Academy 3: Implications of UDL for Assessment and Progress Monitoring

Academy 3: Academy 3: Implications of UDL for Assessment Implications of UDL for Assessment

and Progress Monitoringand Progress Monitoring

www.urbanschools.orgwww.urbanschools.org

Great Urban Schools: Learning Together Builds Strong CommunitiesGreat Urban Schools: Learning Together Builds Strong Communities

Introductions



Leadership Academies



Roles



Outcomes

• Identify applications of a UDL approach to assess students’ progress in the classroom

• Reflect on aspects derived from a UDL approach to address legislation mandates involving diverse groups of students



Agenda• Introductions, Greetings, & Warm-Up ……………………….................15 min

• Activity 1: Progress Monitoring ……………………..……………..… 20 min.• Lecturette 1: Culturally Responsive Progress Monitoring:

Universally Designed Classroom Assessment ………………………….20 min

• Activity 2: Developing a Rubric for a Narrative as Evidence ofKnowledge and Learning.......................................................................... 30 min

• Break ……….…………………………………………….…………….. 10 min

• Lecturette 2: Educational Mandates and Universally Designed Large Scale Assessments ….…………………………………………….20 min

• Activity 3: NCLB & IDEA: Competing Mandates? …….…..………… 25 min

• Leave-taking and Feedback …………….………….………….………...30 min

Lecturette 1: Lecturette 1: Culturally Responsive Progress Culturally Responsive Progress

Monitoring: Monitoring: Universally Designed Classroom Universally Designed Classroom

AssessmentAssessment



UDL UDL AssessmentAssessment PurposePurpose

The purpose of assessment based on Universal Designs is to make the assessment task accessible to all students; it does not intend to lower standards or “water down” performance of assessment. (Johnstone, Altman & Thurlow, 2006)



UDL UDL AssessmentAssessment

Assessments:Assessments:

•measure exactly what teachers are trying to find out

•embed personalized supports, strategies, and approaches used regularly

•adjust to many individual differencesUDL Assessments:UDL Assessments:

•applied to deciding what you will do tomorrow in your classroom to increase the power of your teaching and learning opportunities for your students

•methods for determining a learner's knowledge & abilities



UDL UDL AssessmentAssessment in Science in Science

Needs assistanceNeeds assistance accessing printed textaccessing printed text

Consider:Consider: The student’s The student’s summative knowledge summative knowledge

of the process of of the process of erosionerosion

Demonstrates knowledge Demonstrates knowledge verbally, through drawing, verbally, through drawing,

or through voice-to-text or through voice-to-text word processing softwareword processing software

Uses text to speech Uses text to speech softwaresoftware

for access to curriculum for access to curriculum contentcontentWhat supports and

strategies does the student use regularly?

What are the student’s learning needs?

What is the teachertrying to find out?



8 Principles of UDL8 Principles of UDL

Equitable useEquitable use

FlexibilityFlexibility

Simple, intuitive designSimple, intuitive design

Perceptible informationPerceptible information

Tolerance for errorTolerance for error

Minimal physical effort

Appropriate size & space for approach & use

Fully inclusive

Accounting for Diverse Learners in Accounting for Diverse Learners in Universally Designed Universally Designed AssessmentAssessment of of

Student LearningStudent Learning

Qualitative and mixed-methods forms of Qualitative and mixed-methods forms of assessing student progress help us:assessing student progress help us:

Understand essential contextual variables Understand essential contextual variables that contribute to instructional that contribute to instructional effectiveness; effectiveness;

Provide a more holistic picture, rather Provide a more holistic picture, rather than a set of discrete skills, of what than a set of discrete skills, of what students have learned and are able to do.students have learned and are able to do.



Universally Designed Progress Monitoring: Assessing the “Bigger Picture & the Smaller Pieces”

8 Principles of UD8 Principles of UD








Fully inclusive



Using Daily Data Collection for Using Daily Data Collection for Progress Monitoring of Progress Monitoring of

InstructionInstruction 8 Principles of UD8 Principles of UD








Fully inclusive



Tune instructional

decisions

Provide

Meaningful

Feedback

Determine desired learning

outcomes

Utilize and interpretassessments

Record student performance

UniversallyDesigned

Classroom Assessment

Create or selectuniversally

designed progress monitoring

tools

8 Principles of UD8 Principles of UD








Fully inclusive



Determining Outcomes to be Determining Outcomes to be AssessedAssessed

What we want students to

know and be able to do as a

result of completing a

learning activity?

Student learning outcomes in culturally Student learning outcomes in culturally responsive classrooms take into account and responsive classrooms take into account and

integrate integrate what students want to learnwhat students want to learn


outcomes


Great Urban Schools: Learning Together Builds Strong CommunitiesGreat Urban Schools: Learning Together Builds Strong CommunitiesCulturally Responsive Progress Monitoring

DetermineDetermine desired learningdesired learning

outcomesoutcomes

Types of Learning Types of Learning OutcomesOutcomes

DispositionsDispositions

SkillsSkills

ProductsProducts

KnowledgeKnowledge

ReasoningReasoning

Students will be able to name four

alternative/renewable energy sources.

Students will be able to read aloud from an article in a science

magazine for kids at 60 words per minute at a

95% or higher accuracy rate.

Students can design, carry out, and write a social science research study on ways to improve energy consumption.

Students will be able to compare and

contrast the impacts of using non-

renewable and renewable energy

sources.

Students will be able to give three reasons why it is important in a democratic society for adults to have a solid knowledge of

science.



No one form of assessment can

address all of our questions about student

learning.


outcomes Create or select universally


tools

Creating/Selecting Assessment Creating/Selecting Assessment ToolsTools



Culturally Responsive UDL Assessments

Create or selectCreate or select appropriate progressappropriate progress

monitoring toolsmonitoring tools

Selected Selected ResponseResponse

EssayEssayPerformance Performance AssessmentsAssessments

Personal Personal CommunicationCommunication

Computer-based or paper-and-pencil

objective tests such as multiple-choice,

true/false, fill-in-the-blank and matching

items

Question(s) that require original written

responses, which are evaluated based on specified scoring

criteria

Teacher listens to a student’s response

and then makes judgments about the

quality of the response.

Students demonstrate a skill or prepare a product, which are assessed based on observation of the skill

or evaluation of the product.

Portfolio Portfolio AssessmentsAssessments

Students and teachers collect student work over time across content areas

and to reflect on students’ progress over

time.



Using and Interpreting UDL Using and Interpreting UDL AssessmentsAssessments

How often, when, where, and by whom

will assessments be administered?




tools




How OftenHow OftenBy WhomBy Whom

WhereWhere


Using and Interpreting UDL Using and Interpreting UDL AssessmentsAssessments






tools



Recording Student Recording Student PerformancePerformance




Recording Student PerformanceRecording Student Performance

RUBRICSRUBRICS






tools



Tune instructional

decisions

Tuning Instructional DecisionsTuning Instructional Decisions



Tune instructional

decisions

Are there enough access points into the curriculum?

How much time should we dedicate to a concept?

Tuning Instructional DecisionsTuning Instructional Decisions






tools



Tune instructional

decisions

Provide

Meaningful

Feedback

Providing Meaningful Providing Meaningful FeedbackFeedback



TimingTimingStyle & FormStyle & Form

Recipient (s)Recipient (s)

Provide

Meaningful

Feedback

Providing Meaningful Providing Meaningful FeedbackFeedback



UDL UDL AssessmentAssessment

Assessments:Assessments:

•measure exactly what teachers are trying to find out

•embed personalized supports, strategies, and approaches used regularly

•adjust to many individual differencesUDL Assessments:UDL Assessments:

•applied to deciding what you will do tomorrow in your classroom to increase the power of your teaching and learning opportunities for your students

•methods for determining a learner's knowledge & abilities

Lecturette 2:Lecturette 2: Educational Mandates & Educational Mandates &

Universally Designed Large Universally Designed Large Scale AssessmentsScale Assessments



A Review: UDL A Review: UDL CurriculumCurriculum

Asses

smen

t

Studen

t-

Cente

red

Media,

Media,

Methods

&

& M

aterials

Materials

Outcome

s

Asses

smen

t

UniversallyUniversallyDesignedDesigned CurriculumCurriculum



Framing UDL into Framing UDL into National LegislationNational Legislation

NIMAS AYP

IDEAIDEA (2004)

NCLB NCLB (2001)(2001)

ADAADA(1990)(1990)

Applying UDL to the classroom



Framing UDL into Framing UDL into National LegislationNational Legislation

NIMAS

IDEAIDEA (2004)

ADAADA(1990)(1990)


Special Special Education & Education & Civil Rights Civil Rights LegislationLegislation

Access, participation & progress, promoting inclusion & integration, instead of separation & remediation.



Materials: NIMAS Materials: NIMAS InitiativeInitiative

Special Special Education Education Legislation:Legislation:Access to Access to alternative alternative materials;materials;Content should be Content should be the same, media the same, media and materials and materials vary.vary.

NIMAS

IDEAIDEA (2004)




Equal Learning Equal Learning Opportunities: NCLBOpportunities: NCLB

Federal Federal Education Education Legislation:Legislation:

Measures schools’ and students’ achievement

Measures progress of students in subcategories according to race, language proficiency, or disability, in order to observe the progress of these categorical groups of students.

NCLB NCLB (2001)(2001)

AYP




Assessment: NCLB & Assessment: NCLB & AYPAYP

Federal Education Federal Education Legislation:Legislation:

All students held accountable to state-mandated tests.

Need for flexibility and access for all students in test format, not only for “exceptions”—students that require “alternative assessment”

AYP

NCLB NCLB (2001)(2001)




Standards and Standards and OutcomesOutcomes

NCLB NCLB (2001)(2001)

Applying UDL to the classroom AYP

State Standardsfor grade level

• Assess standards for inclusive wording•Differentiate between outcomes and methods



Rationale for Universally Designed Rationale for Universally Designed Large Scale AssessmentsLarge Scale Assessments

Each child in school is a part of the population to

be tested.

Results should not be affected by disability, gender, race, or English language proficiency.

Universally designed large scale assessments may reduce need for accommodations & alternative assessments by eliminating access barriers associated with non-universally designed tests.



Universally Designed Universally Designed Large Scale AssessmentsLarge Scale Assessments

President’s President’s Commission on Commission on Excellence in Special Excellence in Special Education (2002):Education (2002):

Incorporate Universal Design in Accountability Tools:

“Ensure all tools used to assess students for accountability and the assessment of progress are designed to include any accommodations for students with disabilities,” (p. 21).”



Seven Elements of Universally Designed Seven Elements of Universally Designed Large Scale AssessmentsLarge Scale Assessments ((Thompson, Johnstone, & Thompson, Johnstone, &

Thurlow, 2002)Thurlow, 2002)

Maximum readability and comprehensibilityMaximum readability and comprehensibility

Accessible, non-biased itemsAccessible, non-biased items

Precisely defined constructsPrecisely defined constructs

Amenable to accommodationsAmenable to accommodations

Simple, clear, & intuitive instructions & proceduresSimple, clear, & intuitive instructions & procedures

Maximum legibilityMaximum legibility

Inclusive assessment populationInclusive assessment population



Developing & Validating Developing & Validating Universally Designed Universally Designed

Large Scale AssessmentsLarge Scale AssessmentsInclude disability, technology, and language acquisition experts

in item reviews.

Provide professional learning opportunities for item developers and reviewers on use of the considerations for universal design.

Present the items being reviewed in the format in which they will appear on the assessment.

Include standards being assessed with the items being reviewed.

Try out items with students.

Field-test items in accommodated formats.

Review computer-based items on computers. (Thompson, Johnstone, & Thurlow (2002)

Documents

Academy 3: Implications of UDL for Assessment and Progress Monitoring