Making STAAR Mastery Achievable

Ginny Copeland & Cindy Nelson | TCASE | January 2014

Making STAAR Mastery Achievable Universal Design for Learning

13910 Champion Forest Drive | Suite 208 | Houston, TX 77069 281.440.4220 phone | 281.440.4280 fax | www.stetsonassociates.com | www.inclusiveschools.org

Making STAAR Mastery Achievable: Universal Design for Learning

2013, Stetson and Associates, Inc. Page 1

Some interesting information…

STAAR performance rates for students with disabilities in Texas: 59.4% Mathematics 62.3% Reading 51.5% Science 45.2% Social Studies 48.8% Writing

STAAR performance rates for students with disabilities across region: 51.2 -66% Mathematics 51.5 -68.9% Reading 35.2 -58% Science 31.3 -54.7% Social Studies 32.2 -57.9% Writing

*All were below the state target of 70%

STAAR participation rates for students with disabilities across 20 regions: STAAR RANGE: 34.4 -50.3% STATE TARGET: 50% STAAR-M RANGE: 23.5 -39.9% STATE TARGET: 20% STAAR-ALT RANGE: 6.7 -13.5% STATE TARGET: 10%

WHAT WILL IT TAKE FOR STUDENTS WITH DISABIL IT IES TO ACHIEVE STAAR MASTERY?

1. INSTRUCTION IN THE GENERAL CURRICULUM STANDARDS

5. USE OF TARGETED INSTRUCTIONAL STRATEGIES THAT PROMOTE ACCESS

6. A FOCUS ON ACCELERATED VS A REMEDIAL APPROACH TO LEARNING

2. TEACHER KNOWLEDGE OF & CONSISTENT USE OF INSTRUCTIONAL ACCOMMODATIONS & SUPPLEMENTARY AIDES AND SERVICES

4. QUALITY OF IN-CLASS SUPPORTS BY PEERS, ADULTS & SPECIALISTS IN THE GENERAL EDUCATION SETTING

7. QUALITY OF SPECIALIZED SUPPORTS IN SPECIALIZED SETTINGS THAT PROVIDE TARGETED, COORDINATED, EFFICIENT INSTRUCTION

3. PROGRESS MONITORING THAT INFORMS INSTRUCTION

To what extent are these practices in place

in our district?



OUTCOME 1 Define UDL in a manner that is understandable, including how it is relative to STAAR.

The term UNIVERSAL DESIGN FOR LEARNING means a scientifically valid framework for guiding educational practice that:

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Source: http://www.edlcenter.org/aboutudl/udledfined

Definition

Universal Design for Learning: Reaching ALL Learners! An Overview Session for Educational Practitioners

! 2013, Stetson and Associates, Inc. Page 2

GOAL 1 Building a Common Understanding of UDL

The term UNIVERSAL DESIGN FOR LEARNING means a scientifically valid framework for guiding educational practice that:

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Source: http://www.edlcenter.org/aboutudl/udledfined

Foldable Booklet & UDL Brain Networks Recognition Networks

Strategic Networks

Affective Networks

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How we gather facts and

categorize what we see, hear and read. Identifying letters, words or an author’s style are recognition

tasks.

Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic

tasks.

How learners get engaged and stay motivated. How

they are challenged, excited or interested. These are affective dimensions.

Source: http://www.cast.org/research/udl

Recognition Strategic Affective

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Multiple Means of Representation!

Multiple Means of Action and Expression!

Multiple Means of Engagement!

What Why How



Universal Design for Learning: Principles Guidelines and Checkpoints

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Principle 1: Provide Multiple Means of Representation Learners different in the way they perceive and comprehend information that is presented to them. Therefore multiple representations will allow learners to make connections within and between concepts. One size does not fit all!

'Guidelines Checkpoints '

1. Offer ways of customizing the display of information such as use of color, text size, images, graphics, contrast between background color, rate and volume of speech, speed, timing, layout and font.

'2. Offer alternatives for auditory information such as text equivalents (captions), visual diagrams, charts, notations of music or sound, written transcripts, ASL, visual analogues, visual or tactile (vibrations) for sound effects and visual and emotional description for music interpretations.

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3. Offer alternatives for visual information such as providing descriptions for all images, touch equivalents (tactile graphics or objects), and physical objects and spatial models to convey perspective or interaction.

'4. Clarify vocabulary and symbols such as pre teach, connecting to learners experience, and prior knowledge. Provide graphic symbols with alternative text description, highlight how complex terms are composed of simpler words, embed supports (hyperlinks, footnotes, illustrations, translations,), embed support for unfamiliar references (lesser known properties idioms, academics language, figurative language, mathematical language jargon colloquialism and dialect).

'

5. Clarify syntax and structures by highlighting structural relations or make them more explicit, making connections to previously learned structures, and making relationships between elements (i.e. highlighting the transition words in an essay).

'6. Support decoding of text, mathematical notation and symbols by using text to speech, automatic voicing with digital mathematical notations, use of digital text with human voice recording, and allow for flexibility and access to multiple representations of notation such as formulae, word problems, graphs, and list of key items.

'

7. Promote understanding across languages by making key information in the dominant language also available in the first language (Spanish, ASL), linking vocabulary words to definitions and pronunciations in both dominant and heritage languages, defining domain-specific vocabulary (i.e. map key) in social studies, providing electronic translation tools or links to glossaries on the web, embedding visual, non linguistic supports for vocabulary clarification (pictures, videos, etc.).

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8. Illustrate trough multiple media by presenting key concepts in one form with an alternative form (illustration, dance/movement, diagram, table, model, video, comic strip, storyboards, photographs, animation, physical or virtual manipulation), making explicit links between information provided in text and any accompanying representation in illustrations, equations, charts, or diagrams.

'

9. Activate or supply background knowledge by linking instruction to prior knowledge, using advanced organizers, (KWL), pre-teaching, demonstration modeling, using analogies, metaphors, and use of cross curricular activities.

'10. Highlight patterns, critical features, big ideas and relationships by highlighting tests, graphics, diagrams, formulas, using outlines, graphic organizers, unit organizers, routines, multiple samples and non examples, using cues and prompts and highlighting previously learned skills.

'335''Guide information procession, visualization and manipulation by giving explicit prompts, providing options for organizational methods, providing interactive models, graduated scaffolds, chunking information, sequential highlighting, and removing distractions.'

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12. Maximize transfer and generalizations by providing checklists, organizers, sticky notes, electronic reminders, mnemonic strategies, explicit review and practice, templates, graphic organizers, word webs, use of analogy, metaphor drama music, explicit opportunities to generalize learning to new situations, and opportunities over time to revisit key ideas and link ideas.

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Adapted from: CAST (2011). Universal Design for Learning Guidelines, version 2.0. Wakefiled, MA. 1 of 3




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Principle 2: Provide Multiple Means of Action and Expression Learners different on the way they can navigate the learning environment and express what they know. Actions and practice requires a great deal of strategy, practice, and organization. There is not on means of action and expression that will be optimal for all learners, thus providing options for actions is essential.

'Guidelines Checkpoints

1. Vary the methods for response and navigation by providing alternatives in requirements for rate, timing speed and range of motor actions, physical manipulatives and technologies. Provide alternatives for physical response and alternatives to pen and pencil, and alternatives for physically interacting with materials such as voice switch, joystick keyboard and other AT.

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2. Optimize access to tools and assistive technologies such as alternate keyboard commands, switch and scanning options, alternative keyboards, customize overlays touch screams and software that works with keyboards

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3. Use multiple media for communication such as text, speech, drawing, illustrations, design, film, music, dance/movement, visual art, sculpture or video. Use physical manipulatives (blocks, 3D models, and base-ten blocks. Use social media and tools (discussion forum, chats, web design annotation tools, storyboards, comic strips, and animations presentations.

'

4. Use multiple tools for construction and composition such as spellcheckers, grammar checklists, word prediction software, text to speech human dictation, recording calculators, geometric sketchpads, preformatted graph paper, sentence starters, story webs, outlining tools, Computer Aided Design (CAD), music notation concrete mamipulatives and web applications (wikis, animation, presentation).

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5. Build fluencies with graduated levels of support for practice and performance by providing differentiated models to emulate, provide differentiated mentors, scaffolds that can gradually released, differentiated feedback, and multiple examples of novel solutions to authentic problems.

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6. Guide appropriate goal setting by providing prompts and scaffolds to estimate effort, resources and difficulty, models of examples of the process and product of goal setting, guides and checklists for scaffolding goal setting and post goals objectives and schedules in an obvious place.

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7. Support planning and strategy development by embedded prompts to “stop and think” before acting, adequate space, prompts to show and explain work (portfolios), checklists, project planning templates of understanding and prioritization, sequences and schedules of steps, embed coaches or mentors that model think-alouds and provide guides for breaking long term goals into reachable short-term objectives.

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8. Enhance capacity for monitoring progress by asking questions to guide self-monitoring, and reflection, showing representations of progress (before, after, photos, graphs, and charts showing progress over time, prompting learners to identify the type of feedback or advice they are seeking use templates that guide self reflection on quality and competence, providing differentiated models of self assessment such as roll playing video reviews peer feedback and use of assessment checklists scoring rubrics and multiple examples of annotated student work examples.

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' Adapted from: CAST (2011). Universal Design for Learning Guidelines, version 2.0. Wakefiled, MA. 2 of 3




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Principle 3: Provide Multiple Means of Engagement A critical element to learning is affect and learners differ markedly in the ways in which the can be engaged or motivated to learn. Variables that influence affect include neurology culture, personal relevance, subjectivity, and background knowledge. Thus educators must provide multiple means to engage learners. ''Guidelines Checkpoints

1. Optimize individual choice and autonomy by providing choices, allowing participation in design of classroom activities and academic tasks, and involve learners when possible in setting academic and behavioral goals.

'

2. Optimize relevance, value and authenticity by varying activities and sources of information that can be personalized, culturally relevant and responsive, socially relevant, age and ability appropriate, and appropriate for different racial, cultural, ethnic and gender groups. Design activities so that learning outcomes are authentic, provide tasks that allow for active participation exploration ad experimentation, inviting personal responses, evaluation and self-reflection, and include activities that foster the use of imagination.

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3. Minimize threats and distractions by creating an accepting and supportive climate, varying the level of novelty and risk, such as use of charts, calendars, schedules, timers, cues, routines alerts, and vary the level of sensory stimulation including background noise, visual stimulation and varying the pace of work, length of work and vary the social demands required for learning or performances. Involve all participants in whole class discussions and in setting rules and norms for the classroom.

'

4. Heighten salience of goal and objectives by prompting learners to restate the goal, displaying the goals in multiple ways, dividing long term goals into short term objectives, demonstrating the use of hand-held scheduling tools, using prompts for visualizing desired outcomes and engaging learners in assessment discussions of what constitutes excellence.

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5. Foster collaboration and community by creating cooperative learning groups, with goals roles and responsibilities, creating school wide programs of positive behavior supports, providing prompts for how and when to ask peers and/or teachers for help, support peer assistance and tutors, creating expectations for group work (rubrics, norms etc.).

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6. Increase mastery oriented feedback by providing feedback that encourages perseverance, and focuses on development of efficacy and self-awareness and encourages the use of specific supports. Provide feedback that emphasizes effort, improvement, and achieving a standard, feedback that is frequent, timely, substantive, rather than comparative or competitive, and feedback that models how to incorporate evaluation into positive strategies for future success.

'

7. Promote expectations and beliefs that optimize motivation by providing prompts, reminders, grids, rubrics, checklists that focus on self regulation, increasing on task orientation and frequency of self reflection and self reinforcement. Provide coaches, mentors, that model the process of setting goals that account both strengths and weaknesses and support activities that encourage self-reflection and identification of personal goals.

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8. Facilitate personal coping skills and strategies by providing differentiated models, scaffolds, and feedback for managing frustration, seeking external emotional support, developing internal controls and coping skills, handling subject specific fears and judgments aptitude, and using real life situations or simulations to demonstrate coping skills.

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9. Develop self assessment and reflection by offering devices, aids, or charts to assist individuals in learning to collect, chart and display data from their own behavior, using activities that include a means by which learners get feedback and have access to alternative that support understanding progress in a manner that is understandable and timely.

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'Adapted from: CAST (2011). Universal Design for Learning Guidelines, version 2.0. Wakefiled, MA. 3 of 3



OUTCOME 2 Describe the UDL framework, including how it will help all learners achieve STAAR Mastery.

1. How can we determine student learning strengths and needs relative to STAAR

participation and performance?

2. How can we determine their barriers to learning and participation on the STAAR?

3. How can we capture the needs of the learner in a simple document?

4. How can we create a profile of our classroom needs including instruction and STAAR assessment?



GOAL 2 Provide a Simple Framework for UDL UDL Framework

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Use multiple means of presentation, expression & engagement

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2014 Accommodations for Students with Disabilities

Individualized Structured Reminders

Amplifica6on Devices

Projec6on Devices

Oral/Signed Administra6on

Spelling Assistance

Math Manipula6ves

Calcula6on Devices

Basic Transcribing

Supplemental Aids

Extra Time

Large Print

Dic6onary

Braille

TYPE 1 ACCOMMODATIONS

TYPE 2 ACCOMMODATIONS

Complex Transcribing

Math Scribe

Photocopy

Extra Day

OTHER



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Student Profile for Universal Design Student: _____________________________________ Date:___________________ School: ______________________________________ Grade:_________________ "Barriers to Instruction (impact of disability, difficulties noted)

"Representation Needs"(perception, language/mathematical expression, comprehension)""

"Action/Expression Needs"(physical action, expression/communication, executive functions)""

"Engagement Needs"(interests, motivators, sustaining effort, self management)""

"



© 2013, Stetson and Associates, Inc.

Student Roster Universal Design

Student Name Barriers Representation Action

Expression Engagement

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OUTCOME 3 Learn multiple strategies for presenting information, multiple means of allowing student expression, and multiple means of promoting student engagement.



GOAL 3 Increase Educator Repertoire of Classroom Practices and Strategies to Address Presentation, Expression and Engagement

Remember: Learners differ in the ways they perceive and comprehend information. There is NOT one means of representation that will be optimal. Providing options for representation is essential! !

!Presentation Strategies NOTES:

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Remember: Learners differ in the ways they can navigate the learning environment and express what they know. Action and expression requires a great deal of strategy, practice and organization. There is NOT one means of action or expression that will be optimal.

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Remember: Affect represents a crucial element to learning and learners differ markedly in the ways they can be motivated to learn Neurology, culture, personal relevance, subjectivity and background knowledge impact the learner’s motivation

There is NOT one means of engagement that will be optimal !!Engagement Strategies/Practices

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Universal Design Lesson Planning Tool Learning Expectations (What am I teaching? Is the goal aligned to the curriculum standard(s)? )

Pre-Assessment: (What do the students know about this learning objective? What are their interests, motivations relative to the Learner Expectation?)

How will I provide for multiple means of representation, action and expression, and engagement to promote learners who are strategic, skillful, knowledgeable, purposeful and motivated to learn?

Instructional Methods Strategies/Activities Grouping Assessment/Product Materials (including

technology devices) Whole

Group Individual Partner Small

Group

Uni

vers

al D

esig

n

Addressing Barriers: Does this lesson exclude ANY learner? If yes, can it be adjusted using UDL practices so all learners can participate in the lesson? What methods, materials or technological devices will MINIMIZE barriers and expand learning opportunities for these learners? What methods, materials and/or technology devices will promote valid evaluation of learner responses?

Student Potential Barrier(s) to Instruction UDL Solution to Instruction Potential Barrier(s) to

Assessment UDL Solution to

Assessment Per IEP (!)

1.

2.

3.

4.

UDL is a process where the lesson goals, methods, materials and assessments are intentionally and systematically designed from the BEGINNING to address individual differences rather than “retrofitting” and adapting lessons afterwards. Thus prior to completing this plan, educators must have a good understanding of the needs of the learners relative to how they perceive information, how they express what they know, what motivates them to learn.

Documents

Making STAAR Mastery Achievable