Meeting the Needs
of All Learners
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Next Generation CSOs
WHAT STUDENTS WILL …KNOW, UNDERSTAND and DO
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New Standard Assessment
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New
Standard
Assessment
New Standard Assessment
Revise the paragraph by adding details from the daily schedule
that help support the reasons for having a longer school day.
WHAT STUDENTS WILL …KNOW, UNDERSTAND and DO
http://sampleitems.smarterbalanced.org/itempreview/sbac/ELA.htm
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New Standard Assessment
WHAT STUDENTS WILL …KNOW, UNDERSTAND and DO
http://sampleitems.smarterbalanced.org/itempreview/sbac/ELA.htm
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What
STUDENTS
will need to
know,
understand
and do
What
TEACHERS
and
PRINCIPALS
will need to
K-U-D
NXG CSOs
and
Assessments
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Practice Profiling Process
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Curriculum and Instruction
Key Anchors
and Guiding
?s
Emerging
Developing
Operationalizing
Optimizing
The school
leadership
professional
identifies
development
PD needs
being
of staff,
provided to
including
the staff to
but not
support a
limited to:
21st century
learning
based
system?
…makes
available PD
opportunities 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.
6. How is
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Curriculum and Instruction
…The importance of strengthening CORE
level instruction in the GE environment
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What does high quality CORE
instruction look like?
How do we get our teachers to DO it?
http://successatthecore.com/about/qi-video.aspx
http://www.adlit.org/media/mediatopics/contentarea/
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Evidence-based practices
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Curriculum and Instruction
Key Anchors
and Guiding
?s
Emerging
Developing
Operationalizing
Optimizing
3. How is
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.
equitable
access for
all students
ensured?
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Universal Design for
Learning: Creating a
Learning Environment that
Challenges and Engages All
Students
http://iris.peabody.vanderbilt.edu/udl/chalcycle.htm
How is equitable access for all students
ensured?
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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 researchbased 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 researchbased 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 of
What students and teachers…
DO and DON’T DO:
Traditional
Instruction
vs.
UDL
Instruction
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Traditional
Instruction
Questions to
investigate and
increase the quality of
instruction and make
it more accessible?
UDL Instruction
BRIDGE
Teachers typically deliver
content in one way.
1. How do we deliver
Teachers deliver content
content?
in multiple ways.
2. What are some other
ways we might try?
3. How will we decide
when to use different
ways?
4.
Continues on your handout…
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UDL as a Framework for Learning
Principle 1
Principle 2
Principle 3
Representation
Action and
Expression
Engagement
Allowing students
alternatives to express
or demonstrate their
learning
Stimulating students'
interests and
motivation for learning
in a variety of ways
Presenting information
and course content in
multiple formats so
that all students can
access it
http://iris.peabody.vanderbilt.edu/udl/udl_02.html
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Examples of UDL for Learning
Representation
•Provide alternatives
for accessing
information (visual,
auditory)
•Provide or activate
background knowledge
in multiple ways (preteaching, advanced
organizers)
Action and
Expression
•Provide options for
responding (keyboard,
voice recording)
•Provide options for
completing
assignments using
different media (text,
speech, film, music)
Engagement
•Provide options that
increase the relevance
and authenticity (use
money, culturally
significant activities)
•Provide options that
encourage collaboration
and communication
(peers, tutoring)
http://iris.peabody.vanderbilt.edu/udl/udl_02.html
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Teams and Processes
Problem-Solving Process
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Sycamore MS Implements their Plan
Plan: Collaboratively
revise lessons by
applying the UDL
Principles to meet
learning needs of all
students in the GE
environment.
Traditional Goal: The
students will read the
textbook chapter about
ancient Egypt and write
in cursive a 500-word
report about burial
customs.
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Analyzing the Goal
Traditional Goal: The students will read the textbook
chapter about ancient Egypt and write in cursive a 500word report about burial customs.
+
Clearly stated
Observable
Measurable
and
Aligned with
grade-level
standards
UDL
Representation barriers?
 Action and expressions
barriers?
 Engagement issues?
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How often are teachers creating learning
goals that limit the means by which their
students can achieve the goal?
The new UDL goal becomes: The students will learn
about and present information about the burial customs
of ancient Egypt.
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Scaffolding
Scaffolding, 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.
NOTICE…
…and so we circle back to
teachers chewing on the NXG
CSOs…
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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
How did they get to these conclusions?
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What will you…
DO and NOT DO?
1. What are your responsibilities for
supporting teachers?
2. How will you help them identify and invest
in ways to improve the instruction they offer
to their students?
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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?
1.
I will give you my email address –
coderman@access.k12.wv.us
2.
3.
I won’t promise to have answers to all your
questions.
I will promise to use your questions to
focus our attention and our next steps.
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Referenced Resources
• 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/chalc
ycle.htm
• http://successatthecore.com/about/success
-at-the-core.aspx
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