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EDSP 524 Appendix A: Student Descriptions Student 1: Matthew Disability: Multiple Sclerosis (MS) IDEA Category: Other Health Impaired Matthew has MS, an autoimmune disease that attacks the nervous system. He walks with a cane to help with his balance but can actively participate in class and recreational activities. Generally, he knows when his body needs to rest and take a break physically. Strengths: Matthew is quiet and reserved, but very kind and personable. He has friends and is very polite. Matthew has no record of behavior issues in school. Matthew has strong math skills and tests above grade level for solving equations, area, volume, and mathematical concepts. His reading level is at or just below average for his grade level. Weaknesses: Matthew’s disease causes spasticity in his legs - this is sometimes distracting (and embarrassing) to him during quiet seatwork. MS is different day-to-day but will affect Matthew’s concentration, muscle coordination, ability to stay awake (Chronic fatigue), memory, visual disturbances, his ability to regulate his own temperature, bowel/bladder incontinence. Student 2: Kate Disability: Juvenile Macular Degeneration IDEA Category: Visual Impairment Kate is a 6th-grade student who is legally blind, even with corrective lenses. This is a genetic condition. Strengths: While Kate has trouble seeing text in front of her, she still has a relatively normal peripheral or side vision. Kate is outgoing and friendly, she has several friends. Kate scored at grade level for math. Kate likes to work independently, and at her own pace. Weaknesses: Kate scores below grade level in reading and language arts. Kate does not ask for help, even when she does not understand something. She will fall behind in the classroom unless her progress is closely monitored. Student 3: Jack Disability: Bipolar Disorder IDEA Category: Emotional Disturbance Jack is a funny student who likes to make other students laugh. He is very intelligent, but not highly motivated. He likes to take ‘shortcuts’ to avoid doing more work than he has too. This sometimes leads to incomplete assignments. He is a good test taker but often has missing classwork and homework. Jack plays 3 varsity sports. Strengths: Jack is a very strong tester. He can remember and recall information in both reading and math. He is at grade level performance for both reading and math. Areas of need: During the low moods of his disability, Jack is irritable and sometimes irrational. During the high/manic moods, he has lots of energy and is very loud. He has depression that is treated with weekly counseling outside of school. Jack needs support to stay on task, motivated, and to remember to participate appropriately (e.g., raise his hand). Student 4: Jamie Disability: ADHD IDEA Category: Other Health Impaired Jamie is a 6th-grade student who was found eligible for Special Education Services under the category of Other Health Impairment due to weaknesses in alertness as a result of Attention Deficit Hyperactivity Disorder. Strengths: Jamie is a kind and humorous boy. He is quick to lend a helping hand and encouraging word to anyone who needs it. Areas of need: Jamie is functioning below grade level in math and reading. Jamie has a difficult time staying on task and completing assignments, comprehending grade-level reading texts, responding adequately to writing prompts, and solving math word problems. Jamie has difficulty initiating tasks and sustaining his attention to complete them. He becomes easily distracted when given assignments. He requires additional time to complete tests and needs frequent prompting when working independently in most subjects. To successfully access the general curriculum, Jamie requires specialized instruction and accommodations to improve self-regulation when given assignments, to learn strategies to improve his reading comprehension and written expression, and to solve grade-level math problems. Student 5: Eli Disability: Autism Spectrum Disorder IDEA Category: Autism Eli is a quiet student who concentrates very hard on his studies. Eli needs help becoming motivated, but is pleasant when he gets to work. Eli likes a routine and becomes upset when the routine is not followed. He is functioning below grade level in reading and math. Strengths: Eli likes dinosaurs and knows a huge amount of information about them. This can be a way to communicate with Eli when getting to know him. Areas of need: Eli’s reading level is one grade level below. His math assessments are two grades below average. He has trouble fitting in socially and misreads social cues. Eli has trouble maintaining eye contact but will respond to others who talk to him or ask him questions. Has trouble staying focused and is agitated when the classroom routine is out of order. Student 6: Rachel Disability: Dyslexia IDEA Category: Specific Learning Disability Rachel is a sociable girl who likes to talk with her friends in the classroom and online. She is very computer savvy and can assist in many technological things in the classroom. Strengths: Rachel has a brother with ASD and is very patient with classmates. She is very social and good with technology. She is interested in fashion and make-up. Areas of need: Rachel tests below average in writing. Rachel can write, but it takes her significantly longer than her peers. She does not enjoy reading because it takes a long time to process what she is seeing. Her reading comprehension assessment is three grade levels below. Rachel tests at the 4th grade level in math. Her dyslexia makes her very self-conscious about her performance in front of her friends. Student 7: Bryan English Language Learner (ELL) Amir and his family recently immigrated to the United States by way of Canada. Amir’s parents are highly educated and Amir attended a private school in Syria that focused on science and technology. Strengths: Amir’s parents are very vested and involved in his education. Amir is very attentive in class and is motivated to learn English and integrate into his new educational community. Amir received some formal instruction in English in school beginning in 3rd grade. Areas of need: Amir is comprehending 2nd-grade texts at the instructional level. Amir’s reading comprehension is stronger than his oral comprehension and his ability to produce oral or written language in English. Amir is functioning at grade level in math but struggles with story problems and assignments with complex directions. Student 8: Missy Disability: Auricular Atresia IDEA Category: Hearing Impairment Missy is a 6th-grade student whose most recent audiogram indicates a unilateral hearing loss due to severe conductive loss in her right ear resulting from auricular atresia and normal levels recorded in her left ear. Strengths: While Missy has trouble hearing in her right ear, she still has normal hearing in her left ear. Missy uses her time wisely and works very hard to complete assignments. She is outgoing and friendly. Missy scored at grade level for math. Weaknesses: Missy currently does not use any form of personal amplification equipment and struggles most with auditory comprehension when background noise is present. This impacts her receptive language abilities. Deficits in hearing have also led to deficits in reading comprehension, decoding skills, and fluency rate. These deficits impact Missy’s ability to take in, synthesize, and correctly retain information presented in a written format. In addition, these deficits impact her ability to comprehend and utilize content vocabulary which impacts her across the content areas. Missy sometimes falls behind because she is unaware, she has missed any information. Student 9: Bryan Disability: Dyslexia, Dyscalculia, & ADHD IDEA Category: Specific Learning Disability Bryan is a 12-year-old African American male in the 6th grade. Bryan has been diagnosed with Dyslexia, Dyscalculia, and ADHD (inattentive subtype) and was found eligible for special education services for a Specific Learning Disability (SLD). Strengths: Bryan loves art, music, and excels in Science and PE. His favorite sport is soccer. Bryan is an only child and lives at home with both parents. His parents are very supportive and involved in his education. Brian is generally compliant and respectful toward his teachers and peers. Areas of need: Bryan struggles with inattentiveness and distractibility when working independently but actively participates in whole class and small group discussions. Reading is an area of weakness for Bryan. According to the STAR Reading Assessment which assesses reading comprehension, Results of assessments and teacher observation indicate that Bryan’s reading instructional level is at the 4th grade which will affect his involvement and progress in the 6th-grade general curriculum. Bryan was administered the STAR Math Assessment which assesses skills expected at grade level. He scored a grade equivalent score of 4.1. Results indicated a weakness in completing multi-step problems through the test items that addressed solving a multi-step problem involving decimals and whole numbers and using estimation to solve a multi-step practical problem. EDSP 524 Appendix D: Differentiated Unit Plan – Unit Form Explanation Day 1 The Objective directs the Evaluation The evaluation should assess the student’s performance on the objective. Objective Evaluation What students will be able to do at the end of the lesson. The objective must include the condition , the behavior , and the criterion (e.g., Given X, the student will X, with #/# correct). See DUP Instructions. What students will demonstrate and how their work will be evaluated. Clearly states the methods by which the student’s behavioral objective will be assessed. Instruction Whole Group Individual Teacher Instruction Guided Practice Independent Practice Accommodation/s Include the steps you will follow to teach the content or skill. Include sufficient detail to allow a substitute teacher to deliver the instruction the way you planned. Consider multi-sensory ways content will be communicated. How will explicit direct instruction be provided? Provide a clear description of the steps to model the task or skill. DO NOT include a full script of everything you plan to say. Explain the assignment, activity, or experience the students will engage in under the teacher’s direction and guidance that will help the learner move the newly taught content or skill from short-term to working memory. Include sufficient detail to allow a substitute teacher to deliver the instruction the way you planned. Clearly described how the content or skill will be broken down into learnable parts and how corrective feedback will be provided. DO NOT include script. Explain the assignment, activity, or experience the student will engage in on their own or in a self-directed group that helps the learner to correctly practice the newly taught content to move the skill from working memory to long-term memory. Include sufficient detail to allow a substitute teacher to deliver the instruction the way you planned. New skills are practiced allowing interaction and cooperation, as well as a generalization to a real-world setting. DO NOT include script. Using student characteristics and the IEP, evaluate the instruction, activities, and assessments to determine if there are any barriers to content, progress, or achievement. Identify any necessary accommodations to support each of the students identified with special needs for that lesson. These do not need to be lengthy explanations, but they should clearly state what the accommodations are. If accommodations are not needed for a given student, briefly explain why this is the case, based on the student’s description and the lesson content. NOTE: In Part III of the DUP, you will select from these accommodations to further expand and explain in your DUP Accommodations Template. Target Student: Matthew Accommodation: Target Student: Accommodation: Virginia State Standards: Please see Week 1 announcement to determine what category from which your English SOL should come. Please do not enter text into the shaded cells. Every white cell should contain an entry. * Carol Ann Tomlinson and IRIS module differentiated instruction. ! Universal Design for Learning and IRIS UDL IRIS MODULE ULD or Differentiation Explanation Types of Differentiation* Universal Design for Learning! Content What is to be learned, or the knowledge and skills students need to master. Representation The What of learning! How are new skills and content being presented? Present information and content in different ways to support understanding. Process How students acquire the information or the activities in which the students engage to master the content. Engagement The Why of Learning! How are you engaging all learners? How are you going to provide multiple pathways for students to learn? What are students doing with the new skills and content? Flexibility in interaction with material and learning. Stimulate motivation and sustained enthusiasm for learning. Product How students demonstrate learning or the evidence students show to demonstrate learning. Environment Where and with whom students learn, or the organization and atmosphere of the classroom. Expression The How of Learning! How will students demonstrate their mastery of the skill or content? Different ways to motivate students and sustain interest. Offer options and support so everyone can create, learning, and share. Differentiated Instruction: Maximizing the Learning of All Students – IRIS Module – See link provided UDL Instructional Planning Process – see link provided Check All Strategies Applied ☐ Content ☐Process ☐Product ☐Environment ☐ Representation ☐Engagement ☐Expression Identify the thought process used in your lesson planning above. How did you incorporate differentiation and/or UDL in your plan? Why did you choose to present and practice content and evaluate students the way you did? What was the reason for your decision? Struggling Target Students: Identify the student(s) for which the differentiation was intended. This can include students from the descriptions of students with special needs and/or other students in the class for whom you may create fictitious names. Proficient Target Students: Identify the student(s) for which the differentiation was intended. Again, this can include students from the descriptions of students with special needs and/or other students in the class for whom you may create fictitious names. Advanced Target Students: Identify the student(s) for which the differentiation was intended. As above, this can include students from the descriptions of students with special needs and/or other students in the class for whom you may create fictitious names. Co-Teaching In this section, identify the role each teacher will take and what role the co-teacher will take in the lesson? Will they parallel teach, station teach, etc.? Resources: Please do not enter text into the shaded cells. Every white cell should contain an entry. * Carol Ann Tomlinson and IRIS module differentiated instruction. ! Universal Design for Learning and IRIS UDL IRIS MODULE EDSP 524 Differentiated Unit Plan: Math Unit Plan Assignment Instructions Overview 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: Math Unit Plan is the second part of the overall project. Instructions You will select a skill from the Computation and Estimation category of the Mathematics Primary SOL. Using the Differentiated Unit Plan: Math Unit Plan Template, your unit plan should be written for your 6th-grade middle school class with tiered instruction meeting the needs of individual learners functioning above grade level (secondary), on grade level (middle school), and below grade level (elementary). In addition to providing tiered instruction with differentiation for all students, you must identify accommodations for each lesson that will meet the exceptional learning needs of specific students included in the provided student descriptions (see Appendix A: Student Descriptions). The unit plan must include five days of direct instruction, with formal and informal assessments included in the daily lesson plans (i.e., Day 5 cannot simply be a “testing” day). Co-Teaching: Your Math unit plan must include collaboration with a co-teacher or paraprofessional (CEC 6.6). In your unit plan, identify the role each teacher will take and what role the co-teacher will take in the lesson. Will they parallel teach, station teach, etc.? Be sure to review Appendix D: Differentiated Unit Plan Unit Form Explanation. When completing your unit plan remember: · The objective must include the condition, the behavior, and the criterion (e.g., Given X, the student will X, with 4/5 correct). · Verbs such as know, understand, appreciate, realize, learn, and comprehend are NOT measurable. · The direct instruction, guided practice, and independent practice must reflect differentiated instruction to meet the diverse needs of the students in your class (see Appendix A: Student Descriptions). · The planned instruction must reflect culturally responsive teaching practices and evidence-based best practices. · The identified accommodations must address the identified characteristics of the students with special needs per the planned lesson instruction and activities. If no accommodations are needed for a specific student in a particular lesson, a short explanation should state why this is the case. · Be prepared to attach/upload corresponding activity sheets, lists of materials, etc. · Familiarize yourself with all Differentiated Unit Plan templates and grading rubrics to gain a better understanding of what is expected in this assignment. · All highlighted material should be removed before submission of the template. Submission The Differentiated Unit Plan: Math Unit Plan should be submitted via the submission link in Canvas and LiveText per the submission deadline on the Course Schedule. Questions and Answers Question: I am confused, there are so many documents I don’t know where to begin.  Answer:  I suggest you start by reading the Differentiated Unit Plan: Overview.  This will give you an overview of the entire Differentiated Unit Plan project. Also, notice the appendices provided with this assignment.  These are key resources for you.      Question: Is there an example?   Answer:  At this time no.  Since this is a new assignment there has not been time to gather samples.  However, I encourage you to read: Appendix D: Differentiated Unit Plan Unit Form Explanation.  This provides detailed information as to what is required in each section.      Question: Do the objectives in the lesson plan need the same parts as an IEP’s objectives?    Answer: The unit objectives must include the condition, the behavior, and the criterion (e.g., Given X, the student will X, with 4/5 correct).  · Condition: As stated in Hedin and DeSpain (2018), “Condition statements answer questions such as ‘Where is the behavior performed?’ ‘What materials does the student use to complete the behavior?’ and ‘What level of support is provided?’” (p. 103).  · Behavior: specific observable behavior.  Verbs such as know, understand, appreciate, realize, learn, and comprehend are NOT measurable.        · Criteria: As stated in Hedin and DeSpain (2018), “The criteria in IEP goals provide two types of information that make goals measurable. Mastery criteria, the first type of information, are the expected levels of performance with respect to particular skills. Retention criteria refer to the number of times or how often students must achieve a mastery level to demonstrate skill acquisition.” (p. 106).       Question: Why are all target students listed under accommodations?   Answer:  After completing your lesson plan, you should go under accommodations and ask yourself the following question, “Will this student be able to achieve this goal?”  If not, you need to explain under accommodations what each student will require to achieve the goal.  Your Differentiated Unit Plan: Accommodation assignment will include accommodations from this list.     Question: Once appropriate accommodations have been developed for a target student, wont they be the same for every lesson?  Answer:  No. The accommodations should be specific to the needs of the student AND the tasks/skills required in the lesson. As such, the accommodations should be different for each student and for each day.  Please do not copy and paste the same accommodations throughout your unit  plan. The same is true for the section concerning UDL and differentiation.  These should be unique to each lesson; please do not simply copy and paste from one lesson to the next.    Question: I have not submitted anything to LiveText before. Are there directions?    Answer:  If you are unsure of how to submit an assignment in LiveText from the LiveText website homepage, navigate to the Help for Students area for instructions and tutorials on how to submit an assignment.  QUESTION: I have submitted my Differentiated Unit Plan: Math Unit Plan in LiveText. Why doesnt 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.    Page 4 of 4 EDSP 524 Differentiated Unit Plan: Overview Congratulations! You have just been hired at Sand Hill Middle School as the new special education teacher. Sand Hill Middle School is a suburban school just outside a rapidly growing city in the eastern United States. The school is diverse, with 32\% of the student body identifying as Caucasian, 29\% African American, 17\% Hispanic, 10\% Asian, and 12\% who identify as “Other.” Thirty-six percent of students qualify for free/reduced lunch. There are eight 6th-grade homeroom classrooms. The principal recently chose to implement a form of a “Freshman Academy Model” to assist the 6th-grade students in their transition into middle school. In this model, the students will receive their core instruction in their homeroom for the first term in the academic year. The goal is to help establish a sense of community among the class as they integrate into their large middle school. You will be collaboratively planning and teaching all subjects in the first term with Mrs. Watson, the general education teacher. Given your respective areas of expertise, you will take the lead on the planning for Literacy and Math, while Mrs. Watson will do the planning for the remainder of the content areas. Your class has 23 students, 8 with individualized education programs (IEPs). There is one student who is an English language learner (ELL) who immigrated over the summer to the United States from Syria. Your immediate task is to plan the first five-day learning segment (i.e., small unit plan) of formal instruction in Math and Literacy, developing plans to ensure that the academic and functional/behavioral needs of ALL students are met. All the best! Overview Throughout this course, you are learning numerous concepts, strategies, and best practices for teaching students with exceptionalities. The purpose of this assignment is for you to demonstrate your skills and knowledge in instructional planning and the use of evidence-based instructional strategies to advance learning for individuals with exceptionalities, with a focus on differentiation of instruction and providing appropriate accommodations for students with disabilities. This Differentiated Unit Plan assignment consists of three parts submitted across the term: Differentiated Unit Plan: Literacy Unit Plan Differentiated Unit Plan: Math Unit Plan Differentiated Unit Plan: Accommodation Plan You will create a Differentiated Unit Plan for one week of instruction in math and one week of literacy instruction. The unit plans should be written for a 6th-grade middle school class with tiered instruction meeting the needs of individual learners functioning above grade level (secondary), on grade level (middle school), and below grade level (elementary). In addition to providing tiered instruction with differentiation for all students, you must identify accommodations for each lesson that will meet the exceptional learning needs of specific students included in the Differentiated Unit Plan student descriptions given (see Appendix A). The Differentiated Unit Plan assignment instructions, templates, help sheets (appendices), and grading rubrics are all located in Canvas and LiveText. Page 1 of 2 Differentiated Unit Plan: Math Unit Plan Your Name EDSP 524 Month, day, year of assignment completion DIFFERENTIATED UNIT PLAN: MATH 1 DIFFERENTIATED UNIT PLAN: MATH 11 Unit Goal (overarching goal for the learning segment that all objectives build toward): Math Unit: Day 1 Lesson Objective Evaluation Instruction Whole Group Individual Teacher Instruction Guided Practice Independent Practice Accommodation/s Target Student: Matthew Accommodation: Target Student: Kate Accommodation: Target Student: Jack Accommodation: Target Student: Jamie Accommodation: Target Student: Eli Accommodation: Target Student: Rachel Accommodation: Target Student: Amir Accommodation: Target Student: Missy Accommodation: Target Student: Bryan Accommodation: Virginia State Standard: UDL or Differentiation Explanation Check All Strategies Applied ☐ Content ☐Process ☐Product ☐Environment ☐ Representation ☐Engagement ☐Expression Identify the thought process used in your lesson planning above. How did you incorporate differentiation and/or UDL in your plan? Why did you choose to present and practice content and evaluate students the way you did? What was the reason for your decision? Struggling Target Students: Proficient Target Students: Advanced Target Students: Co-Teaching & Collaboration: Resources: Please do not enter text into the shaded cells. Every white cell should contain an entry. * Carol Ann Tomlinson and IRIS module differentiated instruction. ! Universal Design for Learning and IRIS UDL IRIS MODULE Unit Goal (same goal across the unit): Math Unit Day 2 Lesson Objective Evaluation Instruction Whole Group Individual Teacher Instruction Guided Practice Independent Practice Accommodation/s Target Student: Matthew Accommodation: Target Student: Kate Accommodation: Target Student: Jack Accommodation: Target Student: Jamie Accommodation: Target Student: Eli Accommodation: Target Student: Rachel Accommodation: Target Student: Amir Accommodation: Target Student: Missy Accommodation: Target Student: Bryan Accommodation: Virginia State Standards: UDL or Differentiation Explanation Check All Strategies Applied ☐ Content ☐Process ☐Product ☐Environment ☐ Representation ☐Engagement ☐Expression Identify the thought process used in your lesson planning above. How did you incorporate differentiation and/or UDL in your plan? Why did you choose to present and practice content and evaluate students the way you did? What was the reason for your decision? Struggling Target Students: Proficient Target Students: Advanced Target Students: Co-Teaching & Collaboration: Resources: Please do not enter text into the shaded cells. Every white cell should contain an entry. * Carol Ann Tomlinson and IRIS module differentiated instruction. ! Universal Design for Learning and IRIS UDL IRIS MODULE Unit Goal (same goal across the unit): Math Unit Day 3 Lesson Objective Evaluation Instruction Whole Group Individual Teacher Instruction Guided Practice Independent Practice Accommodation/s Target Student: Matthew Accommodation: Target Student: Kate Accommodation: Target Student: Jack Accommodation: Target Student: Jamie Accommodation: Target Student: Eli Accommodation: Target Student: Rachel Accommodation: Target Student: Amir Accommodation: Target Student: Missy Accommodation: Target Student: Bryan Accommodation: Virginia State Standards: Please do not enter text into the shaded cells. Every white cell should contain an entry. * Carol Ann Tomlinson and IRIS module differentiated instruction. ! Universal Design for Learning and IRIS UDL IRIS MODULE UDL or Differentiation Explanation Check All Strategies Applied ☐ Content ☐Process ☐Product ☐Environment ☐ Representation ☐Engagement ☐Expression Identify the thought process used in your lesson planning above. How did you incorporate differentiation and/or UDL in your plan? Why did you choose to present and practice content and evaluate students the way you did? What was the reason for your decision? Struggling Target Students: Proficient Target Students: Advanced Target Students: Co-Teaching & Collaboration: Resources: Please do not enter text into the shaded cells. Every white cell should contain an entry. * Carol Ann Tomlinson and IRIS module differentiated instruction. ! Universal Design for Learning and IRIS UDL IRIS MODULE Unit Goal (same goal across the unit): Math Unit Day 4 Objective Evaluation Instruction Whole Group Individual Teacher Instruction Guided Practice Independent Practice Accommodation/s Target Student: Matthew Accommodation: Target Student: Kate Accommodation: Target Student: Jack Accommodation: Target Student: Jamie Accommodation: Target Student: Eli Accommodation: Target Student: Rachel Accommodation: Target Student: Amir Accommodation: Target Student: Missy Accommodation: Target Student: Bryan Accommodation: Virginia State Standards: UDL or Differentiation Explanation Check All Strategies Applied ☐ Content ☐Process ☐Product ☐Environment ☐ Representation ☐Engagement ☐Expression Identify the thought process used in your lesson planning above. How did you incorporate differentiation and/or UDL in your plan? Why did you choose to present and practice content and evaluate students the way you did? What was the reason for your decision? Struggling Target Students: Proficient Target Students: Advanced Target Students: Co-Teaching & Collaboration: Resources: Please do not enter text into the shaded cells. Every white cell should contain an entry. * Carol Ann Tomlinson and IRIS module differentiated instruction. ! Universal Design for Learning and IRIS UDL IRIS MODULE Unit Goal (same goal across the unit): Math Unit Day 5 Objective Evaluation Instruction Whole Group Individual Teacher Instruction Guided Practice Independent Practice Accommodation/s Target Student: Matthew Accommodation: Target Student: Kate Accommodation: Target Student: Jack Accommodation: Target Student: Jamie Accommodation: Target Student: Eli Accommodation: Target Student: Rachel Accommodation: Target Student: Amir Accommodation: Target Student: Missy Accommodation: Target Student: Bryan Accommodation: Virginia State Standards: UDL or Differentiation Explanation Check All Strategies Applied ☐ Content ☐Process ☐Product ☐Environment ☐ Representation ☐Engagement ☐Expression Identify the thought process used in your lesson planning above. How did you incorporate differentiation and/or UDL in your plan? Why did you choose to present and practice content and evaluate students the way you did? What was the reason for your decision? Struggling Target Students: Proficient Target Students: Advanced Target Students: Co-Teaching & Collaboration: Resources: Please do not enter text into the shaded cells. Every white cell should contain an entry. * Carol Ann Tomlinson and IRIS module differentiated instruction. ! Universal Design for Learning and IRIS UDL IRIS MODULE