Using UDL to ���Access the Common Core ���

���Section 2 of 3

Presented by Grace Meo and Kavita Rao February 7, 2014

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Applying UDL to the the Common Core State Standards

(CCSS)

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The UDL Framework

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Principles, Guidelines and Checkpoints

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Provides “access” to learning environments

•  Functional access

•  Cognitive access

•  Access for a range of learners (learner variability)

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Functional Access

Provide options that support functional skills: •  Alternatives for visual info •  Alternatives for auditory info

•  Alternatives for communication

Example: Digital Text

For example: Guideline1 Guideline 4

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Cognitive Access

Provide scaffolds during learning •  clarifying concepts •  connecting to background knowledge

•  providing opportunities for practice

Support processes underlying learning •  planning and organization •  manage resources (such as time)

•  self-regulation

For example: Guideline 2 Guideline 3 Guideline 5

For example: Guideline 3 Guideline 6 Guideline 9

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Access for Range of Learners���(Learner Variability)

Incorporate flexible options •  Providing choices •  Collaboration and community

Engage the student •  Authentic and relevant tasks •  Varied levels of challenge

For example: Guideline 7 Guideline 8

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Let’s take a look at how this relates to the Common Core State Standards (CCSS)

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Key design considerations of CCSS

1.  CCSS identifies essential knowledge and skills 2.  Integrates literacy across content areas 3.  Focuses on results, not the means to get

there

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Common Core State Standards (CCSS):

“The Standards leave room for teachers to determine how goals should be reached and what additional topics should be addressed.”

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•  A menu of flexible options

•  Ways to reconsider components of curriculum

•  Ideas for addressing variability as you design lessons

UDL and CCSS

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Applying UDL to CCSS

•  Goals •  Methods (Instructional Strategies) •  Materials (Resources)

•  Assessments

Consider UDL in relation to four components of curriculum and instruction:

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Example: UDL applied to CCSS

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Example: UDL applied to CCSS

CCSS Math How UDL principles were to the four components: •  Goals

•  Methods •  Materials •  Assessments

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CCSS.Math.Content.8.EE.C.7: Solve linear equations in one variable.

7b Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.

Example: CCSS Math 8th grade

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Two questions: 1.  What are the skills addressed in the standard? 2.  What are the concepts addressed in the standard?

Example: Unwrap the Standard

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Two questions: 1.  What are the skills addressed in the standard? 2.  What are the concepts addressed in the standard?

Example: Unwrap the Standard

Skills = what are the students asked to do or demonstrate Concepts = knowledge or proficiency required

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Two questions: 1.  What are the skills addressed in the standard? 2.  What are the concepts addressed in the standard?

Example: Unwrap the Standard

Skills = what are the students asked to do or demonstrate Concepts = knowledge or proficiency required

For more info on this concept: Intervention in School and Clinic, January 2014 issue (vol 49, issue 3) Unwrapping Academic Standards to Increase the Achievement of Students With Disabilities by Morgan, Brown, Hsiao, Howerter, Juniel, Sedano, and Castillo

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Example: Unwrap the standard

What are the skills and concepts in this standard:

CCSS.Math.Content.8.EE.C.7b Solve linear equations with rational number coefficients, including equations whose solutions require expanding expressions using the distributive property and collecting like terms.

Skills Concepts Solve linear equations Rational number coefficients

Use distributive property Collect like terms

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Example: Applying UDL

Apply UDL to the four components: goals, materials, methods and/or assessments to address the skills and concepts in the standard

Skills Concepts Solve linear equations Rational number coefficients

Distributive property Collecting like terms

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Example: Middle School Math

Acknowledgement: Thank you to Mr. Naohito Miura

Let’s watch a student project

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Example: Middle School Math

The instructional process: 1. Teacher created examples using interactive whiteboard app

2. Students worked in pairs to: •  plan what they would present and say •  practice and create •  upload to web and share with others

3. Teacher provided clear checklist of expectations

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Example: Middle School Math

The process of making this project provided: •  Flexible options for practice and review

•  Built in choices and supports –  Talking, writing –  Working with partner –  Engaging, authentic task

•  Another way to assess knowledge

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UDL Principles and Lesson Components

Lesson Component

Connections with UDL

Goals

Principles I & II: Representation and Expression Demonstrate the steps to solve a linear equation with text and narration. Collaborate, record and share solution.

Materials Principle II. Multiple Means of Action and Expression 5.1 Use multiple media for communication

Methods Principle II: Provided Multiple Means of Expression 5.3 Build fluencies with graduated levels of support for practice 6.2 Support planning and strategy development Principle III: Provided Multiple Means of Engagement 7.1 Optimize individual choice and autonomy 8.1 Heighten salience of goals and objectives

Assessment Non-traditional assessment; addresses variability since students had choices of how to express their knowledge

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Example: Middle School Math

Interactive whiteboard apps: •  Educreations •  ShowMe •  Doceri Created on a tablet (but also works on other devices)

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•  Unwrap the standards

•  Apply UDL to four components

Applying this to two scenarios

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Scenario #1: ELA Standard

CCSS.ELA-Literacy.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

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Scenario #1: Unwrap the standard

CCSS.ELA-Literacy.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

Skills Concepts Write narratives Develop experiences or events

Effective technique Descriptive details Clear event sequences

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Scenario #1: Unwrap the standard

CCSS.ELA-Literacy.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

•  Has a lot to say •  Friendly and social •  When presented with a piece of paper,

he won’t write a word •  Forgetful with multi-step directions

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Scenario #1: Consider UDL

•  3rd grade class •  Range of learners

CCSS.ELA-Literacy.W.3.3 Write narratives to develop real or imagined experiences or events using effective technique, descriptive, details, and clear event sequences.

How can UDL be applied to this standard to develop flexible goals, methods, materials, and/or assessments for this 3rd grade class?

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Scenario #1: Flexible components

Example of Flexible Goals Provide Multiple Means of Expression: •  Develop a narrative in writing, orally or through

images

Example of Flexible Methods Provide Multiple Means of Representation: •  Provide scaffolds to help students develop descriptive

details and clear event sequences ���(e.g. describe orally, write on index cards and then sequence)

•  Start with images, generate words

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Scenario #2: 9th grade ELA-Science

Science and Technical Subjects ELA 9th grade: CCSS.ELA-Literacy.RST.9-10.2 Trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

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Scenario #2: 9th grade science class

•  18 students in an inclusive science class •  English language learners (10) •  Students receiving special education services

(Learning disability and ADHD/EBD) (4)

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Scenario #2: Consider UDL

•  18 students in an inclusion class •  English language learners (10)

•  Students receiving special education services (4)

Science and Technical Subjects ELA 9th grade: CCSS.ELA-Literacy.RST.9-10.2 Trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text.

How can UDL principles be applied to this standard to develop flexible goals, materials, methods and/or assessments?

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Scenario #2: Flexible components

Example of Flexible Goals and Assessment Provide Multiple Means of Expression: Goals: Students will trace info via text, images, visuals (e.g flow chart)

Example of Flexible Methods Provide Multiple Means of Representation: Include supports for vocabulary Highlight big ideas

Provide Multiple Means of Engagement Collaborative groupings Mastery-oriented feedback

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Cycle of instruction – applying UDL

Consider UDL for components

Develop goals

Select Methods/Materials

Consider assessments

Implement/Teach

Reflect

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UDL… Misperceptions: UDL…

Provides high standards for all and promotes student responsibility.

Is about watering down the curriculum.

Recognizes that learner variability is the rule.

Is just for students with special needs.

Is a proactive way to plan for the variability of all learners.

Is the same as differentiated instruction.

Provides choice and options that are flexible, varied, and scaffolded, as appropriate.

Requires technology.

UDL: True and false

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Contact Info

Grace Meo gmeo@cast.org

Center for Applied Special Technology (CAST)

Kavita Rao

kavitar@hawaii.edu

University of Hawaii, College of Education

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Related References •  Bryant, B. R., Rao, K., & Ok. M.W. (2014). Universal design for learning and assistive technology: Promising developments. In B. DaCosta

and S. Seok (Eds.), Assistive technology research, practice, and theory (pp. 11-20). Hershey, PA: IGI Global. doi: 10.4018/978-1-4666-5015-2

•  Meyer, A., Rose, D.H., & Gordon, D. (2013). Universal Design for Learning: Theory and practice. Wakefield, MA: Center for Applied Special Technology. Retrieved from http://udltheorypractice.cast.org/login

•  Hitchcock, C., & Rao, K. (2013). Power Assisted Writing for Science: Developing expository writing in a multimedia environment. Teaching Exceptional Children. 46(1), http://tecplus.org/articles/article/12.

•  Gordon, D., Proctor, C.P., & Dalton, B. (2012). Reading strategy instruction, Universal Design for Learning and digital texts: Examples of an integrated approach. In T.E. Hall, A. Meyer & D.H. Rose (Eds.), Universal Design for Learning in the classroom: Practical applications (pp. 25-35). New York: Guilford.

•  Rao, K., Hitchcock, C,. Boisvert, P. & Kilpatrick, E., Corbeill, C. (2012). Do it yourself: Video self modeling made easy. Teaching Exceptional

Children, 45(1), 8. http://tecplus.org/articles/article/7.

•  Rao, K. & Tanners, A. (2011). Curb cuts in cyberspace: Universal instructional design for online courses. Journal of Postsecondary Education and Disability. 24(3), 211-229.

•  Gradel, K. J. (2009). Putting Universal Design for Learning on the higher ed agenda. Journal Of Educational Technology Systems, 38(2), 111-121.

•  Rao, K. (In review). Accessing the CCSS with Universal Design for Learning.

•  ARTICLES FROM CAST: http://www.cast.org/library/bycast/index.html