New Things in My Brain
© CAST 2011
Highlighting
critical features:
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Magic in My Brain
ESSA: The magical number seven
OSEP: Returning the magic
HLS: Engaging the magic
White Coat Syndrome: Medical Magic
Life Animated: Disney Magic
Coda: Imagine
© CAST 2011
The Magical Number 7:
UDL inside the ESSA
Definition of UDL in ESSA
“Universal Design for Learning (UDL) means a
scientifically valid framework for guiding
educational practice that —
a) provides flexibility in 1) the ways information
is presented, in 2) the ways students respond or
demonstrate knowledge and skills, and in the 3)
ways students are engaged; and
© CAST 2011
Definition of UDL in ESSA
…..and reduces barriers in instruction, provides
appropriate accommodations, supports, and
challenges, and maintains high achievement
expectations for all students, including students
with disabilities and students who are limited
English proficient.” (20 U.S.C. 1003)
© CAST 2011
Provisions of UDL in ESSA
Title I: Academic Assessments: Requirements
This provision in the ESSA applies to all “high quality
student academic assessments in mathematics and
reading or language arts, and science, or any other
subject [chosen by the State].”
“…..(xiii) be developed, to the extent practicable, using
the principles of universal design for learning.”
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Provisions of UDL in ESSA
Title I: Alternate Assessments for Students with the
Most Significant Cognitive Disabilities which states:
“(IV) describes in the State plan the steps the State has
taken to incorporate universal design for learning, to
the extent feasible, in alternate assessments.”
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Provisions of UDL in ESSA
• Title I: Grants for State Assessments and Related
Activities
[to enable States] to carry out one or more, including:
‘‘…(I) Developing or improving assessments for children with
disabilities, including alternate assessments aligned to alternate
academic achievement standards for students with the most
significant cognitive disabilities described in section
1111(b)(2)(D), and using the principles of universal
design for learning.”
•
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Innovative Assessment and
Accountability Authority
State Application requires “that the innovative assessment
system will…:
(vi) be accessible to all students such as incorporating the
principles of universal design for learning.”
The ESSA includes a new provision that allows up to seven States
to apply for the authority to develop and implement an
‘innovative assessment system’ defined in the ESSA
© CAST 2011
Innovative Assessment and
Accountability Authority
‘‘(1) competency-based assessments, instructionally embedded
assessments, interim assessments, cumulative year-end
assessments, or performance-based assessments that combine
into an annual summative determination for a student, which
may be administered through computer adaptive assessments;
and
‘‘(2) assessments that validate when students are ready to
demonstrate mastery or proficiency and allow for differentiated
student support based on individual learning needs.”
© CAST 2011
Title II, Part B: Literacy Education for
All, Results for the Nation (LEARN)
ESSA provides grants to States to “improve student academic
achievement in reading and writing to develop, revise or update
comprehensive literacy instruction plans to ensure high-quality
instruction and effective strategies in reading and writing from
early education through grade 12.” The grants provided will
enable States to: “…develop or enhance comprehensive literacy
instruction plans…”
UDL is incorporated as part of the definition of Comprehensive
Literacy Instruction as:
• “(J) incorporates the principles of universal design for
learning.”
© CAST 2011
Let’s look at reading specifically:
what are expert readers?
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The “Simple” view of Reading
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Word Recognition (decoding):
Dyslexics vs other types of readers
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The Simple View
Decoding in the Brain
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The “Simple View”
Reading Comprehension in the Brain
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© CAST 2011
Wolf, M. (2007). Proust and the Squid. pp.176
What parts of the brain do you
read with?
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The new view: Reading and Variability
Nicole K. Speer, Jeremy R. Reynolds, Khena M. Swallow, and Jeffrey M. Zacks (2012)
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All strategy, no reading…
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Lots of complexity among different readers:
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Rigorous and sustained training
can sculpt the decoding chip
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But what are the side-effects of
rigorous treatment?
Emotional as well as Cognitive
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Flexible Display:
Multiple Representations
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Flexible Display:
Multiple Representations
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How can technology change the pathways
to reading?
Outsource the
decoding
e.g. audio assisted
reading
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How does (universally designed)
technology change the pathways to
reading?
Outsource the
vocabulary
e.g. embedded
vocabulary assists
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The future of reading
Reading is not one thing.
And it is not the same thing anymore.
© CAST 2011
Go back
UDIO Literacy Platform Model
Title IV, Part A: Student Support and
Academic Enrichment Grants
ESSA provides formula grants to States to “… provide all students
access to a well-rounded education, improve school conditions
for student learning and improve the use of technology in order
to improve the academic achievement and digital literacy of all
students.”
• States may, as part of their efforts “to increase access to
personalized, rigorous learning experiences supported by
technology,” provide “technical assistance to local educational
agencies (LEA) to improve the ability of LEAs” to:
“(II) use technology, consistent with the principles of
universal design for learning, to support the learning needs of all
students, including children with disabilities and English
© CAST 2011
Magic in My Brain
ESSA: The magical number seven
OSEP: Returning the magic
HLS: Engaging the magic
White Coat Syndrome: Medical Magic
Life Animated: Disney Magic
Coda: Imagine
© CAST 2011
Magic in My Brain
ESSA: The magical number seven
OSEP: Returning the magic
HLS: Engaging the magic
White Coat Syndrome: Medical Magic
Life Animated: Disney Magic
Coda: Imagine
© CAST 2011
Magic in My Brain
ESSA: The magical number seven
OSEP: Returning the magic
HLS: Engaging the magic
White Coat Syndrome: Medical Magic
Life Animated: Disney Magic
Coda: Imagine
© CAST 2011
© CAST 2011
Magic in My Brain
ESSA: The magical number seven
OSEP: Returning the magic
HLS: Engaging the magic
White Coat Syndrome: Medical Magic
Life Animated: Disney Magic
Coda: Imagine
© CAST 2011
New view
Disney Therapy
© CAST 2011
© CAST 2011
© CAST 2011
The lesson of neuroscience and the “science” of
education reform are the same:
“Standardizing” students is not the way we will
build expert learners.
© CAST 2011
The science of education we need is the science
of discovery and innovation….
Not the science of engineering and
proceduralization.
© CAST 2011
What we need to develop expert learners….
….are expert teachers
not standardized scripts and drills.
© CAST 2011
The magic is in the teaching
The Magic is in the Teaching
© CAST 2011
© CAST 2011