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Lesson 1 was successful on all fronts: Stephen got to be super creative, and Landon felt well-supported. Lesson 2 was a flop for Stephen; he had some group issues and felt out of control, but Landon successfully completed the assessment.

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It was helpful for me to specifically consider Stephen and Landon in my planning. As I thought of their unique traits, it helped me recognize other personality types and learning needs for students in the class who aren’t on an IEP or 504 Plan. The accommodations I made for each lesson weren’t huge, but they were small steps/scaffolds that made a big difference for both target students. The planning process also helped me break through my sometimes stubborn assumptions that students will know how to do certain tasks, or that they’ll be able to access content/instruction in the most convenient way I can deliver it. It helped me slow down to think of my students before I made design choices, and then it helped me reflect to justify whether or not I actually made appropriate adjustments. That reflection made me be more thoughtful as an educator.

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In Lesson Plan 1:
Presenting/reviewing information verbally and visually, pointing to key words and phrases under the document camera, helps Landon track. He also feels more supported and comfortable when he can work with his friends, who are all higher-performing students in the class. The audio was made available to all students but was set up with Landon in mind; sometimes, he listens to audio versions of his self-selected novels during independent reading, so I know this is a scaffold that he appreciates.
In Lesson Plan 2:
By printing the responsibilities on the role cards, it wasn’t a big deal if Landon couldn’t process my instructions right away – he had them to reference on his desk. He was also working in a group of self-selected peers, which gave him more confidence. The “Time-Keeper” role, taken by one of his group members, forced him to stay on task.

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In Lesson Plan 1:
I made the group work optional because Stephen’s social tendencies are hard to predict; some days he thrives working with peers, and some days he would rather work alone. I also offered a lot of choice in this assignment, in terms of format and tech/non-tech, so that Stephen could determine his own path. When he is offered more choice, he feels more in control, which makes him feel safe.
In Lesson Plan 2:
Stephen is either the best person in class to have in a group project, or the most difficult; it just depends on the day and his level of excitement. The role cards allowed him to channel his best attributes (his creativity and writing skills) while also preventing him from becoming overbearing with his peers and bossing them around; this also aligned with one of his IEP Behavior Plan goals: to function more productively and respectfully with peers.

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In these lesson plans, I differentiated instruction to meet the needs of Stephen and Landon, specifically. I tried to create good curriculum through projects and narrative writing that incorporated creativity and choice. Additionally, my goal was to be respectful of students in every teaching and learning moment; in other words, how could I support Stephen, Landon, and other students in my class without singling them out or making them feel alienated from other learners?

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A 17-year-old young man who has a 504-Plan for Attention Deficit/Hyperactivity Disorder (ADHD). This results in him having trouble staying focused on activities that “are not innately interesting.” While he is generally attentive, well-behaved, and respectful, he loses attention over time and makes impulsive errors. He also has subtle language processing problems; he is very quiet, struggles with reading comprehension, and takes a moment to internalize instructions. His self-efficacy plummets when there are time-limits for assignments; when he feels like he won’t be successful, he becomes work-avoidant. Because of this, his accommodations allow for additional time on assignments and a separate, quiet work space for tests. Yet, most of the time, he completes activities without much hindrance.

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A 17-year-old young man who has an IEP and is in the Emotional Disturbance program at Bullard. He has had difficulties feeling safe at school, and is often absent. Stephen’s emotional issues, when in class, most often manifest in a general sense of arrogance; he often thinks that he is the most brilliant person in the room, and will vocalize that. He is an excellent public speaker and thoroughly enjoys the spotlight, as one of the school’s top Forensics & Debate competitors Improv team actors. He is very interested in politics and current events, has a sophisticated vocabulary, is a friendly person, and genuinely likes to interact with others in class. The predictors for his emotional swings are currently unknown. His IEP goals, briefly, are to attend school more frequently, interact more postively with others, and research 2-year colleges.

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This is an 11th grade ELA class. There are 35 students total; four students are on 504 plans and one student has an IEP. The room is set up in short rows that face each other, with a large aisle down the center of the room. The following two students (using pseudonyms) will be the target focuses of these lessons:

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·      Number of Students Enrolled: 2,617

·      Percentage of Students Receiving Free/Reduced Lunch: 51%

·      Percentage of Students Identified as English Learners: 5%

·      41% Caucasian, 38% Hispanic, 13% African American, 5% Asian, 3% Other

·      Percentage of Students with an IEP: 9.9%

·      CAASPP (California Assessment of Student Performance and Progress) Scores: ELA: 40% proficient; Math: 15% proficient