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UNIQUE LEARNING SYSTEM

UNIQUE LEARNING SYSTEM. MAKING APPPROPRIATE MODIFICATIONS Using Unique to meet the needs of your students. First things First. Get trained. You can’t get a license until you have the training. Remaining Training dates: Sept. 9, 10, and 20

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UNIQUE LEARNING SYSTEM

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  1. UNIQUE LEARNING SYSTEM MAKING APPPROPRIATE MODIFICATIONS Using Unique to meet the needs of your students

  2. First things First... • Get trained. • You can’t get a license until you have the training. • Remaining Training dates: Sept. 9, 10, and 20 • http://www.surveymonkey.com/s/uniquelearning.

  3. Follow a timeline... Determine at your school when and how to begin implementation: • Set a date to: • Complete profiles on your students. • Familiarize yourself with the curriculum • Decide which sections/lessons are appropriate for your students • Plan following month. • Make a decision about how you will use the Monthly Checkpoint (pre-post) or the Early Emerging Literacy Rubric (if Level 1)

  4. To get started, you should... • Download the entire month Then … • Review and only print materials that are appropriate for your level of students. • Fill out students profiles

  5. What the profile will show you..... ULS Levels of Performance

  6. Level 1 • Students require maximum support with instructional tasks. • Lessons will need the most modifications, accommodations • Students may show only minimal, if any, progress on the Monthly Checkpoint • Some progress can be documented by printing out and using the ‘Early Emerging Literacy Rubric’ and updating it in the student’s portfolio • Possible statement to add to ULS Profile as a comment: ‘Academic Achievement will be shown on Early Emerging Literacy Rubric, which will be updated as appropriate and kept in the student’s portfolio.

  7. Level 2 • Lessons may need picture/symbol support or other direct support for learning and demonstration of comprehension.

  8. Level 3 • Students are typically learning to read text. • Students can produce simple writing. • Students will perform basic math processes. • Students can independently demonstrate comprehension of the modified Lesson information.

  9. What the curriculum provides:

  10. Unit Outline

  11. Instructional Targets:

  12. Sight Words

  13. Leveled 1 Readers

  14. Leveled 2 Readers

  15. Leveled 3 Readers

  16. Text with Symbolstix

  17. Communication BoardsVisual supports to answer comprehension questions

  18. Level 1Comprehension Questions

  19. Level 2 Comprehension Questions

  20. Level 3 Comprehension Questions

  21. Life Skills Application Activities

  22. Assess and record results

  23. Helpful Hints... • ULS lessons are posted a month in advance so you have plenty of time to review, modify and adapt for your students. • For material durability and usefulness, you may consider laminating and binding the books, comprehension question activities and life skills application direction cards. • You may need to enlarge some of the visuals or use a smart board or other technology enhancer for ….. • Para-professionals can help do the monthly checkpoint (pre-post). It isn’t a standardized assessment. • Share materials/ideas within your grade level groups. • If you want to keep the lessons for future use, create a ULS folder and save them to your PC desktop or personal thumb drive

  24. Things to remember... • ULS is the ‘core curriculum’ for SLA (Supported), PLA (Participatory) and CSS (Autistic) learners . • It doesn’t replace other appropriate classroom curriculums or programs like: • Everyday Counts Calendar Math • Number Worlds • Meville to Weville • PCI Reading or Environmental Print Series • Reading Mastery, Language for Learning • Scott Foresman Science • MOVE • Every Move Counts

  25. Teach the curriculum with FIDELITY… Don’t skip around! • Use lessons designed for each month. • Use appropriate grade level materials • Provide appropriate modifications and accommodations for your students to learn best WHY a “Core” Curriculum? • To provide consistency of instructional content between classrooms and schools across the district • To provide continuity for students who may move from school to school within the district. • So teachers can share and support each other in the training and implementation of the lessons

  26. Be sure to… • Preserve your prepared materials in a safe location for future use (create a file box or kit) • Keep a log of ways to improve the lesson next time • Collect manipulatives or other materials that would add to the effectiveness of the lesson and student comprehension

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