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Untitleddocument22.docx
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HLPWeek11.pdf
FinalProjectGuidelinesSPED550-2.docx
WorkingLessonPlanTemplate-3-Copy.docx

Untitleddocument22.docx

Complete the Assignments

Assignment 1 - Final Project Milestone #3: Submit Lesson 1

Students submit Lesson 1.

Required:

· Complete lesson plan

· Accommodations

· Modifications

· HLPs

· Progress monitoring

Assignment 2 - Differentiated Lesson Activity Create a 10–15 minute differentiated activity for one subject area:

· Math

· Science

· ELA (Written Expression)

· Functional Academics

· Your submission must include:

· Grade level and subject

· Minnesota State Standard

· High-Leverage Practice(s) used

· Activity description

· Differentiation strategies

· Materials needed

· Assessment/check for understanding

Instructions

Instructions:

1. Choose a Subject Area:

· Math

· Science

· ELA (Written Expression)

· Functional Academics

2. Read the Relevant Chapter Review the corresponding chapter in Strategies for Learners with Special Needs to identify key strategies for differentiation and accessibility in your chosen subject.

3. Design a Differentiated Activity (Refer to Ch. 16 - 18 of your HLP textbook for ideas on differentiating strategies in addition to your Strategies textbook) Create a short activity (10–15 minutes) that:

· Targets a specific skill or concept in your subject area.

· Includes at least two forms of differentiation, such as:

· Multiple means of representation (e.g., visual, auditory, tactile)

· Multiple means of engagement (e.g., choice, interest-based tasks)

· Multiple means of expression (e.g., drawing, writing, verbal explanation)

4. Include the Following in Your Submission:

· Grade Level and Subject

· Target Skill or Standard (refer to the Minnesota State Standards or Early Childhood Indicators of Progress and select a standard based on the target skill)

· HLP(s) you are hitting

· Brief Description of the Activity

· Differentiation Strategies Used (explain how they support diverse learners)

· Materials Needed

· Assessment/Check for Understanding (how will you know students learned?)

DifferentiatedLessonActivity.docx

Differentiated Lesson Activity

Instructions:

1. Choose a Subject Area:

· Math

· Science

· ELA (Written Expression)

· Functional Academics

· Targets a specific skill or concept in your subject area.

· Includes at least two forms of differentiation, such as:

· Multiple means of representation (e.g., visual, auditory, tactile)

· Multiple means of engagement (e.g., choice, interest-based tasks)

· Multiple means of expression (e.g., drawing, writing, verbal explanation)

4. Include the Following in Your Submission:

· Grade Level and Subject

· Target Skill or Standard (refer to the Minnesota State Standards and select a standard based on the target skill)

· HLP(s) you are hitting

· Brief Description of the Activity

· Differentiation Strategies Used (explain how they support diverse learners)

· Materials Needed

· Assessment/Check for Understanding (how will you know students learned?)

Math Example – Grade 2

Skill: Understanding Place Value (Tens and Ones)

Standard 2.1.1.2

Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds

Activity Description: Students will explore place value using a hands-on, multi-modal activity. The teacher introduces the concept using base-ten blocks and a short- animated video. Students then rotate through three stations:

1. Manipulative Station – Students build numbers using base-ten blocks.

2. Art Station – Students draw and label place value charts for given numbers.

3. Tech Station – Students use a tablet app to drag and drop tens and ones to form numbers.

These stations encompass HLP 17: use flexible grouping

Differentiation Strategies:

· Representation: Visual (charts), tactile (blocks), and digital (app).

· Expression: Students can explain their understanding through drawing, building, or verbal explanation.

· Engagement: Students choose which station to start with and work at their own pace.

These differentiation strategies encompass HLP 18: Use strategies to promote active student engagement and HLP 13 adapt curriculum tasks and materials for specific learning goals.

Materials Needed: Base-ten blocks, paper, crayons, tablets with math app.

Assessment: Teacher uses a quick exit ticket where students write or draw a number and explain its place value using their preferred method.

Differentiated Lesson Activity

HLPWeek11.pdf

3/17/2026 Michela Carattini

Strategies, Supports, and High-Leverage Practices

Teaching Writing to Learners with Special Needs

Writing: A Key Communication Tool • Enables students to express ideas and knowledge

Structured Instruction Matters • Many learners benefit from explicit teaching methods

Supporting Diverse Learners • Strategies and technology help address unique needs

Unlocking Writing for All

Multisensory and Guided Practice • Incorporate tactile, visual, and

auditory activities. • Provide step-by-step support and

feedback.

Ensuring Spacing and Alignment • Teach proper spacing between letters

and words. • Use visual cues to guide alignment

on the page.

Mastering Letter Formation • Demonstrate and model each letter's

shape and direction. • Encourage consistent practice for

accuracy.

Building Handwriting Skills

Linking Spelling to Reading • Connect spelling instruction to reading

tasks. • Reinforce spelling through reading

practice.

Engaging Spelling Activities • Use word sorting to highlight

similarities and differences. • Incorporate repetition and review for

mastery. • Apply mnemonic devices to support

memory.

Phonetic Patterns & Sight Words • Teach common spelling patterns and

high-frequency words. • Emphasize sound-letter relationships

for decoding.

Strengthening Spelling Abilities

Addressing Common Challenges • Support organization and vocabulary

for students with disabilities

Tools for Written Expression • Use graphic organizers, sentence

starters, and checklists to support writing

Structured Writing Process • Guide students through planning,

drafting, revising, and editing

Supporting Written Expression

Gradually Release Responsibility Encourage independence as skills develop

Provide Frequent, Targeted Feedback Offer specific suggestions to support improvement

Break Down Tasks and Use Templates Divide writing into manageable parts with clear guides

Demonstrate Writing with Think-Alouds Show each step of writing while verbalizing decisions

Explicit Instruction in Action

Promoting Independence • Technology supports access for all learners.

Assistive Technology Integration • Use tools like speech-to-text and graphic organizer apps.

Choice in Writing Tasks • Allow students to select topics and formats.

Flexible Grouping for Engagement • Adapt groups to student needs and strengths.

Differentiation and Technology

Explicit Lesson Planning • Design lessons with clear

steps and scaffolds for all students

Leverage Technology Supports • Utilize assistive tools like

speech-to-text and graphic organizers

Integrate HLPs in Writing • Connect high-leverage

practices to writing instruction for diverse learners

Evidence-Based Teaching • Use proven instructional

strategies to boost student outcomes

High-Leverage Practices for Success

High-Leverage Practices Strengthen Outcomes Evidence-based strategies improve writing for students with disabilities.

Differentiation for Diverse Needs Adapt tasks, groupings, and expectations to meet student abilities.

Scaffolds & Technology Boost Access Use graphic organizers, checklists, and assistive tech for support.

Explicit, Structured Instruction Model and guide the writing process for all learners.

Key Takeaways for Educators

FinalProjectGuidelinesSPED550-2.docx

Final Project: Special Education Lesson Plan Unit

For your final project, you will design a sequence of three connected lesson plans for a special education classroom.

Students will select one of the provided classroom case studies and choose a specific educational setting:

· Resource Room

· Self-Contained Classroom

· Inclusive Special Education Classroom

· ECSE Classroom

Unlike many lesson-planning assignments that focus on a single student with an IEP, this assignment assumes that you are the special education teacher responsible for planning instruction for a classroom in which all students have IEPs and require individualized support.

You will use the student profiles provided in the case study when planning instruction and supports. Students should assume that all learners may require accommodations, modifications, scaffolded supports, explicit instruction, and ongoing progress monitoring.

Students must select three focus students from the case study. Across the three-lesson sequence, instruction must intentionally address at least one IEP goal for each selected student. Not every lesson is expected to directly address every student's IEP goal. However, all selected students must receive targeted instructional support across the three-lesson sequence.

That mirrors actual practice.

For example:

Lesson 1

Reading comprehension

Targets:

· Jordan

· Carlos

Lesson 2

Academic vocabulary and writing

Targets:

· Carlos

· Maya

Lesson 3

Essay organization and self-regulation

Targets:

· Maya

· Jordan

Now all students are incorporated across the sequence without forcing every lesson to do everything.

Project Requirements

Create a sequence of three connected lessons that build upon one another.

For each lesson, include:

Planning Components

· Minnesota Academic Standard

· Lesson objective

· Classroom setting selected

· Target student needs

· Academic language supports

High-Leverage Practices

Identify and explain:

· At least two HLPs used within the lesson

· How the HLPs support student learning

Differentiation

Describe:

· Accommodations

· Modifications

· Assistive technology supports

· UDL components

· Explicit instructional supports

Assessment

Include:

· Formative assessment

· Progress monitoring procedures

· Connection to IEP goals

Peer Review Process

Draft Submission

Students submit a draft of all three lesson plans.

Peer Review Assignment

Each student will review two classmates' projects.

Students will use the project rubric to provide feedback regarding:

· Alignment to standards

· Alignment to IEP goals

· Use of HLPs

· Differentiation strategies

· Assessments

· Professional quality

Feedback should be constructive, specific, and professional.

Final Submission

Students will revise their lesson sequence based on peer feedback and submit:

1. Final lesson sequence

2. Completed peer-review forms

3. Reflection on your overall experience. Please answer the following questions. This is double spaced with no minimum or maximum page, but please do not be vague! Use the bolded font as your headings:

Knowledge of HLPs

1. Which High-Leverage Practices were most prominent in your lesson sequence?

2. How has your understanding of these HLPs changed over the course of the program?

Application of HLPs

1. Describe how you intentionally integrated HLPs into lesson planning, instruction, differentiation, and assessment.

2. Which HLP was easiest to apply during lesson development? Why?

Confidence and Preparedness

1. How confident do you feel in your ability to implement these HLPs in your future classroom?

2. Which HLPs do you feel least prepared to implement? What additional preparation would be helpful?

Impact on Student Learning

1. How did consideration of IEP goals, accommodations, and student needs influence your use of HLPs?

2. In what ways do you believe the selected HLPs would improve student outcomes?

Program Reflection

1. Which course experiences most contributed to your ability to apply HLPs?

2. How has participation in this program influenced your readiness to implement evidence-based practices as a special educator?

WorkingLessonPlanTemplate-3-Copy.docx

Special Education Lesson Plan Template

Date: Activity:

Target Students (Whole class or small group. Identify specific students who need differentiated instruction.)

Class/Group Demographics: (Different disabilities, abilities, male/female)

Lesson Objective ( What is the goal of the lesson/Which IEP goal/s are you working on?)

Grade Level Standard ( for each student):

Pre-requisite Standards: (One for each student if on different academic levels)

Baseline Data for each student: (Student prior knowledge of content - readiness for learning-measurable)

Academic Language: (Expressive and receptive language needs - What are they and what strategies you will use to address those needs. Language Demands (consider language function & task) describe the language demands (written or oral) students need to understand and/or use.)

Instructional Plan - Research ( Discuss evidence-based practices and include research. Which HLPs are you implementing in this lesson?) Comment by LeAnne Syring: Perfect-good thought! Comment by Michela Carattini: I think so, though they do not talk specifically about evidence based practices. It is a broad scope of practices that SPED teachers should utilize, so if we want to them label exactly what strategies they are using, we may want to keep it. Comment by LeAnne Syring: I like the instructional section better this way. Could the HLPs take the place of the research required since they are research practices? Comment by Michela Carattini: @[email protected] made some changes - thoughts? Comment by Donna Pettit: That sounds good. I like that idea. Donna Dr. Donna Pettit [email protected] ________________________________ Comment by LeAnne Syring: I am concerned that the I Do, We Do, You Do is only one teaching strategy. I would like to leave this section open--possibly titled 'teaching segment' and then the research component could be added explaining why they picked the particular strategy/HLP they are using for the particular lesson.

Evidence-Based Practice(s):

HLPs used with skills needed:

Examples

HLP 16: Use explicit instruction - will highlight essential content, anticipate common misconceptions by giving a pre-knowledge check, and strategically choose examples, non-examples, and language to facilitate understanding.

HLP 13: Adapt curriculum tasks and materials for specific learning goals - implement accommodations/modifications as needed based on student IEPs

HLP 17: Use flexible grouping - utilize small groups for tier 2 instruction

Instructional Plan - Sequence of Instruction (What and how - include academic language.)

Providing immediate positive feedback:

Providing multiple opportunities for students to respond and practice:

Differentiation (What types of differentiation strategies will be used?)

Accelerated students:

English Language Learners:

Students needing additional scaffolding:

IEP goals/objectives being met:

Progress Monitoring (Teacher assesses student progress. Include research data and data points.)

Informal assessments:

Formal assessments:

Classroom Management (What strategies are in place for active student engagement)

Positive support structures:

Tier 1 (whole group):

Tier 2 (small group):

Tier 3 (individual):

Applied UDL Strategies used:

Behavior management techniques/skills needed: (What verbal/non-verbal supports/strategies will you use? I.e. Corrective feedback, positive reinforcement, behavior specific praise, token economies or other tangible reward systems, etc.)

WorkingLessonPlanTemplate-3-Copy.docx

Special Education Lesson Plan Template

Date: Activity:

Target Students (Whole class or small group. Identify specific students who need differentiated instruction.)

Class/Group Demographics: (Different disabilities, abilities, male/female)

Lesson Objective ( What is the goal of the lesson/Which IEP goal/s are you working on?)

Grade Level Standard ( for each student):

Pre-requisite Standards: (One for each student if on different academic levels)

Baseline Data for each student: (Student prior knowledge of content - readiness for learning-measurable)

Evidence-Based Practice(s):

HLPs used with skills needed:

Examples

HLP 13: Adapt curriculum tasks and materials for specific learning goals - implement accommodations/modifications as needed based on student IEPs

HLP 17: Use flexible grouping - utilize small groups for tier 2 instruction

Instructional Plan - Sequence of Instruction (What and how - include academic language.)

Providing immediate positive feedback:

Providing multiple opportunities for students to respond and practice:

Differentiation (What types of differentiation strategies will be used?)

Accelerated students:

English Language Learners:

Students needing additional scaffolding:

IEP goals/objectives being met:

Progress Monitoring (Teacher assesses student progress. Include research data and data points.)

Informal assessments:

Formal assessments:

Classroom Management (What strategies are in place for active student engagement)

Positive support structures:

Tier 1 (whole group):

Tier 2 (small group):

Tier 3 (individual):

Applied UDL Strategies used:

Untitleddocument22.docx

Complete the Assignments

Assignment 1 - Final Project Milestone #3: Submit Lesson 1

Students submit Lesson 1.

Required:

· Complete lesson plan

· Accommodations

· Modifications

· HLPs

· Progress monitoring

Assignment 2 - Differentiated Lesson Activity Create a 10–15 minute differentiated activity for one subject area:

· Math

· Science

· ELA (Written Expression)

· Functional Academics

· Your submission must include:

· Grade level and subject

· Minnesota State Standard

· High-Leverage Practice(s) used

· Activity description

· Differentiation strategies

· Materials needed

· Assessment/check for understanding

Instructions

Instructions:

1. Choose a Subject Area:

· Math

· Science

· ELA (Written Expression)

· Functional Academics

· Targets a specific skill or concept in your subject area.

· Includes at least two forms of differentiation, such as:

· Multiple means of representation (e.g., visual, auditory, tactile)

· Multiple means of engagement (e.g., choice, interest-based tasks)

· Multiple means of expression (e.g., drawing, writing, verbal explanation)

4. Include the Following in Your Submission:

· Grade Level and Subject

· Target Skill or Standard (refer to the Minnesota State Standards or Early Childhood Indicators of Progress and select a standard based on the target skill)

· HLP(s) you are hitting

· Brief Description of the Activity

· Differentiation Strategies Used (explain how they support diverse learners)

· Materials Needed

· Assessment/Check for Understanding (how will you know students learned?)

DifferentiatedLessonActivity.docx

Differentiated Lesson Activity

Instructions:

1. Choose a Subject Area:

· Math

· Science

· ELA (Written Expression)

· Functional Academics

· Targets a specific skill or concept in your subject area.

· Includes at least two forms of differentiation, such as:

· Multiple means of representation (e.g., visual, auditory, tactile)

· Multiple means of engagement (e.g., choice, interest-based tasks)

· Multiple means of expression (e.g., drawing, writing, verbal explanation)

4. Include the Following in Your Submission:

· Grade Level and Subject

· Target Skill or Standard (refer to the Minnesota State Standards and select a standard based on the target skill)

· HLP(s) you are hitting

· Brief Description of the Activity

· Differentiation Strategies Used (explain how they support diverse learners)

· Materials Needed

· Assessment/Check for Understanding (how will you know students learned?)

Math Example – Grade 2

Skill: Understanding Place Value (Tens and Ones)

Standard 2.1.1.2

Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds

1. Manipulative Station – Students build numbers using base-ten blocks.

2. Art Station – Students draw and label place value charts for given numbers.

3. Tech Station – Students use a tablet app to drag and drop tens and ones to form numbers.

These stations encompass HLP 17: use flexible grouping

Differentiation Strategies:

· Representation: Visual (charts), tactile (blocks), and digital (app).

· Expression: Students can explain their understanding through drawing, building, or verbal explanation.

· Engagement: Students choose which station to start with and work at their own pace.

These differentiation strategies encompass HLP 18: Use strategies to promote active student engagement and HLP 13 adapt curriculum tasks and materials for specific learning goals.

Materials Needed: Base-ten blocks, paper, crayons, tablets with math app.

Assessment: Teacher uses a quick exit ticket where students write or draw a number and explain its place value using their preferred method.

Differentiated Lesson Activity

HLPWeek11.pdf

3/17/2026 Michela Carattini

Strategies, Supports, and High-Leverage Practices

Teaching Writing to Learners with Special Needs

Writing: A Key Communication Tool • Enables students to express ideas and knowledge

Structured Instruction Matters • Many learners benefit from explicit teaching methods

Supporting Diverse Learners • Strategies and technology help address unique needs

Unlocking Writing for All

Multisensory and Guided Practice • Incorporate tactile, visual, and

auditory activities. • Provide step-by-step support and

feedback.

Ensuring Spacing and Alignment • Teach proper spacing between letters

and words. • Use visual cues to guide alignment

on the page.

Mastering Letter Formation • Demonstrate and model each letter's

shape and direction. • Encourage consistent practice for

accuracy.

Building Handwriting Skills

Linking Spelling to Reading • Connect spelling instruction to reading

tasks. • Reinforce spelling through reading

practice.

Engaging Spelling Activities • Use word sorting to highlight

similarities and differences. • Incorporate repetition and review for

mastery. • Apply mnemonic devices to support

memory.

Phonetic Patterns & Sight Words • Teach common spelling patterns and

high-frequency words. • Emphasize sound-letter relationships

for decoding.

Strengthening Spelling Abilities

Addressing Common Challenges • Support organization and vocabulary

for students with disabilities

Tools for Written Expression • Use graphic organizers, sentence

starters, and checklists to support writing

Structured Writing Process • Guide students through planning,

drafting, revising, and editing

Supporting Written Expression

Gradually Release Responsibility Encourage independence as skills develop

Provide Frequent, Targeted Feedback Offer specific suggestions to support improvement

Break Down Tasks and Use Templates Divide writing into manageable parts with clear guides

Demonstrate Writing with Think-Alouds Show each step of writing while verbalizing decisions

Explicit Instruction in Action

Promoting Independence • Technology supports access for all learners.

Assistive Technology Integration • Use tools like speech-to-text and graphic organizer apps.

Choice in Writing Tasks • Allow students to select topics and formats.

Flexible Grouping for Engagement • Adapt groups to student needs and strengths.

Differentiation and Technology

Explicit Lesson Planning • Design lessons with clear

steps and scaffolds for all students

Leverage Technology Supports • Utilize assistive tools like

speech-to-text and graphic organizers

Integrate HLPs in Writing • Connect high-leverage

practices to writing instruction for diverse learners

Evidence-Based Teaching • Use proven instructional

strategies to boost student outcomes

High-Leverage Practices for Success

High-Leverage Practices Strengthen Outcomes Evidence-based strategies improve writing for students with disabilities.

Differentiation for Diverse Needs Adapt tasks, groupings, and expectations to meet student abilities.

Scaffolds & Technology Boost Access Use graphic organizers, checklists, and assistive tech for support.

Explicit, Structured Instruction Model and guide the writing process for all learners.

Key Takeaways for Educators

FinalProjectGuidelinesSPED550-2.docx

Final Project: Special Education Lesson Plan Unit

For your final project, you will design a sequence of three connected lesson plans for a special education classroom.

Students will select one of the provided classroom case studies and choose a specific educational setting:

· Resource Room

· Self-Contained Classroom

· Inclusive Special Education Classroom

· ECSE Classroom

That mirrors actual practice.

For example:

Lesson 1

Reading comprehension

Targets:

· Jordan

· Carlos

Lesson 2

Academic vocabulary and writing

Targets:

· Carlos

· Maya

Lesson 3

Essay organization and self-regulation

Targets:

· Maya

· Jordan

Now all students are incorporated across the sequence without forcing every lesson to do everything.

Project Requirements

Create a sequence of three connected lessons that build upon one another.

For each lesson, include:

Planning Components

· Minnesota Academic Standard

· Lesson objective

· Classroom setting selected

· Target student needs

· Academic language supports

High-Leverage Practices

Identify and explain:

· At least two HLPs used within the lesson

· How the HLPs support student learning

Differentiation

Describe:

· Accommodations

· Modifications

· Assistive technology supports

· UDL components

· Explicit instructional supports

Assessment

Include:

· Formative assessment

· Progress monitoring procedures

· Connection to IEP goals

Peer Review Process

Draft Submission

Students submit a draft of all three lesson plans.

Peer Review Assignment

Each student will review two classmates' projects.

Students will use the project rubric to provide feedback regarding:

· Alignment to standards

· Alignment to IEP goals

· Use of HLPs

· Differentiation strategies

· Assessments

· Professional quality

Feedback should be constructive, specific, and professional.

Final Submission

Students will revise their lesson sequence based on peer feedback and submit:

1. Final lesson sequence

2. Completed peer-review forms

Knowledge of HLPs

1. Which High-Leverage Practices were most prominent in your lesson sequence?

2. How has your understanding of these HLPs changed over the course of the program?

Application of HLPs

1. Describe how you intentionally integrated HLPs into lesson planning, instruction, differentiation, and assessment.

2. Which HLP was easiest to apply during lesson development? Why?

Confidence and Preparedness

1. How confident do you feel in your ability to implement these HLPs in your future classroom?

2. Which HLPs do you feel least prepared to implement? What additional preparation would be helpful?

Impact on Student Learning

1. How did consideration of IEP goals, accommodations, and student needs influence your use of HLPs?

2. In what ways do you believe the selected HLPs would improve student outcomes?

Program Reflection

1. Which course experiences most contributed to your ability to apply HLPs?

2. How has participation in this program influenced your readiness to implement evidence-based practices as a special educator?

WorkingLessonPlanTemplate-3-Copy.docx

Special Education Lesson Plan Template

Date: Activity:

Target Students (Whole class or small group. Identify specific students who need differentiated instruction.)

Class/Group Demographics: (Different disabilities, abilities, male/female)

Lesson Objective ( What is the goal of the lesson/Which IEP goal/s are you working on?)

Grade Level Standard ( for each student):

Pre-requisite Standards: (One for each student if on different academic levels)

Baseline Data for each student: (Student prior knowledge of content - readiness for learning-measurable)

Evidence-Based Practice(s):

HLPs used with skills needed:

Examples

HLP 13: Adapt curriculum tasks and materials for specific learning goals - implement accommodations/modifications as needed based on student IEPs

HLP 17: Use flexible grouping - utilize small groups for tier 2 instruction

Instructional Plan - Sequence of Instruction (What and how - include academic language.)

Providing immediate positive feedback:

Providing multiple opportunities for students to respond and practice:

Differentiation (What types of differentiation strategies will be used?)

Accelerated students:

English Language Learners:

Students needing additional scaffolding:

IEP goals/objectives being met:

Progress Monitoring (Teacher assesses student progress. Include research data and data points.)

Informal assessments:

Formal assessments:

Classroom Management (What strategies are in place for active student engagement)

Positive support structures:

Tier 1 (whole group):

Tier 2 (small group):

Tier 3 (individual):

Applied UDL Strategies used:

Untitleddocument22.docx

Complete the Assignments

Assignment 1 - Final Project Milestone #3: Submit Lesson 1

Students submit Lesson 1.

Required:

· Complete lesson plan

· Accommodations

· Modifications

· HLPs

· Progress monitoring

Assignment 2 - Differentiated Lesson Activity Create a 10–15 minute differentiated activity for one subject area:

· Math

· Science

· ELA (Written Expression)

· Functional Academics

· Your submission must include:

· Grade level and subject

· Minnesota State Standard

· High-Leverage Practice(s) used

· Activity description

· Differentiation strategies

· Materials needed

· Assessment/check for understanding

Instructions

Instructions:

1. Choose a Subject Area:

· Math

· Science

· ELA (Written Expression)

· Functional Academics

· Targets a specific skill or concept in your subject area.

· Includes at least two forms of differentiation, such as:

· Multiple means of representation (e.g., visual, auditory, tactile)

· Multiple means of engagement (e.g., choice, interest-based tasks)

· Multiple means of expression (e.g., drawing, writing, verbal explanation)

4. Include the Following in Your Submission:

· Grade Level and Subject

· Target Skill or Standard (refer to the Minnesota State Standards or Early Childhood Indicators of Progress and select a standard based on the target skill)

· HLP(s) you are hitting

· Brief Description of the Activity

· Differentiation Strategies Used (explain how they support diverse learners)

· Materials Needed

· Assessment/Check for Understanding (how will you know students learned?)

DifferentiatedLessonActivity.docx

Differentiated Lesson Activity

Instructions:

1. Choose a Subject Area:

· Math

· Science

· ELA (Written Expression)

· Functional Academics

· Targets a specific skill or concept in your subject area.

· Includes at least two forms of differentiation, such as:

· Multiple means of representation (e.g., visual, auditory, tactile)

· Multiple means of engagement (e.g., choice, interest-based tasks)

· Multiple means of expression (e.g., drawing, writing, verbal explanation)

4. Include the Following in Your Submission:

· Grade Level and Subject

· Target Skill or Standard (refer to the Minnesota State Standards and select a standard based on the target skill)

· HLP(s) you are hitting

· Brief Description of the Activity

· Differentiation Strategies Used (explain how they support diverse learners)

· Materials Needed

· Assessment/Check for Understanding (how will you know students learned?)

Math Example – Grade 2

Skill: Understanding Place Value (Tens and Ones)

Standard 2.1.1.2

Use place value to describe whole numbers between 10 and 1000 in terms of hundreds, tens and ones. Know that 100 is 10 tens, and 1000 is 10 hundreds

1. Manipulative Station – Students build numbers using base-ten blocks.

2. Art Station – Students draw and label place value charts for given numbers.

3. Tech Station – Students use a tablet app to drag and drop tens and ones to form numbers.

These stations encompass HLP 17: use flexible grouping

Differentiation Strategies:

· Representation: Visual (charts), tactile (blocks), and digital (app).

· Expression: Students can explain their understanding through drawing, building, or verbal explanation.

· Engagement: Students choose which station to start with and work at their own pace.

These differentiation strategies encompass HLP 18: Use strategies to promote active student engagement and HLP 13 adapt curriculum tasks and materials for specific learning goals.

Materials Needed: Base-ten blocks, paper, crayons, tablets with math app.

Assessment: Teacher uses a quick exit ticket where students write or draw a number and explain its place value using their preferred method.

Differentiated Lesson Activity

HLPWeek11.pdf

3/17/2026 Michela Carattini

Strategies, Supports, and High-Leverage Practices

Teaching Writing to Learners with Special Needs

Writing: A Key Communication Tool • Enables students to express ideas and knowledge

Structured Instruction Matters • Many learners benefit from explicit teaching methods

Supporting Diverse Learners • Strategies and technology help address unique needs

Unlocking Writing for All

Multisensory and Guided Practice • Incorporate tactile, visual, and

auditory activities. • Provide step-by-step support and

feedback.

Ensuring Spacing and Alignment • Teach proper spacing between letters

and words. • Use visual cues to guide alignment

on the page.

Mastering Letter Formation • Demonstrate and model each letter's

shape and direction. • Encourage consistent practice for

accuracy.

Building Handwriting Skills

Linking Spelling to Reading • Connect spelling instruction to reading

tasks. • Reinforce spelling through reading

practice.

Engaging Spelling Activities • Use word sorting to highlight

similarities and differences. • Incorporate repetition and review for

mastery. • Apply mnemonic devices to support

memory.

Phonetic Patterns & Sight Words • Teach common spelling patterns and

high-frequency words. • Emphasize sound-letter relationships

for decoding.

Strengthening Spelling Abilities

Addressing Common Challenges • Support organization and vocabulary

for students with disabilities

Tools for Written Expression • Use graphic organizers, sentence

starters, and checklists to support writing

Structured Writing Process • Guide students through planning,

drafting, revising, and editing

Supporting Written Expression

Gradually Release Responsibility Encourage independence as skills develop

Provide Frequent, Targeted Feedback Offer specific suggestions to support improvement

Break Down Tasks and Use Templates Divide writing into manageable parts with clear guides

Demonstrate Writing with Think-Alouds Show each step of writing while verbalizing decisions

Explicit Instruction in Action

Promoting Independence • Technology supports access for all learners.

Assistive Technology Integration • Use tools like speech-to-text and graphic organizer apps.

Choice in Writing Tasks • Allow students to select topics and formats.

Flexible Grouping for Engagement • Adapt groups to student needs and strengths.

Differentiation and Technology

Explicit Lesson Planning • Design lessons with clear

steps and scaffolds for all students

Leverage Technology Supports • Utilize assistive tools like

speech-to-text and graphic organizers

Integrate HLPs in Writing • Connect high-leverage

practices to writing instruction for diverse learners

Evidence-Based Teaching • Use proven instructional

strategies to boost student outcomes

High-Leverage Practices for Success

High-Leverage Practices Strengthen Outcomes Evidence-based strategies improve writing for students with disabilities.

Differentiation for Diverse Needs Adapt tasks, groupings, and expectations to meet student abilities.

Scaffolds & Technology Boost Access Use graphic organizers, checklists, and assistive tech for support.

Explicit, Structured Instruction Model and guide the writing process for all learners.

Key Takeaways for Educators

FinalProjectGuidelinesSPED550-2.docx

Final Project: Special Education Lesson Plan Unit

For your final project, you will design a sequence of three connected lesson plans for a special education classroom.

Students will select one of the provided classroom case studies and choose a specific educational setting:

· Resource Room

· Self-Contained Classroom

· Inclusive Special Education Classroom

· ECSE Classroom

That mirrors actual practice.

For example:

Lesson 1

Reading comprehension

Targets:

· Jordan

· Carlos

Lesson 2

Academic vocabulary and writing

Targets:

· Carlos

· Maya

Lesson 3

Essay organization and self-regulation

Targets:

· Maya

· Jordan

Now all students are incorporated across the sequence without forcing every lesson to do everything.

Project Requirements

Create a sequence of three connected lessons that build upon one another.

For each lesson, include:

Planning Components

· Minnesota Academic Standard

· Lesson objective

· Classroom setting selected

· Target student needs

· Academic language supports

High-Leverage Practices

Identify and explain:

· At least two HLPs used within the lesson

· How the HLPs support student learning

Differentiation

Describe:

· Accommodations

· Modifications

· Assistive technology supports

· UDL components

· Explicit instructional supports

Assessment

Include:

· Formative assessment

· Progress monitoring procedures

· Connection to IEP goals

Peer Review Process

Draft Submission

Students submit a draft of all three lesson plans.

Peer Review Assignment

Each student will review two classmates' projects.

Students will use the project rubric to provide feedback regarding:

· Alignment to standards

· Alignment to IEP goals

· Use of HLPs

· Differentiation strategies

· Assessments

· Professional quality

Feedback should be constructive, specific, and professional.

Final Submission

Students will revise their lesson sequence based on peer feedback and submit:

1. Final lesson sequence

2. Completed peer-review forms

Knowledge of HLPs

1. Which High-Leverage Practices were most prominent in your lesson sequence?

2. How has your understanding of these HLPs changed over the course of the program?

Application of HLPs

1. Describe how you intentionally integrated HLPs into lesson planning, instruction, differentiation, and assessment.

2. Which HLP was easiest to apply during lesson development? Why?

Confidence and Preparedness

1. How confident do you feel in your ability to implement these HLPs in your future classroom?

2. Which HLPs do you feel least prepared to implement? What additional preparation would be helpful?

Impact on Student Learning

1. How did consideration of IEP goals, accommodations, and student needs influence your use of HLPs?

2. In what ways do you believe the selected HLPs would improve student outcomes?

Program Reflection

1. Which course experiences most contributed to your ability to apply HLPs?

2. How has participation in this program influenced your readiness to implement evidence-based practices as a special educator?

WorkingLessonPlanTemplate-3-Copy.docx

Special Education Lesson Plan Template

Date: Activity:

Target Students (Whole class or small group. Identify specific students who need differentiated instruction.)

Class/Group Demographics: (Different disabilities, abilities, male/female)

Lesson Objective ( What is the goal of the lesson/Which IEP goal/s are you working on?)

Grade Level Standard ( for each student):

Pre-requisite Standards: (One for each student if on different academic levels)

Baseline Data for each student: (Student prior knowledge of content - readiness for learning-measurable)

Evidence-Based Practice(s):

HLPs used with skills needed:

Examples

HLP 13: Adapt curriculum tasks and materials for specific learning goals - implement accommodations/modifications as needed based on student IEPs

HLP 17: Use flexible grouping - utilize small groups for tier 2 instruction

Instructional Plan - Sequence of Instruction (What and how - include academic language.)

Providing immediate positive feedback:

Providing multiple opportunities for students to respond and practice:

Differentiation (What types of differentiation strategies will be used?)

Accelerated students:

English Language Learners:

Students needing additional scaffolding:

IEP goals/objectives being met:

Progress Monitoring (Teacher assesses student progress. Include research data and data points.)

Informal assessments:

Formal assessments:

Classroom Management (What strategies are in place for active student engagement)

Positive support structures:

Tier 1 (whole group):

Tier 2 (small group):

Tier 3 (individual):

Applied UDL Strategies used:

other Questions(10)