Structure of the Evaluation Tool UDL Principles Guidelines Success Criteria Tools Strategies State Evidence Identified presence or absence of UDL; Suggestions

UDL Principles

Guidelines

Success Criteria

Tools Strategies

State Evidence Identified presence or

absence of UDL;

Suggestions

Excerpt from the UDL AA-AAS Evaluation Tool – Citations from State Documents, Descriptions and Suggestions

Targeted Skill: Student will review artifacts (e.g. maps, chart, painting, text) and gather and organize information related to a topic: Items from Sophia’s Life and the Novel, Call of the Wild Representation: 3.1 Prime background knowledge (info from students’ environment) 3.3 Guide information processing (visual organizer) 3.4 Facilitate memory and transfer (familiar objects) Expression: 6.3 Options for managing information and resources (visual organizer) Engagement: 7.2 Enhance relevance, value, and authenticity (familiar terms/objects)

Items from Sophia’s Life and the Novel, Call of the Wild

Representation:

3.1 Prime background knowledge (info from students’ environment)

3.3 Guide information processing (visual organizer)

3.4 Facilitate memory and transfer (familiar objects)

Expression:

6.3 Options for managing information and resources (visual organizer)

Engagement:

7.2 Enhance relevance, value, and authenticity (familiar terms/objects)

Targeted Skill: Student will continue a pattern with elements missing (A,B,A,B,A, __). Using an adaptive keyboard and custom overlay the teacher was able to provide access to the same sound patterns as other students were making. Representation: 1.1 Customize the display of info (high contract colors, dark raised line for visual discrimination) 2.5 Illustrate key concepts non-linguistically (pictures represent text) Expression : 4.1 Options for physical response (computer generates clapping sound) 5.1 Options in the media for communication (student can express via adaptive keyboard) Engagement: 7.3 Alternatives to disengaging consequences and/or contexts (student making the same sound as peers)

Using an adaptive keyboard and custom overlay the teacher was able to provide access to the same sound patterns as other students were making.

Representation:

1.1 Customize the display of info (high contract colors, dark raised line for visual discrimination)

2.5 Illustrate key concepts non-linguistically (pictures represent text)

Expression :

4.1 Options for physical response (computer generates clapping sound)

5.1 Options in the media for communication (student can express via adaptive keyboard)

Engagement:

7.3 Alternatives to disengaging consequences and/or contexts (student making the same sound as peers)

Target Skill: Student can understand and apply the processes and skills of scientific inquiry. Using an adaptive keyboard and custom overlay the teacher was able to provide access to the same sound patterns as other students were making. Representation: 2.5 Illustrate key concepts non-linguistically (images created with Boardmaker) Expression: 5.1 Options in the media for communication (can use graphic response cards or AAC device to respond) Engagement: 7.1 Increase choice and autonomy (choice of graphic response cards or AAC device to respond)

Using an adaptive keyboard and custom overlay the teacher was able to provide access to the same sound patterns as other students were making.

Representation:

2.5 Illustrate key concepts non-linguistically (images created with Boardmaker)

Expression:

5.1 Options in the media for communication (can use graphic response cards or AAC device to respond)

Engagement:

7.1 Increase choice and autonomy (choice of graphic response cards or AAC device to respond)

Item Analysis