Assessment Cec Session 4

1,545 views

Published on

Published in: Technology, Education
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total views
1,545
On SlideShare
0
From Embeds
0
Number of Embeds
6
Actions
Shares
0
Downloads
13
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide
  • Assessment Cec Session 4

    1. 1. Structure of the Evaluation Tool <ul><li>UDL Principles </li></ul><ul><li>Guidelines </li></ul><ul><li>Success Criteria </li></ul><ul><li>Tools Strategies </li></ul><ul><li>State Evidence Identified presence or </li></ul><ul><li> absence of UDL; </li></ul><ul><li> Suggestions </li></ul>
    2. 2. Excerpt from the UDL AA-AAS Evaluation Tool – Citations from State Documents, Descriptions and Suggestions
    3. 3. Targeted Skill: Student will review artifacts (e.g. maps, chart, painting, text) and gather and organize information related to a topic: <ul><li>Items from Sophia’s Life and the Novel, Call of the Wild </li></ul><ul><li>Representation: </li></ul><ul><li>3.1 Prime background knowledge (info from students’ environment) </li></ul><ul><li>3.3 Guide information processing (visual organizer) </li></ul><ul><li>3.4 Facilitate memory and transfer (familiar objects) </li></ul><ul><li>Expression: </li></ul><ul><li>6.3 Options for managing information and resources (visual organizer) </li></ul><ul><li>Engagement: </li></ul><ul><li>7.2 Enhance relevance, value, and authenticity (familiar terms/objects) </li></ul>
    4. 4. Targeted Skill: Student will continue a pattern with elements missing (A,B,A,B,A, __). <ul><li>Using an adaptive keyboard and custom overlay the teacher was able to provide access to the same sound patterns as other students were making. </li></ul><ul><li>Representation: </li></ul><ul><li>1.1 Customize the display of info (high contract colors, dark raised line for visual discrimination) </li></ul><ul><li>2.5 Illustrate key concepts non-linguistically (pictures represent text) </li></ul><ul><li>Expression : </li></ul><ul><li>4.1 Options for physical response (computer generates clapping sound) </li></ul><ul><li>5.1 Options in the media for communication (student can express via adaptive keyboard) </li></ul><ul><li>Engagement: </li></ul><ul><li>7.3 Alternatives to disengaging consequences and/or contexts (student making the same sound as peers) </li></ul>
    5. 5. Target Skill: Student can understand and apply the processes and skills of scientific inquiry. <ul><li>Using an adaptive keyboard and custom overlay the teacher was able to provide access to the same sound patterns as other students were making. </li></ul><ul><li>Representation: </li></ul><ul><li>2.5 Illustrate key concepts non-linguistically (images created with Boardmaker) </li></ul><ul><li>Expression: </li></ul><ul><li>5.1 Options in the media for communication (can use graphic response cards or AAC device to respond) </li></ul><ul><li>Engagement: </li></ul><ul><li>7.1 Increase choice and autonomy (choice of graphic response cards or AAC device to respond) </li></ul>
    6. 6. Item Analysis

    ×