Name: Hannah Worman
Instructional Strategy and Accommodations Assignment:
Brainstorming Checklist for Differentiation/Universal Design/Accommodations
Student You Have Chosen: Richard
Input:
(What is Taught)
(Identify aspect of
lesson to be
differentiated or
accommodated e.g.,
text/materials used;
concepts included)
Student Characteristic(s)
which pose(s) a challenge
Suggested Differentiation/Universal
Design/Accommodation(s)/Strategies
Rationale / Explanation of
Expected Benefits for Using this
approach
Students use the
worksheet to explore
the topic of
optimization with
some problems.
Richard’s reading level may
inhibit his ability to process
the topic that is introduced
in the worksheet.
The worksheet was modified to have a
lower reading level more accessible for
Richard. The original worksheet had a
reading level of 4.9, and the modified
worksheet has a reading level of 3.2.
Because most of the lesson is
centered around the worksheet and
explorations that are explained on
the worksheet, lowering the reading
level will allow for Richard to better
be able to follow along with his
group. It will be important that he
understands the tasks on the
worksheet because doing the
problems will help students discover
what it means to optimize
something.
Richard’s reading level is
low, and he gets easily
To also help tap into possible prior
knowledge and get Richard a little
By using a pre-reading activity of
activating the students’ prior
Differentiation/Universal Design/Accommodation Plan_2013
Page 1 of 6
The teacher gives an
introduction to the
lesson.
frustrated when he doesn’t
understand what is asked of
him.
curious about the activities, the teacher’s
introduction gives a clearer and more
informative introduction to the
worksheet.
knowledge of getting the most for
their money (optimizing their
money), the students may feel that
they can connect the topic of
optimization to something that they
have done before. Richard does best
when teachers tap into his prior
knowledge so this introduction
discussion may help him. Also,
talking about pets may interest more
students and peak their curiosity as
opposed to a lesson that does not
have an activity that is grounded in
real life.
Output:
(What the student
does)
(Identify aspect of
lesson to be
differentiated or
accommodated e.g.,
assignments, tasks)
Student Characteristic(s)
which pose(s) a challenge
Suggested Differentiation/Universal
Design/Accommodation(s)/Strategies
Rationale / Explanation of
Expected Benefits for Using this
approach
Students are to
complete a worksheet
that requires them to
optimize the area of
multiple pens given an
amount of fencing.
Richard’s reading level
might make understanding
what is requested of him on
the worksheet difficult.
The worksheet was modified to have a
lower reading level more appropriate for
Richard. The original worksheet had a
reading level of 4.9. After the
modifications, the reading level is 3.2.
Because Richard gets frustrated
when he does not understand what is
expected of him, changing the
reading level of the directions
throughout the worksheet will allow
him to better be able to follow along.
Differentiation/Universal Design/Accommodation Plan_2013
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Also, it will be required that someone in
each group read each problem out loud
before starting the problem.
Since the worksheet
requires multiple activities
to do with his group, he
might lose attention before
he finishes all the activities.
To allow for Richard to remain engaged
and peak his curiosity, the teacher will
supply the groups with popsicle sticks to
signify the fencing.
Because Richard’s verbal
comprehension is at grade level,
hearing the reading will also help
him understand what is expected for
each question.
Having tangible items to work with
and maneuver will allow Richard
and other students to have something
to work with if/when they get
confused or frustrated with the task.
It becomes more concrete when they
have something to actually represent
the fencing. This is aimed to help
keep Richard’s attention level higher
and his frustration level down.
Students find the
optimal dimensions
and write their
solution only on their
worksheet.
Richard might lose attention Each group will present one of the
if he does not engaged.
problems and must present a drawing
Richard enjoys drawing.
that includes dimensions for all of the
fences. Creativity of the drawings will
be encouraged.
Because Richard enjoys drawing and
excels at it, drawing the solution to
present will hopefully help increase
his engagement in the activity. He
will be able to apply his drawing
skills in math class.
Students only graphed
the parabola on their
calculators.
Richard enjoys drawing and
his reading level is low.
Having multiple representations of a
concept is helpful for understanding.
To help Richard, he enjoys drawing
so having students draw the parabola
will help keep him
engaged/interested, and he will have
a good drawing for his notes on the
lesson.
Students are required to draw the
parabola that they graphed on their
calculators.
Differentiation/Universal Design/Accommodation Plan_2013
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Managing Behavior
& Support
(Includes
scheduling/grouping
changes)
(Identify aspect of
lesson to be
differentiated or
accommodated)
Student Characteristic(s)
which pose(s) a challenge
Suggested Differentiation/Universal
Design/Accommodation(s)/Strategies
Rationale / Explanation of
Expected Benefits for Using this
approach
Student groups were
chosen by the students
as they came into
class.
If other students move too
quickly through the tasks
and Richard does not
understand right away, he
may get frustrated and try to
get out of doing the activity.
In order to allow Richard the best
learning environment, the student groups
will be assigned before class by the
teacher. Richard will not be assigned to
a group with students who typically
work very quickly or with students who
may tend to be bullies. He will be
assigned a group of classmates who are
about the same level in the math class as
him.
The goal is to reduce Richard’s
frustration level so that he keeps
trying to work on the activity
throughout the lesson. By not
grouping Richard with students who
typically work very quickly, it will
reduce the likelihood that Richard
will feel frustrated by not
understanding what the demands of
him are as a result of feeling that he
is falling behind his group. This will
hopefully prevent Richard from
being verbally aggressive during
class.
Students are to
complete a worksheet
that requires them to
optimize the area of
Richard’s reading level
might make understanding
what is requested of him on
the worksheet difficult.
The worksheet was modified to have a
lower reading level more appropriate for
Richard. The original worksheet had a
reading level of 4.9. After the
modifications, the reading level is 3.2.
By making the reading more
accessible to Richard and having the
groups read the problems out loud,
this will help Richard understand the
task demands. Because Richard gets
Differentiation/Universal Design/Accommodation Plan_2013
Page 4 of 6
multiple pens given an
amount of fencing.
Students are directed
to work with their
groups to create an
equation.
Student Testing /
Evaluation:
(How you know what
the student can do)
Also, it will be required that someone in
each group read each problem out loud
before starting the problem.
frustrated when he does not
understand the task demands, these
accommodations will hopefully help
prevent Richard from becoming
verbally aggressive during class.
After the teacher asks the groups to
create an equation for the area of the
pens using variables, the teacher will go
around to groups to make sure they
understand the directions, starting with
groups that may need more attention,
like Richard.
Having the teacher come around
right away to make sure that the
directions were clear will help keep
Richard from getting frustrated if he
has any confusion about what was
asked.
Student Characteristic(s)
which pose(s) a challenge
Suggested Differentiation/Universal
Design/Accommodation(s)/Strategies
Rationale / Explanation of
Expected Benefits for Using this
approach
Richard may feel
overwhelmed by the
directions on the exit slip
since it is meant to be done
quickly at the end of class.
Along with the directions/question
being printed on the exit slip, the
teacher will explain what is being asked
out loud while passing out the exit slip.
Richard is easily frustrated
if he does not understand
what is expected of him
right away.
(Identify aspect of
lesson to be
differentiated or
accommodated e.g.,
assessment product)
Students will fill out
an exit slip at the end
of class that asks them
to write a quick
summary of what it
Differentiation/Universal Design/Accommodation Plan_2013
By having the directions given
verbally, this will help Richard
understand what is being asked on
the exit slip better because his
verbal comprehension is good.
Page 5 of 6
means to optimize a
quadratic equation and
how they find the
optimal point.
Students do a
worksheet as a group.
Richard’s reading level is
low, and he likes to draw.
Also, the directions will be changed to
allow students to include pictures to
help them explain their point.
Because Richard excels at drawing,
he may feel more comfortable
explaining his understanding of
optimization by using pictures to
supplement his explanations.
The groups must draw one of their
solutions and explain how they found
the maximum area.
Because Richard likes to draw, he
will likely be more engaged in the
group task of drawing their
solution. Also, as the group presents
their solution, the teacher can assess
what they groups are understanding
throughout their discovery of the
meaning of optimization.
Differentiation/Universal Design/Accommodation Plan_2013
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