1. Universal Design for Learning: Implications for Assessment Minnesota UDL Cadre August 15 & 16, 2007 Bob Dolan & Tracey Hall

2. The UDL CADRE The goal of the UDL CADRE is to learn skills to improve student achievement through access to the general curriculum for students with varying abilities. The UDL CADRE teams are implementing a model to of UDL with support, including tools and on-going training from MDE.

3. Goals for Training 1.Let's Think UDL: Checkpoints and Exemplars 2.Analyze current standards in reading, science and math 3.Develop strategies to teach to those standards in a UDL classroom 4.Develop strategies to assess student performance against those standards in a UDL classroom 5.Discuss strategies for evangelical championing of everything UDL to anyone who will listen (and even those who won’t)

4. Goals for Training 1.Let's Think UDL: Checkpoints and Exemplars 2.Analyze current standards in reading, science and math 3.Develop strategies to teach to those standards in a UDL classroom 4.Develop strategies to assess student performance against those standards in a UDL classroom 5.Strategies for dissemination

5. Universal Design for Learning Checkpoints

6. Goals for Training 1.Let's Think UDL: Checkpoints and Exemplars 2.Analyze current standards in reading, science and math 3.Develop strategies to teach to those standards in a UDL classroom 4.Develop strategies to assess student performance against those standards in a UDL classroom 5.Strategies for dissemination

7. Process 1.Large group: Model standards evaluation process based upon Arts standards. 2.Breakout groups by Cadre teams 1.Choose content area and grade range. 2.Evaluate three standards. 3.Large group: Share findings by content area

8. Arts Standards Understand and use the artistic processes to create and perform in at least two of the three arts areas required to be offered by a school from the following: dance, music, theater, and visual arts.

9. Standard Recognition OptionsExpression & Action OptionsEngagement Options Under- standing LanguagePerceptionOrganizationSkills Physical Action Self- motivation Maintaining Effort Recruiting Interest Content Area: Arts Grade Range: 6-8 Understand and use the artistic processes to create and perform in at least two of the three arts areas required to be offered by a school from the following: dance, music, theater, and visual arts.

10. Standard Recognition OptionsExpression & Action OptionsEngagement Options Under- standing LanguagePerceptionOrganizationSkills Physical Action Self- motivation Maintaining Effort Recruiting Interest 3501. 0630 Opportunit y for teacher to have options/fle xibility in applicatio n since the term is more open ended Elements, vocabular y, style – repeated in language of benchmar ks FlexibilityCriteria given – structure for evaluation, allows focus on content vs. how to organize response Performa nce requireme nts not specific, flexibility for action and expressio n Potential option for expressio n with open language of “understa nd” in standard Choice available for students and teachers Personal reaction Request for personal reaction vs. requireme nt Cultural backgroun d may influence /flexible Concern with vague language of terminolog y could be challenge Cultural difference s may be a challenge to instruction due to vocab. skills Students with physical disabilities may not be able to access to recognize Content Area: Arts Grade Range: 6-8 MN UDL Cadre Working Document

11. Standard Recognition OptionsExpression & Action OptionsEngagement Options Under- standing LanguagePerceptionOrganizationSkills Physical Action Self- motivation Maintaining Effort Recruiting Interest 3501. 0630 Students given option of skills to express? Students not explicitly required to physically perform. Vocab. only explicit form of recognitio n mentioned Students not given option of skills to express? Assumptio n that students will find “content” engaging. Content Area: Arts Grade Range: 6-8 Understand and use the artistic processes to create and perform in at least two of the three arts areas required to be offered by a school from the following: dance, music, theater, and visual arts. CAST Starter Suggestions

12. Goals for Training 1.Let's Think UDL: Checkpoints and Exemplars 2.Analyze current standards in reading, science and math 3.Develop strategies to teach to those standards in a UDL classroom 4.Develop strategies to assess student performance against those standards in a UDL classroom 5.Strategies for dissemination

13. Process 1.Large group: Model application of UDL to instruction in Art. 2.Breakout groups by Cadre teams 1.Choose content area and grade range. 2.Evaluate three standards. 3.Large group: Share findings by content area

14. Recognitions Options Expression & Action Options Engagement Options Content Area: ____ Grade Range: ___Standard: ______ Understand and use the artistic processes to create and perform in at least two of the three arts areas required to be offered by a school from the following: dance, music, theater, and visual arts. Instruction

15. Recognitions Options Visual arts - See with your fingers – processing in the same part of the brain. Expression & Action Options Dance – utilize video games, wii technology, act out, animate, to learn and express understanding. Avatar to “program” movement – (used with behavior too). Hollywood High –program. Visual Arts – visual interpretation dependant on others Engagement Options Enrichment options – go to performances Use tech on videos – stop motion, apply terms to what was seen, build background knowledge Content Area: Arts Grade Range: 6-8Standard: 3501.0630 Understand and use the artistic processes to create and perform in at least two of the three arts areas required to be offered by a school from the following: dance, music, theater, and visual arts. Instruction MN UDL Cadre Working Document

16. Goals for Training 1.Let's Think UDL: Checkpoints and Exemplars 2.Analyze current standards in reading, science and math 3.Develop strategies to teach to those standards in a UDL classroom 4.Develop strategies to assess student performance against those standards in a UDL classroom 5.Strategies for dissemination

17. Process 1.Large group: Model application of UDL to assessment in Art. 2.Breakout groups by Cadre teams 1.Choose content area and grade range. 2.Evaluate three standards. 3.Large group: Share findings by content area

18. Recognitions Options Expression & Action Options Engagement Options Content Area: _____ Grade Range: ___ Standard: ______ Assessment

19. Recognitions Options Expression & Action Options Engagement Options Hannah Montana episode, “bone test” – dance and sing to learn and remember skills (in this case bones) Link now on the MN-UDL wiki/video. Science – including and beyond assessment Formative assessment – website Quia, CyberEd. Tools to support development Some games, vocabulary, teacher can add content. Can use TTS. No specific grade level. Classroom response systems – (talked to St. Paul SD) Smaller Smart Boards, United streaming, Quia, etc Interest in sending out a survey district wide to find out what tools are being used and what tools they need. Discussion of student fundamentals knowledge - it’s okay to reread -Concern about assessment programs( Map from WEA). 1-1 assessment to help gather skills information about students. UDL considerations with assessments, familiarity, assure students are being assessed on skills vs. the technology, if used. Content Area: _____ Grade Range: ___ Standard: ______ Assessment (Page 1 of 3) MN UDL Cadre Working Document

20. -DIST. 206 – -Expansion of iPod and MP3 tech in classrooms (video and audio) - e.g., shift happens (PPT sent to music) Pair with test review questions, then hear music as test is taken. -Pod Casting as presentation format for assessment and demonstration of skill (parents access too) -- nice enthusiasm – good engagement with tech -KG – Reading KG – Reading Always providing options for students. – power of choice Directions multiple means of representation – audio, text Match to instructional directions and options provided there. Math 3 rd Grade In the same way that instruction needs differention for students with disabilities making that available for all kids in instruction and assessment Formative evaluation of writing in district 6 traits scoring procedure (used k-6) Focus on 2 traits initially, then build PPT presentation to introduce the concepts Common assessment structure Professional Learning Communities – community system to design instruction and assessment Content Area: _____ Grade Range: ___ Standard: ______ Assessment (Page 2 of 3) MN UDL Cadre Working Document

21. Individual learning communities Use of tech (i.e. read and write gold) Strong engagement for many students Strategies for instruction and assessment Access to materials from multiple points Use of rubrics for scoring Interest in getting information out to parents also Web – could use a wiki Include checklists, rubrics, 5 th grade math eBook and assessments available (pros and cons) Explore ways to make them more flexible and accessible Advantage for teachers – multiple access points to grade level materials Slider – use of this device, easy access with computer, may be able to provide opportunity more Language Arts Range of student growth Use of TTS to access text for information (promotes independence) Content Area: _____ Grade Range: ___ Standard: ______ Assessment (Page 3 of 3) MN UDL Cadre Working Document

22. Goals for Training 1.Let's Think UDL: Checkpoints and Exemplars 2.Analyze current standards in reading, science and math 3.Develop strategies to teach to those standards in a UDL classroom 4.Develop strategies to assess student performance against those standards in a UDL classroom 5.Strategies for evangelical championing of everything UDL to anyone who will listen (and even those who won’t)

23. CAST: PD Resources http://www.cast.org/pd/resources/index.html

24. CAST: Teaching Every Student http://www.cast.org/tes/ http://www.cast.org/teachingeverystudent/toolkits/tk_introduction.cfm?tk_id=101

25. CITEd http://www.cited.org/

26. K-8 Access Center http://www.k8accesscenter.org/

27. Additional Teacher Resources from CAST

28. CAST: Lesson Builder http://lessonbuilder.cast.org/

29. CAST: Book Builder http://bookbuilder.cast.org/

30. Contact information: http://www.cast.org Bob: bdolan@cast.orgbdolan@cast.org Tracey: thall@cast.orgthall@cast.org Grace: gmeo@cast.orggmeo@cast.org Skip: sstahl@cast.orgsstahl@cast.org (781) 245-2212