Maritza Rodriguez, Ph.D.

1
Universal Design

• Presented by
• Maritza Rodriguez, Ph.D.
• mrodriguez_at_rcoe.us
• Administrator, Riverside County Office of
  Education

2
What is universal design?

• Universal design is an architectural concept that
  refers to the creation and design of products and
  environments in such a way that they can be used
  without the need for modifications or specialized
  designs for particular circumstances (Fortini
  Fitzpatrick, 2000).
• This is not retrofitting where teachers solve
  problems after the fact in an attempt to fit a
  student into the existing framework.

3
What does it look like when applied to a school
curriculum?

• What does it look like when applied to a school
  curriculum?
• Goals of universal design learning
• Multiple means of engagement
• Multiple means of representation
• Multiple means of expression
• Requires us to think about three distinct
  access points
• Content
• Process
• Product

4
Universal Design Points
Facts About the Student Learner
Products Showing Student Success
Content of the lesson or unit
Process of Instruction
5
Universal Design Points
Facts About the Student Learner
CELDT Special Education CST
Benchmark Strategic
Intensive ELD Background
SES AMAO 1 AMAO2 AMAO3
Who are your students?
Adapted from Creating an Inclusive School by
Richard A. Villa Jacqueline S. Thousand (year).
6

• Benchmark interventions are intended for students
  who are satisfactorily achieving grade-level
  standards but on occasion may require additional
  assistance and support for specific standards and
  concepts. These students would benefit from
  ancillary materials, tutoring, software
  assistance, additional time with the teacher, and
  differentiated instruction. Without this
  support, they could fall behind and fail to score
  at the proficient level on statewide tests.

7

• Strategic interventions are intended for students
  within 1.9 years below grade level at upper and
  middle grades and those mastering sixth-seventh
  grade standards at high school. Their learning
  difficulties can often be addressed by the
  regular classroom teacher with minimal assistance
  within the classroom environment. Reteaching a
  concept, providing a longer block of
  instructional time, and using tutors or study
  groups can provide effective mastery.

8

• Intensive interventions are intended for students
  2 or more years below grade level in grades 4-8
  and at high school below 6th grade reading level.
  These students are seriously at risk as indicated
  by their extremely and chronically low
  performance on one or more measures. The greater
  the number of measures and the lower the
  performance, the greater is their risk. These
  students will need an intensive reading
  intervention program.

9
Teachers Challenges CELDT STAR
Jose EO
?
?
?
Below Basic
Claudia
Proficient
Ana
Basic
Far Below Basic
Juan
Students who arrive after the CELDT is
administered, year after year.
Created by Marta Olmedo-Coachella USD.
10
Created by Marta Olmedo-Coachella USD.
11
Early Advanced Where the Student is
Headed
Reading XXXXXX XXXXXX

Writing XXXXXX XXXXXX
Speaking/Listening XXXXXX XXXXXX
Reading XXXXXX XXXXXX
Writing XXXXXX XXXXXX
Speaking/Listening XXXXXX XXXXXX
Intermediate Where the student is at.
12
Universal Design Points
Facts About the Student Learner
Academic and social goals of the students State
and school district standards Means used to
provide access to the curriculum (not exposure).
Then consider ELD Standards Content and
language objectives Multilevel and multisensory
materials that convey concepts and content best
to each
Content of the lesson or unit
13
Universal Design Points
Facts About the Student Learner
Consider Lesson Formats Different grouping
configurations Social or physical environmental
conditions Student specific teaching
strategies Demonstrations Activity-based
approaches A focus on developing language
reading, writing, speaking, listening ELD
Standards
Process of Instruction
14
Universal Design Points
Facts About the Student Learner
Consider Learning outcomes and how students
will be assessed. Multilevel assessments and
criteria Multiple measures of assessment Authentic
products ELD Standards and Descriptors
Products showing student success
15
CELDT TESTING, LANGUAGE SKILLS, AND TEACHING
STRATEGIES

16
Choose and Give Reasons

• Grades 6-8 (test)
• Where would you rather go with your class on a
  field trip, to a museum, or to a park?

Student gets 0, 1, or 2 points. One point for
each relevant reason. (on test)
17
Choose and Give Reasons

Sample sentence frame I would rather ______
because ______ and ________.
18
Choose and Give Reasons

• Dogzilla example
• Which picture is an example of fantasy/realism?
  Tell me two reasons why.

Student gets 0, 1, or 2 points. One point for
each relevant reason.
19
Speech Functions

• Grades 9-12
• You have to write an essay for a class, but you
  are not sure how many paragraphs your paper
  should have. What question would you ask your
  teacher?
• Function Making a request.

20
Speech Functions- Dogzilla Examples

• Function Apologizing
• You destroyed the furniture store. You want to
  apologize to the mice. What would you say?
• Function Making a request
• You are the dog in this story. You want to join
  the barbecue. What question would you ask the
  mice?
• Function Asking for information
• You are the mice in this story. You want to know
  why the dog is bothering you. What question would
  you ask the dog?

21

Speaking - Four Picture NarrativeGrades 6-8 and
Grades 9-12
say I will start the story for you. Yesterday,
Maria and a group of friends played baseball.
Tell me what happened.
ELD StandardRetell stories in greater detail
including the characters, setting, and plot
22
4-Picture Narrative
Speaking - Four Picture NarrativeGrades 6-8 and
Grades 9-12

23

• A look at the WestEd Map of Standards

This document uses standards to define how to
work within the five levels.
24

• 3rd to 5th Grades Reading Standard
• Word Analysis, Fluency and Systematic Vocabulary
  Development

• The 5th Math Standard
• Measurement and Geometry 2.1 Measure, identify,
  and draw angles, perpendicular and parallel
  lines, rectangles and triangles by using
  appropriate tools.
• Mathematical Reasoning 2.3 Use a variety of
  methods, such as words, numbers, symbols, charts,
  graphs, tables, diagrams, and models, to explain
  mathematical reasoning.

Verbs Measure, identify, draw. Nouns angles,
perpendicular lines, parallel lines, rectangles,
triangles. Objective from text To identify
different kinds of angles and line relationships.
Content Objective We will learn to identify the
following angles right angles, acute angles,
obtuse angles and straight angles. Content
Objective We will learn to identify the
following line relationships parallel lines,
intersecting lines, and perpendicular lines.

• How will students show what they know?
• Define, state, identify, explain, describe,
  discuss.
• Vocabulary point, line, ray, line segment,
  plane, angle, parallel lines, intersecting lines,
  perpendicular lines. I added right angle, acute
  angle, obtuse angle, and straight angle.

Notebooks
25

• Example using 4th grade content standards
• Measurement and Geometry 3.5 Know the
  definition of a right angle, an acute angle, and
  an obtuse angle. Understand that 90 degrees, 270
  degrees, and 360 degrees are associated,
  respectively, with ¼, ½, ¾ and full turns.
• Content Objective We will define the
  characteristics of right angles, acute angles,
  and obtuse angles.
• Language Objective I will orally describe two
  characteristics of right, acute, and obtuse
  angles using sentence frames.

26

• Academic Language
• Right, acute, obtuse, angle, measures, similar,
  different
• Sentence Frames
• (I) Two characteristics of a/an ____ angle are
  ____ and ____.
• (Textbook) When examining a/an ______ __angle a
  person will determine that it has ______ and
  ______.

27
(No Transcript)
28
Straight Angle
29
Obtuse Angle
30
Right Angle
31
Acute Angle
32
Instructional ConversationCompare/ContrastConcep
t Mapping- Relations (Page 578 math)
Acute angle An angle with a measure greater than
zero degrees and less than 90 degrees. A
triangle with all three angles less than 90
degrees. Angle two rays with a common end
point. Equilateral Triangle A triangle with
three congruent sides and three congruent angles.
Isosceles Triangle A triangle with at least two
sides of the same length. Obtuse Angle An angle
that measures greater than 90 degrees and but
less than 180 degrees. Obtuse Triangle A
triangle with one obtuse angle. Parallelogram A
quadrilateral with four sides in which each pair
of opposite sides are parallel and equal in
length. Polygon A closed plane figure formed
using line segments that meet only at their
endpoints. Quadrilateral A shape that has four
sides and four angles. Right Angle An angle
with a measure of 90 degrees. Right Triangle A
triangle with one right angle. Scalene Triangle
A triangle with no congruent sides. Side one of
the line segments in a polygon. Also one of the
rays that form an angle. Vertex The point where
two rays meet in an angle.
33
Application to Student
You will have a few minutes to write down how
this applies to your student. You will share this
application with someone else in the room who is
not at your table.
34
Physical Science Lesson
States of Matter
35
Structure of Matter

• 3. Elements have distinct properties and atomic
  structure. All matter is comprised of one or more
  of over 100 elements.As a basis for
  understanding this concept, students know a.
  the structure of the atom and how it is composed
  of protons, neutrons and electrons. b. compounds
  are formed by combining two or more different
  elements. Compounds have properties that are
  different from the constituent elements. c.
  atoms and molecules form solids by building up
  repeating patterns such as the crystal structure
  of NaCl or long chain polymers. d. the states
  (solid, liquid, gas) of matter depend on
  molecular motion. e. in solids the atoms are
  closely locked in position and can only vibrate,
  in liquids the atoms and molecules are more
  loosely connected and can collide with and move
  past one another, while in gases the atoms or
  molecules are free to move independently,
  colliding frequently. f. how to use the Periodic
  Table to identify elements in simple compounds.

36
The Science Lesson
See Lesson Plan Provided in Binder
37
take up space
the atoms are closely locked In position
the atoms are free to move independently
gas
solid
states of matter
Has no definite shape Takes up no definite
amount of space
Has a definite Shape and Takes up A definite
amount of space
___and___are similar because they both___. They
are different because ____ ____ and _____
_____.
NOTE The sentence frame should be modified based
on emphasis and syntax.
14
38
Instructional Model
Share with someone else where you might see a
language objective come to life.
Communicate learning objectives orally and in
writing
Preteach academic language and essential
vocabulary connecting to life experiences
Create opportunities for meaningful interaction
with supplementary activities that integrate oral
language development
Explicit instruction through core program
Reteach students struggling with objectives
Lewis-RCOE, 2005
39

• Pass out concept cards. Ask students to make
  connections. At this point, students draw on
  their schemas (write a language objective for
  this).
• Preview vocabulary on board with visuals (matter,
  mass, solid, liquid). Show how molecules look
  when there is a lot of mass and when there is
  little mass. Label as you go (LO matching words
  to pictures and using a coherent sentence).
• Have students read page C6 while filling out a
  graphic organizer (see next two slides) in which
  they will give two or more details for what a
  solid is. (Think-Pair-Share using the academic
  language).

40
(No Transcript)
41
(No Transcript)
42
ELA/ELD Writing Strategies and
ApplicationsMeeting Needs at Different
Proficiency Levels

• ELD standards linked 6-8
• Beginning proficiency Level Write simple
  compositions, such as description and comparison
  and contrast, that have a main idea and some
  detail.
• Early Intermediate Proficiency Level Write
  expository compositions, such as descriptions,
  comparison and contrast, and problem solution,
  that include a main idea and some details in
  simple sentences.
• Intermediate Proficiency Level Write brief
  expository compositions (e.g., description,
  comparison and contrast, cause and effect, and
  problem and solution) that include a thesis and
  some points of support. Early Advanced
  Proficiency Level/ Advanced Proficiency Level
  Write persuasive and expository compositions that
  include a clear thesis, describe organized points
  of support, and address a counter argument.
• 3rd to 5th Grades Reading Standard
• Word Analysis, Fluency and Systematic Vocabulary
  Development

• The ELA Standard 8th grade
• Writing Strategies and Applications 2.4 Write
  persuasive compositions include a well-defined
  thesis present detailed evidence, examples, and
  reasoning to support arguments , differentiating
  between fact and opinion provide details,
  reasons, and examples, arranging them effectively
  by anticipating and answering reader concerns and
  counterarguments.

43
Text Interpretation
44
Identifying Sources

• 
  Bettelheim Walker
• I replied that I knew the rules ______
  ______
• I want an apology.
  ______ ______
• I tried to be matter-of-fact, avoiding
• pleading, deference, or arrogance.
  ______ ______

45
Comprehension

• My interpretation of the quote by ______ is
  ______________.
• I interpret the quote by __________ to mean
  ______________.
• The reason I interpret the quote _______ by
  _______ to mean _______ is because ________.

46
ComprehensionInterpretation

• It really means _____ because ____.
• The _____ is a metaphor for _____.
• It wasnt literal, thats the authors way of
  describing how _____.
• The author was trying to teach us that ____.
• One way to interpret her words is _____.
• The ____ is an important symbol for ____
  because_______.
• His actions meant that ______.
• That part was like when I _______.
• Its a figurative way to describe how ______.

47
ComprehensionInterpretation

• For us these days it could mean that ____.
• When _____ shows us that ______.
• If we read between the lines, we see that _____.
• The authors background helps us figure out
  _______.
• Its like how people always ____.
• The author used that analogy because ____.
• That is similar to my life in that ______.
• The moral of the story is _______.

48
Personal Characteristics

sensitive
Bettelheim _____________ _____________ ___________
__ _____________
Walker ____________ ____________ ____________ ____
________
forthright
honest
brave
patient
persuasive thoughtful
49
Character Analysis

• Deference low___________________________high
• Sensitivity low___________________________high
  
• Anxiety low___________________________high
• Independence low___________________________high
  
• Arrogance low___________________________high
• Openness low___________________________high
• Intelligence low___________________________high

50
Knowledge

• List the characters and describe them.
• The character _____ is ______.
• My character analysis leads me to describe the
  character _______ as ____.
• One reason for describing the character ____ as
  _____ is _______. Another reason is ________.
  Additionally, I would say that the character can
  be described as _______ because__________.

51
Adapted from Building Academic Language
Essential Practices for Content Classrooms,
Grades 5-12 by Jeff Zwiers, 2007.
52
Adapted from Building Academic Language
Essential Practices for Content Classrooms,
Grades 5-12 by Jeff Zwiers, 2007.
53
Success for all!