Differentiated Unit Plan: Accommodation Plan Assignment Instructions
This Differentiated Unit Plan project consists of three submissions that include (a) a Literacy Unit Plan, (b) Math Unit Plan, and (c) Accommodation Plan. The Differentiated Unit Plan: Accommodation Plan is the final part of the overall project.
Using the Differentiated Unit Plan: Accommodation Plan Template, articulate and provide evidence of the accommodations you will provide your students with disabilities to ensure they can access the general education curriculum. Some examples of accommodations include assistive and augmentative technology, note-taking, test-taking, graphic organizers, lower level texts and trade book alternatives, memory strategies, and behavior strategies (such as self-monitoring, self-regulation, and strategies to increase maintenance and generalization of skills, e.g., contracts, etc.).
Accommodations will include:
Accommodation 1: Seating Chart
After reading and reflecting on the students in your classroom (see Appendix A: Student Descriptions) you will complete the first accommodation: a classroom description and seating chart. This accommodation is a factor in how you arrange your classroom to create a safe and motivating learning environment where all students could learn. This accommodation will include:
· Graphic (visual) that displays the arrangement of the classroom. (May be digital or neatly hand-drawn).
· Identification of where all students (including those with and without disabilities) will be seated within the classroom environment. Since this is an inclusion class, the students with identified special needs should NOT simply be placed all together in one area of the room; they should be thoughtfully integrated among other students based on their strengths and weaknesses displayed in their student descriptions. (Note: Preferential seating does not always mean sitting in the front row/s.)
· Description of how this seating chart provides support and accommodations for the students with special needs. Discuss how their needs, as well as the needs of the other students, will be met within this classroom arrangement. Give a specific explanation (in paragraph form) of how each student with disabilities is accommodated by the seating arrangement. Note: A single paragraph is NOT sufficient to describe in detail how your classroom environment meets your students’ needs.
Accommodation 2: Rewritten text
The next accommodation in your plan is to be a Rewritten Text that you will design to meet the needs of students with disabilities within your class. Since it is difficult for low-level readers to learn the content being presented in higher-level books, educators must differentiate this type of instruction by offering varied level reading alternatives. For this assignment, you can either rewrite an excerpt from a chapter textbook, instructional blog, or a trade book (a children’s or adolescent chapter book). The original text should be at least 200-300 words. You may also provide pictures or graphs (if applicable) that will make it easier for a student to understand the content being discussed. The length of your rewritten text should be at least 150 words. A readability score screenshot for the original and rewritten text should be calculated from the Readability Formulas website (see Appendix B: Readability and the Readability Formulas link provided).
Accommodations 3 – 10
Each accommodation must address a specific criterion (e.g., assistive technology, types of communication, teaching strategies, etc.). Be sure to carefully review the Differentiated Unit Plan: Accommodation Plan Template and Differentiated Unit Plan: Accommodation Plan Grading Rubric to ensure your accommodations meet the evaluation criteria.
As you complete the accommodation plan, be sure to explain your accommodations in detail. Keep in mind the following are not sufficient:
· Simply identifying the accommodations (such as a graphic organizer). You must provide all pictures, forms, etc. that demonstrate the accommodation is appropriate for the student(s) and the lesson content.
· Including a one-sentence explanation about the accommodation.
The following accommodations are not allowed for this assignment. If one of these is used as an accommodation, no credit will be given for it.
Bouncy Seat / Stool / Etc.
Quiet space / Cool-down area
Separate desk / partition
Computer / Activity Rewards
The following are services or placements and cannot be used as accommodations:
Special Education Teacher
Tutoring (during/after school)
When completing your unit plan remember:
The Differentiated Unit Plan: Accommodation Plan should be submitted via the submission link in Canvas and LiveText per the submission deadline on the Course Schedule.
Question and Answer
QUESTION: Where can I access the Differentiation Unit Plan: Accommodation Plan Template?
ANSWER: It is located with the Differentiation Unit Plan: Accommodation Plan Assignment page in Canvas.
QUESTION: I’m confused. Where do these accommodations come from?
ANSWER: The accommodations should come from your literacy and math unit plans.
Accommodations should come from here:
Each accommodation has a section to indicate where each accommodation would be implemented.
QUESTION: I have already identified accommodations for each student in the unit plans. What is the purpose of this assignment?
ANSWER: The purpose of the Differentiated Unit Plan: Accommodation Plan, is to provide additional detailed information about accommodations used in your unit. For example, within your unit plan, you might have listed audio text. This is the opportunity to explain your reasoning behind selecting the specific accommodation for that student. You will then provide written detail about how the accommodation would be administered, along with supporting documentation (pictures, handouts of diagrams, visual aids, worksheets, etc.).
QUESTION: I have already identified accommodations for each student in the unit plans. What if my accommodations do not meet the requirements of the Differentiated Unit Plan: Accommodations Plan assignment?
ANSWER: Feel free to add additional accommodations as needed.
QUESTION: When submitting the Differentiated Unit Plan: Accommodation Plan in LiveText, do I need to complete the template within LiveText?
ANSWER: No, simply upload your completed document into LiveText as an attachment. If you receive an error that you must use the LiveText template, please just enter a “.” in each section to make it seem as though you have used the template.
QUESTION: Where and how do I submit the Differentiated Unit Plan: Accommodation Plan?
ANSWER: The Differentiated Unit Plan: Accommodation Plan assignment must be submitted in both Livetext and Canvas to receive a grade. You will need to upload and attach your assignment document in both places. Be sure to finalize the submission in both places so the instructor will receive your work.
QUESTION: What are the CEC Standards I see in some places of the Differentiated Unit Plan assignment documents?
ANSWER: “CEC Professional Preparation Standards define the specialized expertise special educators must master for the safe and effective practice of special education at the initial and advanced levels. These standards are used to inform preparation programs, accreditation organizations, and credentialing agencies.” (CEC, 2017).
QUESTION: Do I include CEC standards in my Differentiated Unit Plan: Accommodation Plan?
ANSWER: If standards are there, leave them there; if they are not; leave it blank. Do not make any changes to the CEC standards.
QUESTION: Do I need to identify a focus student for each accommodation?
ANSWER: Yes, you need to identify one of the given students in Appendix A: Student Descriptions.
QUESTION: Can I make changes to the Differentiated Unit Plan: Literacy Unit Plan and the Differentiated Unit Plan: Math Unit Plan I have already submitted?
ANSWER: Yes. You can change or revise anything you have previously submitted.
QUESTION: I’m confused. What do I put in this section?
ANSWER: This is where you show where your accommodations are connected to your unit plan. Accommodations don’t just exist or happen; there are specific reasons why they are administered.
QUESTION: I have submitted my Differentiated Unit Plan: Accommodation Plan in LiveText. Why doesn’t it show as complete?
ANSWER: When you upload documents into LiveText, you must make sure to finalize your submission so the instructor can receive your work.
QUESTION: Do I have to select specific accommodations?
ANSWER: The accommodation you select should meet the requirements of that specific accommodation criteria. If you are having difficulty, please reference Appendix E: Assistive Technology Guide.
QUESTION: What is required in Accommodation 2 – the rewritten text accommodation?
ANSWER: This accommodation is the second accommodation listed in the Differentiated Unit Plan: Accommodation Plan Template. The Rewritten Text will come from the required text in your unit plans. Since it is difficult for low-level readers to learn the content being presented in higher-level books, educators must differentiate this type of instruction by offering varied level reading alternatives. For this assignment, you can either rewrite an excerpt from a chapter textbook, instructional blog, or a trade book (a children’s or adolescent chapter book). The original text should be at least 200-300 words. You may also provide pictures or graphs (if applicable) that will make it easier for a student to understand the content being discussed. The length of your rewritten text should be at least 150 words. A readability score screenshot for the original and rewritten text should be calculated from the Readability Formulas website (see Appendix B: Readability and the Readability Formulas link provided).
QUESTION: For the rewritten text accommodation, does the text we choose to rewrite need to be in our Differentiated Unit Plan: Literacy Unit Plan?
ANSWER: Ideally, yes. It will be included as Accommodation 2 of your Differentiated Unit Plan: Accommodation Plan, so the text for this assignment should also be included in your Differentiated Unit Plan: Literacy Unit Plan. If not, the text should relate to the content of your unit.
QUESTION: How long does the text passage need to be?
ANSWER: This will vary based on your grade level, but it should be a minimum of 150 words after it is rewritten. This ensures the passage is long enough to get a reasonable assessment of the reading level.
QUESTION: How can I complete the “Readability Score for Rewritten Text” portion of the accommodation?
ANSWER: You will use the Readability Formulas website (see Appendix B: Readability and the Readability Formulas link provided). Remember, the rewritten text should be at least one full grade level lower than the original passage.
QUESTION: I’ve never done anything like this before. Do you have any tips for lowering the reading level?
ANSWER: Reading level is based on a combination of factors, so it is important to consider several things when you attempt to make a text more readable. Choose shorter, simpler words and less complex sentences. Avoid uncommon words, and separate long sentences into two or more shorter ones. Make sure every sentence is complete, but strive to use simple words and simple sentence structure.
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