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Universally Designing Systems of Support Learning Series | 2022-23

Accessibility Series - Fall

UDL for Parents & IEP Process Series - Winter

Family Partnerships Series- Spring

bit.ly/AccessibilityFallSession2

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Accessibility - From Assessment to Instruction

Fall Series: September 12 | September 19 | October 3 | @ 3:30 - 4:30 PST

Universally Designing Systems of Support Learning Series

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Universally Designing Systems of Support�Learning Series - Mondays @ 3:30

Fall Series

Accessibility - From Assessment to Instruction

September 12
September 19
October 3

Spring Series

Alternative Dispute Resolution Process�

March 6
March 13

Winter Series

UDL for Parents�&�Individualized Education Plans

January 23
February 6
February 15

@CAST_UDL | #CASTPL

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Accessibility From Assessment to Instruction�Learning Series

September 12

3:30 – 4:30 pm PT

How are Assessments Universally Designed?

October 3

3:30 – 4:30 pm PT

Beyond Multiple Choice: Fostering Expert Learning

September 19

3:30 – 4:30 pm PT

Access for All in the Classroom

@CAST_UDL | #CASTPL

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Chat Box Options

At anytime, feel free to:

@CAST_UDL | #CASTPL

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Chat Box

Live, quick conversations
Can send full group and private messages
Can use @person’s-name

Click on the Chat icon

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CAST’s West Coast PL Team

Sylvia Rodriguez Douglass

srodriguezdouglass@cast.org�The Far North Literacy Development Consortium

Elisa Torres-Barton

etorres-barton@cast.org

Fresno COE

Shamryn Coyle

scoyle@cast.org�CCIL Director

Katie Wyatt

kwyatt@cast.org

Santa Clara COE

Elise Yerkey

eyerkey@cast.org

LACOE

Becky Canham

bcanham@cast.org

Placer COE

@CAST_UDL | #CASTPL

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Your Learning Environment 1

Documents that may be used to support your learning today

UDL Guidelines

Multiple Means in Assessment

CAASPP Placemats:

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Your Learning Environment

Act

What are your preferences today for sharing your thinking?

Self-Regulate

How can your space better support your engagement?

Perceive

What is the best way for you to perceive the content?

@CAST_UDL | #CASTPL

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How Are Assessments �Universally Designed?

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Engagement

Why should I universally design learning experiences if my students must take a standardized test at the end of the year?

Optimize relevance, value, and authenticity

Elise

I want to talk now about the impetus for this webinar series. When my colleagues and I support professional learning in Universal Design for Learning we often get this question from someone in the audience:

Why should I universally

design learning experiences if

my students must take a standardized test at the end of the year?

We recognize it as a barrier for some teachers when considering UDL. It may stem from understandable perceptions about accountability, the history of high-stakes testing during No Child Left Behind, or the very real pressure educators feel regarding their students’ performances on assessments. During today’s webinar, we’d like to offer some options for addressing this question and other means of perceiving the role of our current assessment system in classroom instruction.

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CAASPP MATH Accessibility Supports

@CAST_UDL | #CASTPL

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Tools Available to All Students�Mathematics

Universal Tools�(Available to all students based on student preference and selection)

Embedded�Breaks

Calculator¹ (grades 6–8 and 11)

Digital notepad

English glossary

Expandable items�Expandable passages

Highlighter

Keyboard navigation

Line reader�Mark for review�Math tools (i.e., embedded ruler/protractor)�Strikethrough�Writing tools (specific items)�Zoom (in/out)��Non-Embedded

Breaks�Scratch paper

Designated Supports Tools

(Available to all students when determined for use by an educator or team of educators (with parent/guardian and student input, as appropriate) or specified in the student’s individualized education program (IEP) or Section 504 plan)

Embedded�Color contrast�Illustration glossaries�Masking�Mouse pointer (size and color)�Streamline�Text-to-speech ¹�Translated test directions¹(Spanish stacked—dual language)�Translations ¹ (glossary)�Translations ¹(Spanish stacked—dual language)�Turn off any universal tool�Non-Embedded�Amplification�Color contrast�Color overlay�Illustration glossaries�Magnification�Medical supports (restricted settings)�Noise Buggers�Read aloud�Scribe�Separate setting�Simplified test directions�Translated test directions�Translations (glossary)

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Tools available to students with an IEP or Section 504 Plan�Mathematics

Accomodations

Embedded�American sign langauge¹�Braille ¹�Speech-to-text��Non-Embedded

100s number table�Abacus�Alternate response options�Braille (special form)�Calculator (specific items, grades 6–8 and 11)�Large-print special form (as available)�Multiplication table�Print on demand�Speech-to-text�Word prediction

Resources for the California Alternate Assessment

All eligible students shall have any instructional supports and/or accommodations, including the language of instruction, used in their daily instruction in accordance with each student’s IEP.

�The administration of the California Alternate Assessments (CAAs) to eligible students shall be one-on-one (test examiner to student), according to the California Assessment of Student Performance and Progress (CAASPP) manual.�

Depending on the student’s disability or needs, the CAAs may or may not include the student’s independent use of the testing interface. Because the CAAs are given to students one-on-one by a test examiner, some embedded resources are not provided. For example, while a braille version of the test is not provided, the test may be presented using an embosser or a refreshable display.

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UDL Placemat for CAASPP

Multiple Means of Engagement	Multiple Means of Representation	Multiple Means of Action & Expression
Affective Networks The “WHY” of learning	Recognition Networks The “WHAT” of learning	Strategic Networks The “HOW” of learning
Provide options for Sustaining Effort & Persistence Breaks Computer adaptive tests Masking Noise buffers Test navigation assistant (ELPAC) Varied reading levels Word prediction	Provide options for Language & Symbols Bilingual Dictionary English Dictionary, Thesaurus or Glossary Illustration Glossaries (E) Science charts Simplified test directions Spell check Translated test directions Spanish stacked-dual language translations Translation glossary American Sign Language Braille	Provide options for Expression & Communication Writing tools Short answer and extended response items Designated interface assistant (ELPAC) Scribe Alternate response options Embedded Speech-to-Text Word processor (ELPAC-P only)

Multiple Means in Assessment

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The Universal Design for Learning (UDL) Guidelines and Framework

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Access for All in the Classroom

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Today’s Goal

Participants will

Examine how inclusive instruction translates to accessibility on Smarter Balanced state assessments such as the CAASPP and ELPAC
Review new supports for language learners in Tools for Teachers

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Tools for Teachers = Formative Assessment

Tools for Teachers = Instruction

@CAST_UDL | #CASTPL

The Smarter Balanced assessment system is designed to support instruction and provide educators the tools to quickly and easily identify learning needs, select targeted resources to meet those needs, and assess where students are in meeting their learning goals by the end of the school year. The three part system of standards-aligned tools and resources includes a summative assessment, interim assessments, and a formative assessment resource called Tools for Teachers, which provides differentiated lessons and activities that can help teachers support student learning. Although there are three parts to this assessment system, when it comes to impact on student learning and classroom instruction, all parts are not equal. In the graphic on the left from the Michigan Department of Education, formative assessment strategies are at the top of an inverted triangle because they has the greatest impact on student learning and instruction. Formative assessment strategies are embedded into minute-by-minute, daily, and ongoing instruction. Because the data teachers receive manifest in the moment, they can respond quickly to actionable feedback by adjusting instruction in real time.

It’s impossible to conduct daily instruction as if it’s beholden to the summative assessment. That is unsustainable practically and emotionally. Classroom teachers should focus on the assessments most relevant to their work in the classroom. If you do that the summative assessment will follow, especially if your instruction is standards-based and inclusive of all students. That being said, formative assessment is “FOR” instruction. You cannot talk about one without the other.

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Educator-created lessons and activities to help tailor instruction and boost learning
Embedded accessibility strategies designed to support students’ unique learning needs and preferences
Embedded formative assessment strategies engage students, check understanding, and provide actionable feedback

Differentiated ELA, math, and in California, science lessons and activities

Understand how the accessibility instructional strategies you use during instruction are used in the assessments.

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ACCESSIBILITY STRATEGY

Illustration Glossaries

Overview

Description

Illustration glossaries are provided for selected construct-irrelevant terms for mathematics.

Student Benefits
Suggested Materials
Instructional Use
Things To Consider

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Instructional Use

Students

use illustration glossaries to facilitate transferring knowledge/skills from their primary language to English
use electronic or hard copies of glossaries to clarify vocabulary during math instruction.

Teachers

provide definitions of content-specific or Tier 3 words with illustrations
use illustrations and other visual aids (e.g., cultural realia - objects and materials from everyday life) to demonstrate instructional content
point out glossaries with illustrations located in the appendices of textbooks or instructional materials

@CAST_UDL | #CASTPL

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Illustration Glossary

CAASPP Accessibility Resources Demonstration Videos
Tools for Teachers Accessibility Strategies

@CAST_UDL | #CASTPL

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New Strategies for English Language Learners

Cognates are words in different languages that share ancestral roots resulting in similar spelling, meaning, and pronunciation

Funds of Knowledge is a term used to describe the various strategies that can be used to activate or build students’ background knowledge of a particular topic or concept

Language objectives state the vocabulary; language functions, skills, structures, and tasks; and/or language learning strategies that students will need to learn and use by the end of the lesson

Allowing and encouraging students to process and communicate using their native language, as well as supporting native language literacy development, maintenance, or growth. As well as allowing the use of translanguaging (i.e., the use of different languages together) in the classroom to access content.

For students not receiving special education services, Nonverbal Communication is the act of conveying information without the use of spoken language, such as facial expressions, gestures, eye contact/gaze, posture, body language, images, and manipulatives.

For students receiving special education services, augmentative and alternative communication (AAC) comprises the communication methods used to supplement or replace speech or writing. AAC may be unaided (e.g., gestures) or aided (e.g., speech generating devices).

Preview and Predict is a strategy with several steps involving before-reading comprehension strategies.

A sentence frame is a fill-in-the-blank type of support designed to help students ask or answer questions in writing.

Structured dialogue is a sentence frame with fill-in-the-blank words for students to fill in during oracy (i.e., speech or verbal communication) instruction and practice. The blanks can be placed at the beginning, middle, or end of the sentence.

A word wall is a list of relevant content vocabulary that is posted in the classroom for students to see. In addition to or instead of a vocabulary list, teachers and students can also include a definition, picture/illustration, example, and non-example for each word.

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CAASPP MATH Accessibility Supports 2

@CAST_UDL | #CASTPL

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UDL Placemat for CAASPP

Multiple Means of Engagement	Multiple Means of Representation	Multiple Means of Action & Expression
Affective Networks The “WHY” of learning	Recognition Networks The “WHAT” of learning	Strategic Networks The “HOW” of learning
Provide options for Sustaining Effort & Persistence Breaks Computer adaptive tests Masking Noise buffers Test navigation assistant (ELPAC) Varied reading levels Word prediction	Provide options for Language & Symbols Bilingual Dictionary English Dictionary, Thesaurus or Glossary Illustration Glossaries (E) Science charts Simplified test directions Spell check Translated test directions Spanish stacked-dual language translations Translation glossary American Sign Language Braille	Provide options for Expression & Communication Writing tools Short answer and extended response items Designated interface assistant (ELPAC) Scribe Alternate response options Embedded Speech-to-Text Word processor (ELPAC-P only)

Multiple Means in Assessment

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The Universal Design for Learning (UDL) Guidelines and Framework

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High Leverage Tools Demonstration

Multi-dimensional screen readers

Immersive Reader
Google Read & Write

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Title

“When a flower doesn’t bloom,�you fix the environment in which it grows,�not the flower.”

-Alexander Den Heijer

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“Barriers are in the environment,�not the learner.”

CAST

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Statewide Resources

ccil.cast.org

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Next Time

Session 3: Fostering Expert Learning�Registration link

��October 3, 2022

3:30-4:30 pm PST

Please fill out survey: bit.ly/AccessibilitySession2

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Sign up for the

CAST newsletter!

bit.ly/cast-newsletter

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CAST

Website: ccil.cast.org

Professional Learning: castpl.org

Books & Media: castpublishing.org

Email: cast@cast.org

Phone: 781-245-2212

CAST �178 Albion Street, Suite 210

Wakefield, MA 01880

@CAST_UDL | #CASTPL