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Meeting the Needs of All Learners

Next Generation CSOs

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WHAT STUDENTS WILL …KNOW, UNDERSTAND and DO

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New Standard Assessment

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New Standard Assessment

WHAT STUDENTS WILL …KNOW, UNDERSTAND and DO

http://sampleitems.smarterbalanced.org/itempreview/sbac/ELA.htm

New Standard Assessment

Revise the paragraph by adding details from the daily schedule that help support the reasons for having a longer school day.

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WHAT STUDENTS WILL …KNOW, UNDERSTAND and DO

New Standard Assessment

http://sampleitems.smarterbalanced.org/itempreview/sbac/ELA.htm

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NXG CSOs and

Assessments

What STUDENTS will need to know, understand and do

What TEACHERS and PRINCIPALS will need to K-U-D

Practice Profiling Process

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Curriculum and InstructionKey Anchors

and Guiding ?s

Emerging Developing Operationalizing Optimizing

6. How is professional development being provided to the staff to support a 21st century learning based system?

The school leadership identifies PD needs of staff, including but not limited to:

…makes available PD opportuniti-es for all staff that will enable staff to effectively support and teach their population (s).

…provides ongoing, differentiated professional development to staff, including follow-up and coaching to support teachers in determining the impact of instruction and the most appropriate revisions.

…regularly monitors, evaluates, and provides PD to staff. New methods and practices are learned and incorporated into practice as dictated by learner and family needs, cultural and linguistic differences, and data. Coaching and collaborative training is embedded in practice.

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Curriculum and Instruction

…The importance of strengthening CORE level instruction in the GE environment

What does high quality CORE instruction look like?

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http://successatthecore.com/about/qi-video.aspxhttp://www.adlit.org/media/mediatopics/contentarea/

How do we get our teachers to DO it?

Evidence-based practices

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Curriculum and InstructionKey Anchors and Guiding

?s

Emerging Developing Operationalizing Optimizing

3. How is equitable access for all students ensured?

The staff and school leadership evaluate their history of providing equitable access and LRE to all students & families…

…identifies and develops ways to improve EA for all… and to ensure a range of instructional supports are available to meet the needs of all students.

…uses formative/classroom assessment processes to ensure all students are benefiting from a comprehensive curriculum in all content areas. Family partnering is used to determine and meet learning goals.

… regularly ensure all students are benefiting from a rich and balanced curriculum. Family input and partnering is included in planning and implementation.

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Universal Design for Learning: Creating a Learning Environment that Challenges and Engages All Students

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http://iris.peabody.vanderbilt.edu/udl/chalcycle.htm

How is equitable access for all students ensured?

MODULE INTRO: To meet the needs of all students in the general education classroom to the greatest extent possible, a team of Sycamore Middle School personnel convenes to research and evaluate potential approaches. They discover Universal Design for Learning (UDL), which appears to meet their needs. UDL provides a research-based framework for teachers to incorporate flexible materials, techniques, and strategies for delivering instruction and for students to demonstrate their knowledge in a variety of ways. Developed by researchers at the Center for Applied Special Technology (CAST), this framework stands in contrast with the "one size fits all" instructional approach that has traditionally been used in classrooms, as outlined in the table below.

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MODULE INTRO: To meet the needs of all students in the general education classroom to the greatest extent possible, a team of Sycamore Middle School personnel convenes to research and evaluate potential approaches. They discover Universal Design for Learning (UDL), which appears to meet their needs. UDL provides a research-based framework for teachers to incorporate flexible materials, techniques, and strategies for delivering instruction and for students to demonstrate their knowledge in a variety of ways. Developed by researchers at the Center for Applied Special Technology (CAST), this framework stands in contrast with the "one size fits all" instructional approach that has traditionally been used in classrooms, as outlined in the table below.

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A COMPARISON ofWhat students and teachers…

UDL

Instruction

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DO and DON’T DO:

Traditional Instruction vs.

Traditional Instruction

Questions to investigate and increase the quality of instruction and make it more accessible?

UDL Instruction

Teachers typically deliver content in one way.

1. How do we deliver content?

2. What are some other ways we might try?

3. How will we decide when to use different ways? 4.

Teachers deliver content in multiple ways.

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Continues on your handout…

BRIDGE

UDL as a Framework for Learning

http://iris.peabody.vanderbilt.edu/udl/udl_02.html

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Principle 1

Representation

Principle 2

Action and Expression

Principle 3

Engagement

Presenting information and course content in multiple formats so that all students can access it

Allowing students alternatives to express or demonstrate their learning

Stimulating students' interests and motivation for learning in a variety of ways

Examples of UDL for Learning

http://iris.peabody.vanderbilt.edu/udl/udl_02.html22

Representation Action and Expression

Engagement

•Provide alternatives for accessing information (visual, auditory)•Provide or activate background knowledge in multiple ways (pre-teaching, advanced organizers)

•Provide options for responding (keyboard, voice recording)•Provide options for completing assignments using different media (text, speech, film, music)

•Provide options that increase the relevance and authenticity (use money, culturally significant activities)•Provide options that encourage collaboration and communication (peers, tutoring)

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Teams and Processes

Problem-Solving Process

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Sycamore MS Implements their Plan

Traditional Goal: The students will read the textbook chapter about ancient Egypt and write in cursive a 500-word report about burial customs.

Plan: Collaboratively revise lessons by applying the UDL Principles to meet learning needs of all students in the GE environment.

Analyzing the Goal

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Traditional Goal: The students will read the textbook chapter about ancient Egypt and write in cursive a 500-word report about burial customs.

Clearly statedObservableMeasurable

and Aligned with

grade-level standards

+ UDL

Representation barriers? Action and expressions barriers? Engagement issues?

How often are teachers creating learning goals that limit the means by which their

students can achieve the goal?

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The new UDL goal becomes: The students will learn about and present information about the burial customs of ancient Egypt.

ScaffoldingScaffolding, or the instructional technique in which

teachers offer support for students learning new skills by systematically building on their experiences and knowledge until they can apply the new skills independently will only be effective and authentic if it is based on the teacher’s solid understanding of the complete learning target.

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…and so we circle back to teachers chewing on the NXG CSOs…

NOTICE…

What conclusions did the Sycamore MS teachers make about UDL?

UDL is a viable way to: • Meet the needs of the widest range of students by

reducing the number of barriers to learning• Provide challenging, salient, and age-appropriate

materials to students with a range of abilities• Allow students to learn in accordance with their

dominant learning preferences, and• Create alternative ways for students to both receive and

deliver information

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How did they get to these conclusions?

What will you…

2. How will you help them identify and invest in ways to improve the instruction they offer to their students?

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DO and NOT DO?

1. What are your responsibilities for supporting teachers?

Lessons to Learn

• More of just anything is not enough to get us the outcomes we need. QUALITY COUNTS!

• We can’t expect to narrow performance gaps by widening the distance between struggling students and the GE classroom.

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What I will … DO and NOT DO?

2. I won’t promise to have answers to all your questions.

3. I will promise to use your questions to focus our attention and our next steps.

1. I will give you my email address – coderman@access.k12.wv.us

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• http://wvde.state.wv.us/spl/• http://wveis.k12.wv.us/Teach21/public/

ng_cso/NG_CSO.cfm• http://www.smarterbalanced.org/• http://adlit.org/mediatopics/contentarea/• http://iris.peabody.vanderbilt.edu/udl/

chalcycle.htm• http://successatthecore.com/about/

success-at-the-core.aspx33

Referenced Resources