Identifying Barriers: Creating Common Core Aligned Tasks for the Special Education Classroom

Transcription

1 Identifying Barriers: Creating Common Core Aligned Tasks for the Special Education Classroom

2 Objectives Deepen understanding of Universal Design for Learning within the PARCC assessment Identify and apply Universal Design for Learning framework to Common Core aligned tasks 2 Recognize and integrate Universal Design for Learning guidelines to improve planning and

3 Identifying the Purpose What is the purpose for Universally Designed Assessments? 3

4 Universally Designed Assessments Provide access to the greatest number of students during assessment Minimizes the need for individualized design or accommodations Acknowledges that for accurate assessment, a range of methods and materials are needed to measure learning. Enables flexible adjustments for a broad range of students 4

5 5 Before PARCC

6 Your Task Audience Who is this assessment designed for? Before Session Universally Designed Assessments During/After Session Role of UD assessments Benefits to the test-taker 6

7 7 Architecture vs. Assessment

8 Universal Design for Learning Representation Engagement Expression 8

9 9

10 Recognition Learning in the Classroom Story: The Three Little Pigs Goal: Students will organize information sequentially from the story Grade Level: 3 10

11 The Problem In order to complete the task of organizing information sequentially from stories and pictures what must students be able to do? 11

12 Customizing Support Potential Barriers Principle 1 Checkpoints 12

13 Goal of the ELA Lesson Recognize a story s major structural elements (beginning, middle, and end) Story Structure Story Content Which is the goal? 13

14 14 5 th Grade PARCC ELA Test Item

15 Customizing Support Potential Barriers Principle 1 Checkpoints Uses multiple versions of a story (printed and digital) Digital version uses animation to highlight sentence meaning Use of program that scaffolds textmeaning connections Color code the beginning, middle, and end of both versions Create a graphic organizer labeled beginning, middle, end 15

16 Recognition Network + PARCC Directions read aloud/ Clarified Vocabulary Highlighter Tool Magnification/Enlargement Device Translation* Background Font Color Text-to-Speech 16

17 Your Task: Recognition Learning in the Classroom Examine the PARCC ELA test items Identify how PARCC embedded supports for all students using Principle 1 Indicate which barriers this will reduce for learners 17

18 Strategic Learning in the Classroom Plan Execute Monitor Actions and Skill 18

19 19 The Marshmallow Challenge

20 Think-Pair-Share How did the different groups of learners approach the tasks? What did the different groups learn about planning from this activity? What did the different groups learn about failure from this activity? 20

21 21 Navigating the Learning Environment

22 Your Task Objective: Identify which Multiple Means of Expression checkpoint(s) are embedded in the PARCC test item Identify how you could integrate the check-point(s) not included Materials: ELA PARCC Test Item Math PARCC Test Item UDL Principle 2 Checklist 22

23 Designing Affective Learning Motivates Engages Persistence 23

24 Teaching Methods Choice of Learning Contexts Choice of Content and Tools Affective Learning Choice of Rewards Adjustable Levels of Challenge 24

25 25 Using Menus to Engage Learners

26 Questions to Consider Why is student choice an important part of the learning environment? How does the structure of an assignment help students? 26

27 Recap: Why is UDL necessary? Students are diverse in the skills, needs and interests to learning ALL students need flexible approaches to instructional goals, methods, and materials Learning experiences should support and challenge each learner and adjust as learner changes over time 27

28 Jigsaw Activity Divide up into groups of Pick one index card from the pile. The word or phrase on that card will determine what your group will reteach to the group Review your notes and come up with 1 to 2 strategies for how you can use the information and tools on a Common Core aligned task. Report out to the whole group. 28

29 Additional Resources CAST: UDL: PARCC: PARCC Accessibility Features and Accommodations Manual: 29

30 Facilitator Information Alexis Morgan Executive Director of Instructional Supports Newark Public School District 30