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🌈 C-STREAM Differentiation Guide

Location: Our Lady of the Prairie Catholic School · Belle Plaine, MN · Archdiocese of Saint Paul and Minneapolis

Practical strategies for meeting the needs of all learners in your C-STREAM classroom.

🎯 Universal Design Principles

Before modifying for individuals, build accessibility into every lesson:

Principle How to Apply
Multiple means of representation Show AND tell. Use visuals, verbal, hands-on
Multiple means of expression Let students show learning in different ways
Multiple means of engagement Offer choice when possible

👤 Students with Learning Differences

Attention Challenges (ADHD)

Strategy Example
Chunk activities Break 30-min lesson into 3 segments with movement
Provide fidgets Offer something to hold during listening
Use timers Visual countdown for transitions
Movement breaks "Stand up and stretch" between activities
Clear workspace Only current materials on desk
Proximity Seat near you during instructions
Written + verbal Post steps AND say them aloud

What works especially well in C-STREAM:

  • Hands-on building naturally engages kinesthetic learners

  • Short segments (explore → build → test → share)

  • Movement built into engineering activities

Reading/Writing Challenges (Dyslexia, Dysgraphia)

Strategy Example
Reduce writing load Use drawings, verbal responses, check boxes
Provide templates Pre-printed worksheets with sentence starters
Use visuals Picture instructions, not just text
Allow dictation Student speaks, partner or teacher writes
Larger print Enlarge worksheets to 125%
Color coding Highlight key words or steps
Audio options Read instructions aloud, use text-to-speech

Worksheet Modifications:

  • Use Engineering Design Process worksheet with drawing boxes

  • Accept labeled diagrams instead of paragraphs

  • Offer verbal project reflections

Processing Differences (Autism Spectrum)

Strategy Example
Consistent routine Same structure each C-STREAM session
Visual schedule Post lesson flow on board
Prepare for transitions "In 2 minutes we will clean up"
Reduce sensory input Quiet corner option, headphones available
Clear expectations Specific, concrete instructions
Social stories "During C-STREAM, we share materials with friends"
Warn about changes Preview if doing something different

Sample Visual Schedule: 

1. Prayer (2 min)
2. Wonder Question (3 min)
3. Learn Together (8 min)
4. Build/Create (12 min)
5. Share (3 min)
6. Closing Prayer (2 min)

Motor Skill Challenges

Strategy Example
Larger materials Use bigger blocks, thicker markers
Adaptive tools Scissors with spring return, pencil grips
Partner assistance "You design, partner builds"
Modified expectations Quality over quantity
Alternative methods Stamp instead of write, voice instead of type
Stable surfaces Tape paper down, use non-slip mats

Building Modifications:

  • Pre-cut materials for students who struggle with scissors

  • Offer larger KEVA planks or DUPLO instead of small pieces

  • Allow digital design (drawing app) instead of physical building

🚀 Advanced Learners

Extension Strategies

Strategy Example
Deeper questions "What would happen if...?"
Additional constraints "Now build it using only 10 pieces"
Leadership roles Materials manager, group facilitator
Peer teaching Help struggling classmates
Research extensions Investigate related Catholic scientist
Complex challenges Add variables to engineering problem
Documentation Create how-to guide for others

Sample Extensions by Activity Type

Activity Extension
Bridge building Add weight-holding requirement, calculate efficiency
Coding Add sound effects, create multi-level game
Robotics Add sensors, create obstacle course
Science investigation Design additional tests, graph data
Engineering challenge Present to another class, create tutorial

Enrichment Questions

  • "How could you make this help someone in our community?"

  • "What would a professional engineer do differently?"

  • "Can you teach this to a younger student?"

  • "What other problems could you solve with this method?"

🌍 English Language Learners (ELL)

Visual Supports

Strategy Example
Picture vocabulary Show images alongside new words
Labeled diagrams Parts of robot, design process steps
Video demonstrations Model before expecting output
Gestures Use consistent hand signals
Real objects Hold up actual materials when naming

Language Supports

Strategy Example
Sentence frames "I noticed _____" "My design _____"
Key vocabulary preview 3-5 words before lesson
Partner translation Pair with bilingual buddy
Simplified instructions Shorter sentences, one step at a time
Repeat and rephrase Say key ideas multiple ways
Wait time Allow extra processing time

Sample Sentence Frames for C-STREAM

For Observations:

  • "I see _____."

  • "I notice _____."

  • "It looks like _____."

For Engineering:

  • "My design has _____."

  • "It didn't work because _____."

  • "I will change _____."

For Collaboration:

  • "I agree because _____."

  • "I have a different idea: _____."

  • "Can you help me with _____?"

For Faith Connection:

  • "This reminds me of _____."

  • "God made _____ because _____."

  • "We can help others by _____."

Visual Vocabulary Cards (Key C-STREAM Terms)

Create cards with picture + word for:

  • Engineer, scientist, inventor

  • Design, build, test, improve

  • Observe, predict, measure

  • Collaborate, share, teamwork

  • Create, imagine, wonder

🏠 Modifications Quick Reference

At-a-Glance Chart

Need Time Materials Instruction Output
ADHD Shorter segments Reduce clutter Break into steps Choice of format
Reading Same Pre-printed Visual + verbal Drawing/verbal
Autism Predictable Consistent Visual schedule Structured options
Motor Flexible Larger/adapted Partner support Modified expectations
Advanced Same or less Add constraints Deeper questions Extended products
ELL Same or more Visual labels Simplified language Sentence frames

💡 Lesson Planning Checklist

Before each lesson, ask yourself:

Preparation

  • Do I have visual supports for key vocabulary?

  • Are instructions broken into clear steps?

  • Do I have a visual schedule posted?

  • Are materials accessible to all learners?

  • Do I have extension activities ready?

During Lesson

  • Am I showing AND telling?

  • Am I providing think time before expecting answers?

  • Am I checking for understanding throughout?

  • Am I offering choices where possible?

  • Am I circulating and observing needs?

Assessment

  • Can students show learning in multiple ways?

  • Am I looking for growth, not just mastery?

  • Am I documenting what each student CAN do?

🤝 Collaboration with Specialists

Who to Partner With

Specialist How They Can Help
Special Education Teacher IEP accommodations, co-teaching
Speech-Language Pathologist Vocabulary support, communication
Occupational Therapist Motor accommodations, sensory needs
ELL Teacher Language supports, cultural connections
Gifted Coordinator Extension ideas, enrichment

Questions to Ask

  1. "What accommodations does this student need?"
  2. "What are their strengths I can build on?"
  3. "What worked in other classes?"
  4. "Can you co-teach or observe a lesson?"
  5. "How should I modify the assessment?"

✝️ Faith Perspective on Inclusion

"Each person is made in the image and likeness of God with unique gifts to share."

C-STREAM celebrates that:

  • All students are curious — Wonder looks different for everyone

  • All students can contribute — Every team needs different strengths

  • All students are learning — Growth is the goal, not perfection

  • All students belong — Our classroom is a community

📚 Resources for Further Learning

  • CAST UDL Guidelines: udlguidelines.cast.org

  • Understood.org: Strategies for learning differences

  • Colorín Colorado: Resources for ELL students

  • NAGC: National Association for Gifted Children

Last updated: December 2025