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Strategies for Adaptation

Providing Support to Diverse Learners

Purpose of this Session• Use guiding questions as teachers plan

curriculum adaptations• Based on students’ learning barriers, identify

potential adaptations that maintain the rigor and alignment to the Common Core and the NY ELA curriculum

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Potential Learning Barriers

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Diminishing Barriers to Learning

“Barriers to learning are not, in fact, inherent in the capacities of learners, but instead arise in learners' interactions with inflexible educational goals, materials, methods, and assessments.”

Teaching Every Student in the Digital Age, p. vCAST (Center for Applied Special Technology)

Do you agree? Disagree?

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Questions for Today• How can I incorporate guiding questions for

adapting curriculum to address the instructional needs of all my students?

• How do I bridge the gap between “where my students are” and “where they need to be” using adaptations that address potential learning barriers?

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Planning for Curriculum Adaptations

• Think about the barriers you previously described.

• How do you currently address adapting your curriculum for all learners?

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Planning for Curriculum Adaptations

How do you plan and ensure that your adaptations meet the fidelity and rigor of the ELA Standards and Instructional Shifts? What drives your decisions? When and how do you make these

decisions?

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Guiding Questions for Adaptation

Are the outcomes separated from the means?

What curriculum supports will help make learning accessible?

What are the potential learning barriers in the instructional methods or materials?

Consultation, centered in presuming competence and a growth mindset

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Barriers, Adaptations, and Practices

Potential Learning Barrier

Adaptations My Practices

Anchor Standard 10 Read and Comprehend Complex Text Independently and Proficiently

Answer Text-dependent questions

Provide the questions in a written format. Have students underline key words in the question.

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Student Profiles• Student 1-Claudia • Student 2- Caitlin

Consider the guiding questions, potential barriers, and adaptations.

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St. Lucy’s Home for Girls Raised by Wolves-

Lesson 8Review the lesson standards and the mid-unit assessment.

With a partner, discuss what students must knowand be able to do to show proficiency on theassessed standard RL9-10.3.

• Discuss what potential barriers Claudia and Caitlin may face.

• Discuss what a teacher can do to help bridge these gaps.

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St. Lucy’s Home for Girls Raised by Wolves-

Lesson 8• In pairs, examine the lesson and highlight

those areas where you predict Claudia or Caitlin may struggle.

• Look for any patterns.• Write down what students must know and be

able to do to be successful in one or two highlighted areas.

• Discuss these barriers and how a teacher can adapt instruction to bridge this gap.

Q & A

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Discussion & Reflection• How can I incorporate guiding questions for

adapting curriculum to address the instructional needs of all my students?

• How do I bridge the gap between “where my students are” and “where they need to be using adaptations that address potential learning barriers?

CONFIDENTIAL – DO NOT CIRCULATE

Pulse CheckPlease go to engageny.org/novnti and fill out

the online plus-delta for the Strategies for Adaptation session.

Thank You!

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CONFIDENTIAL – DO NOT CIRCULATE

Online Parking LotPlease go to engageny.org/novnti and select “Online Parking Lot” for any NYSED related

questions.

Thank You!

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