Assessment of Learning in Universal Design for Learning CEC Conference April 28, 2011

1. Accountability and Large Scale Assessments Assessment of Learning in Universal Design for Learning CEC Conference April 28, 2011 Amanda Kloo, Deborah Taub, Isabel Arathoon, and Tracey E. Hall

2. Universal Design for Learning Multiple means of representation, to give diverse learners options for acquiring information and knowledge Multiple means of action and expression, to give diverse learners options for demonstrating and acting upon information and knowledge Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation

3. National Alternate Assessment Center’s (NAAC) goals • Enhance the current research base on high quality, technically adequate alternate assessments (AA-AAS). • Provide technical assistance to states as they endeavor to design or redesign their alternate assessments. • Demonstrate high quality design and administration of alternate assessments through our partner states.

4. NAAC Collaborative Partners • University of Kentucky: Principal Investigator • National Center on Educational Outcomes: Technical Quality of Alternate Assessments and Dissemination/Technical Assistance • University of North Carolina at Charlotte: Alignment of Alternate Assessments to Content Domains • CAST: Universal Design for Learning • National Center for the Improvement of Educational Assessment: Technical Quality of Alternate Assessments • University of Illinois at Urbana-Champaign: Evaluation

6. Research, Resources and Tools

7. Still Going… • UDL AA-AAS Evaluation Tool • Learning Progressions Work • Building sample lessons around the Common Core • Refining Alignment Training • NAAC Student/Program Evaluation Tool

8. Assessment of Learning in Universal Design for Learning

9. The UDL AA-AAS Evaluation Tool is designed to provide supports and scaffolds for reviewing state alternate assessment materials. • The Tool could also be used to help guide assessment development.

10. Short HistoryThe NAAC UDL Evaluation Tool Journey • Created Spread Sheet Version • Tested with three states • Paper pencil version • Revisions and requests

13. Glossary

14. In line- brief definition

15. Click (more) to obtain this window with formal definition, source, and contextual use

16. Glossary: Opened with top navigational button Some images and videos in the glossary to assist in illustration of terms.

17. Texthelp Toolbar provides access to: Text-to-Speech, translation, online dictionary and web searches

18. The AA-AAS Evaluation Tool Work Space

19. Tabular Navigation: Structured using the Principles and Guidelines of Universal Design for Learning

20. Tools and Strategies specific available and specific to each UDL guideline. Tools and Strategies specific available and specific to each UDL guideline.

21. Additional representations of tools and or strategies with video or images.

22. Textbox to create and edit content and findings. wysiwyg – font variations, bullets, numbering, etc.

24. Ability to “Flag” specific UDL checkpoints for questions or collaborative discussions

27. Specific Information Specific Information available

28. Opens Resources information at specific term requested.

30. The PSSA-M: GSEG… (Pennsylvania System of School Assessment- Modified) In 2007, Pennsylvania’s Bureau of Special Education, PaTTAN, and The University of Pittsburgh received a 3-year, Individuals with Disabilities Education Act General Supervision Enhancement Grant.

31. PSSA-M GSEG Goals… • Develop Pennsylvania’s Modified Academic Achievement Standards based on the state’s academic content standards for the grade in which the student is enrolled; • Develop clear and appropriate guidelines for IEP teams to use in determining which students should be assessed on modified academic achievement standards; • Development and implementation of statewide training on those guidelines for IEP teams; • Ensure that information is included in the next Request for Proposals (RFP) of the state assessment system for use of universal design principles, to the extend possible, based on modified academic achievement standards; and • Provide statewide integrated and coordinated professional development for implementation of standards-based IEPs by all LEAs.

32. PSSA-M GSEG Goals… • Develop Pennsylvania’s Modified Academic Achievement Standards based on the state’s academic content standards for the grade in which the student is enrolled; • Develop clear and appropriate guidelines for IEP teams to use in determining which students should be assessed on modified academic achievement standards; • Development and implementation of statewide training on those guidelines for IEP teams; • Ensure that information is included in the next Request for Proposals (RFP) of the state assessment system for use of Universal Design for Learning (UDL) principles, to the extend possible, based on modified academic achievement standards; and • Provide statewide integrated and coordinated professional development for implementation of standards-based IEPs by all LEAs. CAST

33. The Evolution of “Goal 4” • In 2009, The Bureau of Assessment and Accountability decided that the AA-MAS test vendor would apply it’s own universal design guidelines to item development and accessibility; therefore, CAST’s guidance for the integration of UDL was unnecessary • Instead, the Bureau of Special Education solicited the GSEG’s development of a “best practice” guide for AA-MAS item modification/test development that aligns typical Universal decisions to the principles of UDL and the UDL research base developed by CAST.

34. A Guide to UDL Test Item Modification for Pennsylvania Application of Universal Design for Learning Principles to AA-MAS: Recommendations from Pennsylvania’s GSEG

35. Purpose of “The Guide”… • To affirm Pennsylvania’s current test development efforts for the PSSA-M • To illustrate how the principles of UDL might inform future AA-MAS test development • To extend the sound modification work already taking place in many states tackling the AA-MAS like Pennsylvania • To highlight the positive implications of applying the principles of UDL to all assessment and instruction efforts in the state

36. Considerations… • Paper-pencil assessment delivery • “Selected examples” for UDL-aligned item modifications • Construct-irrelevant modifications • DOES NOT represent actual test items or test item modifications on the operational PSSA-M • Examples include only • publicly released item samples • items that are representative of both skill and content

37. Components of Project Guide 1. Guiding Matrix for Applying Universal Design for Learning (UDL) Principles to AA-MAS: A Guide to Item Modification for Pennsylvania 2. UDL modified exemplary passages (or “UDL exemplars”) 3. Item detail charts (or “Item charts) 4. Pennsylvania State Assessment Anchors (or “Anchors”) 5. Glossary of terms (or “Glossary”)

38. Findings • Reading evaluation: • Discrete by grade level • Skill level • Mathematics • Restructured our theoretical framework

39. Structure of Modifications LC ID SR

40. LC • LC-1 Syntax – • LC-2 Simplifying vocabulary • LC-3 Reduced sentence length • LC-4 Language translation • LC-5 Clarify anaphoric references

41. ID ID-1 Question placement ID-2 Emphasize key information ID-3 Chunking or combining tasks (questions / response options) ID-4 Guide information processing ID-5 Contextualizing skills –skill icons ID-6 Hint ID-7 Line numbering ID-8 Passage primer

42. SR SR-1 Progress map SR-2 Self check SR-3 Optional Workspace SR-4 Skill Icon Preview SR-5 Reduce Reflexive Eye Movement

43. UDL Modification Detail ChartsGUIDING MATRIX FOR READING

45. Item Details: Stolen Smells ID

46. Linguistic Complexity: Simplifying Vocabulary, Simplifying Syntax,& Reduce Sentence Length

47. UDL Modification Detail Charts: Mathematics

49. Structure of Modifications LC ID SR

50. Assessment of Learning in Universal Design for Learning Questions? NAAC UDL AA-AAS Evaluation Tool - http://naac.cast.org Slides will be available on CAST website www.cast.org