Universal Design for Learning: Implications for Assessment

Universal Design for Learning: Implications for Assessment

Minnesota UDL CadreAugust 15 & 16, 2007

Bob Dolan & Tracey Hall

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.

Goals for Training

1. Let's Think UDL: Checkpoints and Exemplars 2. Analyze current standards in reading, science

and math3. Develop strategies to teach to those standards

in a UDL classroom4. 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)

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

Universal Design for Learning Checkpoints

Goals for Training






Process

1. Large group: Model standards evaluation process based upon Arts standards.

2. Breakout groups by Cadre teams1. Choose content area and grade range.

2. Evaluate three standards.

3. Large group: Share findings by content area

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.

Standard

Recognition Options Expression & Action Options Engagement Options

Under-standing

Language Perception Organization SkillsPhysical 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.

Standard


Under-standing


Self-motivation

Maintaining Effort

Recruiting Interest

3501.

0630

Opportunity for teacher to have options/flexibility in application since the term is more open ended

Elements, vocabulary, style – repeated in language of benchmarks

Flexibility Criteria given – structure for evaluation, allows focus on content vs. how to organize response

Performance requirements not specific, flexibility for action and expression

Potential option for expression with open language of “understand” in standard

Choice available for students and teachers

Personal reaction

Request for personal reaction vs. requirement

Cultural background may influence /flexible

Concern with vague language of terminology could be challenge

Cultural differences may be a challenge to instruction due to vocab. skills

Students with physical disabilities may not be able to access to recognize


MN UDL Cadre Working Document

Standard


Under-standing


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 recognition mentioned

Students not given option of skills to express?

Assumption that students will find “content” engaging.


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

Goals for Training






Process

1. Large group: Model application of UDL to instruction in Art.




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

Recognitions OptionsVisual arts - See with your fingers – processing in the same part of the brain.

Expression & Action OptionsDance – 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 OptionsEnrichment options – go to performancesUse tech on videos – stop motion, apply terms to what was seen, build background knowledge

Content Area: Arts Grade Range: 6-8 Standard: 3501.0630Understand 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.

InstructionMN UDL Cadre Working Document

Goals for Training






Process

1. Large group: Model application of UDL to assessment in Art.




Recognitions Options Expression & Action Options Engagement Options

Content Area: _____ Grade Range: ___ Standard: ______

Assessment

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 assessmentFormative 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, etcInterest 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.


Assessment (Page 1 of 3)MN UDL Cadre Working Document

-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 3rd 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



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,

5th 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)



Goals for Training

1. Let's Think UDL: Checkpoints and Exemplars 2. Analyze current standards in reading, science

and math3. Develop strategies to teach to those standards

in a UDL classroom4. 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)

CAST: PD Resourceshttp://www.cast.org/pd/resources/index.html

CAST: Teaching Every Studenthttp://www.cast.org/tes/

http://www.cast.org/teachingeverystudent/toolkits/tk_introduction.cfm?tk_id=101

CITEd

http://www.cited.org/

K-8 Access Center

http://www.k8accesscenter.org/

Additional Teacher Resources from CAST

CAST: Lesson Builderhttp://lessonbuilder.cast.org/

CAST: Book Builderhttp://bookbuilder.cast.org/

Contact information:

http://www.cast.org

Bob: [email protected]: [email protected]: [email protected]: [email protected]

(781) 245-2212

mailto:[email protected]

Documents

Universal Design for Learning: Implications for Assessment