1. Activities and Instruction Element
Lesson Plan Template
Reflecting Tiered Instruction and
Universal Design for Learning Elements
By
Tish Wilburn

3.  PD needs survey reflected that staff had very
little if any background knowledge about NAEYC,
DEC or Universal Design.
 Wanted a method to share the principles of UDL
and tiered instruction in a way that would help
our kindergarten staff ensure the curriculum was
accessible and DAP for all learners.
 What better way to share than by designing an
intentional planning tool that addresses tiered
instruction and principles of UDL?
 Thought there was also a need for a quick,
reference guide of the KY standards that was
broken down into kindergarten skills, since our
guiding curriculum document is written for the
end of primary in mind.

4.  Thislesson plan template was designed with
kindergarten teachers in mind so they can
help children that need a different ways of
learning, engaging and expressing what they
know.

5. The product idea evolved as a result of the PD that
I delivered about Writing Instructional Practices
in kindergarten. This PD opportunity:
 Compared KY Program of Studies Core Content
for writing, the NAEYC/IRA position statement on
reading and writing for young children and DEC
Recommendations for Positive Outcomes through
a stand alone Power Point.
 Allowed me to mentor/model guided writing in
four kindergarten classrooms using an evidence
based writing process called Kid Writing for 16
sessions over four days. I was also able to share
materials and assessment resources.
 Included an interactive blog site with
instructional links and a place to share thoughts
and ideas.

6. Universal Instruction Tier 1
planning guide template
Targeted and Temporary Tier 2
planning guide template
Intensive and Intentional Tier 3
planning guide template
KDE standards reference guide
modified for Kindergarten skills

7. (Pull up PDF file to share actual product)

8.  The current format is instructional in nature. It will
have to be modified again in order to have room to
actually write on it. It was intended to be
instructional because of the lack of EC background
among staff. I foresee many changes as it evolves
into a more usable tool rather than the reference
guide it is now.
 I passed out copies to the staff and the principal (6
total). I included one teacher that has a K/1 class as
well. I wrote a brief letter of explanation and
included a feedback page for them to return to me
after they had reviewed and or used the materials.
 I did make some changes based on Monday nights
Show and Share and some feedback information I
gathered. I felt I needed to add Data Driven Decision
making as a term under the progress monitoring
section. I will share the revised plans with the staff.

9.  4 of the 6 feedback pages have been returned so
far.
 Most all reactions were very favorable. There
was one teacher that thought the tool was just
somewhat helpful, but this particular teacher
resists any change or new idea.
 They particularly liked the UDL
principles/learning style reminders and the KDE
core content reference page.
 There were two wishes that the core content
could be put in a developmental scope and
sequence. (which has been a team goal of mine
for 3 years) This makes me very happy that they
may at least be receptive to doing so this
summer.

10.  To have the template become more
streamlined.
 To develop scope and sequence and
benchmarks for core content with the team.
 To see the planning guide used as a vehicle
for more DAP activities and so that all
learners are given access to the curriculum.

11. Division for Early Childhood of the Council for Exceptional Children (2007, March).
Promoting positive outcomes for children with disabilities: recommendations for
curriculum, assessment and program evaluation. Retrieved November 6, 2009,
from http://www.dec-
sped.org/About_DEC/PositionConcept_Papers/Promoting_Positive_Outcomes
International Reading Association and National Association for the Education of Young
Children(1998). Learning to read and write: a joint position statement of the
international reading association and the national association of the education of
young children. Retrieved November 6, 2009, from
http://www.naeyc.org/positionstatements/learning_readwrite
Kentucky Department of Education. (2006) 2006 revised program of studies primary
education. Retrieved November 6, 2009, from
http://www.education.ky.gov/users/jwyatt/POS/Primary.pdf
National Center on Universal Design for Learning. (n.d.) Retrieved November 6, 2009
from http://www.udlcenter.org/aboutudl/udlguidelines
Response To Intervention Action Network. (n.d.) Retrieved November 6, 2009 from
http://www.rtinetwork.org/Learn
Universal Design for Learning (Gargiulo & Metcalf, 2010). Retrieved November 6, 2009
from http://kent.amvonet.com/mod/resource/view.php?inpopup=true&id=1115