1. Deep dive on learning progressions + Critiquing lesson methods

2. What specifically do you hope to achieve in our time together today?
Personal Goal Setting
Workshop Goals
To identify effective classroom assessment strategies aligned with UDL
To analyze ways to infuse UDL strategies into specific lessons
What specifically do you hope to achieve in our time together today?

3. Formative Assessment Ongoing measures that guide instruction
“Effective assessments provide both educators and students with information regarding how well learning goals have been achieved and what students need to learn next.”
Your UDL Lesson Planner, p. 58
Seven Strategies of Assessment for Learning

4. What is a learning progression?
The organization of the learning goals for a single standard into a progression of learning from foundational to complex to more complex.

5. Learning Progression Model4
More complex learning goal
Evidence shows students are able to transfer learning above and beyond level three expectations (products and performances) 3
Target learning goal
Evidence shows students are able to demonstrate what you want them to know and be able to do as dictated by the RIGOR of the standards 2
Simpler learning goal
Evidence shows the students demonstrate an understanding of the knowledge and reasoning targets but are not at the level to have mastered the standards and/or apply the understanding as the standard dictates. 1
Foundational knowledge, prerequisite
Evidence shows students have demonstrated basic foundational knowledge as related to the standards

6. Examples from this summer…

7. Alignment
Performance Level

9. Where are you now?
Have you tried using an I Can Statement as a learning target?
Have you developed additional learning progressions?
Have you used a learning progression to guide instruction?
What questions do you have related to learning progressions?

10. Digging In Progress Monitoring: Continuous, Data-Based Decision Making
Plan which measurement you need and how you will gather it.
Collect the data.
Analyze how this information illustrates learners’ level of performance.
Make decisions about how you will adjust your instruction based on these data.
Report the data and results of your decision making, if appropriate.
Your UDL Lesson Planner, p. 75

11. Criteria 1: The lesson goal is flexible, clearly defined, and smart
Did you have a learning progression for the standard(s) addressed in your lesson? If not, develop; if so, critique.
Level 3 cognitive complexity aligns with complexity of standard.
Level 2 indicates new skills and knowledge needed to master the standard.
Level 1 indicates pre-requisite knowledge.
I Can statements at each level are specific enough to determine if a student is progressing towards mastery.
Is the lesson goal aligned to the learning progression?
Are intermediate and/or disciplinary literacy addressed in this lesson? If so, are those skills reflected in the lesson goal(s)?

12. Criteria 3: The lesson includes meaningful informative assessments of learning that are aligned to the learning goal.
What assessment methods are used?
How do assessment methods gather information regarding where students are in their learning progression?
Are assessment methods flexible, accessible, relevant, and meaningful?
What alternative assessment strategies could have been used?

13. Analyzing Student Work Samples
How does student work indicate progress along the progression?
Did you get the data that you needed to determine where students are in their learning progression? What additional data might be useful? Would a different assessment method have yielded more specific insights?
Start here:
Not Meeting Standard
% of class
Meeting Standard
Exceeding Standard
Work Towards:
Level 1
% of class
Level 2
Level 3
Level 4

14. Take 30 Seconds
What do I mean when I say “Learning Progressions support UDL best practices in assessment?”
Write a one-sentence answer.
Compare with a partner.

15. Teaching Methods with a UDL Spin
Direct Instruction
Question and Answer
Drill and Practice
Discussion
Reciprocal Teaching
Cooperative Learning
Mental Modeling and Problem Solving
Discovery Learning
Inquiry-Based or Problem-Based Learning
Case-Based Learning
How do you infuse UDL into these, or other, teaching methods?

16. Traditional instructional methods with a UDL spin
Your UDL Lesson Planner, p

17. Criteria 2: The lesson plan considers learner variability, including gaps and barriers
What opportunities did the lesson present customized instruction?
How did the lesson support learner variability in literacy?

18. Criteria 4: The lesson addresses UDL guidelines by using appropriate, engaging, meaningful, and goal-oriented methods, materials, and media.
The lesson engages learners.
The learners are able to access and understand content.
The lesson provides opportunities for learners to apply content and show what they know and are able to do.
What instructional strategies does the lesson employ? Would a different instructional method have worked as well or better?
What options does the lesson present for how learners engage with content?
What scaffolds support student learning?

19. Criteria 5: The lesson plan includes assessment for learning, offering an opportunity to collect relevant data about learner progress for teacher and student reflection.
What opportunities for formative assessment does the lesson present?
How have assessment methods supported expert learning?

20. Pulling it together: How would you design subsequent instruction?
Based on what you learned from the analysis of student work samples, what would be your next steps in instruction?
How will you address students’ needs based on where they are in their learning progression?
What instructional strategies might you employ? How might you use targeted small group instruction to address learner variability?

21. Reflecting
Return to the personal goal statement you wrote this morning. Have you achieved your goal? What will be your next steps in learning?