south dakota workshop rapid city - october 22, sioux falls – october 24 presented by mike burdge...

Keystone Assessment, LLC 2014

DEVELOPING UNIVERSALLY DESIGNED LESSONSSouth Dakota Workshop

Rapid City - October 22, Sioux Falls – October 24

Presented by Mike Burdge and Debbie Taub


INTRODUCTIONS

Presenter biosIntroduce yourself to your neighborsHow you learn bestHow you prefer to respond to questions

What really gets your attention


OBJECTIVES AND AGENDA Explore resources available through the National Center

and State Collaborative (NCSC) Become familiar with the principles of Universal Design

for Learning Apply UDL in the development of general education

lesson plans to include students with disabilities Identify and remove/reduce instructional barriers Provide individualized access to the general education

curriculum facilitating student achievement of the grade level CCSS

Identify where and how IEP goals can be instructed, practiced, and maintained within academic, content area instruction

Create future UDL lesson plans through process application


SO…

What are your questions about the day?

Are there specific things you would like to see addressed?


WHO WILL YOU BE WORKING FOR TODAY?Using the information from the Present Level of Performance, introduce the student who will be the focus of today’s work:Communication abilitiesSocial abilitiesLearning style/Areas of interest Academic skills in reading and mathematics specifically

Medical/Developmental historyWhat are the current IEP goals?


UNIVERSAL DESIGN FOR LEARNING (UDL) Remove barriers to learning Provide supports where they are needed Engage every student in a successful learning experience

(Seibert, 2006)


UNIVERSAL DESIGN

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&docid=BDsPbUix-BC69M&tbnid=nRMS7BTVLdu38M:&ved=0CAcQjRw&url=http://www.universaldesignstyle.com/ada-focus-curb-ramps/&ei=8LscVK6SHcmuyATt-ICQDQ&bvm=bv.75775273,d.aWw&psig=AFQjCNG2x27zCpouaN2ljCglltT7YihRgQ&ust=1411255612481791


A UDL CURRICULUM (WWW.CAST.ORG)

Includes:Multiple means of representation (to allow various ways of acquiring information and knowledge) - PRESENTATION

Multiple means of expression (to allow alternatives for demonstrating knowledge) - RESPONSE

Multiple means of engagement (to challenge appropriately, to motivate, and to allow learners to express and participate in their interests) - ENGAGEMENT

http://www.cast.org/


REPRESENTATION

Remember, this is “THE WHAT” of learning

Use• multimedia• graphics & animation• highlight critical features• use of picture symbols and/or objects paired with words• activate background knowledge• support vocabulary development


EXPRESSIONRemember, this is “THE HOW” of learning

Consider how the student will

• express himself/herself (remembering that communication is not limited to verbal speech)

This may involve using• models/manipulatives• pictures or objects paired with words• technology


ENGAGEMENT

Remember, this is “THE WHY” of learning

• Give students choices• Consider student interests• Consider student preferences• Allow students to take risks


UDL GUIDELINES


HTTPS://WIKI.NCSCPARTNERS.ORG

UDL UNITS Aligned to grade level CCSS Developed according to the principles of UDL General education units for ELA and Math (ES, MS, HS) Daily lesson plans for each unit (1 week) Suggestions for supports for students with various

levels of need Examples of materials for general and special

education students Systematic instruction activities for students who need

intensive support within the unit



MS ELA UNIT, LESSON 4 ONLINE Initial page

Overview CCSS Learning progressions Instructional families and CCC

Vocabulary Lessons Resources

Printable unit Lesson materials

General materials Adapted materials


MS ELA UNIT, LESSON 4

Table of Contents (with links)

Objectives, essential questions, vocabulary, materials

Lesson sections (each with its own Additional Considerations for ER/EC) Introduction Body Practice Closure Resources Appendix


MS ELA UNIT CRA OVERVIEW AND MODEL

Gives a process for providing instruction directly related to the unit (concept or an essential activity)

Exploratory activity

Scripted activity using systematic instruction with data collection found in the Instructional Resource Guide (similar to LASSIs but directly related to the general education unit)

Transition activity taking the student back to the UDL lesson

MODEL ONLINE (printable materials, lesson 1, last link)


TAKE A LOOK

With a partner, select a UDL and look through it

Report outWhat did you see besides UDL?What piqued your interest?What did you see that might be of immediate use for you?


DEVELOPING A UDL UNIT: STEP 1 Step 1: Select the standard(s) you want to address

Grade level CCSS Core Content Connectors (CCCs)

“Chunks” of the CCSS

Use your resources CCCs (where are they on the schema?) Prioritized standards for NCSC assessment

10 per grade for math 7-9 per grade for reading 3 per grade for writing

Instructional Families (where are they on the schema?)


BEGIN YOUR OWN UNIT WORK: STEPS 1 & 2

Complete Steps 1 & 2 Use handout or digital formLet UDL unit be your model

Based upon Burdge, M., Clayton, J., Denham, A., & Hess, K. (2010). Ensuring access: A four-step process for accessing the general curriculum. In H. Kleinert & J. Kearns, Alternate assessment for students with significant cognitive disabilities. Baltimore: Paul Brookes.


Step 1: Standards Step 2: Student Outcomes CCSS:

CCCs

Unit Theme

Step 3: Lesson Plan Steps for All Students

(remembering presentation, response, and engagement options for all students)

Possible Barriers For an Individual Student Individualized Presentation, Response,

Engagement Options


CONTINUE YOUR OWN UNIT WORK: STEP 3Follow the same content as in the UDL units1. Select a unit2. Scan the unit just to see what’s

there3. From any one of the lessons, write

down (paraphrase) the first 3-5 steps of Body of the Lesson on Step 3 of the Developing a UDL unit form


CONTINUE YOUR OWN UNIT WORK: STEP 34. Look at those first steps through the

lens of the 3 Principles of UDL (presentation, expression, engagement) and see if there is anything you might have considering adding, revising, etc.

5. Think about BARRIERS


LET’S CONSIDER BARRIERS

What prevents the student from receiving the information (REPRESENTATION)

What prevents the student from responding(EXPRESSION)

What prevents the student from being interested or maintaining interest)(ENGAGEMENT)


CONTINUE YOUR OWN UNIT WORK: STEP 3Even a lesson that is universally designed may not work

as is for every student.


WHAT DO WE SOMETIMES DO?

We try to fix the students ….. but

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.”

David Rose - Teaching Every Student in the Digital Age, p. vi


“LEAST DANGEROUS ASSUMPTION” ANNE DONNELLAN, 1984

“The criterion of LDA holds that in the absence of conclusive data, educational decisions ought to be based on assumptions which, if incorrect,

will have the least dangerous effect on the likelihood that students will be able to function

independently as adults.”

Furthermore, “we should assume that poor performance is due to instructional inadequacy

rather than to student deficits.”


WHAT DIFFERENCE DOES IT (LDA) MAKE?1. When teachers expect students to do well and show intellectual

growth, they do

2. When teachers do not have such expectations, performance and growth are not so encouraged and may even be discouraged

3. Assessments of intelligence and adaptive behavior tend to provide information on what the student cannot do – they don’t always take into account the interaction between the person and the quality supports in the environment

4. Research shows that a growing number of children and adults labeled as having an intellectual disability are more capable of learning when they have a means to communicate

5. Presuming incompetence could result in harm if we are wrong

6. Even if we are wrong about student’s capacities to learn general education curriculum content, the consequences to the student of that incorrect assumption are not as dangerous as the alternative

Adapted from Michael McSheehan, UNH Institute on Disability


MOST PEOPLE SAY IF WE DON’T ASCRIBE TO LDA… We lost an opportunity to teach the student things

that she could have learned We didn’t include the student as much as we could

have and as a result no social relationships developed

The student lost out on the typical school experience

There may have been a negative impact on her self esteem

The student’s future career was narrowed We wasted a lot of money on the wrong

educational program

Adapted from Michael McSheehan, UNH Institute on Disability


CONTINUE YOUR OWN UNIT WORK: STEP 3Think about the student you are working for today

Examine each of the general education activities in first column of Step 3 and identify any possible barriers in presentation, expression, and or engagement for that particular student


DETERMINE SUPPORTS NEEDEDIn the 3rd column of Step 3 identify individualized supports will allow the student to:

1. Comprehend information shared during instruction

2. Interact with materials, communicate, and demonstrate knowledge

3. Be interested in the activity and remain interested long enough to learn


DESCRIBE HOW SUPPORTS WILL BE USEDDescribe how the student will complete the activity using the given support.

Describe any changes in the activity made (e.g., reducing the amount of work, complexity of work, etc.)

Describe any modifications needed for any materials.


INSTEAD, SAY THINGS LIKE:

He can’t read.

She is cognitively not functioning there.

He only likes to play with his “little men.”

DURING THIS PLANNING, YOU CAN’T SAY THINGS LIKE:

The information is only in print.

The language is too complex.

The activity doesn’t interest him.


WHILE YOU ARE WORKING ON STEP 3, THINK ABOUT THIS

If you think they can’t, they won’t.

If you think they can, they might.


ASK YOURSELF 3 QUESTIONS ….

1. Do the materials and mode of instruction facilitate the student’s comprehension?

2. Do the materials and activities allow independent student interaction, communication and demonstration of learning?

3. Do the activities and materials stimulate interest and promote engagement long enough for the student to learn?

Within the context of what all students are learning/doing ….

Presentation

Engagement

Response


BUT WHAT ABOUT THE IEP?

We have to figure out a way to do both. Are there times in academic instruction where a student can Receive instruction on an IEP goal? Practice an IEP goal they are learning? Apply/maintain IEP skills?

If not, is it really necessary/functional?


IEP MATRIX EXAMPLEInstructional Activities (Write the daily schedule activities)

IEP Objectives & Foundational Skills (write key words)

Homeroom

English (reading books, articles, directions; writing papers, journal entries; etc.)

Breaks/Lunch

Math (computation, problem solving, measuring, etc.)

Social Studies (history, maps, current events, etc.)

Science (facts, experiments, etc.)

Homework, preparing to go home, study hall, etc.

Next dollar x x x

Sight words x x x x x x x

Speaking in complete sentences

x x x x x x x

Completing a task

x x x x x x

Writing personal

informationx x x x x x x

Hand washing x x

Following directions

x x x x x x xx


IEP Objectives & Foundational Skills (write key words)

Activity

Small group discussion on

communicating scientific results

(homework summary)

Activity

Groups report 1-2 important points re:

scientific results display

Activity

Copy points from board into science journal and

locate/note 1-2 examples from any

texts

Activity

Individual work on compound/mixture

experiment

Activity

Peer review and feedback

Number recognition

X X X X X

Self-initiated use of AAC system

X

////

X

//

X

/

X

//

X

///

Increase symbol- based vocabulary

X X X X X

Wash hands X

Increase time on task

X X X X X

Increase responses to peer interaction

X X X


TRY ONE ON YOUR OWN Put a few of the steps in your lesson across the top List the student’s IEP goals in the left hand column Think of times you could possibly

Instruct Have the student practice Have the student maintain/apply

What are your thoughts about those you couldn’t get to? Would there be other activities? Would there be other content areas? How important are they?


THAT ALL MAKES SENSE TO ME BUT…I need more information and some examples.

Can NOBODY help me?

NCSC can!


SOUTH DAKOTA AND NCSC

National Center and State Collaborative

Partner StateInstructional materials development, review, and try-out

Item development and reviewPilot testing


SOUTH DAKOTA AND NCSC

NCSC is intentionally developing a research-based assessment system including: 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


WHAT RESOURCES ARE THERE TO HELP ME?


http://www.ncscpartners.org


WHAT RESOURCES ARE THERE TO HELP ME?


CONTENT MODULES Designed for teachers Provide explanations and examples of the concepts contained in the Common Core State Standards Those that may be difficult to teach or unfamiliar to special education teachers

Promote an understanding of the concepts so that a teacher can begin to plan how to teach the concepts to students

Provide teachers with potential UDL adaptations and modifications to consider when designing materials and instruction


TAKE A LOOKAs a large group, look through the MS Math Module: Ratios and Proportions

With a partner, select a module and look through it

Report outWhat did you see related to UDL?What else piqued your interest?What did you see that might be of immediate use for you?

CCCS ARE CONNECTED TO A PARTICULAR CCSS THROUGH FAMILIES…


CCC 1

CCC 3

CCC 2

… AND ARE LIKE PUZZLE PIECES TO THAT CCSS


You can still see what the picture is without all the pieces.


INSTRUCTIONAL FAMILIES

Visual representation of the areas of curricular emphasis within and across grade bands to show related content

Organized by content domain Presented in 3 different ways

By grade band and domain: table of learning targets for specific domains and grade bands, instructional families color-coded across the grade bands

By grade and CCCs: columnar presentation of CCCs by grade and domain, CCCs cross-referenced to related CCSS

By Instructional Family and CCCs: columnar presentation of instructional families in a vertical progression across grades


BY GRADE BAND AND DOMAIN

What are the differences across grade levels?

How does it change?


GRADE AND CCC

How does the CCC expectation change as the grades progress?

What about Grade 8 which is not linked to a CCSS? It was added as an important foundational skill for this population.


BY DOMAIN ACROSS GRADES

At what grade level does this family begin?

What family stops being addressed after grade 4?


THERE’S MORE!

http://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uact=8&docid=tLeqZWI3gaP8RM&tbnid=asC0asxIJ7s0WM:&ved=0CAcQjRw&url=http://www.rowsdowr.com/2012/08/20/funny-infomercial-gifs/&ei=J7McVLm4I8n2yQSKzIKADA&bvm=bv.75775273,d.aWw&psig=AFQjCNFepwtoUZUiHRwwClIYRyXEPZDSgg&ust=1411253388221304


ELEMENT CARDS Present multiple perspectives of instruction of the targeted content

Contain one or more CCCs, Domains, and Learning Progressions Framework (LPF) indicators

Aligned to a CCSS Include Essential Understandings Include UDL instructional strategies, supports and scaffolds

Being developed by teachers


TAKE A LOOKAs a large group, look through the Element Cards Mathematics Patterns, Relations, and Functions (called a “strand”)

With a partner, select an element card and look through it

Report outWhat did you see related to UDL?What else piqued your interest What did you see that might be of immediate use for you?


AND FOR ONLY $14.99 (PLUS SHIPPING AND HANDLING), YOU’LL ALSO GET…


CURRICULUM RESOURCE GUIDES• Provide guidance for teaching the CCSS to students with significant cognitive disabilities that is aligned and provides differentiation for individual student needs (UDL)

• Help educators build knowledge of the essential content of the CCSS

• Delineate the necessary skills and knowledge students need to acquire

• Provide UDL examples for differentiating instruction for a wide range of students that can be used in planning specific lessons, formative assessment items, and professional development


TAKE A LOOKAs a large group, look through the Curriculum Resource Guide: Ratio and Proportions

With a partner, select a curriculum resource guide and look through it

Report outWhat did you see related to UDL?What else piqued your interest?What did you see that might be of immediate use for you?


AND AS AN ADDED BONUS, YOU GET…


MASSIS AND LASSIS Offer intense direct instruction for students who are still

struggling after the best possible instruction Provide teaching scripts with data sheets and skills

tests Divided into grade band instructional activities (3-5, 6-

8, HS) Instructional Resource Guide is a support for systematic

instructional strategies specified in the teaching scripts

LASSIs

• Vocabulary• Informational text• Narrative text

MASSIs

• Equations• Measurement and geometry• Data analysis• Ratio and proportions


TAKE A LOOKAs a large group, look through the MASSI: MS Ratio and Proportions

With a partner, select a SASSI and look through it

Report outWhat did you see related to UDL?What else piqued your interest? What did you see that might be of immediate use for you?


SUMMARY AND QUESTIONS Explore resources available through the National

Center and State Collaborative (NCSC) Become familiar with the principles of Universal

Design for Learning Apply UDL in the development of general

education lesson plans to include students with disabilities

Identify and remove/reduce instructional barriers Provide individualized access to the general

education curriculum facilitating student achievement of the grade level CCSS

Identify where and how IEP goals can be instructed, practiced, and maintained within academic, content area instruction

Create future UDL lesson plans through process application


EVALUATIONS AND CONTACTS Debbie [email protected] Mike [email protected]

Jessica [email protected]

Ben [email protected] Linda [email protected]

mailto:[email protected]





south dakota workshop rapid city - october 22, sioux falls – october 24 presented by mike burdge...

Documents

attention keystone assessment

student achievement

debbie taubkeystone

udl curriculum

principles of udl

principles of universal

design stage

current iep goals