Curriculum Framework Product Powerpoint Pfd Version

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Curriculum Framework Product Powerpoint Pfd Version

  1. 1. Activities and Instruction Element Lesson Plan Template Reflecting Tiered Instruction and Universal Design for Learning Elements By Tish Wilburn
  2. 2.  PD needs survey reflected that staff had very little if any background knowledge about NAEYC, DEC or Universal Design.  Wanted a method to share the principles of UDL and tiered instruction in a way that would help our kindergarten staff ensure the curriculum was accessible and DAP for all learners.  What better way to share than by designing an intentional planning tool that addresses tiered instruction and principles of UDL?  Thought there was also a need for a quick, reference guide of the KY standards that was broken down into kindergarten skills, since our guiding curriculum document is written for the end of primary in mind.
  3. 3.  Thislesson plan template was designed with kindergarten teachers in mind so they can help children that need a different ways of learning, engaging and expressing what they know.
  4. 4. The product idea evolved as a result of the PD that I delivered about Writing Instructional Practices in kindergarten. This PD opportunity:  Compared KY Program of Studies Core Content for writing, the NAEYC/IRA position statement on reading and writing for young children and DEC Recommendations for Positive Outcomes through a stand alone Power Point.  Allowed me to mentor/model guided writing in four kindergarten classrooms using an evidence based writing process called Kid Writing for 16 sessions over four days. I was also able to share materials and assessment resources.  Included an interactive blog site with instructional links and a place to share thoughts and ideas.
  5. 5. Universal Instruction Tier 1 planning guide template Targeted and Temporary Tier 2 planning guide template Intensive and Intentional Tier 3 planning guide template KDE standards reference guide modified for Kindergarten skills
  6. 6. (Pull up PDF file to share actual product)
  7. 7.  The current format is instructional in nature. It will have to be modified again in order to have room to actually write on it. It was intended to be instructional because of the lack of EC background among staff. I foresee many changes as it evolves into a more usable tool rather than the reference guide it is now.  I passed out copies to the staff and the principal (6 total). I included one teacher that has a K/1 class as well. I wrote a brief letter of explanation and included a feedback page for them to return to me after they had reviewed and or used the materials.  I did make some changes based on Monday nights Show and Share and some feedback information I gathered. I felt I needed to add Data Driven Decision making as a term under the progress monitoring section. I will share the revised plans with the staff.
  8. 8.  4 of the 6 feedback pages have been returned so far.  Most all reactions were very favorable. There was one teacher that thought the tool was just somewhat helpful, but this particular teacher resists any change or new idea.  They particularly liked the UDL principles/learning style reminders and the KDE core content reference page.  There were two wishes that the core content could be put in a developmental scope and sequence. (which has been a team goal of mine for 3 years) This makes me very happy that they may at least be receptive to doing so this summer.
  9. 9.  To have the template become more streamlined.  To develop scope and sequence and benchmarks for core content with the team.  To see the planning guide used as a vehicle for more DAP activities and so that all learners are given access to the curriculum.
  10. 10. Division for Early Childhood of the Council for Exceptional Children (2007, March). Promoting positive outcomes for children with disabilities: recommendations for curriculum, assessment and program evaluation. Retrieved November 6, 2009, from http://www.dec- sped.org/About_DEC/PositionConcept_Papers/Promoting_Positive_Outcomes International Reading Association and National Association for the Education of Young Children(1998). Learning to read and write: a joint position statement of the international reading association and the national association of the education of young children. Retrieved November 6, 2009, from http://www.naeyc.org/positionstatements/learning_readwrite Kentucky Department of Education. (2006) 2006 revised program of studies primary education. Retrieved November 6, 2009, from http://www.education.ky.gov/users/jwyatt/POS/Primary.pdf National Center on Universal Design for Learning. (n.d.) Retrieved November 6, 2009 from http://www.udlcenter.org/aboutudl/udlguidelines Response To Intervention Action Network. (n.d.) Retrieved November 6, 2009 from http://www.rtinetwork.org/Learn Universal Design for Learning (Gargiulo & Metcalf, 2010). Retrieved November 6, 2009 from http://kent.amvonet.com/mod/resource/view.php?inpopup=true&id=1115

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