k307 Final Project

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Exploring CPS and UDL As Methods for Inclusion

Megan Colson and Kera Hayworth
October 6,2013
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Part I Summary of Target Students and CPS Efforts

________________________________________________________________________ Megans Summary
My target student whose name is Grace became my target student because I noticed a lagging skill of not paying attention or finishing work at stations. When the teacher would ask her to do something she would automatically say I cant do that or I dont know how. Every time she would see an adult in the classroom she would ask for help on the assignment she would be doing. My concerns with Grace is that either the stations were not hands on or engaging enough for her or she was having trouble at each station but wasnt sure whom to ask when in need of help so would just get up and wander around classroom. These guesses are what made me decide to choose her as my CPS student. Another student I observed that became a targeted student was Casey. The aid works with her every morning on the alphabet and he explained to me he does the same activity every day and the next day she doesnt know any of the letters they just went over. Casey seemed quite lost in the classroom and isnt very social with other students. She struggled with each station and always uses the phrase, I dont know how to do that, at every station that day. My concern is the stations instructions might be too overwhelming for her or too complicated to have to write out all answers, which is what is asked of the students at each station. The last targeted student I chose to focus on is Joe. Joe who has many behavioral issues throughout station time that I observed just being in the classroom a couple days. He often tries to rush through each stations work and any station where he has to work with others usually ended up in an argument. He often seems bored throughout stations, but does not do the work either. My concerns were if the stations were not engaging enough for him to be interested in. Another
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similarity of Grace, which made Kera and I come to the conclusion of changing the stations to become more UDL. I will admit my first couple of attempts with Grace was difficult and frustrating and I was at the point of giving up. My first attempt did not go as plan at all. I wanted to find out why Grace would never get her work done in stations or stay in her seat. When she was at my station, I said, Grace, I noticed during stations you never get your homework done, Whats up? She responded with, I dont know. I then said, I also noticed you get up and walk around during station, whats up with that. She then responded again, I dont know. I then had another child poking me and when I turned around to say hold on one second, I turn back around and Grace was gone. During stations was our only time we could have a one on one conversation even though we were surrounded by other children, yet these children were not paying attention to our conversation and were on the floor playing. After we had the conversation it didnt take her long to come over and talk to me again and tell me stories, so I was glad that she did not seem embarrassed by my questions or that she was in trouble. My second attempt with Grace still did not end with a solution and at this point is when I wanted to give up. Update on CPS Effort went somewhat better than before but still did not get through all of the steps that are needed. For Grace, I asked her in the morning by herself. Grace, I noticed during stations you get up and walk around, whats up? She answered just like the last time I dont know. I asked is there anything you want to tell me about the stations, she responded she liked them. I answered well I am glad, but didnt know how to respond after that. I then caught her leaving a station randomly just walking around the room, since there was so much going on I decided to go try and ask again. Again, I repeated, Grace, I noticed during stations you are getting up and walking around, whats up? She responded, I just need to put my jacket away, and then took her jacket off and walked to her cubby, put it away, and then sat back down. I am starting to
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wonder if the way I am wording the sentence is not coming clear to her or if she just doesnt want to still so find excuses to get up. They say third time is a charm and it definitely was with my third attempt with Grace. We talked again today and I asked her what she needed during those moments when she would randomly get up from the station and she said she needed help on her paper or didnt know how to do it! I then responded how you think we can fix this problem so you are not getting out of your seat and she said she could sit by the adult at the station and asks for help, instead of sitting farther away by friends. I asked her if she could try this solution out today and she said she would try. At my station and at another station I saw her sitting next to the adult and not once did she get up from those stations because she was able to ask for help as soon as she saw a problem! I was so happy that she sat at my station the whole time and asked for help when she needed it. It made for a perfect day. From this solution and collaborating with Kera and her targeting students we decided to make the stations more UDL. We are blessed to have 5 adults in the classroom during station time, so to help out are targeting students even more we have 5/6 stations with an adult and those five stations will be the more guided practice and a few individual learning stations. The sixth station wont have an adult there the whole time, but since it is a small classroom other adults will be able to observe. Each station is 15 minutes which is plenty of time to do fun engaging activities the students should enjoy!
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Part I Summary of Target Students and CPS Efforts

________________________________________________________________________ Keras Summary For my CPS, I chose a student named Emma. She is a very outgoing girl, loves to talk to her friends and lacks the knowledge of when is appropriate timing and when she needs to listen to the teacher. Emma struggles with her own personal space and is often found in others personal space at inappropriate times. Emma also does not like to sit still for long periods of time and tends to get bored easily when asked to sit and do academic work for several minutes. As listed on the ALSUP her lagging skills are: Difficulty maintaining focus Difficulty handling transitions, shifting from one mindset or task to another Difficulty considering the likely outcomes or consequences of actions (impulsive) Difficulty expressing concerns, needs, or thoughts in words Difficulty managing emotional response to frustration so as to think rationally Difficulty appreciating how his/her behavior is affecting other people Difficulty appreciating how s/he is coming across or being perceived by others During the first few weeks of school I ran a station in the mornings in which students had to write their numbers several times as well as cut and paste items on the same worksheet. Stations in our kindergarten classroom are based a lot on sitting down and doing worksheets to obtain the skill and I noticed Emmas behavior right off the bat. Emma did not like to sit still in the station or do her work for long periods of time. By the time Emma got to my station in fact she was done and
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ready to go play. When Emma would not complete her station work she would have to stay in at recess or during free choice time and complete her work. To make matters worse not only was Emma not completing her work, but Emma was distracting other students who were trying to get their work completed. Emma would poke others with a pencil, make noises, stick her pencil in her mouth and make funny comments, anything to get the attention of the other students or the adult at her station. I started my conversation with Emma by saying, Last week I noticed that you were a little squirmy in my station and you poked the person next to you with a pencil when I asked you to do your work...can you tell me about that?" She began to slide her chair away from me looking down. I was concerned that she was feeling as if she was in trouble so I said "its okay, youre not in trouble! I just wanted to know what you were thinking when I asked you to do your worksheet at my station?" She sat still and didn't say anything for a few minutes. I tried again, "do you like to work in stations?" She nodded. "What is your favorite part of stations? Which station do you like the best?" Emma said "I like Mr. Brad's station." "What do you like about Mr. Brad's station?" (Kera) "I like that he makes funny noises" (Emma) (Kera) "Can you tell me more about that?" (Emma) "Hey, I like your necklace its pretty and your earrings are pretty too." (Kera) "Emma, can you tell me what you like about Mr. Brad's station?" (Emma) "My favorite color is purple and pink, look at my earrings they are purple." (Kera) I like your earrings but I really want to know more about Mr. Brad's station (Emma) "did you know my earrings are diamonds it's for my birthday." Guess when my birthday is!" Emma then began to vere off in a different direction with our conversation and I decided to try again another day. I began a conversation with Emma then a couple weeks later I began by saying I asked you last week to tell me about how it was really hard
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for you to sit still during stations and you said you really liked Mr. Brads station, I was wondering if you could tell me more about that. She began again to scoot her chair away from me and put her head down. She finally told me that she liked that Mr. Brad sang in their station and so I asked if I sang if she would like my station. She nodded. Emma and I never did come to a decision on what we should do to make stations easier for her, but after our conversations she has not has as much trouble in stations. I am not seeing her disturb her classmates or poke people with pencils or have to stay at free choice time to do her work. To be honest I dont know whether it was our conversation that changed her perspective and behavior or if it was the fact that she is a kindergartener and she simply needed more time to learn the expectations of the stations. I also think that making stations more engaging helps a lot with most of our kids in this classroom. These are kindergarteners none of them want to sit still and write for an hour at a time. I think that Emma was simply acting like a normal kindergartener and possibly just needed someone to acknowledge that stations were hard for her and that we would try and work on it. Whatever it was that helped the issue seems to have resolved itself for now.
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Part II Learning Activities/Stations Overview Grade Level(s): Duration: Subject Areas or Social Skill Focus: Kindergaten 15 minutes Math and Language Arts
Lesson Plan/Station #1
Summary of Bariers: Identify possible barriers to learning for three target students. Describe the student and the potential barriers you must address for them to succeed. Student 1: Grace Student lacks focusing skills to complete classroom work and is often found wondering the classroom or daydreaming without support from an adult. Student complete work in a one on one setting with a teacher or adult. Student is very sociable with one girl, so splitting them up helps one girl to get work done, yet Grace does not finish task or work. Student 2: Joe Student works best being indpendent and is always in rush to get work done, whether it is right or not. Always wanting to be first one done, and competing against others. Very socialbe with others, but others do not want to work with this student because he is unable to keep hands to himself. Student 3: Emma Student lacks foucsing skills to complete work. Has the attitude she can not do any work without help. Often says, I dont know how to before even trying. Gives up on more difficult task. Is a very quiet girl at times, unless surrounded by friends she is comfortable around.
Description of the Day State Standards (if applicable):
The Letter N EL.K.6.1 2006 Write capital and lowercase letters of the alphabet, correctly shaping and spacing the letters.
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Goals Goals of the individual activity/lesson: After this station, students will start to be able to recognize objects that begin with letter N identify the upper case letter N and lower case letter n demonstrate how to write an upper case and lower case N
Methods Include a time estimate in each area Basic Components of Lesson/Learning Activity *Components can be adapted/changed depending on situation. Please get format approved prior to final submission. Intoduction Description This lesson will be focused on introducing the letter N. At this station the students will be writing/forming the letter N (uppercase and lower case) They will be able to identify words that begin with the letter n. Students will recognize different objects that begin with the letter N. Students should be familiar with how the stations work. Before all the stations they are given a brief discussion on what they will be doing in each station. Today I will be an adult at this station. Today we are going to learn more about the letter N. Who knows how to write an uppercase and lowercase N already? Students answers may vary and some may already know how to, ask them to draw a uppercase N in the air. After they do that ask them to do a lower case n, in the air. Potential Barriers and Solutions for Target Student *Analyze barriers and solutions below for each component of the lesson/activity
(2-3 minutes)
Introduce/Model New Knowledge:
(2 minutes)
If students do not respond to the question, ask other students at the table to provide them with how strategies they use to draw and upper case and lower case N. Example: My strategy to help me remember the upper case letter N is to think about the letter v and think about one upside down and the other right side up. Do you all see the Vs in the upper case letter N?
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Provide Guided Practice:
(4 minutes)
Read the book, allow other students to say what the picture is or even read what is underneath the picture. Engagement while reading is key idea during this part of lesson. Ask whatever words begin with N, allow all students to answer.
Barrier for Student 1: She does not like to sit still and listen to story or directions but instead would rather be doing a physical activity. One that could be more free choice. Solution to barrier will be to have her sit next to me and share book so she will feel like she has an important part in this lesson. Or allow her to stand if it is better for her to move her legs than sit still. !
Provide Independent Practice:
(5 minutes)
We are now all going to write out the letter N uppercase and lowercase, you can do this on the chalkboard, on a whiteboard, or on your paper. Everyone must wait until I see how you drew the uppercase and lower case n. I would like you to write each one three times. Students should gather material they wanted to use and begin writing there Ns. Go around and check to see how the students are doing. Great Job. Who knows a word that starts with the letter N? Allow every student to share their idea. Well now we are going to read a short story that shows a few things that begin with the letter N. I will read first page, you make sure to follow along.
Closure of Lesson:
(1-2 minutes)
End station with overview of what they have learned and ask any questions.
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Assessment Formative/Ongoing Assessment: As the students are writing, drawing, or telling me what begins with the letter N, I will keep track of who is understanding this concept and who is not.
Summative/End Of Lesson Assessment:
Their final writing, drawings, or explanations will be recorded to show they understood goals at this station.
Materials
For this station, you will need: Chalkboard White Board Markers Pencil Paper Itsy Bitsy Book-Beginning Sounds- Letter N (http://www.kidzone.ws/kindergarten/learning-letters/ib-book-n.htm) Magnets Pipe Cleaners Letter search N
Description of the Day State Standards (if applicable): Listening and Answering Questions to book: If you Give a Moose a Muffin
CCSS.ELA-Literacy.SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
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CCSS.ELA-Literacy.SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. CCSS.ELA-Literacy.RL.K.10 Actively engage in group reading activities with purpose and understanding.
Goals Goals of the individual activity/lesson: Students will be able to: Engage in group readings by listening and following along to a text Demonstrate understanding of text by coming up with their own book title Recognize the pattern of the text by coming up with own book title
Methods Include a time estimate in each area Basic Components of Lesson/Learning Activity *Components can be adapted/changed depending on situation. Please get format approved prior to final submission. Description In this lesson the students will be listening to the book If You Give a Moose a Muffin by Laura Numeroff. This station will have the classroom Ipod that has the audio for this story. The children have a 5 way listening adapter so they can all listen to it at the same time. They will be given the option of just listening, following along with a hard copy book, or the pages of the book will be up on the smartboard for them to follow along. They have already read the story If you give a mouse a cookie and loved it so they should be excited for If you give a moose a muffin! At this station students will be reminded what the expectations are at this station according to who controls ipod, next page on smartboard, etc. Give scenarios such as do we fight over these items? Do we take Barrier for Student 2: Student will struggle with having to listen to what the expectations Potential Barriers and Solutions for Target Student *Analyze barriers and solutions below for each component of the lesson/activity
Anticipatory Set: *Hook, activate prior knowedge, introduce lesson, etc. Introduce/Model New Knowledge:
(2-3 minutes)
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someones turn today of controlling the items? Do we skip ahead on the pages compared to the audio? are and be too focused on technology surrounding him. He will want to control technology even if it is not his turn. Give him a fidget or something to hold on to that he can touch so he can listen while playing with object.
(1 minute)
An adult will then tell the students to start and construct the station for first minute to make sure they know where they are at in the book and what they are doing.
(8 minutes)
Once they have figured out the hang of all the technology students will be able to continue to listen to the story on their own.
Barrier for Students 1/3: Once adult is not next to student the child might not be able to keep track of pages if given paperback book and will be focused more on what everyone else is doing. These students should focus more on the white board pages so that they can stay on the right page.
Closure of Lesson:
(5-6 minutes)
At the end of the story, the students will be given a blank piece of paper. They wil be asked to think of an animal and a type of food that is similar to If you give a Moose a Muffin but it must start with the letter N, this corresponding with the station before. They can complete the sentence with they will or just come up with a title. They can just write their thoughts out, draw it, or tell the adult at
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the station.
Assessment Formative/Ongoing Assessment: The adult at the station will be keeping track of who is paying attention to the story and who is not. Along with if they are treating all of the technology nicely.
The picture, sentence, or explanation they gave at the end will tell if they understood the concept of if you give an (animal) a (food) they will..
Materials At this station students will need: 5 books If You Give a Moose a Muffin IPod Touch 5 headphones Listening Adapter Smart board Blank Piece of Paper Pencil Box/Crayons
Description for Day: State Standards (if applicable): Counting by 10s CCSS.Math.Content.K.CC.A.1 Count to 100 by ones and by tens. CCSS.Math.Content.K.CC.B.4b Understand that the last
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number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.
Goals
Goals of the individual activity/lesson: Students will be able to:
Count by tens to 100 Recognize groups of 10 Understand the last number they name is the number of objects counted
Methods Include a time estimate in each area

Basic Components of Description Lesson/Learning Students will be counting by tens at this Activity station. Before the station I will show a *Components can be video reviewing counting by tens and they adapted/changed will sing the Count by 10 songs. depending on situation. Please get format approved At the station where they are counting by prior to final submission. tens each student will be given a collection of items. The students will count the number of items they have in their collection. On their worksheet they will be writing or drawing the amount of groups of tens they have and the total number. Anticipatory Set:
*Hook, activate prior knowedge, introduce lesson, etc.
Potential Barriers and Solutions for Target Student

*Analyze barriers and solutions below for each component of the lesson/activity
**This will happen in the morning after calendar time should last a good
The start of this lesson will include students watching two videos about counting by tens. This is review so the videoes are to get them excited about this station. (These will be done before stations begin) Today children we will be watching two videoes about counting by tens! One is a song which you are welcome to stand up and sing along. You may dance, but you must stay in your square and respect others space when
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10-15 minutes. dancing. Play the song video. Then play the educational video. Before starting it: Class this next video an airplane needs your help flying today! You must count with him by tens to help him reach his destination. For this video I will have you sit down so that others can watch the plane too! Now at one of the stations today we will be counting by tens different collections I found. Introduce/Model New Knowledge: (2-3 minutes) Introducing the station I will show the students each student will get a collection of items. They must count all of the items up and write the total number on their paper. They then must group the items by tens and write how many groups of tens they have. I will demonstrate with a small collection
Barrier for Student 2:
Student will not want to sit and listen to directions, but will be more focused on what is inside the cups! Student will be able to have a fidget to hold on to while listening to directions.
Provide Guided Practice: (3 minutes)
Depending on group, some might need reminded of what they are doing. Adult at the station will give another demonstration of activity but ask students to help him/her.
Provide Independent Practice: (Provide 10 minutes for students to get through this process) (8 minutes)
Students will be asked to then find their own collection and get started counting by tens!
Barier for Student 1:
Students will not want to have to count items on her and might try to walk away if discouraged. Try to give her items
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that we know she will be interested in for example toy animals or stickers.
Student will not like having to count objects and will want to play with collection. Try to give him not such large amount, and just receive the counters. KEEP IN MIND: These two students will not be in the same group! Closure of Lesson: (1-2 minutes) The students at the end of the lesson will share what their collection was, how many items were there by counting by tens, and the total amount!
Assessment
Formative/Ongoing Assessment: Summative/End Of Lesson Assessment: Observing the children while they are counting their collections. The papers the children wrote on with final number will be collected or recorded by teacher if they told the answers instead of writing.
Materials
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Materials needed for this station:
Blank piece of paper Pencil box/crayons Collection of items- counters, stickers (anything there is an abundant of that doesnt roll on tables) Put at least 20 in each cup, more added in other cups no more than 70 Video Links counting by tens-educational video: http://www.youtube.com/watch?v=NVdupTP4N5Q counting by tens-song:- start video at .40: http://www.youtube.com/watch?v=uYRTtwZGwj8
Lesson Plan/Learning Activity #4

Summary of Bariers: Identify possible barriers to learning for three target students. Describe the student and the potential barriers you must address for them to succeed. Student 1: Emma Student lacks motivation to complete her work. She is often found poking other students, talking, or pouting if repremanded. She rarly finishes a station and often has to finish her station work during free choice time. Student 2: Joe Student works best being indpendent and is always in rush to get work done, whether it is right or not. Always wanting to be first one done, and competing against others. Very socialbe with others, but others do not want to work with this student because he is unable to keep hands to himself. Student 3: Grace Student lacks skills needed to complete most work. She has trouble with recognizing lower and uppercase letters. Students lacks the language skills needed to fully understand what is being done academically at times. (Students home language is not English but Spanish I believe). Student seems unengaged and lacking interest in academic work during stations. Student expresses social awareness more than academic awareness. Student seems to be very socially outgoing, but tends to bond well with friends who also speak Spanish.
Description of the Day
The number 5
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State Standards (if applicable):
IN.K.1. Number Sense K.1.1. Count objects in a set and use objects, pictures and numerals to represent whole numbers to 20. (we will be working on this one throughout several sessions)
Goals Goals of the individual activity/lesson: After this station, students will start to be able to Recognize and identify the number five Count five objects Demonstrate how to write the numeral five as well as the word five.
Methods Include a time estimate in each area Basic Components of Lesson/Learning Activity *Components can be adapted/changed depending on situation. Please get format approved prior to final submission. Description This lesson will be focused on introducing the number 5. At this station the students will be writing/forming the numeral 5 and the word five. They will be able to identify five objects (objects will be placed on the table such as five pencils, five pieces of chalk, five erasers, five dry erase boards, or five trays for shaving cream. Students will be able to write five in the sequence of numbers (i.e. 1,2,3,4,5) (students have been easing up to this over the semester each week adding another number. i.e. the first week they did one and then added two the second week and so on.) Students should be familiar with how the stations work. Before all the stations they are given a brief discussion on what they will be doing in each station. Today I will be an adult at this station. Today we are going to learn more about the number five. Who knows how to write a five already? Who knows how to spell five? Students answers may vary and some may Potential Barriers and Solutions for Target Student *Analyze barriers and solutions below for each component of the lesson/activity
Intoduction
Two minutes
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already know how to, ask them to come up on the chalk board and show the class. After they write, go up and explain steps to making both the numeral 5 and the written word five.
Introduce/Model New Knowledge:
Two minutes
If students do not respond to the question, provide them with how to draw the numeral and how to draw the written word..
Five Minutes
We are now all going to write out the number 5 now, you can do this on the tray in the shaving cream, you can do the worksheet, or you can use a white board or chalk board to write it. When you are finished with one number 5, I want you to show it to me so that I can see it. I would like you to write your number 5 three times. I would then like you to write the word Five. Again, show me the first one so I can make sure we dont need to fix anything and then we will write it three times.
Five minutes
Students should gather material they wanted to use and begin writing there 5s. Go around and check to see how the students are doing. Great Job. Who can find five things at our table? Allow every student to share their findings and count the items found. Now we are going to go on a counting walk. We will go around the hall and see if we can see groups of five anywhere else.. Allowing the students to find things that are not found in their own room is the key idea in this activity. Depending on time and behaviors we may go simply down the hall or we may go to other parts of the school to count items. If Barrier for Student 1: She does not like to sit still and listen to story or directions but instead would rather be doing a physical act such as poking a neighbor or tapping her pencil. Keeping
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out of the room is not possible I will provide magazinges for the students to go on a hunt in so that they can find five items and cut them out of a magazine or simply show others. All students should be allowed to find something and making sure to let all students have a turn is imparative to engagement. Depending on the weather students could even go outside to gather things to put on paper to show the five things they found. Okay, so now we have found lots of things that there are five of lets talk about the different things we found in the hallways (or outside)! her engaged and making the lesson more engaging will eliminate her barriers, but keeping her close to the teacher and away from the friends she gets in trouble with will help also.
Barrier for Student 2: He doesnt like to sit still for very long would rather be up moving around. He enjoys being the Allow students to create a way to display their center of attention. five items or to simply show the other students Being able to move what five items they found. They can draw a around and find items picture if it wasnt something they could bring would help keep him back to the class, they could verbally tell busy but he would others about their items, they could glue their need a reminder to items onto a piece of paper and make a share the floor with collage out of them. the other students.
Barrier for Student 3: Doesnt ask for help will sit there and talk to her friends or get up and waunder off. This station being more engaging should help keep her attention, but also encouraging her to ask questions or maybe explaining things more than once throughout the station to make sure those who dont want to ask can listen again. Closure of Lesson: End station with overview of what they have learned and ask any questions. What was your favorite part of todays lesson? Can anyone tell me what we learned about?
Five minutes to ten
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minutes depending on time because of stations.
Would anyone like to share what they found interesting? What did you not like about todays station? If time allows, allow the children to do a search around the room for the number five.
Assessment Formative/Ongoing Assessment: As the students are writing, creating, counting, and exploring for objects I will keep track of who is understanding this concept and who is not. I will look for students who can count five items, who can write the number correctly, who can write the word correctly.
Their final writing, drawings, or explanations will be recorded to show they understood goals at this station.
Materials
For this station, you will need: Chalkboard Dry erase Board Dry erase Markers Pencil Paper Magazines Trays (like lunch trays) Shaving cream Lots of items for five item hunt (i.e. beads, pipe cleaners etc) Worksheet (the one we normally use for stations)
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Description of the Day State Standards (if applicable): Sight word writing and recognition (At and Are)
K.1.15. Decoding and Word Recognition: Read one-syllable and high-frequency (often-heard) words by sight.
Goals Goals of the individual activity/lesson: Students will be able to: Demonstrate ability to write sight word or spell it. Use the sight word in a sentence.
Methods Include a time estimate in each area Basic Components of Lesson/Learning Activity *Components can be adapted/changed depending on situation. Please get format approved prior to final submission. Anticipatory Set: *Hook, activate prior knowedge, introduce lesson, etc. Introduce/Model New Knowledge: Description In this lesson the students will be practicing their sight word recognition. They will practice spelling their sight words by using various methods. They will play a game in which they will have to be able to recognze previously learned sight words as well as their two new ones. I will bring out hula hoops, paint in bags, dry erase boards, crayons, pencils and paper. Potential Barriers and Solutions for Target Student *Analyze barriers and solutions below for each component of the lesson/activity
Two minutes
At this station students will be reminded what the expectations are at this station according to keeping the paint in the bag and being careful not to rip the bag, watching for others while using the hula hoop (as well as proper hula hoop proceedured), sharing materials, and voice level. Other explainations may arise as I see how the students act in the previous stations.
Barrier for Student 2: Student will struggle with sharing the items that interest him most and will want to demonstrate his own explorations even when it is others turn. This student will have
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to be reminded of sharing and a timer will be set so that each child will get a turn to do each activity at least once. Provide Guided Practice: An adult will then demonstrate what the students can do at each part of the station: Paint bag: Students will get a bag with paint in it (the bag remains closed). Students will use their finger to draw in the paint (while in the bag) The paint seperates when drawn on the bag with their finger. If needed the end of a paint brush could work for some students too.
Two-five minutes (depending on the group)
Hula hoop: Students will spell the sight words while using the hula hoop. They have to spell outloud and hula hoop at the same time. Students can write their sight words and hide them in a picture and see if a friend (at their station can find the word) Students can lay on their back and write their sight words in the sky with their toe.
Crayons and paper:
Toe drawing:
Student doesnt like to NOT have her way. Student might get upset if she doesnt get to chose the thing she wants to do first (hula hoop) The teacher will discuss with her how the station is going to work in private beforehand so that she feels like she has control before going to this station and there is no surprises. Everyone in the group will get a turn with the hula hoop and she may need to be reminded that she gets one turn beforehand and throughout the lesson.
Ten minutes (a timer will be set for the hula hoop
Once they know what they can do at any of the parts of this station they can pick which one they want to do. Students are incouraged to try at least two of the tasks. Obviously the hula hoop will have to have a time limit and
Barrier for Students 1/3:
If an adult is not right by the hula hooper
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depending on the group size so that everyone gets a turntwo to three minutes a piece)
that will have to be shared depending on group interest.
they might get a little off track and use the hula hoop inappropriatly, So an adult will keep a close eye on the hula hooper and be constantly reminding them of the hula hoop rules (possibly a visual poster reminder would help as well) Also students might not remember to keep the paint in the bag.(a visual reminder poster of this too as well as adult reminders) Both of these barriers will take careful watching and reminders.
Closure of Lesson:
Five to ten minutes
At the end of the station the students will tell me their favorite activity and demonstrate their favorite sight word or show their picture.
Assessment Formative/Ongoing Assessment: The adult at the station will be keeping track of who is writing what sight words and who is spelling what sight words. He or she will keep track of who has learned the two new sight words for the week and who is still working on previously learned old sight words.
The picture or demonstration of their favorite activity with their favorite sight words will let the teacher know what words they are comfortable with and what words they need help on. The teacher could also give them a specific sight word to spell or write to test their new sight words. Students will be asked to use their sight word in a sentence.
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Materials At this station students will need: Paint bags Hula hoop crayons pencils Blank Pieces of Paper plain and colored Paint brushes

Description for Day: State Standards (if applicable): Diversity of animals, How are animals different K.4.2. Diversity of Life: Observe plants and animals, describing how they are alike and how they are different in the way they look and in the things they do.
Goals
Goals of the individual activity/lesson: Students will be able to:
Demonstrate knowledge of differences and similarities in animals Recognize when two animals have something in common or when they have something that is differing.
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Methods Include a time estimate in each area
Basic Components of Description Lesson/Learning Students will be read a book about Activity different animal babies and discuss how *Components can be animals are different or the same.
adapted/changed depending on situation. Please get format approved prior to final submission.
Potential Barriers and Solutions for Target Student

*Analyze barriers and solutions below for each component of the lesson/activity
Anticipatory Set:
*Hook, activate prior knowedge, introduce lesson, etc.
The start of the lesson students will be read the book Whos baby am I? They will discuss the differences between the different animals.
Ten minutes Play the video: http://www.youtube.com/watch?v=FMfziRVTPc Today were going to read about about different baby animals and I want you to look at how these animals might be the same and how these animals might be different. Read the book Whos Baby am I? Discuss with the students throughout the book why is this one different than that one. Introduce/Model New Knowledge: Two minutes I will give the students several cards with pictures of aninals on them, I will explain to the students that they are trying to group the cards or the animals in the ways that they are the same. (For example I might hold up a penguin and a chicken and say they both have wings. Or I might hold up a brown rabit and a brown bear and say they are both brown.) I want you to work with a group and sort the cards into different piles of how you think they are the same.
Student will want to be up moving around during the story. Giving him a fidget to play with as long as he and his fidget stay in his square. Barrier for Student 3: This student might
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not be able to understand the discussions within the group of why they are grouping animals together. I would place this student in a group with another Spanish speaking student who speaks English a little better to help her to understand what is being said. I would also make sure that I checked on that group often and provided lots of modeling in my introduction. Provide Guided Practice: Five minutes Depending on group, some might need reminded of what they are doing. Adults will be walking around to groups to make sure they are staying on task and completeing the assignment.
Provide Independent Practice: Fifteen minutes
Students will work in groups to sort the animals on their own. Students in groups can come up with their own animals if they want to and draw a picture to add them to a group.
Barier for ALL Students:
Students will not cooperate and will need lots of teacher scaffolding to understand working together to group items. There will be four teachers in the room to help students and to remind them of the rules.
Student will want to be moving and not
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sitting in the chair the entire time. Allow him to stand to work on this project as long as he stays with his group. Closure of Lesson: Ten minutes Each group will talk about how they sorted their cards and we will talk about why the animals are the same of different. Other students can ask questions as to why they put an animal with another animal.
Assessment
Formative/Ongoing Assessment: Observe and listen to students explain why they are putting animals in different catagories. Pay attention to their understanding of the same or different. The teacher will listen to the groups present and see if the students are understanding grouping objects by similarities or differences.
Materials Materials needed for this station:

Large blank piece of paper Pencil box/crayons Collection of animal cards Book Whos Baby am I? videohttp://www.youtube.com/watch?v=FMfziR-VTPc
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Part III UDL Educator Checklist

CASTs Universal Design for Learning Guidelines
Full Guidelines: http://udlguidelines.wordpress.com/introduction/
At the start of your project use the checklist as a guide when planning your learning activities. Which guidelines seem most important given what you know about your target student/s. Click on the links provided to access examples. At the end of your project, complete the following checklist as a way to evaluate implementation of the UDL Guidelines within your learning activities/lessons. In the column on the far right you will write down ways you addressed this guideline. Submit this checklist with final report.
UDL Guidelines
info)
1. Provide options for perception (examples) 1.1 Customize the display of information
Unit/Lesson:
I. Provide multiple means of representation Knowledge Networks (more

Your Ideas here. Use this column to document ways you utilized the principles and gudelines. Information is displayed via smartboard, on chalkboard, on paper, and through video. Information given to students through books videos smart board and explanations Listening to If you Give a Moose a Muffin, Listening to songs about counting by tens, listening to story Itsy Bitsy Books-Beginning Sounds. Students could listen to the book on tape if needed, but the teacher is reading it, I could put it on the smartboard and have the students listen to it through there. Information is displayed via smartboard, on chalkboard,
1.2 Provide alternatives for auditory information
1.3 Provide alternatives for visual information
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on paper, and videoes 2. Provide options for language and symbols (examples) 2.1 Define vocabulary and symbols Your Ideas Vocabulary will be explained by teacher and students can ask questions. Videos also give vocabulary and definitions.
2.2 Clarify syntax and structure 2.3 Decode text and mathematical notation 2.4 Promote cross-linguistic understanding
App on Ipod for different linguistic understanding if needed.
2.5 Illustrate key concepts non-linguistically 3. Provide options for comprehension (examples) 3.1 Provide or activate background knowledge
Your Ideas Reviewing vocabulary expectations, and activating prior knowledge before every station or lesson. Closure of each lesson. Watching videos or discussing what we learned at the end of each lesson. Adult at each station to guide childen through multiple step stations. Discussions over what the students did while letting them provide examples of what they explored or found.
3.2 Highlight critical features, big ideas, and relationships
3.3 Guide information processing
3.4 Support memory and transfer
II. Provide multiple means for action and expression - Strategic Networks (more info)
4. Provide options for physical actions (examples) 4.1 Provide varied ways to respond Your Ideas At every station children can demonstrate their knowledge or explore the topic using different options.
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4.2 Provide varied ways to interact with materials Children are given options at every station what materials they want to use to complete task. Assistive technologies used in stations: Smartboad and Ipod. Your Ideas Children able to express though material/media of their choice to finish task Providing many different tools for problem solving and mathematics. Different matierals children can use at the station to practice different strategies to answer questions Teacher will model and work with the children on expectations. Your Ideas Goal of each station is told before going to station. Students are told prior to station what is expected and the teacher is active in listening to problems as they arise and changing things as need be. Adult at station to manage information and resources. Adult will have checklist monitoring each station.
4.3 Integrate assistive technologies
5. Provide options for expressive skills and fluency (examples) 5.1 Allow choices of media for communication
5.2 Provide appropriate tools for composition and problem solving
5.3 Provide ways to scaffold practice and performance
6. Provide options for executive functions (examples) 6.1 Guide effective goal setting
6.2 Support planning and strategy development
6.3 Facilitate managing information and resources
6.4 Enhance capacity for monitoring progress
III. Provide multiple means for engagement - Affective Networks (more

info)
7. Provide options for recruiting interest (examples) 7.1 Increase individual choice and autonomy Your Ideas Students are given choice
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on how to express ideas and even view information. 7.2 Enhance relevance, value, and authenticity At every station children can demonstrate their knowledge or explore the topic using different options. Headphones at listening station, and making stations more engaging Your Ideas At every station children can demonstrate their knowledge or explore the topic using different options. Students work together and help other classmates out if any confusion throughout stations. Students are known right away the feedback on how they did at each station by adult. Your Ideas Goals are reminded throughout lesson.
Students come up with own stratgies at each station they feel like will help them succeed instead of giving them a single strategy.
7.3 Reduce threats and distractions
8. Provide options for sustaining effort and persistence (examples) 8.1 Heighten salience of goals and objectives 8.2 Vary levels of challenge and support
8.3 Foster collaboration and communication
8.4 Increase mastery-oriented feedback
9. Provide options for self-regulation (examples)

9.1 Guide personal goal-setting and expectations
9.2 Scaffold coping skills and strategies
9.3 Develop self-assessment and reflection
Students can discuss at the end what they did and why in that group giving the other students the reason for their end product.
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Part IV: CONCLUDING REFLECTION Megans Summary

My overall goals related to the learning activities was to make them more of hands on activities. A group of activities the students would be engaged more in. In their stations they have throughout the week each station consist of using just pencil and paper, sometimes cutting, coloring, and stamping. Yet four out of the six stations consist of paper and pencil activities. Kera and I discussed how much more engaging the stations could be if we embedded some UDL skills in these activities. I used CPS to inform learning activities by obseving my target students and figuring out which stations they worked best at right now and how could I improve the problems they are having at those stations. I then used UDL to incorporate different learning styles for different learners into my learning activities. Making them more activie, fun, and a way children can express their ideas in multiple ways. The barriers I was concerned with for target students was trying to make each station engaging yet not too complicated. I needed clear instructions yet a way for the children to have somewhat of a choice in how they would complete the task. Being that they are kindergarteners, at times I had to think of how much control I felt they could handle. Many of my target students cant sit still and focus on one activity unless it is very hands on. They also need instructions repeated to them until they believe they are on the right track. I belive my lessons will help decrease the bariers for my target students. Even though at times I have listed bariers, I know not every activity can be perfect and I cant predict the students will love the activities I have chosen. I do believe they will enjoy these engaging hands on activities more than their original stations.
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One of Kera and mine learning activities was implemented right away by my mentor teacher right away. She didnt do the activity exactly how we planned it out, yet she set up the Ipod, had us buy the adapter so the children could listen with individual headphones and gave the children hard copy books to read a long with. The only part she did not do was the smart board part of the activity. I am not sure if she knows how to do this, but did not seem very interested in incorporating that part to the lesson quite yet. The children are used to just listening to their readings over a CD and many of them become distracted during this time, so this new device and putting the readings on an Ipod have help made this station more UDL. What I liked most about this project was being able to observe a few students and really take the time to help them solve any issues they are having in class. For the targeted students I observed many of them had issues during stations, which made coming up with my learning activities much easier. Learning more about UDL and incorporating these principles in our activities, have put into perspective how Kera and I would like to set up our stations when we start student teaching, if our teacher allows it. The most diffcult part about this project was trying to communicate with our CPS student we chose. At first mine would not give me much information on why she was not finishing her work at stations but after many days of digging I was able to finally help her out! The strengths of my lesson plans are the amount of ways I have incoporated means of representation and expression. After observing the students only be given one way of representation and expression I tried to incorporate as many different ways I could in each activity. I feel like they have strenghted my lesson and the stations as a whole. I am still uncertain on how the teacher
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would feel about putting more UDL in the lessons when I start student teaching. I am also concered the students will only focus on way to express each time and then get discouraged when asked to do one way in another lesson. My reasoning behind my latter thought is the students are so use to pencil and paper writing that if changed, when they need to do paper and pencil they will struggle more with this type of repesentation. Collaboration with Kera went very well because we were on the same page on how we wanted to make the stations more UDL. Both of our targeted students were ones that we observed as needing more engaging and ways to express their thoughts in multiple ways. We discussed many of our activities together and would help each other come up with new ideas with lessons or more ways to make the lessons UDL. What worked best for Kera and I is we were on the same page on what type of activities we wanted to create after only observing the stations a couple times. We then immediatley started to think of ways on how to make the stations more hands on. We came up with such a large amount of different activities and then decided which ones we liked the best. As of right now I dont think there are any areas that are needed in imporvement relating to collaboration. We seem to be getting along very well so far, are supporting each others ideas, and helping each other out in any way we can. Our teacher seems very set in her ways about some of the ways she teaches or guides each station. She has mentioned she does not care for the stations at times, but thinks they are very helpful. She did listen to one of our ideas about improving a station and asked for our help on creating our idea. Since we are not student teaching yet we did not go in much detail on all the ideas we have, but have told her we have come up with a
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few ideas on our own we are excited for. One thing I am thankful for about our mentor teacher is she is always there to provide resources for any ideas we have. Even though she might not exactly want to do an activity one way she gives us resources and ideas on how to improve it. I find it very understandable that she do esnt want us to change her whole set up of stations, and I believe a few of them are necessary but I hope she allows us to embed more of our activities when we do student teach and supports us through this change. I enjoyed this project and being able to work with my partner through this process. I feel like it made us a stronger team and helped give us a start on our student teaching planning.
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Part IV: CONCLUDING REFLECTION Keras Summary

Universal Design for Learning is a hot topic right now in BCSC schools, but it seems like it is very hard for some teachers to implement into stations. My goal for this UDL lesson planning activity was to make stations a more enjoyable and interactive experience for our kindergarten classroom. Many of our students being Kindergarteners need an active and hands on lesson and doing writing worksheets was not holding their attention very long at all. When I envisioned this lesson planning activity, I saw several stations focusing on one subject but finding multiple ways to experience that one subject. For example, I envisioned a lesson over mathematics in which the students were learning the number 5. In one station they would learn to write the number five and the word five, in another station they would go on a hunt and find five things, in another station they would watch a video over five, in another station they would create something with the five things they found and so on. I realized that this would not work in our classroom setting and I reserved this idea for my own classroom down the line. For our classroom our focus is mainly on writing, but we write several different things in our six fifteen minute stations. The stations focus on various topics, sight words, numbers, alphabetic order, listening to books and reading comprehension. I decided to focus on the stations that our teacher had presently in our classroom and simply tweak them. Megan and I saw an opportunity to make the listening station less distracting by implementing headphones, which we did, and using the smart board (yet to come). I planned a lesson around the number station that I normally work in which the students would be given more options other than pencil and paper. We have implemented one lesson at the listening station already and one at our number
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station. Megan did the listening station, while I implemented the number station. I felt like my number lesson went okay. Our mentor teacher didnt like the idea of shaving cream; because she was afraid of the mess it would make, so I brought in beads and had the students string five beads on a string instead of the shaving cream as well as doing the writing on the chalk board, dry erase board, or doing the worksheet. I feel like it would have gone better had I been able to use the shaving cream but I could see it being messy. I also didnt have time to do the number walk outside of the classroom with the kids because they took a while to write their numbers and to string their beads. I did have them look for things in the room that there were five of. I felt like the lesson overall was a success, but that it could have been better if I had had more time or been able to do what I really wanted. Megan and I worked together to come up with our lesson plans and I felt like that was very successful. We chose to submit our work separately, but I think that this was a great start to coteaching being able to create UDL lesson plans together and bounce ideas off one another. We have also discussed working on a social lesson revolving around rug rules or what we do during morning meetings or calendar time. We have not completely come up with something for that yet which is why we didnt include it. I feel like this was a great way to start our student teaching working together to come up with ideas and solutions for all of our students in our classroom, but still keeping in mind what those few individual students needs are.
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Major Grading Components
1. Use of CPS to identify focus of learning activities/intervention
Point Value
20 points
Part I of the report provides detailed information about target students and their learning/behavior needs in the inclusion setting. This section demonstrates a strong understanding of CPS and uses information gathered through CPS to determine learning activities for at least one target student. CPS efforts do not necessarily need to show a breakthought outcome but does show efforts to involve, empower and give voice to students in the solution finding process. This section will be essential in helping the reader understand the focus of the following sections.
2. Learning Activities/Lessons
30 points
Part II of this report flows well from Part I and provides detailed information about each component of the learning activity and/or lesson plan (e.g., all assessments and scaffolds, worksheets, tools/organizers, visuals are attached). There is evidence that CPS was used or is continually used as a method of differentiating learning activities for at least one target student. (Inclusion of the second child in CPS efforts is recommended but not required.) A high quality report will provide substantial evidence of intergration of UDL principles and at least 4 of the UDL guidelines are noted in the learning activity directions. Reports will help make clear how observation and assessment guided your actions and focus in learning activity/plan. For example, if the affective network, the why of learning, is determined as critical to target students learning, the instructional plan/activity will attempt to consciously build on student preferences and interests as a method to increase student engagement.
3. Concluding Reflection and Analysis of Barriers and Solutions
30 points
Part III of this report provides a strong and deep understanding of potential barriers for learning for target students and how UDL and CPS was used to eliminate or reduce barriers to learning. The UDL principles are cited and considered in this analysis. Examples from the lesson plan/instructional activities are cited to enhance clarity for the reader. More than 4 UDL guidelines are cited and UDL Networks are considered (What, Why and How of Learning) This section also provides a summary of the lesson plan/instructional activity that was implemented prior to student teaching and what was learned further about target students through this initial implementation (i.e. the work reflects critically on what they learned about barriers and UDL solutions from implementation). Reflection questions are addressed clearly.
4. Professionalism and Writing Quality
20 points
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The final report has a professional look and adheres well to the guidelines for compiling the report. The final submission is easy to navigate and all required pieces are included. The author of the report writes clearly and effectively and does not raise concerns around the authors ability to express ideas, use standard English, and/or write respectfully of the child, school, family, or teachers involved in these cases. Writing provides strong details to support ideas and demonstrates an ability to think critically about the process of creating this final project/report.
Total Points - 100
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k307 Final Project

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Exploring CPS and UDL As Methods for Inclusion

Part I Summary of Target Students and CPS Efforts

Part I Summary of Target Students and CPS Efforts

Description of the Day State Standards (if applicable):

Introduce/Model New Knowledge:

Provide Independent Practice:

Summative/End Of Lesson Assessment:

Provide Guided Practice:

Provide Independent Practice:

Summative/End Of Lesson Assessment:

Methods Include a time estimate in each area

Potential Barriers and Solutions for Target Student

Barrier for Student 2:

Provide Guided Practice: (3 minutes)

Barier for Student 1:

Lesson Plan/Learning Activity #4

Description of the Day

Introduce/Model New Knowledge:

Provide Guided Practice:

Provide Independent Practice:

Five minutes to ten

Summative/End Of Lesson Assessment:

Lesson Plan/Learning Activity #5

Two-five minutes (depending on the group)

Barrier for Student 1:

Crayons and paper:

Provide Independent Practice:

Ten minutes (a timer will be set for the hula hoop

Barrier for Students 1/3:

If an adult is not right by the hula hooper

Five to ten minutes

Summative/End Of Lesson Assessment:

Lesson Plan/Learning Activity #6

Potential Barriers and Solutions for Target Student

Barrier for Student 2:

Provide Independent Practice: Fifteen minutes

Barier for ALL Students:

Student will want to be moving and not

Summative/End Of Lesson Assessment:

Materials Materials needed for this station:

Part III UDL Educator Checklist

I. Provide multiple means of representation Knowledge Networks (more

1.2 Provide alternatives for auditory information

1.3 Provide alternatives for visual information

App on Ipod for different linguistic understanding if needed.

3.2 Highlight critical features, big ideas, and relationships

3.3 Guide information processing

3.4 Support memory and transfer

4.3 Integrate assistive technologies

5.2 Provide appropriate tools for composition and problem solving

5.3 Provide ways to scaffold practice and performance

6.2 Support planning and strategy development

6.3 Facilitate managing information and resources

6.4 Enhance capacity for monitoring progress

III. Provide multiple means for engagement - Affective Networks (more

7.3 Reduce threats and distractions

8.3 Foster collaboration and communication

8.4 Increase mastery-oriented feedback

9. Provide options for self-regulation (examples)

9.2 Scaffold coping skills and strategies

9.3 Develop self-assessment and reflection

Part IV: CONCLUDING REFLECTION Megans Summary