Presented by Maritza Rodriguez, Ph.D. mrodriguezrcoe Administrator, Riverside County Office of Education

1. 1 Presented by Maritza Rodriguez, Ph.D. mrodriguez@rcoe.us Administrator, Riverside County Office of Education 3 min. Welcome and introductions 3 min. Welcome and introductions

2. 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. 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. 4 Universal Design Points

5. 5 Universal Design Points Review briefly with participants what the four design points are: Facts about the learner. content as not only what we want students to learn but also the materials we will use to accomplish the learning. process as the ways in which we will ensure that students will use key skills to comprehend lessons. product as the different ways in which students will demonstrate what they have learned. Tell them that for the next lesson we are going to be focusing on Content. Go to next slide. Review briefly with participants what the four design points are: Facts about the learner. content as not only what we want students to learn but also the materials we will use to accomplish the learning. process as the ways in which we will ensure that students will use key skills to comprehend lessons. product as the different ways in which students will demonstrate what they have learned. Tell them that for the next lesson we are going to be focusing on Content. Go to next slide.

6. 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. 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. 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. 9 Teacher�s Challenges � CELDT & STAR

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12. 12 Universal Design Points

13. 13 Universal Design Points

14. 14 Universal Design Points

15. 15 CELDT TESTING, LANGUAGE SKILLS, AND TEACHING STRATEGIES

16. 16 Grades 6-8 (test) Where would you rather go with your class on a field trip, to a museum, or to a park?

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18. 18 Dogzilla example: Which picture is an example of fantasy/realism? Tell me two reasons why.

19. 19 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. 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?

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22. 22 4-Picture Narrative

23. 23 A look at the WestEd Map of Standards

24. 24 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. 3rd to 5th Grades � Reading Standard Word Analysis, Fluency and Systematic Vocabulary Development 1 min. Look for examples in your content area. Use Year-At-A-Glance ELD/ELA Standards Map 1 min. Look for examples in your content area. Use Year-At-A-Glance ELD/ELA Standards Map

25. 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 �, �, � 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. 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 ______.

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28. 28 Straight Angle

29. 29 Obtuse Angle

30. 30 Right Angle

31. 31 Acute Angle

32. 32 Instructional ConversationCompare/ContrastConcept Mapping- Relations (Page 578 math)

33. 33 Application to Student

34. 34 Physical Science Lesson

35. 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. 36 Tell participants the following: �In order for us to understand the purpose of our upcoming lesson, we will review the standard this lesson is being guided by.� (Read the standard as it is stated in the box and let them know we will be teaching to the second part i.e. know the formula for the circumference of a circle). �Connected to this standard we have written a content objective (in a simpler language) and a language objective (addressing reading, speaking, reading, or writing). In addition, under application, we have written the process we will follow to meet the objectives. I want you to notice how the lesson you are about to go through carries the objectives all the way through the lesson. The objectives are written clearly so that they may not only guide me as I take you through the lesson but so that they may also guide your learning as you go through the lesson. This lets you know what you are responsible for learning and how you will be demonstrating that knowledge by the time the lesson is over. In other words, well written content and language objectives help students monitor their own learning.� Think-Pair-Share: What are you responsible for learning in this lesson? How will you be asked to demonstrate this?Tell participants the following: �In order for us to understand the purpose of our upcoming lesson, we will review the standard this lesson is being guided by.� (Read the standard as it is stated in the box and let them know we will be teaching to the second part i.e. know the formula for the circumference of a circle). �Connected to this standard we have written a content objective (in a simpler language) and a language objective (addressing reading, speaking, reading, or writing). In addition, under application, we have written the process we will follow to meet the objectives. I want you to notice how the lesson you are about to go through carries the objectives all the way through the lesson. The objectives are written clearly so that they may not only guide me as I take you through the lesson but so that they may also guide your learning as you go through the lesson. This lets you know what you are responsible for learning and how you will be demonstrating that knowledge by the time the lesson is over. In other words, well written content and language objectives help students monitor their own learning.� Think-Pair-Share: What are you responsible for learning in this lesson? How will you be asked to demonstrate this?

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38. 38 Instructional Model

39. 39 Students will be instructed to make playdough molecules and represent what they look like in a solid. Students will be instructed to make playdough molecules and represent what they look like in a solid.

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42. 42 ELA/ELD Writing Strategies and ApplicationsMeeting Needs at Different Proficiency Levels 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. 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

43. 43 Text Interpretation Notes: Sometimes people say things that have a meaning that�s not obvious. Each of the quotations below carries an extra message. Locate the quote in the text and look at the context in which it occurs. Then in your own words, interpret this message. Notes: Sometimes people say things that have a meaning that�s not obvious. Each of the quotations below carries an extra message. Locate the quote in the text and look at the context in which it occurs. Then in your own words, interpret this message.

44. 44 Identifying Sources Notes: By asking students to identify the sources and contexts of key quotations, we are focusing their attention on differences in attitude, motivation, feeling, and opinion. This activity can be done in small groups or as homework. Notes: By asking students to identify the sources and contexts of key quotations, we are focusing their attention on differences in attitude, motivation, feeling, and opinion. This activity can be done in small groups or as homework.

45. 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. 46 ComprehensionInterpretation It really means _____ because ____. The _____ is a metaphor for _____. It wasn�t literal, that�s the author�s 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 _______. It�s a figurative way to describe how ______.

47. 47 ComprehensionInterpretation For us these days it could mean that ____. When _____ shows us that ______. If we read between the lines, we see that _____. The author�s background helps us figure out _______. It�s 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. 48 Personal Characteristics Instructor�s notes: Give participants time to read the rationale in their notebook then ask how this strategy might be applied to science, history, math �Instructor�s notes: Give participants time to read the rationale in their notebook then ask how this strategy might be applied to science, history, math �

49. 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. 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__________.

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53. 53 Success for all!