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
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
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
Recognition Options Expression & Action Options Engagement Options
Under-standing
Language Perception Organization SkillsPhysical Action
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
Content Area: Arts Grade Range: 6-8
MN UDL Cadre Working Document
Standard
Recognition Options Expression & Action Options Engagement Options
Under-standing
Language Perception Organization SkillsPhysical Action
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.
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.
CAST Starter Suggestions
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
Process
1. Large group: Model application of UDL to instruction in Art.
2. Breakout groups by Cadre teams1. Choose content area and grade range.
2. Evaluate three standards.
3. Large group: Share findings by content area
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
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
Process
1. Large group: Model application of UDL to assessment in Art.
2. Breakout groups by Cadre teams1. Choose content area and grade range.
2. Evaluate three standards.
3. Large group: Share findings by content area
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.
Content Area: _____ Grade Range: ___ Standard: ______
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
Content Area: _____ Grade Range: ___ Standard: ______
Assessment (Page 2 of 3)MN UDL Cadre Working Document
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)
Content Area: _____ Grade Range: ___ Standard: ______
Assessment (Page 3 of 3)MN UDL Cadre Working Document
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