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Transcript of South Dakota Workshop Rapid City - October 22, Sioux Falls – October 24 Presented by Mike Burdge...
![Page 1: South Dakota Workshop Rapid City - October 22, Sioux Falls – October 24 Presented by Mike Burdge and Debbie Taub Keystone Assessment, LLC 2014.](https://reader035.fdocuments.us/reader035/viewer/2022062718/56649e685503460f94b63bf7/html5/thumbnails/1.jpg)
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DEVELOPING UNIVERSALLY DESIGNED LESSONSSouth Dakota Workshop
Rapid City - October 22, Sioux Falls – October 24
Presented by Mike Burdge and Debbie Taub
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INTRODUCTIONS
Presenter biosIntroduce yourself to your neighborsHow you learn bestHow you prefer to respond to questions
What really gets your attention
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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
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SO…
What are your questions about the day?
Are there specific things you would like to see addressed?
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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?
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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)
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UNIVERSAL DESIGN
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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
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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
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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
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ENGAGEMENT
Remember, this is “THE WHY” of learning
• Give students choices• Consider student interests• Consider student preferences• Allow students to take risks
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UDL GUIDELINES
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HTTPS://WIKI.NCSCPARTNERS.ORG
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HTTPS://WIKI.NCSCPARTNERS.ORG
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HTTPS://WIKI.NCSCPARTNERS.ORG
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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
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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
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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
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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)
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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?
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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?)
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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.
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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
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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
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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
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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)
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CONTINUE YOUR OWN UNIT WORK: STEP 3Even a lesson that is universally designed may not work
as is for every student.
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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
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“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.”
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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
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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
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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
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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
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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.
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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.
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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.
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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
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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?
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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
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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
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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?
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THAT ALL MAKES SENSE TO ME BUT…I need more information and some examples.
Can NOBODY help me?
NCSC can!
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SOUTH DAKOTA AND NCSC
National Center and State Collaborative
Partner StateInstructional materials development, review, and try-out
Item development and reviewPilot testing
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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
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WHAT RESOURCES ARE THERE TO HELP ME?
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http://www.ncscpartners.org
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WHAT RESOURCES ARE THERE TO HELP ME?
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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
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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?
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CCCS ARE CONNECTED TO A PARTICULAR CCSS THROUGH FAMILIES…
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CCC 1
CCC 3
CCC 2
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… AND ARE LIKE PUZZLE PIECES TO THAT CCSS
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You can still see what the picture is without all the pieces.
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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
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BY GRADE BAND AND DOMAIN
What are the differences across grade levels?
How does it change?
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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.
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BY DOMAIN ACROSS GRADES
At what grade level does this family begin?
What family stops being addressed after grade 4?
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THERE’S MORE!
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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
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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?
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AND FOR ONLY $14.99 (PLUS SHIPPING AND HANDLING), YOU’LL ALSO GET…
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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
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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?
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AND AS AN ADDED BONUS, YOU GET…
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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
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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?
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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
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EVALUATIONS AND CONTACTS Debbie [email protected] Mike [email protected]
Jessica [email protected]
Ben [email protected] Linda [email protected]