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https://docs.google.com/presentation/d/13AMj5qwep30Kr77C3xpQg6ZINXBh4CaeDJkZV-cHeBU/edit?usp=sharing

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1- UDL Snapshot 3 Ingredients and UDL Framework

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The Myth of Average:  Todd Rose at TEDxSonomaCounty

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Hamilton, Ferrante, Menard, DeLeon

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UDL PD  Literacy Trekker Hamilton Ferrante Menard DeLeon

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UDL examples for each checkpoint- hyperlinks (from Cast) 

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UDL examples for each checkpoint- hyperlinks (from Cast) 

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Organized as Version 2.0

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Access Google Sites with a personal Google account or Google Workspace account (for business use).

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UDL Strategies- hyperlinks for each checkpoint

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UDL Strategies- hyperlinks for each checkpoint

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Jonathan Winn, San Diego's 2011 High School Teacher of the Year, has developed a high voltage classroom atmosphere that inspires students to get excited about math and excel at AP calculus.

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Masterful Teacher: Jonathan Winn Makes Calculus Cool

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Jonathan Winn, San Diego's 2011 High School Teacher of the Year, has developed a high voltage classroom atmosphere that inspires students to get excited about math and excel at AP calculus.

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Even the smallest concepts become big enough to grasp in this middle school science class, where teacher Rob Olazagasti gives students opportunities to learn by creating, remember by experiencing, and show what they know by teaching.

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UDL math 2nd grade lesson - PS 110M - NY

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In this video you will see Ms. Bakian teach her 2nd grade class a math lesson incorporating the Universal Design for Learning (UDL) principles.

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ELA.SL.5.1a

Common core State Standards

ELA: English Language Arts

SL: Speaking and Listening Standards K-5

5: 5th Grade

1a:
Engage effectively in a range of collaborative
discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 5 topics and
texts, building on others' ideas and expressing
their own clearly.

a. Come to discussions prepared, having read
or studied required material; explicitly draw
on that preparation and other information
known about the topic to explore ideas under
discussion.

b. Follow agreed-upon rules for discussions and
carry out assigned roles.

c. Pose and respond to specific questions by
making comments that contribute to the
discussion and elaborate on the remarks of
others.

d. Review the key ideas expressed and draw
conclusions in light of information and
knowledge gained from the discussions.

Download Common Core State Standards (PDF 1.2 MB)

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Discussion and Supporting Materials

Thought starters

1. How does this strategy enrich discussion?

2. What is the difference between the Post-it strategy and traditional note-taking?

3. How could you use this strategy to encourage reluctant students to participate?

School Details

Stevenson Elementary School
14220 Ne 8th St
Bellevue WA 98007

Data Provided By:

Teachers

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Post-its: Little Notes for Big Discussions

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Fifth grade teacher Stacy Brewer has her students use Post-its to take notes on a text in preparation for class discussion. Stacy explains how this strategy helps students remember what stood out to them when reading. After taking notes with Post-its, students come together to discuss the text.

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Middle School Reading

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Who's your ratio Daddy?!

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Fife and Haney, Who Rules? Literacy Trekker (Social Studies)

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Fife and Haney, Who Rules? Literacy Trekker (Social Studies)

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Bekah, Shannon, & Pat

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2- Literacy Trekker on the effects of colonial settlement on Native American populations

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Elementary ELA (Greek Mythology; 4th Grade)

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Elementary ELA (Greek Mythology; 4th Grade)

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Fife, Haney Choice assessment social studies.

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Fife, Haney Choice assessment social studies.

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https://seminoleschools-my.sharepoint.com/personal/wakelyrh_myscps_us/_layouts/15/guestaccess.aspx?docid=0d1f06f173b014bfbaefdde60a840ff1b&authkey=Abe7qsUVRp4TzNzsZW6i_5I

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Draft: Guided Notes to accompany module... 

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Draft: Guided Notes to accompany module... 

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Don't hate because ours is better!

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From West Florida

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Guidelines for creating and using a rubric to communicate expectations.

What is a rubric?

Rubrics are formal systems for deciding how to describe the quality of a variety of products, activities, processes, and behaviors. These descriptions may be used for formative feedback, determination of student grades, or data for assessment of performance on a specific student learning outcome.

Examples of materials that can be evaluated with a rubric

research reports

answers on essay exams

works of poetry or fiction

musical recitals

theatrical performances

athletic performance

individual and group presentations

poster presentations

participation as a member of a team or group

grant proposals

portfolios

Rubrics can be used in a variety of ways

communicate expectations about "what counts" as high-quality versus lower-quality work

reflection and self-assessment of one's work

assigning grades to student assignments and exams

guidelines to structure the feedback provided by supervisors of field experiences or internships

evaluating grant proposals, portfolios for award of prizes, application portfolios for prospective employees, etc.

assessment of specific student learning outcomes by departments for evaluation of curriculum and teaching strategies

Types of Rubrics

Holistic Rubric
Rubric consists of a set of descriptors that generate a single, global score for the entire work.

Analytic Rubric
Rubric is comprised of a set of focused holistic rubrics for specific components that will be evaluated independently. These components might be reported separately or they might be combined to create a global score that is used for determining a grade.

Components of a rubric

Performance Elements

Describe the major attributes of the work that will contribute to the overall evaluation.

Category Scale

Describe the method used to assign work to global categories or to assign points for the performance element. Points need not be assigned to categories unless you plan to combine the performance elements to compute an overall grade. If performance elements will be used as independent assessments of a specific learning outcome, category names without numerical values will be as useful as point values. If performance elements will be combined to compute an overall grade, elements can be weighted differently (or varying amounts of points assigned to categories) so that different elements can contribute more or less to the overall grade, based on their importance for the assignment.

Descriptors of the criteria used for classifying work or assigning points for an element

Describe the characteristics of the performance or work that must be present for the work to be assigned to a given level of achievement. These descriptions may include the following types of information:

Descriptions of the general characteristics of work assigned to each level of quality.

Specific, concrete examples or telltale signs of what to look for at each level of performance. These examples are useful for providing specific feedback to students without writing marginal notes. Examples may include characteristics that contribute to a higher rating (e.g., assertions are always supported with empirical evidence or a cited work) or common errors that lead to a lower rating (e.g., frequent errors in spelling or grammar).

Steps for constructing a rubric

1. Determine the elements or criteria that will be used to evaluate the work.

2. Identify the difference between good work and weaker work.

3. Describe the procedures used for making judgments (or assigning scores). Write clear descriptions of the types of work that will be assigned to each category or level of achievement. These descriptions will help users apply the rubric consistently over time, increasing the reliability and perceived fairness of the evaluation process.

Examples of scales describing levels of quality:

Below Expectations

Meets Expectations

Exceeds Expectations

Missing or Serious
Problems

Below Expectations

Meet Expectations

Excellent Work

Scale for evaluating behavioral elements in a rubric (in class, in group activities, as team members, during a presentation, etc.)

How do I develop the descriptors for the categories?

One strategy is to begin by describing the characteristics of the "ideal" and the "worst case." Intermediate examples can then be described by identifying the most common errors that make an example fall short of "ideal" or the redeeming qualities that make an example better than the "worst case."

Another strategy is to use samples of existing work. Sort the examples into three piles corresponding to three levels of quality - the "best" work, the "worst" work, and "intermediate" work. What are the common characteristics of the examples in the "best" pile? These are the descriptors for the top category. What are the typical problems seen in the "worst" work? These are descriptors that should be included for the lowest category.

Don't reinvent the wheel! Look at the descriptors used in an existing rubric and revise these to adapt them for your assignment. See the Examples of Rubrics page for links to a variety of rubrics.

Rubrics are fluid. Expect that after you develop your first rubric, you will think of ways to modify it the first time you use it to evaluate student work.

Use the rubric to give students feedback about their work

If you make notes on a copy of the rubric during grading, you can easily provide detailed feedback to your students by circling or highlighting components of the rubric that describe relevant qualities of the student's work that determined your decision to assign one category of quality instead of another. This strategy can save graders time. You are no longer writing the same marginal notation on paper after paper.

This is one reason why you might want to refine and edit the rubric. You may discover characteristics or errors that appear in student work that you didn't think about when the first rubric was developed. These can be added in the next version of the rubric.

Why use a rubric? How will using a rubric help me as a teacher?

1. Rubrics create a focus on instruction and learning.

2. Rubrics improve the clarity of the feedback provided to students - students get a clear description of their strengths and weaknesses.

3. Rubrics characterize the desired results/products of student work objectively - they give students clear instruction about the instructor's expectations for an assignment.

4. Rubrics are operational definitions for the standards used to evaluate performance - enables multiple graders to evaluate student work consistently and reliably.

5. Students can use a rubric to assess their own work - they can have a better idea about whether they are meeting expectations before they submit their work for formal evaluation; thus, rubrics develop competence in self-evaluation.

6. Rubrics engage students in the learning process - when students can describe exactly what is expected of them, they may be more strongly motivated to work to meet these expectations.

Template for creating a rubric

The below link is to a Word file that contains a template for a rubric including instructions for how to use and modify the template to meet individual grading needs. Instructors can download this file and modify it as needed to construct their own rubric: Rubric Template (doc).

How good is your rubric?

Want to evaluate the quality of your rubric (or one you are thinking about adopting)?

Bonnie Mullinix created A Rubric for Rubrics‌ to evaluate rubrics for Monmouth University.

Additional Information about rubrics
Additional websites with information about developing rubrics can be found on the "Web Sites on Rubric Development" web page. Updated: 03/31/15 ecr

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Guidelines for creating and using a rubric to communicate expectations. Rubrics are formal systems for deciding how to describe the quality of a variety of products, activities, processes, and behaviors. These descriptions may be used for formative feedback, determination of student grades, or data for assessment of performance on a specific student learning outcome.

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2- Impact of Colonization- Choice Assessment

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https://drive.google.com/file/d/0B8yh3d5C3gS2SmMxYWFYczZXaEU/view?usp=sharing

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Remember do NOT post to Padlet =)

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1- Scaffolded Reading homework- Literacy Trekker

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TOA for Hospital/Homebound Program

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TOA/EBD, Behavior Support Team

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Visual Representation of UDL Essential Ingredients 

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Visual Representation of UDL Essential Ingredients 

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Pat, Bekah, Shannon

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Begin with a student friendly, clear goal to engage the learner. Keeping variability and context in mind, provide options for ALL learners to access content and show what they know!
Bidwell & McNamara

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3 Essential UDL Ingredients

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The 3 ingredients provide all students with options for accessibility, reducing stigma and demonstrating that all learners benefit from diverse instruction and assessment.

Tiffany Spradling

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1- Clear goal%2C flexible means activity edition 2

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1) 8.NS.1.1 - Know that numbers that are not rational are called irrational. Understand informally that every number has a decimal expansion; for rational numbers show that the decimal expansion repeats eventually, and convert a decimal expansion which repeats eventually into a rational number.
2) Content
3) The language is clear, aside from new mathematical vocabulary.
4) No, "know" is vague.
5) Yes
6) Model, explain using technology or social media, visual representation (e.g., number line)

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1) 4.OA.1.3 Solve multi-step word problems posed with whole numbers and having whole number
answers using the four operations, including problems in which remainders must be interpreted. Represent these problems using equations with a letter standing for the unknown quantity. Assess the reasonableness of answers using mental computation and estimation strategies including rounding.
2) Content
3)Not accessible as is. Option: Write a story problem for a given number sentence and solve. Decide whether your answer makes sense.
4) Yes
5) Yes
6) Students are already able to write whatever story problem they like. They could make a power point of how to solve it. Make a step by step list. Explain how to solve it to a partner. Partners could exchange problems and solve.

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Social Studies, Middle School - 7th Grade, Civics

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Social Studies, Middle School - 7th Grade, Civics

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1) SS.7.C.2.3: Experience the responsibilities of citizens at the local, state or federal levels.
2) Method
3)  Participate in a school or community project that reflects a good citizen.
4) Yes, means are included.
5) Yes, flexible means.
6)  Ideas: Create a campaign (may use social media), to organize a community effort, participate in a school fund drive, clean-up, food drive or other or vote in a school election or communicate with a government representative.

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7th grade Science Clear goal, flexible means...assessment

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7th grade Science Clear goal, flexible means...assessment

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1. 8.P.9.1 Explore the Law of Conservation of Mass by demonstrating and concluding that mass is conserved when substances undergo physical and chemical changes.
2. Method
3. change "mass is conserved" to "total mass doesnt change", change "substances" to "materials"
4. means are variable, says "Explore" and "demonstrate" which could mean hands-on, research, virtual, etc...
5. see above
6. some students could do more open-ended hands-on experiment, others could do more structured, virtual investigation, others could create a visual representation of a change and the mass conservation involved.

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1- Clear goal, flexible means activity edition 2

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I am the Digital Integration Specialist. I work with teachers at all level understand how to use technology to help increase student achievement. I focus on use the three primary applications all teachers and students have access to, Canvas, Google, and Microsoft. In my free time I spend it with my family.
I like to think differently and help folks find solutions.

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I am an Elementary Math Specialist, supporting all schools through designing and facilitating Professional Development, coaching, curriculum and assessment writing. I enjoy spending time with my family, traveling, learning about other cultures, and shopping.

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I am an Elementary Literacy Specialist, and I work specifically with Title I schools in all things ELA. In addition to working with teachers in their classrooms with their students, I develop and provide professional development, write and revise elementary ELA curriculum, oversee intervention programming at select schools, support school based instructional coaches, and work on numerous Title I initiatives in our district. In my free time my husband and I enjoy travel, attending performing arts (theater, concerts, comedy, etc.), cooking in and eating out, spending time with family and friends.

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I work as a member of the MTSS district support team. We help school-based teams identify students who need interventions and work with the teams on the problem solving process. We work to improve supports at all levels of instruction including tier 1. My husband is a landscape architect and I have two daughters in middle school. We have 3 dogs and a fish. I love to sit on the patio in the rain, read a book,  and drink coffee. Feel free to call me Grace or Gracie.

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I am an Elementary Title 1 Literacy Specialist (TOA) for Seminole County. I work in Title 1 schools with teachers and students. I write and revise elementary ELA curriculum, and provide professional development. In my spare time I enjoy working around the yard, reading, painting or drawing and spending time with my children and grandchildren.

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I am an Elementary ELA Specialist TOA for SCPS. I write and revise elementary ELA curriculum, work with grade level teams to plan data-driven instruction, model lessons, and plan/facilitate professional development. In my spare time I enjoy exercise, reading, and spending time with my family.

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I am the Math Specialist for grades 3-10. My job allows me to write and revise curriculum, work with teachers in their classrooms on instructional strategies, and facilitate professional development for math teachers in at all grade levels. In my spare time, I enjoy spending time with my husband, my 2 teenage children, and our 4 dogs.

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I am the K-8 Science Specialist for SCPS. I work with Elementary and Middle School science teachers to develop curriculum, write assessments, improve instruction, and encourage an ongoing love of science in our students. I have also worked with my colleagues to develop many cross-curricular literacy tasks to support students in making connections. In my free time, I love hanging out with my kids at the zoo or Disney or traveling as a family to new and fun places.

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As the K-12 Social Studies Specialist for SCPS, I have the opportunity to contribute in many ways to Social Studies instruction and learning.  My goals are not only to provide great resources and instructional plans to support teachers, but to develop within our students a passion for historical thinking.  My other interests include traveling, knitting and spending time with my family.

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I am a Literacy Specialist TOA for SCPS. I support a variety of literacy and instructional practice initiatives in the district including the UF Instructional Coaches Academy and Istation. The best part of my job is collaborating with our literacy team to support teachers out in our schools. In my free time, I enjoy traveling and spending time with my children and my beautiful grandson!

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I am the new Secondary Math TOA for SCPS. I am beginning to  work with middle school and high school math curriculum, coaching, and professional development. In my spare time, I am with family, at Disney, reading, and watching Netflix documentaries that I get mocked for enjoying.

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I am an Online Instructional Designer TOA for SCPS Department of Teaching and Learning. My main focus is designing online/blended courses based on curriculum and content provided by subject matter experts. I have been involved in the development of career development courses for middle school students but currently my focus is professional development and endorsement courses.  I love the arts, the beach and to travel as much as possible!

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I work for the Florida Inclusion Network and support schools and districts with inclusion. In my spare time, I enjoy playing pickleball!

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I work at FDLRS Action supporting teachers to implement effective teaching practices with all students. In my free time, I enjoy spending time with my family and friends, traveling, cooking, reading and working out.

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I am the Instructional Practice Specialist for SCPS. I work with teachers on classroom management and behavioral issues. I am a foodie and enjoy trying new restaurants out in the area.

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I am a Secondary ELA TOA for SCPS. I write/revise curriculum, take part in coaching cycles, write/revise curriculum, lead PD, and write/revise curriculum...A LOT :) I spend as much of my free time as possible with my husband and two sons.