Common Core State Standards Universal Design for Learning Lori Nixon, TN Department of EducationLori Nixon, TN Department of Education July 2013July 2013.

Common Core State StandardsUniversal Design for Learning

Lori Nixon, TN Department of EducationJuly 2013

Overview Common Core State Standards

(CCSS) Providing Access Universal Design for Learning

(UDL) Accommodations New Generation Assessments

Common Core State Standards (CCSS)

Resources to Share:• TNCore.org • CCSSO-Implementation Tools and Resour

ces • Common Core State Standards• PARCC • CCSS Initiative Document

Common Core State Standards (CCSS)

From Common Core to Curriculum: Five Big Ideas• Big Idea #1: The Common Core Standards have

new emphases and require a careful reading.• Big Idea #2: Standards are not curriculum.• Big Idea #3: Standards need to be “unpacked”.• Big Idea #4: A coherent curriculum is mapped

backwards from desired performances. • Big Idea #5: The standards come to life through

the assessments.

From Common Core Standards to Curriculum: Five Big IdeasJay McTighe and Grant Wiggins

English Language ArtsInstructional Shifts

1. Building knowledge through content-rich nonfiction

2. Reading, writing and speaking grounded in evidence from text, both literary and informational

3. Regular practice with complex text and its academic language

MathematicsInstructional Shifts

1. Focus strongly where the Standards focus

2. Coherence: think across grades, and link to major topics* within grades

3. Rigor: in major topics* pursue: conceptual understanding, procedural skill and fluency, and application with equal intensity.

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

Priorities in Mathematics

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

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Required Fluencies in K-8Grade Standard Expected Fluency

K K.OA.A.5 Add/Subtract within 5

1 1.OA.C.6 Add/Subtract within 10

22.OA.B.22.NBT.B.5

Add/Subtract within 20 (Know single digit sums from memory)Add/Subtract within 100

33.OA.C.73.NBT.A.2

Multiply/Divide within 100 (Know single digit products from memory)Add/Subtract within 1000

4 4.NBT.B.4 Add/Subtract within 1,000,000

5 5.NBT.B.5 Multi-digit multiplication

6 6.NS.B.26.NS.B.3

Multi-digit divisionMulti-digit decimal operations

77.NS.A.1,2

7.EE.B.37.EE.B.4

Fluency with rational number arithmetic Solve multistep problems with positive and negative rational numbers in any form Solve one-variable equations of the form px + q = r and p(x + q) = r fluently

8 8.EE.C.78.G.C.9

Solve one-variable linear equations, including cases with infinitely many solutions or no solutions Solve problems involving volumes of cones, cylinders, and spheres together with previous geometry work, proportional reasoning and multi-step problem solving in grade 7

Fluency in High School

Course Standard Recommended Fluency

Algebra I

A/GA-APR.A.1A-SSE.A.1b

Solving characteristic problems involving the analytic geometry of lines Fluency in adding, subtracting, and multiplying polynomials Fluency in transforming expressions and seeing parts of an expression as a single object

Geometry

G-SRT.B.5G-GPE.B.4,

5, 7C-CO.D.12

Fluency with the triangle congruence and similarity criteria Fluency with the use of coordinates Fluency with the use of construction tools

Algebra II

A-APR.D.6A-SSE.A.2

F.IF.A.3

Divide polynomials with remainder by inspection in simple cases See structure in expressions and use this structure to rewrite expressions Fluency in translating between recursive definitions and closed forms

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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.

What Promotes Access?

Opportunity to Learn Standards

Universal Design for Learning Accommodations

Origins of Universal Design

http://www.cast.org CAST© 2003

Universal DesignIs our physical environment welcoming?

DisWeb © 2000 Karen G. Stone

• 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

• Typically solves one issue

• Often costly to implement

• Aesthetically inelegant

Copyright ® 1997 Access Elevator Company

Retrofitting our Physical Environment

UD Origin and Definitions

“Consider the needs of the broadest possible range of users from the beginning”

Architect, Ron Mace

http://www.cast.org CAST© 2003

Universal Design

Not one size fits all – but alternatives. Designed from the beginning, not added

on later.• More economical

Increases access opportunities for everyone.

Intentional approach to design Anticipates a variety of needs Respects human diversity

http://www.cast.org CAST© 2003

UD and UDL

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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

Universal Design for Learning (UDL)

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.

Universal Design for Learning (UDL)

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.

http://www.cast.org CAST© 2003

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.

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.”

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UDL AT A Glance

http://www.youtube.com/user/UDLCAST

UDL Principles

http://www.udlcenter.org/aboutudl/whatisudl/3principles

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.

Universal Design for Learning (UDL)

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.

Class Learning Profile

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.

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.

The Blank Template offers structured support for creating a class profile for your students, within the context of particular curricular goals.

UDL Apps

http://udlmobileapps.blogspot.com/ https://itunes.apple.com/us/app/udlinks/id454517781?mt=8 For Android or IPhone

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.

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

Accommodations Modifications

Instructional or test adaptations Change the target skill or construct of interest

Allow student to demonstrate knowledge without fundamentally changing the target skill being taught or measured

Instructional or test adaptations that allow the student to demonstrate knowledge, but also reduce the target skill in some way

Do not reduce learning or performance expectations Often reduce learning expectations or affect content in such a way that what is being taught or tested fundamentally changes

Change the manner or setting in which information is presented or the manner in which students respond

Likely leads to inaccurate inferences about what student really knows and can do; may unintentionally overestimate student’s knowledge and skills

Include: timing, flexible scheduling, accommodated presentation of material, setting, response accommodations

Include: reducing number of items required, lowering the complexity of items or task required

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Problems with Modifications

May confuse accommodations and modifications and change the target skill, resulting in incorrect assumptions about what the student actually knows.

Modifications are more likely to reduce expectations for students.

Modifications limit students’ opportunity to learn and may contribute to learned helplessness in the future.

Choosing Accommodations

1. Expect students with disabilities to achieve grade-level academic content standards.

2. Learn about accommodations for instruction that are acceptable for assessment.

3. Make decisions about assessment accommodations based on a student’s academic and behavioral needs.

4. Only use accommodations when appropriate.5. Administer accommodations during instruction

and assessment.6. Evaluate, improve, and in some cases remove

accommodations when appropriate.

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Classroom AccommodationsInstructional Methods and Materials

• Student can’t identify main ideas or important points– Highlight important points of the text to draw attention. Tell the

student to read these points first.– Give the student a list of important vocabulary.– Have the student read the summary or objectives first.– Have the student read the review questions first, then look for the

answers.– Give the student a worksheet or study guide to follow when he or

she must do independent reading.– Use hands-on activities, pictures, or diagrams to support

understanding of abstract concepts complex information.– Let the student use sticky notes or an erasable highlighter to mark

key points in the textbook. – Let the student use a book written at a lower grade level. This can

help the student pay more attention to the main ideas.

Adapted from Accommodations: Assisting Students with Disabilities—A Guide for Educators

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Classroom AccommodationsInstructional Methods and Materials

Student can understand the information, but can’t read the required materials.• Provide an audio version of the material. Use

books-on-tape or have an assistant, volunteer, or other student make a recording.

• Use a videotape or movie that presents the same information.

• Use assistive technology to transfer printed words to speech.

• Have a learning buddy read aloud textbooks or other printed material.

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Classroom AccommodationsAssignments and Assessments

Student has difficulty following instructions.• Student needs help to get ready for the

instructions.– Use a prearranged signal to gain the

student’s attention before giving directions.– Make sure the student is facing you when

instructions are given.– Change your tone of voice to alert the

student and sustain attention.– Give the student an agenda or schedule for

each day.

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Classroom AccommodationsAssignments and Assessments

Student gets confused by complex materials. Block sections on paper for each response by drawing lines

or folding. Show students how to cover parts of text or worksheet not being used.

Use different kinds of paper, such as graph paper for doing computations or paper with midlines for taking notes.

Use color-coding to help students identify tasks, meanings, or expectations.

Give page numbers for locating answers to questions. Simplify directions by numbering each step. Use uncluttered and clearly formatted tests and

worksheets. Arrange problems or items so that it is easy to know where to start and how to proceed.

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

Four Common Accommodation Categories Presentation

• Alter the method or format used to administer assessment Response

• Alternative methods to provide responses to test items Timing and Scheduling

• Changes in allowable length of time to complete test or the way time is organized

Setting• Changes in the location or conditions within the assessment

setting

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Matching Category to Need

Presentation• Those with

disabilities that affect reading standard print, typically as a result of a physical, sensory, cognitive, or specific learning disability

• Examples-Braille, Tactile Graphics, Closed-Captioning

Response• Students who have

physical, sensory, or learning disabilities (including difficulties with memory, sequencing, directionality, alignment, and organization)

• Examples-Braille Note-taker, Calculation Device, Assistive Technology

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Matching Category to Need

Timing and Scheduling

Helpful to students who need additional or extended time

Extra time may be needed by students to process information, write responses, or use special devices or equipment

Frequent breaks or extended breaks may be helpful for students with challenges remaining alert or who are more productive at certain times of day

Setting Considerations

Changes to the setting can benefit students who are easily distracted in large group settings and who concentrate best in a small group or individual setting

New Generation Assessments

PARCCPartnership for Assessment of Readiness for College and Career

NCSCNational Center and State Collaborative

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.

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NCSC

National Center and State Collaborative Building an assessment system based on research-based

understanding of: • technical quality of AA-AAS design • formative and interim uses of assessment data • summative assessments • academic curriculum and instruction for students with

significant cognitive disabilities • student learning characteristics and communication • effective professional development

Resources

UDL:http://www.cast.org/udl/http://www.udlcenter.org/CCSS:http://www.corestandards.org/http://www.achievethecore.org/http://educore.ascd.org/TNCore:http://www.tncore.org/ PARCC:http://www.parcconline.org/NCSC:http://www.ncscpartners.org/