SPE 416
Chapter/Session alignment: Session 5/Chapter 5
Topic of the lesson: Planning – focus curriculum types and accommodations and
modifications (this can be used for one or two class sessions)
INTASC standard alignment
2(g) The teacher understands and identifies differences in approaches to learning
and performance and knows how to design instruction that uses each learner’s
strengths to promote growth.
2(h) The teacher understands students with exceptional needs, including those
associated with disabilities and giftedness, and knows how to use strategies and
resources to address these needs
TAP rubric alignment:
Teacher Knowledge of Students
Objective:
9 types of curriculum adaptations
 SWBAT apply the 9 grid of curriculum types to a case study and to their own
lesson planning.
UDL – Universal Design for Learning
 SWBAT develop a UDL accommodations/modifications chart based on a case
study for their own lesson plan.
Sub-objectives/agenda: You can combine these if you are completing both of these
topics within one session.
9 types of curriculum adaptation:
1) Review assignments
2) 9 types of curriculum adaptation definitions and
examples
3) 9 types of curriculum adaptations – case studies
4) Reflection and Next steps
UDL
1) Review assignments
2) Universal Design for Learning – CAST website
review
3) Universal Design for Learning – Case Study
Application
4) Reflection and Next Steps
Steps (including options)
 Major Activity of focus
9 types of curriculum adaptation:
 The students will complete a 9 grid of curriculum adaptations based on a
case study of a student
UDL
 The students will complete a UDL accommodations/modifications chart
for one of their lessons based on the case study that they completed in the
previous session
STEPS for Lesson:
9 types of curriculum adaptations:
1) The instructor reviews the 9 grid of curriculum adaptations. These were
designed by Diana Browning Wright and the links to the materials are listed
in the resources at the end of this lesson plan. The students consider each of
the 9 areas and discuss if they have seen this type of curriculum adaptation
in classrooms that they have been in during their block placements or in
their current student teaching placement.
2) Define accommodations and modifications
3) The students choose a case study from the California Department of
Education: PENT-Positive Environments, Network of Trainers (the link is in
the resources section of this lesson plan). They apply the 9 grid to their case
study. The instructor models a case study first and then the students work
with a partner to apply it on their own. The students save this 9 grid for their
case study for use with the UDL chart in the next session.
UDL:
1) The students will complete an online activity sheet for the CAST website. The
form is at the bottom of this lesson plan. CAST link:
http://www.cast.org/teachingeverystudent/
2) After the review of the website, the students apply the information to their own
lesson plan. First the instructor models how to use the UDL chart using the 9 grid of
curriculum adaptations case student from the previous session. The UDL chart to
fill out is at the bottom of this lesson plan. The students can also review other
sources for accommodations and modifications. There are 2 extra resources listed
in the resource section of this lesson plan.
3) The students then apply the UDL chart to their own lesson plan. They can work
with a partner to design the chart for their case study student from the previous
session and write the accommodations/modifications for one of their lesson plans.
You need the UDL charts that are attached at the bottom of this lesson plan for this
step.
Reflection/Exit ticket
 How does the information on UDL and the chart align with the TAP rubric?
(If you do this over 2 weeks sessions then you will need to decide what the exit
ticket/reflection will be for one of those sessions).
Materials/Resources
Contact the course coordinator for SPE 416 for more materials and resources for
this session.
9 types of curriculum adaptations chart and resources:
These are resources to use to design the 9 grid portion of your ppt.
If you google 9 types of curriculum adapations ppt, you will find a variety of sources
to help you design this part. You can also contact the SPE 416 course coordinator
for help in this area.
9 grid blank copy to fill in is at this link: Choose the one that says “10 grid individual
adaptation plan”. It is a 10 grid because it includes a bottom box that talks about
grading. The students can type directly into this grid.
http://www.pent.ca.gov/frm/forms.html
Chart: http://www.snipsf.org/wp-content/uploads/2011/08/NineTypes.pdf
California Department of Education: PENT-Positive Environments, Network of
Trainers
This link has lots of accommodation/modification materials. Much of it is by Diana
Browning Wright who developed the 9 types of curriculum adaptations and is the
link to use for the case studies included in the lesson plan and ppt.
http://www.pent.ca.gov/acc/accom_toc.html
UDL / CAST RESOURCES (Part 2 of the presentation)
Cast website link:
http://www.cast.org/teachingeverystudent/
UDL blank chart – is attached to the bottom of this lesson plan
Case Study UDL chart – is attached to the bottom of this lesson plan
UDL solutions example can be found at: CAST website - Go to the “Curriculum
Barriers Template” and download one of the versions (Word or PDF) of the
template (the students download this as step 5 of the CAST website review).
Accommodation/Modification guides:
Teaching All Students: Staff guide to accommodations and modifications
http://web.richmond.k12.va.us/Portals/47/assets/Accommodations_and_Modificat
ions_Guide.pdf
MPACT: scroll down to the guide that says “School Accommodations and
Modifications”
http://ptimpact.org/eSource/eSource.aspx
CAST notes about UDL:
Website: http://www.cast.org/teachingeverystudent/
Names of team members:
STEP 1: Define UDL – give a “gist” statement about it after you read the
information on the website and complete the activities
STEP 2: Go to the “Diagnosing the Curriculum” section and choose the
“UDL Curriculum Self Check” . Complete all three parts (video – 4 parts,
read about and fun activity) of the first section titled “Learn About
Universal Design for Learning”
After you finish this step and read the description on the homepage,
complete STEP 1.
STEP 3: Go to the homepage again and scroll down to the “Featured
Tools” section. Choose the “UDL Lesson Builder”. Then choose the
“Explore Model UDL lesson plans” and take a few minutes to look at 2
lesson plans of your choice.
Which 2 did you review?
STEP 4: Go to the home page and choose the “Curriculum Barriers Finder”
and then complete the Curriculum Barriers Tutorial.”
Once you finish the tutorial, copy and past your final chart below this
chart.
STEP 5: Go to the “Curriculum Barriers Template” and download one of
the versions (Word or PDF) of the template. We will be reviewing this
during this session.
Let the instructor know when your team has finished this activity.
UDL Accommodations/Modifications Signature
Assignment Attachment (attach this template to your lesson plan for
your signature assignment. Add on extra boxes as needed. Look at the example given.
It is titled “UDL Solutions Template” It is found (INSTRUCTOR PUT YOUR
INFORMATION HERE)
Materials and
Potential Barriers/Missed
UDL Solution /
Activities
Opportunities
accommodations and
modifications
LESSON: HS Science – Atoms
STUDENT in case study: Brendan
UDL Accommodations/Modifications Signature
Assignment Attachment
Materials and Activities
Instructor presents
information about atoms
and gives instructions for
the lab activities using a
powerpoint presentation
Students use a copy of the
periodic table throughout
their lab activities
Exercise #1: Students
complete a table about
electrons, protons,
neutrons and then write
answers to 8 questions
about their findings
Exercise #2: Using
descriptions and other
information given to
them in paragraph form,
the students find the
corresponding elements
using the periodic table,
they then fill in the other
information about the
elements identified on a
Potential
Barriers/Missed
Opportunities
UDL Solution /
accommodations and
modifications
chart.
Exercise #3: Based on
information read from
handout materials from
the teacher, the students
draw an orbital diagram.