Michelle Meyer presents some excellent UDL strategies that can support the ELL Student. She describes a learner who has limited English proficiency and offers options to support that learner using the 3 UDL Principles with reference to specific UDL Guidelines and Checkpoints.
According to The Knowledge Loom, English language learners refer to students who have a first (home, primary or native) language other than English and are in the process of learning English. The article states there are at least three factors that can affect the amount of time it takes for a student to attain cognitive and academic sufficiency in English:
Controversy around comon core for students with disabilities is not warranted. Concerns raised have more to do with people's rigid interpretation of implementation and assessment and less to do with the spirit of the change.
With the growing use of social networking sites like Facebook and twitter, the methodology of education for students is finding new and improved ways. The post 5 Social Networks For Students To Get Academic Help appeared first on Edudemic.
This post is in response to this week's question from the 2014 Teacher Leadership Challenge This summer, I experienced first hand a small taste of what some of my students experience on a nightly b...
Mary Perfitt-Nelson's insight:
"” We need to be more focused on how students learn the material and can apply what they learn, and not be so hung up on the need for repetitive “practice” (homework.) Let’s focus on the game for students, recognizing what they know and have learned and how they can apply this information."
This is a project organizer from Project Zero Teaching for Understanding. It was created as a way to help teachers organize a unit of study in ways that keep learning and thinking at the forefront; student inquiry a priority.
This framework is a guide that can help keep the focus of educational practice on understanding, while allowing teachers flexibility to design units that fit their priorities and teaching style.
for more information of Teaching For Understanding , go here:
A group of states designing tests to measure how well students are mastering the common standards last week approved a slate of testing supports that includes read-aloud accommodations on the English/language arts assessment for students with disabilities and written word-to-word translations to some English-language learners' native languages.
In recent years, the instructional framework of Universal Design for Learning (UDL) has received growing attention, yet many do not understand what UDL is. Understanding what UDL is, using the Critical Elements with fidelity and implementing the UDL Instructional Planning Process are the critical steps in scaling UDL.
"Bringing UDL to Scale: Establishing Critical Elements
In 2010, the UDL-Implementation and Research Network (UDL-IRN) (http://udl-irn.org/) was formed in collaboration with CAST and the National Center on UDL as a grassroots global network of educators, researchers, and developers focused on scaled implementation and research around UDL. Recognizing that UDL implementation will and should look different across different systems, it must also be acknowledged that a flexible fidelity of implementation is needed to support scaled practice. Based on this notion, members from the UDL-IRN undertook the task of developing a 1-page document that defined the Critical Elements of UDL-based instruction. Moreover, the goal was to develop a document that was user-friendly and meaningful to educators. After roughly a year of work with various groups, the UDL-IRN adopted and slightly modified version of a document developed in Michigan." (Elements outlined in this blog).
"Moving from Critical Elements to Instruction Planning
The next step for the UDL-IRN was to move forward on developing guidance for the instructional planning process. Using the Critical Elements as a springboard, the UDL-IRN developed an instructional planning process that aligns with the notion of backwards planning. This process has teachers establish clear goals, develop a plan for anticipated learner variability, develop a plan for how to measure outcomes, then plan instruction, and finally promotes a guided question for teacher reflection and understanding. The UDL Instructional Planning Process understands the iterative design notion of UDL implementation."
In the document Application to Students with Disabilities, the standards indicate that instruction for students with disabilities must incorporate supports and accommodations, including:
supports and related services designed to meet students’ unique needs and enable their access to the general education curriculum;an IEP that includes annual goals aligned with and chosen to facilitate their attainment of grade-level academic standards; andteachers and specialized instructional support staff who are prepared and qualified to delivery high-quality, evidence-based, individualized instruction and support services.
Additional supports would be provided as needed, including:
instructional strategies based on the principles of Universal Design for Learning (UDL); andassistive technology devices and services that enable access to the standards.
The National Center on Safe Supportive Learning Environments (NCSSLE) is funded by the U.S. Department of Education’s Office of Safe and Healthy Students and the U.S. Department of Health and Human Services Substance Abuse and Mental Health Services Administration (SAMHSA) to help address such issues. Specifically, the Center
Provides training and support to state administrators, including 11 grantees funded under the Safe and Supportive Schools grant program, school and district administrators, institutions of higher education, teachers, support staff at schools, communities and families, and students Seeks to improve schools' conditions for learning through measurement and program implementation, so that all students have the opportunity to realize academic success in safe and supportive environments
An important resource for those teaching/learning with students who have significant cognitive disabilities.
EXEMPLAR TEXT SUPPORTS
A collection of open-source, accessible texts that were created to provide students with significant cognitive disabilities with access to the content of the Exemplar Texts listed in Appendix B of the Common Core State Standards at a complexity level that will help them develop reading skills.
The 17-state governing board adopted a manual that gives guidelines on issues such as read-aloud accommodations on the English/language arts tests, and calculator usage on the math test.
Mary Perfitt-Nelson's insight:
UPDATE: PARCC has posted online the materials on accommodations for special education students and common-core testing that it made available to its governing board. Please see memo to the board that outlines the contents of the policy; a PowerPoint presentation on the manual, and a draft of the final policy. An edited version is planned for release in late July.