OSDE-SES Common Core State Standards Universal Design for Learning

OSDE-SES Common Core State Standards Universal Design for Learning
New Generation Assessments

Overview Common Core State Standards (CCSS)
CCSS Implications for Students with Disabilities Providing Access Learning Supports/Opportunity to Learn (OTL) Universal Design for Learning (UDL) Accommodations New Generation Assessments

Common Core State Standards (CCSS)
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Common Core State Standards (CCSS)

Oklahoma C3 Standards

What are Standards? English Language Arts and Literacy in History/Social Studies, Science, & Technical Subjects - Define what students should understand & be able to do in their study of English Language Arts and Literacy Arranged by grade level Strands & Topics Mathematical Practice & Content - Define what students should understand and be able to do in their study of mathematics. - Arranged by grade level Domains & Clusters

ELA/Literacy Standards

Structure of the Standards
Four Strands: Reading, Writing, Speaking and Listening, Language There are Reading and Writing Strands for History/Social Studies, Science, and Technical Subjects Text complexity standards are listed by grade “bands”: K-1, 2- 3, 4-5, 6-8, 9-10, 11-12, CCR – College and Career Ready) Strand Anchor Standard Grade- Specific Standard There are four strands within the ELA standards (K-5 also have an additional strand - Reading Standards: Foundation Skills) The grade level standards were created after the anchor standards and were built from them. The idea was: If we agree that every graduate should be able to do those anchor standards, then what will it take to get students college and career-ready over the course of the K-12 journey? There are content area literacy standards for reading and writing as well. Every field (biology, history, fine arts, etc.) has its own knowledge base, and every subject area teacher needs to teach the written record of that field. The standards for text complexity are listed by grade bands.

RI . 4 . 2 W. 11-12. 1b Identify the Standard Strand Grade
Standard Number W b Strand Grades Standard Number Reading for Informational Texts, 4th grade, standard 2 Writing, 11th and 12th grade, standard 1, sub-item B

Math Standards

Structure of the Standards
Domains are large groups of related standards. Domains change from grade to grade to reflect the changing focus of each grade. Standards from different domains may sometimes be closely related. Clusters are groups of related standards. Each domain has 1 – 4 clusters. Standards from different clusters may sometimes be closely related. Standards define what students should understand and be able to do. Domain Cluster Standard There are five domains for each grade K-8: Counting and Cardinality, Operations and Algebraic Thinking, Number and Operations in Base Ten, Number and Operations – Fractions, Ratios and Proportional Relationships, The Number System, Expressions and Equations, Measurement and Data, Geometry, Statistics and Probability and Functions. The high school standards are listed in conceptual categories: Number and Quantity, Algebra, Functions, Modeling, Geometry, and Statistics and Probability.

5.NBT.4 3.OA.C Identify the Standard Grade Domain Standard Number
Cluster Note that C represents the third cluster in the domain of OA. The letter designation of the clusters are not labeled in the printed form of the CCSS. A=first cluster, B=second cluster, etc. Grade 5; Number & Operations in Base Ten; Standard #4 “Use place value understanding to round decimals to any place.” Grade 3; Operations and Algebraic Thinking; Third Cluster “Multiply and divide within 100.”

Shifts for ELA/Literacy
Building knowledge through content-rich nonfiction Reading, writing, and speaking grounded in evidence from text, both literary and informational Regular practice with complex text and its academic language The shifts are a high-level summary of the biggest changes signified by the adoption of the CCSS. They represent the most significant shifts for curriculum materials, instruction, student learning, and thinking about assessment. Taken all together, they should lead to desired student outcomes. Communicate the shifts to everyone who will listen! Everyone working in your school and district should have a solid understanding of the shifts required in both ELA/Literacy and Mathematics. They are a great starting point for learning about and understanding the CCSS. You can test any message or effort regarding the CCSS against these touchstones. From state, district, school, or classroom – how does X support the ideas of the shifts? They are meant to be succinct and easy to remember. achievethecore.org

Shifts for Mathematics
Focus strongly where the Standards focus Coherence: Think across grades, and link to major topics within grades Rigor: In major topics, pursue conceptual understanding, procedural skill and fluency, and application The shifts are a high-level summary of the biggest changes signified by the adoption of the CCSS. They represent the most significant shifts for curriculum materials, instruction, student learning, and thinking about assessment. Taken all together, they should lead to desired student outcomes. Communicate the shifts to everyone who will listen! Everyone working in your school and district should have a solid understanding of the shifts required in both ELA/Literacy and Mathematics. They are a great starting point for learning about and understanding the CCSS. You can test any message or effort regarding the CCSS against these touchstones. From state, district, school, or classroom – how does X support the ideas of the shifts? They are meant to be succinct and easy to remember. achievethecore.org

Priorities in Mathematics
Grade Priorities in Support of Rich Instruction and Expectations of Fluency and Conceptual Understanding K–2 Addition and subtraction, measurement using whole number quantities 3–5 Multiplication and division of whole numbers and fractions 6 Ratios and proportional reasoning; early expressions and equations 7 Ratios and proportional reasoning; arithmetic of rational numbers 8 Linear algebra

Fluency The standards require speed and accuracy in calculation.
Teachers structure class time and/or homework time for students to practice core functions such as single- digit multiplication so that they are more able to understand and manipulate more complex concepts Another aspect of rigor is procedural skill and fluency. Note that this is not memorization absent understanding. This is the outcome of a carefully laid out learning progression. At the same time, we can’t expect fluency to be a natural outcome without addressing it specifically in the classroom and in our materials. Some students might require more practice than others, and that should be attended to. Additionally, there is not one approach to get to speed and accuracy that will work for all students. All students, however, will need to develop a way to get there.

Required Fluencies in K-6
Grade Standard Required Fluency K K.OA.5 Add/subtract within 5 1 1.OA.6 Add/subtract within 10 2 2.OA.2 2.NBT.5 Add/subtract within 20 (know single-digit sums from memory) Add/subtract within 100 3 3.OA.7 3.NBT.2 Multiply/divide within 100 (know single-digit products from memory) Add/subtract within 1000 4 4.NBT.4 Add/subtract within 1,000,000 5 5.NBT.5 Multi-digit multiplication 6 6.NS.2,3 Multi-digit division Multi-digit decimal operations When it comes to measuring the full range of the Standards, usually the first things that come to mind are the mathematical practices, or perhaps the content standards that call for conceptual understanding. However, the Standards also address another aspect of mathematical attainment that is seldom measured at scale either: namely, whether students can perform calculations and solve problems quickly and accurately. At each grade level in the Standards, one or two fluencies are expected: Fluent in the Standards means “fast and accurate.” It might also help to think of fluency as meaning the same thing as when we say that somebody is fluent in a foreign language: when you’re fluent, you flow. Fluent isn’t halting, stumbling, or reversing oneself. Assessing fluency requires attending to issues of time (and even perhaps rhythm, which could be achieved with technology). The word fluency was used judiciously in the Standards to mark the endpoints of progressions of learning that begin with solid underpinnings and then pass upward through stages of growing maturity. In fact, the rarity of the word itself might easily lead to fluency becoming invisible in the Standards—one more among 25 things in a grade, easily overlooked. Assessing fluency could remedy this, and at the same time allow data collection that could eventually shed light on whether the progressions toward fluency in the Standards are realistic and appropriate. Fluent in the particular Standards cited here means “fast and accurate.” It might also help to think of fluency as meaning the same thing as when we say that somebody is fluent in a foreign language: when you’re fluent, you flow. Fluent isn’t halting, stumbling, or reversing oneself. The word fluency was used judiciously in the Standards to mark the endpoints of progressions of learning that begin with solid underpinnings and then pass upward through stages of growing maturity. Some of these fluency expectations are meant to be mental and others with pencil and paper. But for each of them, there should be no hesitation in getting the answer with accuracy.

Fluency in High School There are some key aspects of high school math that also require speed and accuracy. There are no specific fluency requirements in the HS content standards, but these are suggestions for fluency based on what is being asked of the students at this level. {Note that more of these recommendations can be found in the PARCC Model Content Frameworks.}

PARCC Content Model Frameworks
Inform development of item specifications and blueprints for the PARCC assessments, and Support implementation of the Common Core State Standards. Primary purpose: to provide a frame for the PARCC assessments, they also are voluntary resources to help educators and those developing curricula and instructional materials. PARCC developed the Model Content Frameworks to help: Inform development of item specifications and blueprints for the PARCC assessments, and Support implementation of the Common Core State Standards. The PARCC Model Content Frameworks were developed through a state-led process that included mathematics and ELA/literacy content experts in PARCC member states and members of the Common Core State Standards writing team. Although the primary purpose of the Model Content Frameworks is to provide a frame for the PARCC assessments, they also are voluntary resources to help educators and those developing curricula and instructional materials. Users are advised to have a copy of the Common Core State Standards available for use in conjunction with the Model Content Frameworks.

Achieve the Core EduCore Free Online Resources
EduCore

5 Key Elements that schools must address to support the achievement of students receiving special education services: Ownership, High Expectations, Intervention Systems, Inclusion/Collaborative Teaching, Organization/Professional Development

5 Key Elements Ownership:
understanding among staff that students receiving special education services are the responsibility of all High Expectations: understanding by administrators, faculty, and students that all students will be challenged and expected to perform to the best of their ability Intervention Systems: policies, procedures, and protocols to ensure that struggling learners meet academic and/or behavioral expectations as measured by improved performance Ownership Schools that are successful in raising the achievement levels of their special education populations have established a culture in which the achievement of each and every student is considered a shared responsibility. These schools discourage a “yours and mine” attitude among administrators and faculty and find ways to integrate general and special education programs so that all students are supported by all adults to perform to their highest potential. High Expectations for All High expectations are linked closely to ownership. A strong sense of communal responsibility makes it possible to set lofty expectations for all students and establish a culture of support for each student to achieve. When these expectations are clearly stated and supported, students internalize them. They are more motivated to perform at higher levels. This is true of all students. Intervention Systems Schools with well organized intervention systems tend to achieve higher success for all students. Interventions are planned using student-specific strategies designed to change behaviors or improve skills. The purpose of an intervention system is not to place a student in a program, service, or setting, but to identify the student’s needs and implement a plan to meet them. In an effective intervention program, lower-than-expected performance is a signal to try different approaches to instruction, not to refer a student for special education services. Intervention systems are most effective when they are deeply rooted in a school’s general education program rather than in the special education program. Teachers and administrators continually collect and analyze data for each student to provide individualized supports for every learner. In turn, an effective intervention system then works as a source of data to identify schoolwide instructional issues. Ongoing support is provided to teachers in implementing differentiated instruction and other strategies to help them meet the varying learning needs of their students. When interventions are implemented effectively, many students who might have been referred to special education are supported successfully in general education.

5 Key Elements Inclusion/Collaborative Teaching:
teaching methodologies which include students with disabilities in the general education classroom and give them access to both content and special education expertise Organizational/Professional Development: successful programs for all struggling learners depend on the alignment of and access to standards based curriculum, instruction, and assessment and data-driven professional development to support teachers in achieving goals Inclusion/Collaborative Teaching In most schools that show high performance for students with disabilities, special education serves more as a support system for general education than as a separate program. School climate means everything, particularly for students who are struggling academically, highly mobile, lacking self-confidence, or struggling to belong. These students must have access to the general education curriculum. Simply placing them in general education classrooms is not the answer, however. Schools must create systems to help students get the instructional support they need to succeed. One of the most effective strategies for inclusion is collaborative teaching, frequently designed as a co-teaching model. When correctly implemented and supported, the collaborative teaching model increases performance dramatically for students with disabilities over time. One of the most effective co-teaching arrangements pairs a special education teacher with a content area teacher in a general education classroom. In this model, the general and special educators share instructional responsibility, resources, and accountability for all the students in the classroom. Together the teachers plan, present, and evaluate instruction and student progress. They also share equally in classroom and behavior management. Almost always, the performance of both the general education and special education students improves. Collaborative teaching is most successful when schools: -define clearly which students can benefit from exposure to the general curriculum -maintain a ratio of one-third or fewer special education students to general education students in the classroom -implement ongoing, high-quality professional development around the co-teaching approach to keep it from evolving into a teach/assist model -schedule regular common instructional planning time for teaching teams and protect that scheduled time -build in time before the school year begins so co-teachers can discuss philosophies, logistics, classroom management, and other non-instructional issues Organization/Professional Development Administration, faculty, and parents are integral to the successful and sustainable implementation of all of the key strategies to improve the performance of students receiving special education services. Strong organization, especially throughout a district, minimizes inconsistencies in attitudes that hinder student achievement and allows best practices to be implemented to the advantage of staff and students. McNulty and Gloeckler (2011). Fewer, Clearer, Higher Common Core State Standards: Implications for Students Receiving Special Education Services. International Center for Leadership in Education, Rexford, NY.

CCSS Implications for SWDs
Access to the general education curriculum How do we keep the standards rigorous, yet accessible? When do you accommodate? (MORE) When do you modify? (LESS) IEPs aligned to common core standards What does alignment to academic standards mean? How do you collaborate with general education colleagues to write and implement IEPs? What about students with moderate to severe disabilities? UDL! DLM!

Instructional supports for learning based on the principles of Universal Design for Learning (UDL) Instructional accommodations Assistive technology devices

Instruction should focus on the new Oklahoma C3 Standards. Placement decisions should focus on the least restrictive environment that affords a student access to the Oklahoma C3 Standards and core content curriculum. Instructional and Assessment Accommodations should focus on providing appropriate access that do not decrease learning expectations.

When Educational Components Align
General Curriculum (Common Core State Standards) Instruction Assessment (Skills Taught) (PARCC)

When IEPs Promote Alignment
General Curriculum (CCSS) IEPs Instruction Assessment (Skills Taught) (PARCC) Notice the IEP helps focus the instruction

IEPs Promoting Alignment
Assessment Instruction Core Curriculum PLAAFP MAGs/STOBs The Cyclical Process Measurable Annual Goals Short Term Objectives Present Levels of Academic Performance

Providing Access “Providing students with disabilities with the tools necessary for success in the classroom and to show their knowledge and skills in a regular assessment format means that they are truly included in the world of education.” NICHY (2007). Assessment and Accommodations. Evidence for Education. 2(1), p. 10

What Promotes Access? Opportunity to Learn Standards
Universal Design for Learning Accommodations

Learning Supports Resources, strategies, and practices that provide physical, social, emotional, and intellectual supports intended to enable all pupils to have an equal opportunity for success at school by addressing barriers to and promoting engagement in learning and teaching.

Learning Supports Framework
Enhancing regular classroom strategies to enable learning Supporting transitions Increasing home and school connections Responding to, and where feasible, preventing crises Increasing community involvement and support Facilitating student and family access to effective services and special assistance as needed.

Our Focus: Re-Organization and Reaching Out Technical Assistance Inclusion/Co-teaching Technology

Opportunity to Learn (OTL)
Opportunity to learn refers to equitable conditions or circumstances within the school or classroom that promote learning for all students. It includes the provision of curricula, learning materials, facilities, teachers, and instructional experiences that enable students to achieve high standards. This term also relates to the absence of barriers that prevent learning.

OTL Solutions Inclusion Co-teaching Differentiated Instruction
Encourage special education teachers to REGULARLY meet with regular education teachers AND…………………………………………….

Universal Design for Learning (UDL)
Dr. Jan Sheinker, an affiliate of NCEO and consultant to Edvantia Inc., noted that assessment developers need to determine whether the items or tasks will: Increase or decrease access. Take into account that a child’s disability may cause a variance in the learning progression. Reflect assumptions that are not true for all students, e.g., all students are taught in the same scope and sequence. Yield results that are immediately available for instruction. Reflect unfamiliarity with technology, for instance, as states move to technology enhanced assessments. Signal the need for accommodations not currently used or available.

The Challenge Access, participation, and progress in the general education curriculum for all learners IDEA ‘97 Current challenges include increased diversity in classrooms; high expectations for all students; high stakes testing; accountability for all students. Today’s classrooms are highly complex and pose difficult hurdles for teachers. As a result of IDEA ’97, many students who used to be excluded from general education curriculum are expected to progress in the general education classroom and curriculum. Teachers now need to be successful with a much more diverse group of students including English Language Learners, students from other cultures, and students with diverse disabilities. All students are commonly in the same schools, same classrooms, and same curriculum. Schools, teachers and students are accountable for real progress and demonstrable learning outcomes in the regular education curriculum. But the print-based curriculum is designed for a homogeneous group of students and is not flexible or adjustable for different learner needs. UDL addresses these challenges and offers increased opportunity for all students to access, participate, and progress in the general education curriculum. CAST© 2003

Origins of Universal Design
This section identifies the foundation of Universal Design in architecture and makes connections to Universal Design in everyday life. Highlight the inaccessibility of buildings: stairs are intended to be an access technology. However, for some individuals these present a barrier – those in wheelchairs, those on roller blades, those using carriages. Ask audience for additional examples of Universal Design. Universal Design originated in the field of architecture, based on the realization that designing buildings with built-in accessibility for everyone was an approach superior to retrofitting buildings to accommodate diverse individual needs. CAST© 2003

Universal Design Is our physical environment welcoming?
Universal Design Is our physical environment welcoming? Architectural term coined by R. Mace Physical environment design for access Stairs as access feature/barrier Physical Disabilities Elderly Children Strollers/Carts Retrofitting for physical access remains a design afterthought DisWeb © 2000 Karen G. Stone In order to fully understand the concept of Universal Design for Learning, we need to go back and first understand the origins of the concept of Universal Design. Universal Design is an architectural term that was originally coined by Ron Mace from North Carolina State University in the 1970’s. Universal Design, quite simply, is the design of our environment to be usable by all people, to the greatest extent possible, without the need for adaptations or specialized design. The intent of Universal Design is to simplify life for everyone by proactively designing our physical environment to be “barrier free” thus more accessible to as many people as possible at little or no extra cost. Take for example the building pictured on the left side of this slide. The picture depicts the entrance of a building with a series of steps leading to the front entrance. The original architectural design included stairs as an access feature, that is, stairs serve as the primary entry point or way to access this building. However for many individuals including some individuals with physical disabilities, the elderly, younger children, and those carrying heavy equipment or materials, stairs become an access barrier. For centuries stairs have always been built in a similar fashion, but only recently as a society, we began to recognize that stairs don’t always work the same for everyone. Within the field of architecture, the solution to stairs as an access problem was the retrofitting of buildings with wheel chair lifts or ramps in order to increase the accessibility of buildings such as these. However, according to Ron Mace, the idea of retrofitting still remains a design afterthought and indeed often created other unexpected drawbacks.

Retrofitting our Physical Environment
Retrofitting our Physical Environment Typically solves one issue Often costly to implement Aesthetically inelegant Copyright ® 1997 Access Elevator Company In this next slide, we see several images depicting common retrofitting solutions to our physical environment to ensure access for individuals who cannot use stairs. However, some of the drawbacks that occur when implementing these “after the fact” modifications to buildings include, (1) they typically only solve one access issue, (2) they are often very costly to implement and (3) they are generally aesthetically inelegant. When considering these solutions, do you imagine this is how the architects anticipated access when crafting their original architectural plans?

UD Origin and Definitions
“Consider the needs of the broadest possible range of users from the beginning” Architect, Ron Mace Universal Design was originated by Ron Mace at North Carolina State University to create physical structures that are designed from the beginning to accommodate the widest range of users, including those with disabilities. There are seven architectural Universal Design principles that focus on increasing accessibility to physical space. Central to these principles is the providing of alternatives for users. CAST© 2003

Universal Design Not one size fits all – but alternatives.
Designed from the beginning, not added on later. Increases access opportunities for everyone Universal Design is about providing, from the beginning, options in which people can access buildings and using products and environments of all kinds. The key purpose of UD is to create inclusive physical environments and widely usable tools. CAST© 2003

Universal Design Ramps Curb Cuts Electric Doors Captions on Television
Easy Grip Tools Examples of Universal Design include ramps, curb cuts, automatic doors, and captions on television. CAST© 2003

UD Solutions UD principles are used to inform and guide the design process so that all users can have access to and benefit from physical space. UD is becoming more prevalent, in part because it is more economical and more effective than retrofitting.

UD Solutions Intentional approach to design
Anticipates a variety of needs Broadens usability to public More economical Respects human diversity

UD and UDL UD UDL Physical Environment Instructional Environment
UD and UDL UD UDL Physical Environment Instructional Environment Physical barriers may exist in our architectural environment Learning barriers may exist in our curricular environment Proactive design of physical space Proactive design of curriculum and instruction Physical retrofitting can be costly and is often inelegant Instructional accommodations can be time consuming and difficult to implement Perhaps it's useful to consider an analogy between Universal Design and Universal Design for Learning in education. On the left-hand column of this table we can see that Universal Design primarily focuses on the physical environment. Universal Design for Learning, located in the right column focuses primarily on our instructional environment. Barriers may exist in our curricular environment. We have already seen that where physical barriers may exist in our architectural environment, we also need to recognize that learning barriers may exist in our curricular environment. Whereas Universal Design is the proactive design of our physical space, Universal Design for Learning is that proactive design of our curriculum and instructional strategies. Finally while retrofitting is often a costly and inelegant approach to modifying our physical environment, faculty comment that curricular modifications or accommodations can also be time-consuming and difficult to implement within their classroom setting. In essence Universal Design for Learning asks faculty to consider how to create curricular curb cuts within their courses. Consider for a moment if you have ever been asked to provide a difficult to implement accommodation for a student in your classroom. Before implementing this accommodation, Universal Design for Learning would ask you to first consider the proactive design or re-design of your curriculum and teaching strategies in such a way that may reduce or eliminate the need for this accommodations and more importantly, one that respected the diversity of learning styles within your classroom.

Origins of Universal Design for Learning (UDL)
CAST believes that “barriers to learning are not, in fact, inherent in the capacities of learners, but instead arise in learners' interactions with inflexible educational goals, materials, methods, and assessments.” Teaching Every Student in the Digital Age, p. vi The term "universal design" refers to the movement in architecture and product development that aims to create places or things that are accessible to as many people as possible, including those with disabilities. Speakerphones, curb cuts, and close-captioned television are all examples of universal designs—innovations that benefit a variety of users, including individuals with disabilities. When applied to education, the term "universal design" generally concerns eliminating physical barriers to educational places or materials—for example, providing accessible textbooks. Of course, increasing physical access is an essential first step. But it is only the beginning. Genuine learning requires much more than physical access—it requires cognitive (or intellectual) access, too. A student with a learning disability may be able to see text clearly (physical access) but may have difficulty understanding the assignment or purpose for reading, finding main points, organizing notes, and expressing understanding (cognitive access). Conversely, a student with cerebral palsy may fully understand an assignment and have clear ideas for executing it (cognitive access) but be blocked from expressing those ideas by inappropriate tools (physical access). Universal Design for Learning recommends ways to provide cognitive as well as physical access to the curriculum. Students are provided with scaffolds and supports to deeply understand and engage with standards-based material. They not only have access to content and facts, but they learn to ask questions, find information, and use that information effectively. They learn how to learn.

Definition: UDL is an educational approach to teaching, learning, and assessment, drawing on new brain research and new media technologies to respond to individual learner differences. The word "universal" is sometimes misunderstood to suggest that there is a single solution that works for everyone. But the essence of UDL is flexibility and the inclusion of alternatives to adapt to the myriad variations in learner needs, styles, and preferences. UDL principles draw on brain and media research to help educators reach and teach all students by setting appropriate learning goals, choosing and developing effective methods and materials, and developing accurate and fair ways to assess students' progress. With UDL, each student is addressed as an individual with unique needs, interests, and abilities. CAST© 2003

New Assumptions Students with disabilities fall along multiple continua Typical classes are highly diverse Teacher adjustments benefit all learners Curriculum needs fixing, not the students Curriculum materials must be flexible, varied, and diverse General Education and Special Education teachers plan curriculum UDL shifts old assumptions about teaching and learning in fundamental ways. The "universal" in Universal Design for Learning does not imply one optimal solution for everyone. Rather, it means flexibility and alternatives; not “one size fits all.” Assumptions: Students with disabilities fall along multiple continua of learning differences, rather than in separate categories of disabilities or abilities Typical classes are highly diverse. Teacher adjustments benefit all learners and not just those with disabilities. Curriculum needs fixing, not the students (curriculum materials should be varied and diverse including digital and online resources, rather than centering on a single textbook). Curriculum materials must be flexible, varied, and diverse (instead of remediating students so that they can learn from a set curriculum, curriculum should be made flexible to accommodate learner differences). General education and special education teachers plan curriculum (curriculum planning capitalizes on the collective expertise of the general and special educations teachers).

Components: Goals - learning expectations. They represent the knowledge, concepts, and skills all students should master, and are generally aligned to standards. Methods - instructional decisions, approaches, procedures that expert teachers use to accelerate or enhance learning. Materials - media used to present learning content Assessment - process of gathering information about a learner’s performance using a variety of methods. National Center on Universal Design for Learning

David Rose, Co-Executive Director of CAST, UDL differs in that the point of entry is at the design stage, how you begin to design a good learning environment, a good lesson, a good curriculum. UDL seeks to get to the core of the curriculum, to design it so that it is a good curriculum for all students from the beginning. Assistive technologies, accommodations, modifications typically come after, as does differentiated instruction.

Differentiated Instruction: An approach in which teachers vary and adapt instruction based on the individual needs of students in the classroom; examples of how to differentiate instruction include flexible grouping and immediate corrective feedback. Differentiated instruction is a process for looking at an individual child and determining whether or not the child is succeeding, it's a different framework for thinking about the curriculum and the child but with initial focus on the individual child. Accommodations: A service or support that allows a student to access the general education curriculum without changing the content or the expectations; examples include audio books and un-timed tests Modifications: Sometimes referred to as adaptations, a change to the general education instructional content or expectations; examples include assigning lower-level reading material and requiring mastery of a few skills instead of the total number that is expected to be mastered at a given grade level. Assistive Technology: Any device or service that aids an individual with disabilities in accessing the general education curriculum; examples include index cards (low-tech) and screen readers (high-tech).

Activity - 3Primary Brain Networks
Recognition Network Strategic Network Affective Network When you view an image, all three brain networks are at work. Your recognition network rapidly identifies objects and discerns the overall context. Your strategic network determines how you examine the image and what information you will gain from it. And your affective network determines how long and how carefully you look. All three networks together determine what you actually see.

Recognition Networks Exercise your recognition networks' processing by quickly listing the individual objects you recognize in this picture. Reflecting on Recognition You probably identified lots of objects including people, pictures, furniture, doorways, tables and chairs. Many of these objects are in poor light or only partially shown, yet your powerful recognition networks recognized them instantly.

Strategic Networks Exercise your strategic networks by examining this image for a few different purposes. Notice how you look at the image differently depending on your purpose.

l Eye Movements Identifying the ages of the people
These two images show the eye movements of the same person looking at the same image, the Unexpected Visitor, yet each one is different. Why? Like you, this viewer inspected the image with different goals each time. First, he was instructed to identify the ages of the people in the image. Second, he was asked to determine what the people were doing before the visitor arrived. Each new strategy resulted in a different pattern of eye movements. Each new strategy resulted in a different pattern of eye movements. When you looked at the picture with different goals, you probably looked at the parts of the picture in different orders and focused on different elements of the picture. Where did you look for each question? Because you used different strategies to reach different goals, you looked at different parts of the picture each time. l Identifying the ages of the people Determining what the people were doing before the visitor arrived

Affective Networks Tune into your affective networks by looking at this picture once again, just to see what grabs you. Reflecting on Affect What you see in the picture depends on your interests, background, and general state of mind. A psychologist might attend to the expressions on the people's faces, while an interior designer might take note of the room's decor. The mother of a toddler may be drawn to the child seated at the table, whereas a musician may first notice the piano. Someone who is tired or hungry may find little to notice at all!

Activity Summary This exercise shows that all three brain networks are working when you do something as simple as view an image. Look at your notes below and you will see that each network contributes something vital to the task. This is true of everything we do and everything we learn.

3Primary Brain Networks
Why is UDL necessary? Individuals bring a huge variety of skills, needs, and interests to learning. Neuroscience reveals that these differences are as varied and unique as our DNA or fingerprints. Three primary brain networks come into play:

Brain Imaging Showing Individual Differences
Brain Imaging Showing Individual Differences These three functional magnetic resonance images (fMRI) show brain activity patterns of three different people performing the same simple, finger tapping task. The level of brain activity during performance of this task is designated using color. Blue indicates a low to moderate level of activity, red indicates a high level of activity, and yellow indicates an extremely high level of activity. CAST: Teaching Every Student © Differences in brain activity on same task

UDL and the Learning Brain
One must recognize information, ideas, and concepts One must be able to apply strategies to process the information One must be engaged Vygotsky The activities of the three brain networks (recognition, strategic, and affective) parallel Vygotsky’s three prerequisites for learning: One must recognize patterns in perceptual information One must have strategies for acting upon the perceived patterns One must be engaged by the task Lev Vygotsky (1896 – 1934), a Russian psychologist whose works were released after the Cold War, developed the theory of the Zone of Proximal Development. (Refer to resources: The Learning Brain Resources) CAST© 2003

Task is too difficult for learner ZONE OF PROXIMAL DEVELOPMENT Vygotsky's "zone of proximal development" (ZPD) suggests that learning occurs when there is an appropriate level of challenge and support to learn the task. In classroom learning situations, this means providing learning tasks that are too difficult to do independently, but are within reach with support. The task should stretch the learner past his current level of knowledge. Visualize your own personal encounters in learning situations and think about one where you were bored, inattentive or distracted: Was your inattention due to lack of challenge or inadequate support to understand the content? In either case, you were not learning in your “zone.” Task is too easy for learner CAST© 2003

This picture of the young boy riding a bicycle illustrates the ZPD. His father is providing the right amount of support for the youngster until he is ready to take off and ride alone. Engagement and motivation are high; challenge is appropriate, and support is just right. All three prerequisites are in place for learning to occur.

All learners are unique and universal does not mean “one size fits all” Understanding the learning brain in terms of recognition, strategic, and affective networks forms a framework for thinking about learner differences. There are no “regular” education students; categorization by ability or disability does not represent the reality of each student’s uniqueness.

Think – Pair - Share Take a moment and recall an activity you offered in one of your classes where you noted that several students struggled. What “teaching variables” may have impacted student success? Share your thoughts with a person sitting next to you.

UDL Principles http://www.udlcenter.org/aboutudl/whatisudl/3principles
Teachers need to provide flexible ways of engaging students, flexible ways of presenting lesson content and flexible methods of expression and assessment so that students will have choices that will engage their interests, options for how they learn and options for how they demonstrate what they have learned.

Representation Provide multiple and flexible methods of representation to give students with diverse learning styles and needs various ways of acquiring information and knowledge.

Action and Expression Provide multiple and flexible means of action and expression to provide diverse students with alternatives for demonstrating what they have learned.

Engagement Provide multiple and flexible means of engagement to tap diverse learners' interests, challenge them appropriately, and motivate them to learn.

Supporting Recognition Learning
Provide alternative formats for presenting information Provide multiple examples Highlight critical features Provide multiple media and formats Support background context Applying what we know about the recognition networks and what we know about the flexibility of digital media, we can design instruction to support recognition learning by considering appropriate teaching methods. The next few slides will illustrate some teaching methods for supporting recognition learning.

Recognition: Provide multiple examples
K-2 Goal: Recognize that animals (including humans) and plants are living things that grow, reproduce, and need food, air, and water. Examples of living things Examples of non-living things This instructional goal focuses on understanding the distinction between living and non-living things. In order to support all learners, it is important to provide multiple examples and non-examples of the concepts being taught.

Recognition: Highlight Critical Features
Highlight critical features to identify a bird Birds have wings. Birds have beaks. Birds have feathers. In teaching new concepts, learners benefit from pointing out the critical features of the new idea, pattern, or concept. Note in the example, the teacher wants students to be able to identify characteristics of birds, therefore, the teacher explicitly draws the students’ attention to distinguishing features of birds, i.e. wings, beaks, feathers. Is this a bird?

Recognition: Multiple Media & Formats
Provide a range of formats and media to ensure access for all Presenting new information in many formats and media increases options for all learners and consequently increases chances of success for all learners.

Supporting Strategic Learning
Provide alternative means for action and expression Provide flexible models of skilled performance Provide opportunities to practice with supports Provide ongoing, relevant feedback Offer flexible opportunities for demonstrating skill Given what we know about the uniqueness of each individual, we need to provide learners with multiple and varied ways for learning new strategies and for demonstrating skilled performance. The following methods are examples of how teachers can support strategic learning.

Supporting Affective Learning
Provide alternative means for engagement Offer choices of content and tools Offer adjustable levels of challenge Offer choices of rewards Offer choices of learning context Our understanding of the relevance of the three networks clearly indicates that instruction needs to support affective learning. Motivation, interest, engagement, desire, curiosity, and preference are essential to learning.

It may not be reasonable or possible for teachers to incorporate all three of the UDL principles into every lesson plan. Rather, they are intended to guide instruction over time. Even when teachers apply the three principles, some students may need additional support. Consequently, teachers will sometimes have to make accommodations (e.g., allow the use of a spell checker) to meet an individual student's needs.

UDL in the Classroom Grade 5 ELA High School ELA

Class Learning Profile
1. The Model Template is an example of a class learning profile in the context of a science unit on researching different aspects of a flower. Students' strengths, needs, and preferences/interests most relevant for this curriculum unit are listed in the table to provide an overview of student characteristics. 2. Examples of Student Qualities offers examples of the kinds of strengths, needs, and interests or preferences that fall into the different brain networks. These are examples only, designed to help you understand what kinds of traits fall within the domain of each brain network. 3. The Blank Template offers structured support for creating a class profile for your students, within the context of particular curricular goals. The Class Learning Profile Template supports you in creating a learning profile for the students in your class. Understanding the qualities, including strengths, needs, and interests, that students bring to the curriculum is an important part of building a UDL classroom. You can download it in Microsoft Word or pdf Format, to use on screen or in print.

UDL Online Tool UDL Wheel Tech Toolkit

UDL Apps http://udlmobileapps.blogspot.com/
7781?mt=8 For Android or IPhone

Accommodations “A critical part of teaching and assessing students with disabilities… is providing them with accommodations that support learning and that support their ability to show what they know and can do.” NICHY (2007). Assessment and Accommodations, Evidence for Education, V2, Issue 1, p. 1

Accommodations v. Modifications
Accommodations – Changes in materials or procedures that enable students to meaningfully access instruction and assessment. Assessment accommodations do not change the construct that is being measured. Accommodations mediate the effects of a student’s disability and do not reduce learning expectations. Modifications – Changes in materials or procedures that enable students to access instruction and assessment. Assessment modifications do change the construct that is being measured. Modifications create challenges for assessment validity.

Accommodation vs. Modification
Enhances access and progress. Changes do not alter the validity, reliability, or security of the test or curriculum. Modification: Substantive changes in an assessment or academic curriculum that change the rigor or expectation.

Choosing Accommodations
Expect students with disabilities to achieve grade-level academic content standards. Learn about accommodations for instruction that are acceptable for assessment. Make decisions about assessment accommodations based on a student’s academic and behavioral needs. Only use accommodations when appropriate. Administer accommodations during instruction and assessment. Evaluate, improve, and in some cases remove accommodations when appropriate. On 6: This is not to say that a student won’t always need a particular accommodation.

Assessment Accommodations
Assessment accommodations are changes in testing materials or procedures that enable students to participate in assessments in a way that assesses abilities rather than disabilities. Without accommodations, the assessment may not accurately measure the student's knowledge and skills.

Assessment Accommodations
Generally grouped into the following categories: Presentation (e.g., repeat directions, read aloud, large print, braille, etc.) Equipment and material (e.g., calculator, amplification equipment, manipulatives, etc.) Response (e.g., mark answers in book, scribe records response, point, etc.) Setting (e.g., study carrel, student's home, separate room, etc.) Timing/Scheduling (e.g., extended time, frequent breaks, etc.)

UDL and Accommodations
Universal Design for Learning (UDL) refers to the process of making course concepts and skills attainable to a greater number of students, regardless of their differing learning styles, physical, sensory organizational and linguistic abilities. Rather than the “one-size ﬁts-all” approach, UDL stresses ﬂexible delivery of content, assignment and activities. UDL allows the learning process to be more accessible without singling out students with disabilities.

Assessments using UDL principles
are designed from the beginning to be accessible and valid for the widest range of students provide optimal standard assessment conditions

New Generation Assessments
PARCC Partnership for Assessment of Readiness for College and Career DLM Dynamic Learning Maps

What is a learning map?

Dynamic Learning Maps

Common Core Essential Elements
Specific statements of the content and skills that are linked to the Common Core State Standards grade level specific expectations for students with significant cognitive disabilities.

For example… The Common Core State Standard is:
W.4.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly. a. Introduce a topic clearly and group related information in paragraphs and sections; include formatting (e.g., headings), illustrations, and multimedia when useful to aiding comprehension. The Essential Element is: Write to convey ideas and information clearly. Select a topic and related visual/tactual/multimedia information.

The two are directly linked:
Both: emphasize writing to convey ideas and information address topic Include the use of related illustrations and multimedia

The Essential Elements are statements of content and skills that provide a bridge for students with significant cognitive disabilities to achieve grade differentiated expectations.

UDL in the Dynamic Learning Maps
Focus on conceptual and cognitive development rather than specific skill mastery Inclusion of multiple and alternate pathways to account for diverse student needs and styles Increased emphasis on multiple & flexible means of presentation, engagement and expression.

Principles of UDL Representation Expression Engagement
Provide multiple, flexible means of: Representation Expression Engagement

Must Change Some Traditions
No more singular views of Representation From rote repetition to repetition with variety Expression From one skill with 80% on 4 of 5 days to application on a specified number of occasions Engagement From extrinsic rewards & motivators to cognitive engagement

Common Core Essential Element: Design Decisions
Focus on student learning Create comparable expectations for students with significant cognitive disabilities Use performance terms to describe what students should know and be able to do Insure that final elements are measurable and observable

Common Core Essential Elements: Design Priorities
Define essential differences from grade to grade in cognitive demand content knowledge skills-based expectations Identify the key elements essential for each grade level Not necessarily a one-to-one relationship with Common Core State Standards Align Essential Elements across and between grades

Common Core Essential Elements are NOT
Replacements for the Common Core State Standards Downward extensions Statements of functional skills Curriculum or learning progressions IEP goals or benchmarks

Like the Common Core State Standards, the Essential Elements do NOT define what is taught or how it should be taught.

PARCC Partnership for Assessment of Readiness for College and Careers
PARCC states have committed to building a K-12 assessment system that: Builds a pathway to college and career readiness for all students, Creates high-quality assessments that measure the full range of the CCSS, Supports educators in the classroom, Makes better use of technology in assessments, and Advances accountability at all levels.

How we should stop thinking:

PARCC and UDL Minimize/eliminate features of the assessment that are irrelevant to what is being measured, so that all students can more accurately demonstrate their knowledge and skills; Measure the full range of complexity of the standards; Design each component of the assessment in a manner that allows ELs and students with disabilities to demonstrate what they know and can do; Use Universal Design to create accessible assessments throughout every stage and component of the assessment, including items/tasks, passages, performance tasks, graphics and performance-based tasks; and Use technology to make all components of the assessment as accessible as possible.

Resources UDL: http://www.cast.org/udl/ http://www.udlcenter.org/
CCSS: PARCC: DLM:

OSDE-SES Common Core State Standards Universal Design for Learning

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