated output hierarchy

: Open Ended Open-ended questions m ay be the most diffi cult for students receiving special education services. Many students who have trouble with writt en language skills or have trouble processing spoken language will not be able to answer open-ended questions as presented in the curriculum. If the student is having trouble with open-ended questions, it is the time to move through the diff erentiated output hierarchy. Visual Organizational Strategies - Visual strategies should provide the student with a kick-start, which may assist the student in organizing the answer. For example, showing the student how many words or sentences are required to answer a question or complete a paragraph . Closed Strategies - Closed strategies organize the students output within the curriculum. Closed strategies also narrow the depth of the curriculum and allow the student to utilize recognition skills versus recall skills to output the information. Choice Strategies - Choice strategies provide the student with a visual method to recall the information. Choice strategies should be utilized in a combination with other hierarchy strategies.

Handouts 3rd Grade Differentiated Output Hierarchy 6th Grade Differentiated Output Hierarchy 11th Grade Differentiated Output Hierarchy 6th Grade Curriculum Differentiated Output Hierarchy Open Ended: Math Hector recorded the scores for 2 of his Marco Polo games. He scored 15,988 points on the first game and 13, 539 points on the second game. How many more points did Hector score in the first game than in the second? Visual Organization: Math Hector recorded the scores for 2 of his Marco

Polo games. He scored 15,988 points on the first game and 13,539 points on the second game. How many more points did Hector score in the first game than in the second? Subtract score two from score one Visual Organization: Math Hector recorded the scores for 2 of his Marco Polo games. He scored 15,988 13,539 points on the first game and points on the second game. How many more points did Hector score in the

first second game than in the - Closed Strategy: Math Hector recorded the scores for 2 of his 15,988 Marco Polo games. He scored points on the first game and 13,539 points on the second game. How many more points did Hector score in the first game than in the second? ___ = ________

Closed Strategy: Math Hector recorded the scores for 2 of his Marco Polo games. He scored 15,988 13,539 points on the first game and points on the second game. How many more points did Hector score in the first game than in the second? ___ = ________ Closed Strategy: Math 15,968 -13,539

Choice Strategy: Math Hector scored how many more points in the first game than in the second game? Circle the correct answer 15,968 -13,539 2,429 1,267 Yes/No Strategy 15,986 - 13,539 2,429 YES

NO Open Ended: Social Studies What are the principles stated in the preamble to the U.S. Constitution? Visual Organization: Social Studies What are the six principles stated in the preamble to the U.S. Constitution? Visual Organization: Social Studies We the people of the United States, to form a more perfect union, establish justice, ensure domestic tranquility, provide for the common defense, promote the general welfare, and secure the blessings of liberty to ourselves and our posterity, do ordain and establish this Constitution for the United

States of America. Visual Organization: Social Studies We the people of the United States, in order 1) to form a more perfect union, 2) establish justice, 3) ensure domestic tranquility, 4) provide for the common defense, 5) promote the general welfare, and 6) secure the blessings of liberty to ourselves and our posterity, do ordain and establish this Constitution for the United States of America.. Closed Strategy: Social Studies Please pick 6 of the 8 Statements a. b. c. d.

e. f. g. h. to form a more perfect union establish justice ensure domestic tranquility guarantee the peoples rights provide for the common defense promote the general welfare secure the blessings of liberty have freedom of speech Choice Strategy: Social Studies a. b. c. d.

establish justice ensure domestic tranquility provide for the common defense promote the general welfare Please circle three principles stated in the preamble to the U.S. Constitution? Yes/No Strategy: Social Studies Are there six principles stated in the preamble to the United States Constitution? YES NO Yes/No Strategy: Social Studies

Are there principles stated in the Preamble to the United States Constitution? Yes No Open Ended: Language Arts I love bats. They are such wonderful animals. There are many different kinds of bats. One kind of bat is the fruit bat. Fruit bats have cute faces. They sleep in trees. Most bats are nocturnal. That means they sleep during the day. They hunt for insects at night. Farmers like bats. Bats eat thousands of insects every night. That means that there arent as many insects to destroy crops. Explain what this story was about in your own words.

Visual Organization: Language Arts There are many different kinds of bats. Bats sleep in the day and hunt for insects at night. Bats help farmers by eating the insects that destroy crops. What do bat do at night? Why do farmers like bats? Closed Strategies: Language Arts Bats sleep in the day and hunt for insects at _________. Bats help farmers by eating __________ that destroy crops. night insects day leaves

Choice Strategies: Language Arts Bats sleep in the day and hunt for insects at night. Bats help farmers by eating the insects that destroy crops. What do bats do at night? Hunt insects Sleep Eat crops Yes/No Strategy - Language Arts 1.Bats sleep at night. Yes No 2. Bats help farmers by eating insects. Yes

No Open Ended - Science Name the different stages of the Water Cycle. Visual Organization: Science Name the four different stages of the Water Cycle. 1) _______________ 2) _______________ 3) _______________ 4) _______________ Visual Organization - Science Name the four (4) different stages of the Water Cycle. Water moves in a continuous cycle among Earths land and seas, the air,and living things. This constant movement of water is called the water cycle. The Sun is the main engine driving the water cycle.

Have you ever watched a puddle disappear after the Sun come out? Where does the water go? Some of it seeps into the ground. Much returns to the air as water vapor. The process by which liquid water changes to water vapor is evaporation. Much of the water that evaporates from Earths surface come from the ocean. When water vapor reaches the cool air above Earth, it changes Back into a liquid. The process by which water vapor is changed to liquid water is called condensation. After water has condensed in the clouds, it falls back to Earth in the form of precipitation. Plants also cycle water through ecosystems. Precipitation that seeps Into soil may be taken in by plants through their roots. When the plants break down the sugars through cell respiration, water is formed as a waste product. Water is released through leaves in a process called transpiration. Visual Organization: Science Name the four (4) cycles of the Water Cycle Water moves in a continuous cycle among Earths land and seas, the air, and living things. This constant movement of water is called the water cycle. The Sun is the main

engine driving the water cycle. Have you ever watched a puddle disappear after the Sun come out? Where does the water go? Some of it seeps into the ground. Much returns to the air as water vapor. The process by which liquid water changes to water vapor is evaporation. Much of the water that evaporates from Earths surface come from the ocean. When water vapor reaches the cool air above Earth, it changes back into a liquid. The process by which water vapor is changed to liquid water is called condensation. After water has condensed in the clouds, it falls back to Earth in the form of precipitation. Plants also cycle water through ecosystems. Precipitation that seeps into soil may be taken in by plants through their roots. When the plants break down the sugars through cell respiration, water is formed as a waste product. Water is released through leaves in a process called transpiration. Closed Strategies: Science Name the four (4) stages of the Water Cycle. Word Bank Evaporation Oxygenation

Transpiration Compassion Precipitation Transportation Condensation Hydrogenation Manifestation 1) _______________ 2) _______________ 3) _______________ 4) _______________

Closed Strategy - Science Name the four (4) stages of the Water Cycle. The process by which liquid water changes to water vapor is ________________. The process by which water vapor changes to liquid water is called _______________. The process by which water is released through leaves is called _________________. The process by which water returns to the earth is called __________________. Choice Strategy: Science Name the four (4) stages of the Water Cycle. The process by which liquid water changes to water vapor is compassion / evaporation. The process by which water vapor changes to liquid water is called oxygenation / condensation. The process by which water is released through leaves is

called transpiration / transportation. The process by which water returns to the earth is called hydrogenation / precipitation. Yes / No Strategy: Science Name the four (4) stages of the Water Cycle. The process by which liquid water changes to water vapor is evaporation. Yes or No The process by which water vapor changes to liquid water is called oxygenation. Yes or No The process by which water is released through leaves is called transportation. Yes or No The process by which water returns to the earth is called precipitation. Yes or No Yes / No Strategy: Science There are four (4) stages of the Water Cycle. YES

NO Identifying the Need in U.S. History What the Class Looked Like Before the Individualized Output Methods Development of the Output Methods Collaborative Process Special and General Education Teacher Partnership Team Collaboration and Problem Solving 1. Know the student 2. Know the curriculum and class

expectations 3. Decide where to begin on the hierarchy... revisit often! 4. Include samples of the student's work 5. Communicate honestly and early on Academic Plan HIGH SCHOOL Student: __________________ Date:________________ Hour/Activity Accommodations Signatures GE Teacher: __________________ Parent:___________________ SE Teacher:______________________

Student: ___________________________ Differentiated Output Hierarchy Open-Ended Visual Strategies Closed Strategies Choice Strategies Yes/No Strategies Open-Ended Visual Strategies Closed Strategies Choice Strategies Yes/No Strategies Open-Ended Visual Strategies Closed Strategies Closed Last Step Choice Strategies Open-Ended Visual Strategies

Closed Strategies Choice Strategies Yes/No Strategies Grading Student work sample(s) attached? YES YES YES YES Choosing an Output Method History 9 - Unit 3 Assignment 3

Open Ended Hull House Hull House was in part successful due to its ability to know what the neighborhood needed and then make people aware of their ability to fulfill that need. To help people become more aware of Hull House, create a pamphlet about Hull House and Jane Addams that does the following: Describes the purpose of the house Describes the founder of the house Describes the services offered by the house Visuals that assist with the information You will be graded on the following: Correctly describes information with depth and detail

knowledge from the reading is apparent. Care, creativity and effort are present throughout pamphlet. Points Possible 25 10 35 Points Earned History 9 - Unit 3 Assignment 3 Visual Organization Strategy Purpose of the House Photo or Drawing

Founder of the House Photo or Drawing Services Offered by the House Photo or Drawing The Hull House History 9 - Unit 3 Assignment 3 Closed Strategy Purpose of the House The purpose of the Hull House was Photo or Drawing

Founder of the House Her name was ______________. Born in ________________ on ______________. Photo or Drawing Services Offered by the House 1. 2. 3. Photo or Drawing The Hull House History 9 Unit 3 Assignment 3

Choice Strategy Purpose of the House The purpose of the Hull House was A) B) to help unemployed men help children and those in poverty get off the streets Photo or Drawing Founder of the House Her name was ______________. She was born in Cedarville in 1860. A) B) Jane Addams Elizabeth Hull

Photo or Drawing Services Offered by the House (Circle three) Childcare Kindergartens Lawn Service Theaters Photo or Drawing The Hull House

Art Gallery History 9 Unit 3 Assignment 3 Yes/No Strategy Purpose of the House The purpose of the Hull House was to help children and those in poverty get off the streets. YES or N O Photo or Drawing Founder of the House Her name was Elizabeth Hull. She was born in Cedarville in 1860. YES or NO Photo or Drawing Services Offered by the House

Childcare Kindergartens Art Gallery YES or NO Photo or Drawing The Hull House Academic Plan HIGH SCHOOL Student: __R______ Date:____9/5/12___ Hour/Activity Accommodations

Differentiated Output Hierarchy Open-Ended Visual Strategies Closed Strategies x Choice Strategies Yes/No Strategies 1st Business Management Extended time for tests and assignments Reader for tests 2nd US History Extended time for tests and assignments

Word Processor Reader for tests Open-Ended Visual Strategies Closed Strategies Choice Strategies Yes/No Strategies Calculator for all assignments/ tests Open-Ended Visual Strategies Closed Strategies Closed Last Step Choice Strategies 3rd - Algebra

4th Biology 5TH Art Extended time for tests and assignments Word Processor Reader for tests Signatures GE Teacher: __________________ Parent:___________________ SE Teacher:______________________ Student: ___________________________ Open-Ended Visual Strategies Closed Strategies Choice Strategies Yes/No Strategies

Open-Ended Visual Strategies Closed Strategies Choice Strategies Yes/No Strategies Grading Student work sample(s) attached? P/NP x x YES P/NP x

x x YES P/NP x YES x YES x YES x P/NP

x x x P/NP Chapter 2, Assignment 6 Use the Academic Plan to find the assignment in the binder How Does this Apply to Student Engagement Social and Independence

Same curriculum as peers Same time as peers Opportunity to demonstrate understanding Active participants Academic Plan HIGH SCHOOL Student: R Date: 9/5/12 Hour/Activity Accommodations Extended time for tests & assignments 1st Business Management Reader for tests 2nd

US History 3rd Algebra 4th Biology Signatures GE Teacher: __________________ Parent:___________________ SE Teacher:______________________ Student: ___________________________ Differentiated Output Hierarchy Open-Ended Visual Strategies Closed Strategies X

Choice Strategies Yes/No Strategies Extended time for tests & assignments Word Processor Reader for tests Open-Ended Visual Strategies Closed Strategies Choice Strategies Yes/No Strategies Calculator for all assignments/ tests Open-Ended Visual Strategies Closed Strategies Closed Last Step

Choice Strategies Extended time for tests & assignments Word Processor Reader for tests Open-Ended Visual Strategies Closed Strategies Choice Strategies Yes/No Strategies X X Grading Student work sample(s) attached?

X YES X YES X YES X X X X YES Challenges and Benefits Algebra II Assignment 1.4 Open Ended Assignment 1.4 Solve Absolute Value Equations

Solve each equation. Check your solution. x + 11 = 42 3 x + 6 = 36 4x - 5 = -25 x + 7 = 3x 5 y 5 - 2 = 10 4 3x + 4 = 4x + 8 BIKING Palomas training goal is to ride four miles on her bicycle in 15 minutes. If her actual time is always within plus or minus 3 minutes of her preferred time, how long are her shortest and longest rides? Assignment 1.4 Visual

Organization Strategies Assignment 1.4 Solve Absolute Value Equations Solve each equation. Check your soluti on. x + 11 = 42 3 x + 6 = 36 4x - 5 = -25 x + 7 = 3x 5 y 5 - 2 = 10

4 3x + 4 = 4x + 8 BIKING Palomas training goal is to ride four miles on her bicycle in 15 minutes. If her actual time is always within plus or minus 3 minutes of her preferred time, how long are her shortest and longest rides? Assignment 1.4 Closed Strategies Assignment 1.4 Solve Absolute Value Equations Solve each equation. Check your solution. x + 11 = 42 Since 42 0, solution s exists x + 11 = 42 -11 -11 or

x + 11 = -42 -11 = -11 42 11 = x or x -42-11 = = = 3 x + 6 = 36

3 3 36 3 = x + 6 = Since 12 0, solutions exist x + 6 = -6 x or - 6 = x + 6

- 6 x = = -12 - 6 - 6 = = -12 6 = 4x - 5 = -25 since -25 ___ 0, there are No Solutions. a) b)

< > Assignment 1.4 Closed Last Step Assignment 1.4 Solve Absolute Value Equations Solve each equation. Check your soluti on. x + 11 = 42 Since 42 0, solution s exists x + 11 = 42 -11 -11 or x + 11 = -42

-11 = -11 42 11 = x or x -42-11 = = = 3 x + 6 = 36 3 3

x + 6 = 36 3 = 13 Since 12 0, solutions exist 13 x + 6 = -6 x - 6 = or

x + 6 - 6 x = = -12 - 6 13 - 6 = = -12 6 = 4x - 5 = -25

since -25 ___ 0, there are No Solutions. a) b) < > 13 Assignment 1.4 Choice Strategies Assignment 1.4 Solve Absolute Value Equations Solve each equati on. Check your soluti on. x + 11 = 42 Since 42 0, solution s exists

x + 11 = 42 -11 -11 A) B) or x = 31 x = -31 x + 11 = -42 -11 = -11 A) B) or x = 53

x = -53 3 x + 6 = 36 3 3 x + 6 = 36 3 = 13 13 Since 12 0, solutions exist x + 6 = -6 x

= 13 or - 6 7 x + 6 - 6 = = x =

or -12 - 6 13 - 6 = 7 -12 6 = ____ A) B) 4x - 5 = -25 since -25 ___ 0, there are No Solutions. A)

B) > < -18 18 Uses of the Differentiated Output Hierarchy Class Instruction

Initiate Engagement with the Assignment Model Available for All Students Initiate Engagement with the Assessment Active Engagement throughout the Assignment Active Engagement throughout the Assessment Active Engagement with Assignments and Assessments Who Determines Whether the Students Curriculum is Modified The IEP Team How Does the IEP Team Sort this Out? Grading Criteria* Name _____________________________ Pass-Fail (PF)

Hour Class/Teacher or Letter (L) Grade Caseload Teacher _______________________ Grade _____ Year_______________ Accommodations Differentiated Output Other Criteria to (e.g., small groups, extended time, Hierarchy Determine Grade alternative site, etc.) Marking Period Semester

Marking Period Semester Marking Period Semester Marking Period Semester Parent Signature(s) (e.g., reduced content, choice format, etc.) (e.g., attendance, participation, etc.)

Open ended Visual organization Closed questions Choice format Yes/No Reduced Content Open ended Visual organization Closed questions Choice format Yes/No Reduced Content Open ended Visual organization Closed questions Choice format Yes/No Reduced Content Open ended

Visual organization Closed questions Choice format Yes/No Reduced Content _______________________ ______________________ Student Signature _____________________ General Ed Teacher(s) ______________________ ______________________ Caseload Teacher_____________________ How Does the IEP Team

Sort this Out? Matts Grading Matrix Name: Matt Caseload Teacher : Jones General Education Teacher(s): Smith, Regie, Tye, Scott Grade: 10th Year: 2009/2010 Pass-Fail (PF) Subject Accommodations Differentiated Output Other Criteria to (e.g., small groups, extended time, or Letter (L) Hierarchy Determine Grade alternative site, etc.) (e.g., reduced content, choice format, (e.g., attendance, participation, etc.) Grade etc.)

English/Language Arts 10 Marking Period L Semester PF Chemistry Marking Period L Semester PF

History 10 Marking Period L Semester PF Algebra II Marking Period L Semester PF Guardian Signature(s)

P-Touch Closed Paraprofessional Support for Modifications directed by ELA Teacher Internet used for projects Open Ended Visual Organization Closed Strategy Choice Strategy Yes/No Strategy Reduced Content P-Touch Calculator Select Peer Grouping for all lab activities. (Group 2 Jon and Karen or Group 4

Kelly and Greg) Open Ended Visual Organization Closed Strategy Choice Strategy Yes/No Strategy Reduced Content P-Touch Choice Computer used to complete assignments Group discussion/Matts interest areas highlighted Open Ended Visual Organization Closed Strategy Choice Strategy

Yes/No Strategy Reduced Content P-Touch Paraprofessional Support Select Peer Grouping for all group activities (Mark and Brian) Open Ended Visual Organization Closed Strategy Choice Strategy Yes/No Strategy Reduced Content ______________________ ______________________ X

X X X X X X Vocab. Definition with a Word Bank 7/ 20 Words Novel Exams Choice Essay Questions Delete DVD of all books read in class at home. Matt will use calculator for all formulas Each Lab assignment colorcoded with visuals Choice Strategy for all

assessments Long term projects will be completed through internet Extreme interest in History Highlighter tape will be used to show the answer in book X X X X Assessments and Assignments will be presented in choice strategy Matt will use computer to determine comprehension

Student Signature _____________________ General Ed Teacher(s) ______________________ ______________________ Caseload Teacher___________________________

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