ela/eld framework launch chapter 9: access and equity may 19 th, 2015 kevin schaefer assistant...
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ELA/ELD Framework LaunchChapter 9: Access and Equity
May 19th, 2015
Kevin SchaeferAssistant Director of Special Programs
WestEd Center for Prevention and Early [email protected]
To access additional resources:
http://padlet.com/kschaef/brkmaaphf4ib
Participants will deepen their understanding of Multi-tiered System of Supports (MTSS), the three principles of Universal Design for Learning (UDL), and culturally and linguistically responsive teaching practices that increase access and equity for all students.
Themes, Context, and Goals Oh My!
Find an AWESOME partner or TERRIFIC friend
TERRIFIC
Partner Terrific please start by responding to the frame: In my opinion, the #1 quality of a student who is college, career and civic life ready is_____________ because __________________.
Partner Awesome, please respond using the same frame;
Be prepared to share a thought or comment with the whole group.
Find an AWESOME partner or TERRIFIC friend
California’s Diversity• Standard English
Learners
• English Learners
• Reclassified English Proficient Students
• Biliterate Students
• Students Who are Deaf and Hard of Hearing
• Living in Poverty
• Migrant Students
• Lesbian, Gay, Bisexual, and Transgender Students
• Advanced Learners
• Students with Disabilities
• Students with Autism Spectrum Disorder
• Students with Significant Cognitive Disabilities
-CA ELA/ELD Framework, 2014 (Chapter 9, Page 1)
Implicit CCSS Considerations
• Communicative Competence
• Self-Advocacy
• Self-Determination
• Executive Functions
• Social/Emotional Learning
• Behavioral Expectations
Multi-tiered System of Supports (MTSS)
A coordinated system of supports and services is crucial for ensuring appropriate and timely attention to students’ needs. The Multi-Tiered System of Supports (MTSS) model expands California’s Response to Intervention and Instruction (RtI2) process by aligning all systems of high quality first instruction, support, and intervention and including structures for building, changing, and sustaining systems. In addition, assessments and progress monitoring are employed to allow for a data-based, problem-solving approach to instructional decision-making.
-CA ELA/ELD Framework, 2014 (Chapter 9, Pages 46-47)
MTSS and RTI2
MTSSSchools and districts should have in place a well-defined framework for MTSS, including a leadership and organizational structures, routines for program evaluation and progress monitoring of students, initial and ongoing professional learning for all educators, and clear two-way communication between parents and educators.
-CA ELA/ELD Framework, 2014 (Chapter 9, Page 50)
MTSS Tool
Culturally and Linguistically Responsive Teaching
In order to create truly equitable classrooms, schools, and districts – ones that support all students’ achievement of the goals of ELA/literacy programs – educators should continuously strive for social justice, access, and equity.
-CA ELA/ELD Framework, 2014 (Chapter 9, Pages 51)
Culturally and Linguistically Responsive Teaching
Culturally responsive educational systems are grounded in the belief that we live in a society where specific groups of people are afforded privileges that are not accessible to other groups.
-CA ELA/ELD Framework, 2014 (Chapter 9, Pages 51)
Culturally and Linguistically Responsive Teaching
Culturally and linguistically responsive teaching can be defined as using the cultural knowledge, prior experiences, frame of reference, and performance styles of ethically diverse students to make learning encounters more relevant and effective for them.
-LAUSD EL Master Plan, 2012-CA ELA/ELD Framework, 2014 (Chapter 9, Pages 52)
MTSS and Universal Design for Learning (UDL)
The foundational structures of MTSS include high-quality core instruction utilizing UDL principles and appropriate supports, strategies, and accommodations. In addition, assessments and progress monitoring are employed to allow for a data-based, problem-solving approach to instructional decision-making.
-CA ELA/ELD Framework, 2014 (Chapter 9, Pages 46-47)
© CAST, 2014
UDL: Expert Learners
SHARE and COMPARE: Using the UDL Expert Learners Chart, note the similarities between the contents of the chart and how we define college, career, and civic life readiness.
UDL: Expert LearnersExpert Learners know that learning is continuous, that there is no arrival point at which one is finally “expert” and no longer needs to practice.
-UDL: Theory and Practice, 2014
Compare/Contrast Signs Restaurant with Our Educational System
• Providing access to curriculum and instruction• Alignment of services and supports• Environmental factors that affect student outcomes• Skill and expertise as contextual• Critical nature of communication and social/emotional learning
What is Universal Design?
•Ramps
•Curb Cuts
•Electric Doors
•Captions on Television
•Easy Grip Tools…
What is Universal Design?
Drawbacks of Retrofitting:• Each retrofit solves only one local problem
• Retrofitting can be costly
• Many retrofits are UGLY!
UDL: Definition
The term UDL means a scientifically valid framework for guiding educational practice that:
Provides flexibility in the ways students are engaged (engagement), information is presented (recognition), and in the ways students respond or demonstrate knowledge and skills (action and expression), and...
UDL: Definition
The term UDL means a scientifically valid framework for guiding educational practice that:
…reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are English Language Learners.
-Higher Education Opportunity Act of 2008
What is Universal Design for Learning?
http://www.udlcenter.org/resource_library/videos/udlcenter/guidelines#video0
What is Universal Design for Learning?• One size does not fit all – but alternatives for
everyone.• Not added on later – but designed from the
beginning.• Not access for some – but access for everyone.• Diversity is the norm.• Technology is flexible and accessible.• First focus on the curriculum – goals,
assessment, methods, and materials; then on individual students.
What is Universal Design for Learning?
• UDL provides a blueprint for creating instructional goals, assessments, methods, materials that work for everyone--not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.
Universal Design for LearningWhat is UDL?
http://udltheorypractice.cast.org/login
Expert Learners and Growth Mindset
Expert Learners they know that learning is continuous, that there is no arrival point at which one is finally “expert” and no longer needs to practice.
http://www.mindsetworks.com/
Learner Variability
First we need to incorporate what learning and education science have revealed about the nature of learning into a newly conceived and designed education system.
Two key concepts emerge:• Learner variability is systematic and to a large degree predictable• Learner capacities are context-dependent
(David Rose, et.al., UDL: Theory to Practice 2014)
Designing for Learner Variability
UDL: Engagement
It is critically important to design learning contexts that offer flexibility in the domain of engagement so that each student can find a way into the learning experience, remain persistent in the face of challenge or failure, and continue to build self-knowledge.
-Universal Design for Learning: Theory and Practice, 2014
© CAST, 2014
UDL: Engagement ActivityThe Cognitive/Emotional Connection
I can teach it
I am learning
I haven’t a clue
Open/Willing/Tentative
Resistant/Anxious/ Exhausted
Cognitive State E
motional
StateCCSS.L.K-12.5
Bring it on!
UDL: Representation
Learners' ability to perceive, interpret, and understand information is dependent upon the media and methods through which it is presented.
-Universal Design for Learning: Theory and Practice, 2014
© CAST, 2014
UDL: Action & Expression
The principle of Action and Expression is about providing opportunities for students as they practice goal setting, planning, strategy building, organizing and using information and resources, and monitoring their own progress.
- Design and Deliver, 2014
© CAST, 2014
UDL: Action & Expression Activity
• How might you choose to express your understanding of the content presented today?
• What would be your first step in completing this project?
