1. ELA/ELD Framework Launch Chapter 9: Access and Equity
May 19th, 2015
Kevin Schaefer
Assistant Director of Special Programs
WestEd Center for Prevention and Early Intervention

2. To access additional resources:

3. Participants will deepen their understanding of Multi-tiered System of Supports (MTSS), the three principles of Universal Design for Learning (UDL), and culturally and linguistically responsive teaching practices that increase access and equity for all students. Pa

5. Themes, Context, and Goals Oh My!

6. Find an AWESOME partner or TERRIFIC friend

7. Find an AWESOME partner or TERRIFIC friend
Partner Terrific please start by responding to the frame: In my opinion, the #1 quality of a student who is college, career and civic life ready is_____________ because __________________.
Partner Awesome, please respond using the same frame;
Be prepared to share a thought or comment with the whole group.

8. California’s Diversity
Standard English Learners
English Learners
Reclassified English Proficient Students
Biliterate Students
Students Who are Deaf and Hard of Hearing
Living in Poverty
Migrant Students
Lesbian, Gay, Bisexual, and Transgender Students
Advanced Learners
Students with Disabilities
Students with Autism Spectrum Disorder
Students with Significant Cognitive Disabilities
-CA ELA/ELD Framework, 2014 (Chapter 9, Page 1)

9. Implicit CCSS Considerations
Communicative Competence
Self-Advocacy
Self-Determination
Executive Functions
Social/Emotional Learning
Behavioral Expectations

10. Multi-tiered System of Supports (MTSS)
A coordinated system of supports and services is crucial for ensuring appropriate and timely attention to students’ needs. The Multi-Tiered System of Supports (MTSS) model expands California’s Response to Intervention and Instruction (RtI2) process by aligning all systems of high quality first instruction, support, and intervention and including structures for building, changing, and sustaining systems. In addition, assessments and progress monitoring are employed to allow for a data-based, problem-solving approach to instructional decision-making.
-CA ELA/ELD Framework, 2014 (Chapter 9, Pages 46-47)

11. MTSS and RTI2

12. MTSS
Source: Kansas MTSS:

13. MTSS
Schools and districts should have in place a well-defined framework for MTSS, including a leadership and organizational structures, routines for program evaluation and progress monitoring of students, initial and ongoing professional learning for all educators, and clear two-way communication between parents and educators.
-CA ELA/ELD Framework, 2014 (Chapter 9, Page 50)

14. Source: Kansas MTSS: http://www.kansasmtss.org/

15. MTSS Tool

16. Culturally and Linguistically Responsive Teaching
In order to create truly equitable classrooms, schools, and districts – ones that support all students’ achievement of the goals of ELA/literacy programs – educators should continuously strive for social justice, access, and equity.
-CA ELA/ELD Framework, 2014 (Chapter 9, Pages 51)

17. Culturally and Linguistically Responsive Teaching
Culturally responsive educational systems are grounded in the belief that we live in a society where specific groups of people are afforded privileges that are not accessible to other groups.
-CA ELA/ELD Framework, 2014 (Chapter 9, Pages 51)

18. Culturally and Linguistically Responsive Teaching
Culturally and linguistically responsive teaching can be defined as using the cultural knowledge, prior experiences, frame of reference, and performance styles of ethically diverse students to make learning encounters more relevant and effective for them.
-LAUSD EL Master Plan, 2012
-CA ELA/ELD Framework, 2014 (Chapter 9, Pages 52)

19. MTSS and Universal Design for Learning (UDL)
The foundational structures of MTSS include high-quality core instruction utilizing UDL principles and appropriate supports, strategies, and accommodations. In addition, assessments and progress monitoring are employed to allow for a data-based, problem-solving approach to instructional decision-making.
-CA ELA/ELD Framework, 2014 (Chapter 9, Pages 46-47)

20. © CAST, 2014

21. UDL: Expert Learners SHARE and COMPARE:
Using the UDL Expert Learners Chart, note the similarities between the contents of the chart and how we define college, career, and civic life readiness.

22. UDL: Expert Learners
Expert Learners know that learning is continuous, that there is no arrival point at which one is finally “expert” and no longer needs to practice.
-UDL: Theory and Practice, 2014

23. Compare/Contrast Signs Restaurant with Our Educational System
Providing access to curriculum and instruction
Alignment of services and supports
Environmental factors that affect student outcomes
Skill and expertise as contextual
Critical nature of communication and social/emotional
learning

24. What is Universal Design?
Ramps
Curb Cuts
Electric Doors
Captions on Television
Easy Grip Tools…

25. What is Universal Design?
Drawbacks of Retrofitting:
Each retrofit solves only one local
problem
Retrofitting can be costly
Many retrofits are UGLY!

26. UDL: Definition
The term UDL means a scientifically valid framework for guiding educational practice that:
Provides flexibility in the ways students are engaged (engagement), information is presented (recognition), and in the ways students respond or demonstrate knowledge and skills (action and expression), and...

27. UDL: Definition
The term UDL means a scientifically valid framework for guiding educational practice that:
…reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are English Language Learners.
-Higher Education Opportunity Act of 2008

28. What is Universal Design for Learning?

29. What is Universal Design for Learning?
One size does not fit all – but alternatives for everyone.
Not added on later – but designed from the beginning.
Not access for some – but access for everyone.
Diversity is the norm.
Technology is flexible and accessible.
First focus on the curriculum – goals, assessment, methods, and materials; then on individual students.

30. What is Universal Design for Learning?
UDL provides a blueprint for creating instructional goals, assessments, methods, materials that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.

31. Universal Design for Learning
April 17, 2017
Universal Design for Learning
What is UDL?

33. Expert Learners and Growth Mindset
Expert Learners they know that learning is continuous, that there is no arrival point at which one is finally “expert” and no longer needs to practice.

34. Learner Variability
First we need to incorporate what learning and education science have revealed about the nature of learning into a newly conceived and designed education system.
Two key concepts emerge:
Learner variability is systematic and to a large degree predictable
Learner capacities are context-dependent
(David Rose, et.al., UDL: Theory to Practice 2014)

35. Designing for Learner Variability

36. UDL: Engagement
It is critically important to design learning contexts that offer flexibility in the domain of engagement so that each student can find a way into the learning experience, remain persistent in the face of challenge or failure, and continue to build self-knowledge.
-Universal Design for Learning: Theory and Practice, 2014
© CAST, 2014

37. UDL: Engagement Activity
The Cognitive/Emotional Connection
CCSS.L.K-12.5
I can teach it
Bring it on!
Cognitive State
Open/Willing/Tentative
I am learning
Emotional State
I haven’t a clue
Resistant/Anxious/ Exhausted

38. UDL: Representation
Learners' ability to perceive, interpret, and understand information is dependent upon the media and methods through which it is presented.
-Universal Design for Learning: Theory and Practice, 2014
© CAST, 2014

39. UDL: Representation Activity
Go to:

40. UDL: Action & Expression
The principle of Action and Expression is about providing opportunities for students as they practice goal setting, planning, strategy building, organizing and using information and resources, and monitoring their own progress.
- Design and Deliver, 2014
© CAST, 2014

41. UDL: Action & Expression Activity
How might you choose to express your
understanding of the content
presented today?
What would be your first step in
completing this project?

42. Every Kid Needs a Champion