Differentiating Instruction to Reach

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Differentiating Instruction to Reach Teach
Students with Learning, Attention
Behavioral Challenges

• American School of Guatemala
• Tuesday, April 1st, 2008
• 200 400

Sandra Rief, Presenter www.sandrarief.com

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What is Differentiation?

• A way of teaching in which teachers
  proactively modify curriculum, teaching methods,
  resources, learning activities, and student
  products to maximize the learning opportunity
  for each student in the classroom.

Carol Ann Tomlinson (2001) How to Differentiate
Instruction in Mixed-Ability Classrooms
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Differentiate Instruction

• Awareness that students vary in their
• - background knowledge experiences
• - preferences in learning
• - strengths/weaknesses
• - information processing abilities, self-
  regulation abilities
• - motivation and self-confidence

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Differentiation Takes Into Account

• Readiness students entry point relative to a
  particular understanding or skill
• Interest a childs passion or curiosity for a
  particular topic and skill
• Learning profile how a student learns

Tomlinson, C. (2001) How to Differentiate
Instruction in Mixed-Ability Classrooms, 2nd
edition.
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Flexible Grouping

• Skill/ability level
• Knowledge of a topic/subject
• Interest
• Book clubs/literature circles
• Guided reading/guided writing
• Student-selected teacher-selected
• Partners/buddies small group whole class

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Differentiation

• Multiple approaches and adaptations in the areas
  of content (what students learn), process (the
  ways students learn and how content is taught),
  and product (how students present or demonstrate
  their learning.

Chapman, C. (2000) Sail into Differentiated
Instruction
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For Students with Limited Background Knowledge

• Frontload concepts/information/vocabulary
• Text supplementary materials/resources on topic
  at their level
• More teacher-directed input and guided
  instruction
• Hands-on, experiential opportunities to learn
  about topic

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For Students with Extensive Background Knowledge

• Provide more complex/challenging materials and
  assignments
• Explore topic in greater depth
• Curriculum compacting
• Acceleration
• Projects
• Learning contracts

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Differentiated Instruction

• Is challenging and motivating to full range of
  learners
• Addresses individual student differences and
  needs

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Differentiating Instruction

• High Support
• Moderate Support
• Minimal Support

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• Curriculum tells us what to teach.
  Differentiation tells us how to teach the same
  standard to a range of learners by employing a
  variety of teaching and learning modes.

Tomlinson, Carol Ann (2000) Educational
Leadership, 58 (1), 6-11.
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Through Use of

• Centers/learning stations
• Direct instruction
• Cooperative learning
• Inquiry-based learning
• Independent study

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Choices

• Offer wide variety of learning activities/assignme
  nts addressing as many styles and interests as
  possible to challenge motivate ALL.
• Amount of choice offered (limited-wide)
• Options in working/learning
• Project menus

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Different Levels of Activities

• Easy
• Moderate
• Challenging
• Basic/Advanced

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Tiered by Challenge Level

• Application level activity for students who need
  reinforcement of content or more practice.
• Analysis/Evaluation level activity for students
  who already have a firm understanding and need to
  extend what they know about the topic.

Heacox, D. (2002). Differentiating Instruction in
the Regular Classroom.
16
See Kathie Nunleys websitewww.help4teachers.com
Layered Curriculum units of study
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Tiered by Resources

• Materials at various reading levels and
  complexity of content

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In order to differentiate, teachers need to

• Have a strong repertoire of teaching strategies
• Build in variety (of methods, activities,
  materials, instructional formats)
• Know their students strengths, weaknesses,
  interests, special needs

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3 Types of AD/HD

• The predominantly inattentive type
• The predominantly hyperactive impulsive type
• The combined type

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Definitions Descriptions of AD/HD

• ADHD is characterized by developmentally
  inappropriate degrees of inattention,
  impulsivity, and hyperactivity
• Neurobiological inefficiency (underactivity) in
  the attention/inhibitory center of the brain,
  affecting utilization of the executive functions.

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What are Executive Functions?

• The management functions (overseers) of the brain
• The self-directed actions we use
• The range of central control processes in the
  brain

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Some Executive Functions Involve...

• Working memory
• Planning Follow-through
• Foresight (predicting planning for future)
• Arousal Activation
• Sustaining alertness and effort
• Self-regulation (emotions, motivation)
• Internalizing language

Barkley, R. Attention Deficit Hyperactivity
Disorder. The Guilford Press, 1998. Brown, T.
Attention Deficit Disorders Comorbidities in
Children, Adolescents Adults, 2000 Washington,
DC American Psychiatric Press, 2000. .
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Advances in Theory

• Increasingly, ADHD is being conceptualized as a
  disorder of inhibition and self-regulation or
  executive functioning.

Barkley, Russell. ADHD Advances in Nature,
Diagnosis and Treatment. October 11, 2005
keynote at Life Management ADHD Annual
Conference, Charleston, SC.
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AD/HD Affects School Performance

• Up to 58 have failed at least one grade in
  school
• Almost 35 drop out before finishing high school

Russell Barkley, 2000
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Common School Performance Difficulties in
Students with AD/HD

• Poor organization, time management, study skills
• Some academic weaknesses particularly in
  written language/writing skills
• Minimal/inconsistent production output (both
  in-class assignments homework)

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Common School Performance Difficulties in
Students with AD/HD

• Forgetfulness/memory-related issues
• Difficulty following rules
• Behavioral social difficulties affecting
  interpersonal relationships
• Unable to sustain effort for long-term goals
  (need short term goals/rewards)

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Things to Keep in Mind About AD/HD

• Disorder in performance, output, and production
• Approximately 30 delay in self-control/
  inhibition executive functioning
• High rate of coexisting conditions (comorbidity)

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AD/HD Coexisting Conditions

• Learning disabilities 33-60
• Oppositional Defiant Disorder 40-65
• Anxiety Disorder 25-35
• Conduct Disorder 10-25children
• 25-50 of teens
• Depression 10-47
• Bipolar 1-20
• Tourettes 7 but 60 of those
• 
  with T have ADHD

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Most Probable Causes of AD/HD

• Heredity (accounts for approximately 80)
• Prenatal exposure to environmental toxins (e.g.,
  alcohol, tobacco, high levels of lead)
• Complications during pregnancy/birth (e.g.,
  toxemia)
• Brain injury from disease or trauma

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Research-Validated Treatments for AD/HD

• Medication therapy
• Behavioral therapy

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Behavioral Treatment Management

• Increased frequency and amount of feedback and
  reinforcement
• Behavior modification and contingency management
  techniques
• Individualized behavior management plans and
  strategies (DRC, contracts, incentive systems,
  response cost techniques)

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Auditory Processing Problems

• Auditory Discrimination ability to hear and
  distinguish between sounds
• Auditory Memory remembering what is heard
• Auditory Closure ability to combine sounds to
  say and read a word
• Auditory Language Classification ability to
  classify, associate, and categorize information

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Visual Processing Problems

• Visual Discrimination ability to see and
  recognize differences (e.g., between letters,
  words)
• Visual Memory remembering utilizing what is
  seen
• Visual Closure understanding the whole picture
  without seeing it all
• Visual Figure-Ground ability to pick out a
  specified object in a picture, scene, photo
• Visual Motor ability to see, then imitate an
  action
• Visual Language Classification ability to
  group, categorize, associate what is seen

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• Students with Learning Disabilities often have
  significant reading difficulties related to poor
  

• Auditory/phonological processing
• Visual processing
• Language and vocabulary
• Memory

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Characteristics of Dyslexia

• Poor phonemic awareness, phonological processing,
  and decoding
• Lack of fluency/automaticity when reading
• Adding or deleting letter,/sounds/syllables
• Poor reading comprehension
• Very poor spelling
• Poor written composition
• Problems recalling names of events, people,
  places, objects

Rief Heimburge (2007) How to Reach Teach All
Children through Balanced Literacy
36
Characteristics of Dyslexia

• Slow at completing tasks involving reading and/or
  writing
• Frustration, anxiety, and avoidance when faced
  with language tasks
• Achievement that lags behind intellectual ability
• Very literal interpretation of slang or
  figurative language
• Problems with directionality

Rief Heimburge (2007) How to Reach Teach All
Children through Balanced Literacy
37
Characteristics of Dyslexia

• Difficulty expressing ideas orally
• Difficulty following oral directions often
  needing information repeated
• Difficulty learning a foreign language
• Problems with math related to language,
  sequencing, or directionality

Rief Heimburge (2007) How to Reach Teach All
Children through Balanced Literacy
38
Aspergers Syndrome High Functioning Autism

• Often excellent rote memory
• Typically strong reading decoding skills learn
  to read at early age
• Reading comprehension difficulties particularly
  for abstract concepts, inferences, making
  connections
• Thinking patterns can be very rigid concepts
  viewed as black or white

Rief, S. Heimburge, J. (2006) How to Reach
Teach All Children in the Inclusive Classroom,
2nd edition
39
Realize

• Every teacher has students with hidden
  disabilities (e.g., LD, ADHD, Aspergers)
• These students generally have average to above
  intelligence and are often quite bright (can be
  gifted have a brain-based disorder)

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We May Need to Adapt or Modify

• Materials
• Methods
• Pacing
• Environment
• Assignments
• Task Demands
• Testing/Evaluation

• Feedback
• Reinforcement
• Input/Output
• Level of Support
• Degree of participation
• Time allotted
• Size/Quantity

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Struggling Readers/Writers Need

• More teacher modeling and explicit, systematic
  instruction in deficient skills
• More guided instruction with immediate corrective
  feedback while practicing skills and strategies
• More time and practice reading/writing
• More support and greater intensity of instruction
• Motivating activities/assignments
• Research-validated interventions in area of
  weakness

Rief, S. Heimburge, J., (2007) How to Reach
Teach All Children Through Balanced Literacy
42
Common Misinterpretations of Behavior

• Doesnt work independently (lazy/apathetic)
• chronic memory problems, lacks prerequisite
  skills, difficulty blocking internal/external
  distraction
• Doesnt follow directions (noncompliance)
• difficulty with recall/memory of verbal
  directions translating into action, switching
  gears, interrupting what theyre doing

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Common Misinterpretations of Behavior

• Repeatedly making the same mistakes (willful,
  deliberate)
• respond too quickly to refer to past experience
• Not sitting still (can control if tried harder)
• neurologically-based need to move, difficulty
  regulating motor activity

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Common Misinterpretations of Behavior

• Poor social skills/judgment (deliberate, poor
  parenting)
• difficulty noticing/interpreting social cues,
  inhibiting responses, skill/performance deficit
• Overly physical (can control if tried harder)
• Awareness of social cues regarding boundaries,
  over-reactive, impaired ability in
  self-regulation, sensory issues (tactile
  defensive)

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Desirable Traits Common in Many with ADHD and/or
LD

• Imaginative
• Inventive
• Innovative
• Resourceful
• Empathetic
• Good-hearted
• Gregarious
• Observant
• Full of ideas spunk

• Resiliency
• Ingenuity
• Creativity
• Spontaneity
• Boundless energy
• Sensitivity to the needs of others
• Risk takers
• Intuitive
• Inquisitive

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Key Elements for Success

• Flexibility willingness to accommodate
• Knowledge understanding of ADHD, LD, and other
  neurobiological disorders
• Close home/school communication efforts
• Engaging interactive teaching strategies

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Full Class Active ResponsesSpencer L. Kagen,
A. Archer, M. Silberman, M. Harmen

• Pre-made response cards
• Write-on response tools
• Unison responses to signals
• Team A/Team B (full class games)
• Total Physical Response

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Response Card Uses

• Multiple choice Fact/Opinion
• Final punctuation Parts of speech
• Formulas Continents Oceans
• Greater than, less than, Genres
• Increase/decrease/stay same Characters in story
• Literary devices (simile/metaphor) Phonics
  (ou,oi,ea)
• Beginning sounds Insects
• Coins Emotions
• Shapes NSEW
• Is/am/are begin/middle/end
• Cause/effect Digestive system

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Small Group Active ResponsesSpencer L. Kagen,
A. Archer, M. Silberman, M. Harmen

• Create a product (web, map, poster)
• Group summary
• Think-Pair-Share
• Numbered heads (1-4 stands reports)
• Readers theater
• Reviews, Teaching, Sharing, Brainstorming
• Sequencing, Word sorts, Various games

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Partner Responses Good For

• Discuss short written document together
• Paired reading
• Question about assigned reading
• Analyze problem
• Recap lesson
• Develop questions together to ask class or
  teacher
• Quiz each other
• Compare notes
• Respond to question

Dr. Anita Archer
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Key Elements for Success

• Homework accommodations (e.g., reducing written
  workload, as needed)
• Environmental adaptations accommodations
• Help training in organization study skills
• Accommodating various management and motivation
  needs
• Developing bringing out student strengths
• Belief in studentDoing what it takes

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Tertiary Interventions for kids with
chronic/intense behavioral needs
5
Targeted Interventions (secondary prevention) for
at-risk students
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80
Normative Universal Interventions for All
Students Preventive Proactive
Positive Behavioral Interventions
Supports www.pbis
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Recognition, Acknowledgement, and Specific Praise
I really appreciate how you ______. I
appreciate the self-control you are using. I
noticed how well you were __________. I
noticed that you are working hard on
_________. I see you have completed the
_________. I see the effort you are
showing. I see the good choice you are making
__________.
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Group Positive Reinforcement Systems

• Table/team points
• Token economy (, tickets) redeemable at auction,
  raffle or class store
• Chart moves

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Group Reinforcement Contingencies

• No problems reported at recess
• No more than one name on board for classroom rule
  violations during certain time frame
• X amount of time with no incidences of (target
  behavior)

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Common Antecedents or Triggers

• Environmentally Based
• (e.g., poor comfort level - too noisy/crowded
  lack of structure/organization/interesting
  materials/clear schedule/visual supports)
• Physically Based
• (e.g., when feeling ill/overly tired/hungry/thirst
  y medication related - when wearing off, change
  of prescription/dosage)

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Common Antecedents or Triggers

• Related to Specific Activity or Event
• (e.g., given unclear instructions, tasks that are
  boring/lengthy/repetitive/frustrating, losing a
  game, listening to a story)
• Related to Specific Time
• (e.g., first period, before/after lunch, end of
  day, during transition times of day, Mondays)

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Common Antecedents or Triggers

• Performance/Skill Demand
• (e.g., to remain seated, share materials, take a
  timed test, read independently, write in cursive,
  wait for a turn, speak in front of the class)

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Common Antecedents or Triggers

• Specific Person(s)
• Other
• (e.g., problem with communication)

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Prevent Problems Alter the Antecedents

• Increase the structure
• Closer monitoring supervision
• Instruction that is meaningful, interesting,
  engaging
• Access to motivating materials
• Increase opportunity for movement and active
  participation
• Provide appropriate pacing
• Preteaching (Show me what to do when)

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Prevent Problems Alter the Antecedents

• More choices options to boost interest
• Increase cueing prompts
• Diversionary tactics redirecting
• Address skill deficits
• Provide appropriate accommodations supports
• Adjust the environmental factors
• Prepare for transitions

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Environmental Accommodations

• Preferential Seating (location alternatives to
  chair)
• Standing work stations
• Office area/study carrel, 2-desks
• Adding structure and organization (e.g.,
  color-coding)
• Visual supports prompts

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Visual Cues

• May talk with teacher permission only.
• May leave seat with teacher permission only.

• May use 12 whisper.
• May leave seat when needed (e.g., to turn in work)

• May talk quietly with other students.
• May leave seat to work with other students.

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End of Day
Work turned in
Papers in notebook
Pack all needed books and supplies
All homework recorded in planner
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Daily Report Card Info
12 page packet developed by Dr. William Pelham,
Jr., et al. http//wings.buffalo.edu/adhd/DRCPa
cket.pdf
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What to Keep in Mind With Challenging Students

• Plan a response and avoid reacting.
• Praise, encourage, and reward increments of
  improvement
• Change what you can controlYOURSELF (attitude,
  body language, voice, strategies, expectations).
• Be firm, fair, consistent.
• Remain calm.
• Disengage from power struggles.

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What to Keep in Mind With Challenging Students

• Childrens behaviors reflect their needs.
• Affirm acknowledge their feelings your
  confidence in their ability to make good choices.
• Use what questions rather than why questions.
• Use whenthen rather than if you dontyou
  wont.
• Give physical space.
• Greatly increase positive interactions.

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With Challenging Kids

• Dont take it personally.
• Dont take the bait.
• Dont be sarcastic.
• Dont demand.
• Dont argue.
• Dont threaten.
• Dont engage in a series of questions answers
  initiated by the student.
• Dont provide an audience.

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With Challenging Kids

• Build the relationship listen carefully, take
  interest in his/her life, show caring/empathy.
• Acknowledge I cant make you. But remember
  your choices are either A or B.

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To Aid Calming

• Physical activities (brisk walk)
• Take a break area (low stimulation area,
  non-punitive)
• Self-regulation techniques (counting backwards,
  relaxation techniques like stretching, deep
  breathing, visualization)

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• How can I teach this through multiple entry
  points, and using varied approaches so that each
  of my students can succeed in accessing and
  mastering the content?

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Visual Strategies Auditory
Strategies

• Pictures/illustrations
• Strategic use of color
• Graphic organizers
• Overhead/PPT
• Charting/Mapping
• Visual prompts/cues
• Visual timers

• Use of songs, melodies, chants
• Think/Pair/Share
• Discussion formats
• Use of listening centers music
• Debates, Interviews

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Tactile Strategies Kinesthetic
Strategies

• Use of manipulatives
• Hands on games and activities
• Use of props
• Drawing, building, labs/experimenting
• Use of post-it notes, sentence strips in
  planning/organizing

• Physical games to aid learning
• Review information while in movement
  (walking/jumping)
• Movement responses to questions
• Standing partner activities

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Balanced Literacy Instructional Format

• I do it (teacher modeling read aloud, modeled
  writing)
• We do it (shared and guided instruction with
  feedback and scaffolding)
• You do it (partner and independent practice)

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Reading Difficulties Related to...

• Inattention/distractibility
• Poor memory skills
• Auditory/visual processing
• Language and vocabulary
• Limited background knowledge
• Limited metacognitive strategies
• Lack of schema or structure to guide in
• figuring out critical elements of what they
  read

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5 Research Building Blocks for Teaching Children
to Read

• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Text Comprehension

Put Reading First The Research Building Blocks
for Teaching Children to Read (K-3)
77
Word Sorting

• Closed Sorts teacher determines the category
• Open Sorts Students determine (guess my sort).
• Speed Sorts sorting for fluency

Ow as in show
tion
sion
Ow as in cow
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Teaching Technique

• Syllable speed drills 1 minute reading set of
  syllables (e.g., re, der, gle, tion, dis, num,
  pro, ment, ex, est, ack, ness, sion)
• Manipulate individual cards of word parts
  moving around until they have a real word

ab
so
lute
ly
ad
min
is
tra
tion
Knight-McKenna (Jan/Feb, 2008). TEACHING
Exceptional Children, Vol 40, No. 3
79
Fluency Strategies

• Repeated oral readings practice of text
• Short passages, readers theater scripts, word
  lists
• Read along with tape/CD
• Timed readings (several 1-minute reads to improve
  reading rate and accuracy) graphing
• Choral, echo, and partner reading
• Encourage students to read a lot and widely.
• Cross-age tutoring (practicing and reading to
  younger child)

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Proficient Readers

• Search for connections
• Distinguish important from less important ideas
  in text
• Become aware of thinking process as they read
  (use metacognition)
• Monitor repair faulty comprehension
• Know how to use fix up strategies when text is
  confusing

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Fix-Up Strategies

• Reread the text
• Read ahead
• Slow down the pace of reading
• Read aloud
• Write down important points

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Before Reading

• Activate prior knowledge and experiences
• Predict what the text is about
• Set a purpose for reading
• Introduce key vocabulary
• Generate interest in the text

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During Reading Comprehension Strategies
Page 9

• Stopping at points to process text
• Read-cover-retell
• Make connections to self, other text, world
• Make predictions and inferences
• Visualize
• Ask questions

84
Stop and Process Activities

• Stop explain to your partner why or how
• Stop and re-tell in your own words
• Stop and ask your partner a question.
• Stop and discuss
• Stop and close your eyes while you picture in
  your mind
• Stop and draw something to help you remember
• Stop and list examples of

Judy Dodge www.judydodge.com
85
Stop and Process Activities

• Stop and draw a web to show topic main ideas.
• Stop and write a sentence using the key words
• Stop and write 2 things you wonder about the
  topic
• Stop and model for your partner how to
• Stop and highlight key words
• Stop and write questions in the margins

Judy Dodge www.judydodge.com
86
Reading Interventions

• Divide reading assignment into shorter segments
• Pair students to read and discuss or respond to
  questions prior to large group discussion
• Use markers to block part of page
• Allow reading to self orally
  www.SuperDuperinc.com (Toobaloo)
• Teach utilize graphic organizers

87
After Reading Strategies

• Sequence main events.
• Retell to someone else
• Summarize (e.g., 10 word gist statement)
• Discuss accuracy of your predictions.
• Fill out graphic organizer with information from
  the text.

88
After-Reading Metacognitive Strategies

• Double-Entry Journal (notes in left column
  comments/connections in right column)
• Learning Log (What I learned How I learned it)

Rief, S. Heimburge, J., (2007) How to Reach
Teach All Children Through Balanced Literacy
89
Double-Entry Journals

• Notes are taken on this Reader comments
• side of the journal. records
• Cite here anything of personal thoughts,
• interest to reader interpretations,
• (e.g., quotes, metaphors, connections,
• descriptions along questions triggered
• with page number. by that section of text

Rief Heimburge (2007) How to Reach Teach All
Children through Balanced Literacy
90
Comprehension GloveArlyne Skolnik West School
Reading Center

• House Where is the story taking place? or
  What is the setting?
• Boy/Girl Who are the characters in the story?
• Stairs What happened 1st, next, and last? or
  What were the important events of the story?
• Problem/Goal What was the storys problem? or
  Did the story or character achieve his/her/its
  goal?
• Heart How did the story end? or Was the
  problem resolved? How did story make you feel?

91
Math Difficulties Due to Weaknesses in..

• Active working memory
• Long term memory retrieval (steps, rules,
  vocabulary, processes, math facts)
• Attention
• Sequencing (any multi-step procedure, counting)
• Perceptual-motor/Spatial organization
• Language (abstract terms, word problems)
• Self-monitoring (estimating, pacing)

92
Academic Interventions for Math Weaknesses

• Allow use of calculator multiplication chart
• Use graph paper to space numbers
• Provide immediate correctness feedback
• Give clues to the process needed to solve problem
• Color-code processing signs
• Provide time to let students work with each other
  (partners/groups) solving problems, checking and
  reteaching

93
Why is Writing is Such a Struggle?

• Planning Organization (topic, ideas,
  sequence, structure of genre)
• Memory (working long term)
• Language (logical, coherent, vocabulary usage)
• Spelling
• Grapho-Motor Skills (physical task)
• Editing (revision, proofreading)
• Self-Monitoring (make sense? enough detail?)
• Speed of Written Output Production

94
Struggling Writers Often

• Are discouraged because the process is
  overwhelming.
• Cant think of ideas or have enough information
  to write about the topic.
• Lack the organizational skills to plan for the
  writing.
• Dont know the structure and format of the
  specific writing genre.
• Have underlying processing problems (e.g.,
  grapho-motor skills, memory, language).

95
Provide Modeling Examples

• Analyze exemplar pieces of writing
• Generate many good examples of hooks,
  introductions, transitions, descriptive language,
  etc.

96
Persuasive 5 Paragraph Essay Organization
Content

• 1st paragraph includes a hook to capture readers
  attention interest
• 1st paragraph thesis statement clearly states
  writers position on issue, and why reader should
  agree with writers point of view
• Body paragraphs to include 3 main ideas/reasons
  defending position on issue
• Each main idea/reason is backed up with
  supporting details/evidence to defend writers
  side of the argument

97
Persuasive 5 Paragraph Essay-Organization
Content

• The counter-argument/rebuttal on the issue is
  also given to address readers concerns
• Concluding paragraph restates thesis statement
  and writers case for/against the topic
• Smooth flow and transitions between paragraphs
• Presents a convincing case for writers side of
  argument

Rief Heimburge (2007) How to Reach Teach All
Children Through Balanced Literacy
98
Language Usage, Spelling, Mechanics, Neatness

• Complete sentences throughout (no run-ons)
• Descriptive vocabulary and word choice
• Used a variety of sentence beginnings and lengths
• Spelling correct most of the time
• Correct punctuation most of the time
• Correct use of capitalization most of the time
• Made efforts to edit and correct mechanics and
  spelling errors
• Neat and legible final product

99
Organization Content Scoring Guide

• 4 meets 7-8 of these criteria
• 3 meets 5-6 of the above criteria
• 2 meets 3-4 of the above criteria
• 1 meets less than 3 of the above criteria

100
Language Usage, Spelling, Mechanics, Neatness
Scoring Guide

• 4 Demonstrates 7-8 of these criteria
• 3 Demonstrates 5-6 of these criteria
• 2 Demonstrates 3-4 of these criteria
• 1 Demonstrates less than 3 of these criteria

101
Some Writing Accommodations

• Pre-Writing and Organizational Supports (e.g.,
  use of graphic organizers, checklist or rubric of
  required components, talk through ideas first)
• Editing Assistance (teacher/peer, spell-check)
• Bypass Strategies (e.g., permission to dictate
  portions, print instead of cursive, access to
  computer/assistive technology)
• Shortened/modified written assignments
• Use of scribe, note-taking assistance
• Alternatives/Options to Writing Assignments

102
EF-Related Classwork Homework Challenges

• Memory, Forgetfulness
• Planning, Prioritizing, Organizing
• Judging and Managing Time
• Breaking things down into steps
• Activation (mobilizing, getting started)
• Sustaining Attention, Alertness, and Effort
• Staying focused on a future goal
• Self-management (including managing frustration
  and emotions)

103
Homework Steps

• Know what the assignment is
• Record the assignment
• Bring the required materials home
• Do the homework
• Return the homework to their backpack
• Turn in the homework

104
Organization Homework Support

• Required backpack
• 3-ring binder (from 3rd or 4th grade) or
  alternative of accordion file
• Pocket folder for grades K-2
• Colored folders or hole-punched envelopes
• Consistent use of planner/agenda/calendar/
  or assignment sheet

105
Organization Homework Support

• Color code schedule, books, notebooks, folders,
  unit sheets, handouts
• Build cleaning/organization of notebooks and
  desks into the schedule.

106
Organization Homework Support

• Walk through recording of assignments
• Partners assist/check for organized materials,
  accurately recorded assignments
• Provide a second set of books for home
• Teach students to use a things to do list

107
Organization Homework Support

• Provide class syllabus and project timelines
• Chunking down long-range assignments
• Teach students how to do back-planning
  starting with final due date and working
  backwards (with mini-deadlines)

108
Organization Homework Supports/Accommodations

• Supervise for materials as leaving room
• Be responsive to parent feedback about homework
  difficulties

109
S2 TOP StrategyTo help stay focused when studying

• Set a timer and sit down to study.
• (Set for certain period of time you plan to
  study.)
• See if you are off-task. (When noticing mind has
  drifted, tell self you are not studying and have
  to go back to studying.)
• Touch the circle. (Draw a circle on paper.
  Every time you become aware of daydreaming, make
  a mark inside circle)

From site of JMU Learning Toolbox www.coe.jmu.ed
u/learningtoolbox
110
S2 TOP StrategyTo help stay focused when studying

• Organize your thoughts. (After making a mark,
  take few seconds to organize thoughts, shut eyes
  and tell self to get back to studying)
• Proceed again. (Once organized thoughts, begin
  to study again. Once study session is over,
  count of marks in circle. Goal is to decrease
  next time you study. Strive for studying without
  any marks in circle.)

From site of JMU Learning Toolbox
111
Math Difficulties Due to Weaknesses in..

• Active working memory
• Long term memory retrieval (steps, rules,
  vocabulary, processes, math facts)
• Attention
• Sequencing (any multi-step procedure, counting)
• Perceptual-motor/Spatial organization
• Language (abstract terms, word problems)
• Self-monitoring (estimating, pacing)

112
Academic Interventions for Math Weaknesses

• Allow use of calculator multiplication chart
• Use graph paper to space numbers
• Provide immediate correctness feedback
• Give clues to the process needed to solve problem
• Color-code processing signs
• Provide time to let students work with each other
  (partners/groups) solving problems, checking and
  reteaching

113
Not Fair

• Fairness is giving everyone what they need, not
  equal treatment.
• Fairness does not mean sameness, it means
  everyone treated with equal respect equal
  opportunity to succeed.
• Fairness is everyone entitled to special help and
  support to improve a necessary skill.
• Accommodations provide footing not unfair
  advantages based on need.

114
Thank you!
Contact Sandra www.sandrarief.com
Thank you!