Differential Lesson Plan

Overview

• Objective: Create a differentiated lesson plan that incorporates strategies to support diverse learners with LBD.
• Instructions:

1. Select a grade level and subject (e.g., math, reading, science) to develop a lesson plan.
2. The lesson should include:

• Objectives aligned with standards.
• Differentiated activities tailored to meet the needs of students with LBD.
• At least two evidence-based instructional strategies for students with LBD.
• Methods for assessing student understanding.

1. Provide a 2-3 page lesson plan (use whatever template you prefer) with explanations of how each activity supports learners with disabilities.

Rubric:

Exemplary Mastery

PLAAFP is concise, well-aligned with state standards, and clearly describes the student’s present level in academics and functional skills with specific data or examples.

32

Strong Proficiency

PLAAFP provides a solid description with relevant data and standard alignment, though some details may be generalized or slightly indirect.

24

Satisfactory Proficiency

PLAAFP includes basic information but lacks specific data, clear links to standards, or concrete functional descriptions.

16

Emerging Proficiency

PLAAFP is vague, outdated, or missing key areas of academic and functional performance, with little to no alignment to standards.

8

Exemplary Mastery

Goals are SMART (specific, measurable, attainable, relevant, time-bound), clearly tied to PLAAFP, and aligned with state standards.

31

Strong Proficiency

Goals are mostly SMART and aligned with PLAAFP, but some targets lack precise measurability or time frames.

23

Satisfactory Proficiency

Goals are stated but only partially SMART or aligned; several targets are vague or not clearly tied to standards.

16

Emerging Proficiency

Goals are ill-defined, non-measurable, or misaligned with PLAAFP and standards.

8

Exemplary Mastery

Accommodations and services are comprehensive, appropriately matched to needs, and align with goals and PLAAFP.

31

Strong Proficiency

A solid set of accommodations and services is provided, with minor gaps in applicability or documentation.

23

Satisfactory Proficiency

Some accommodations or services are listed, but several are mismatched to needs or not clearly justified.

16

Emerging Proficiency

Accommodations and services are incomplete, inappropriate, or unsupported by data.

8

Exemplary Mastery

Progress monitoring includes a clear schedule, specific measures, and criteria for determining progress toward goals.

31

Strong Proficiency

Monitoring is defined with regular checks and measures, but lacking some specificity or frequency.

23

Satisfactory Proficiency

Monitoring exists but is loosely defined, with vague measures or infrequent checks.

16

Emerging Proficiency

No clear progress-monitoring plan is present or it lacks actionable measures and timelines.