Register for UDL Now! A Guide to Classroom Application with Author Katie Novak, Ed.D.

Katie Novak!

The internationally renowned educator and author of the best-selling book* UDL Now! A Teacher’s Guide to Applying Universal Design for Learning in Today’s Classrooms,

is coming to Region 13!

July 27th, 2018

Join us as we explore the Universal Design for Learning (UDL) framework and discover how to use the guidelines to plan lessons, choose materials, assess learning, and be proactively strategic in addressing learner variability.

Watch Katie Novak’s video to learn more about UDL and how using this framework can transform teaching and learning!

Click to register now for face-to-face workshop

Click to register now for online workshop

*Participants who attend face-to-face workshop will receive a copy of UDL Now!

UDL Series: Universal Design for Learning and Social Emotional Learning

“Emotion has a substantial influence on the cognitive processes in humans, including perception, attention, learning, memory, reasoning, and problem solving” (Tyng, Amin, Saad, & Malik, 2017).

Each day, teachers experience the challenging connections between emotion and learning.  The good news is that we can plan for social and emotional variability in our classrooms by referencing the UDL Guidelines for concrete suggestions for applying the  UDL framework.

Within the principle of engagement, we find strategies for recruiting interest, sustaining effort and persistence, and promoting self-regulation for our students.  By tapping into students’ interests in various ways, we provide meaningful access to our content.  When we provide options for students to sustain attention, we encourage them to build their skills that support learning.  When students have options for self-regulation, they begin to internalize the social and emotional skills necessary for interacting with and retaining content.

Reflect on the strategies you implement to provide access, build skills, and promote internalization of attention and effort.  Compare the UDL principle of engagement with the Core Social and Emotional (SEL) Competencies.  How can you eliminate barriers in your curriculum and environment related to social and emotional variability?

Join us monthly through July as we discuss the following topics and how the UDL framework can help you close the gap in student achievement. This blog series will culminate with a workshop by Katie Novak, our UDL Distinguished Speaker, on July 27th, 2018!

UDL Blog Series:

For more information, contact Kim West, kim.west@esc13.txed.net.

UDL Series: Universal Design for Learning and Teacher Appraisal Systems

In this blog series we’ve shared information about how UDL provides a framework for focusing instruction on learner variability, ways that planning with UDL can optimize student learning, and where UDL is mentioned in federal laws and plans. But what about teacher appraisal; how do the UDL guidelines connect to T-TESS?

This short video uses a side by side illustration that shows where UDL and T-TESS connect to help create a more student-centered environment. Showing the UDL guidelines matched with T-TESS in this manner helps demonstrate that the implementation of UDL can result in improved practice and performance.  

Reflect: How can applying a UDL lens to the T-TESS rubric support you in your efforts to move from teacher-centered actions to student-centered actions?

Join us monthly through July as we discuss the following topics and how the UDL framework can help you close the gap in student achievement. This blog series will culminate with a workshop by Katie Novak, our UDL Distinguished Speaker, on July 27th, 2018!

UDL Blog Series:

For more information, contact Kim West, kim.west@esc13.txed.net.

UDL Series: Meeting the Needs of All Students

Universal Design for Learning (UDL) offers all students a variety of ways to engage with the content. Today’s students enter classrooms with a wide range of skills, needs, and interests. At the same time, much of the curriculum available to teachers is narrowly focused, making it hard to meet the diverse needs of these students. Using the UDL framework can help you overcome curriculum barriers by focusing instruction on systematic learner variability rather than the mythical average student. Systematic learner variability is predictable, which means you can plan for it. Curriculum created using UDL is designed from the beginning to be flexible and customized, allowing teachers to meet students where they are.

Watch a video about how UDL classrooms are like an orchestra.

Learn from Todd Rose about the research behind learner variability.

Download Examples of addressing learner variability using the UDL Guidelines.

Reflect on why it’s important to know about learner variability. How do you or your teachers address learner variability in the classroom?

Join us monthly through July as we discuss the following topics and how the UDL framework can help you close the gap in student achievement! This blog series will culminate with a workshop by Katie Novak, our UDL Distinguished Speaker, on July 27th, 2018!


Registration now available for the workshop: UDL Now! A Guide to Classroom Application with Author Katie Novak

Participants can choose to attend face-to-face workshop or online workshop.

Register now for face-to-face workshop

Register now for online workshop


UDL Blog Series:

  • What do you know about Universal Design for Learning?
  • Meeting the Needs of All Students
  • UDL and the Every Student Succeeds Act
  • UDL and Teacher Appraisal Systems
  • Lesson Planning with UDL
  • Collaborative Teaching
  • Social and Emotional Learning
  • Producing Expert Learners
  • UDL and Technology
  • UDL Resources

For more information, contact Kim West, kim.west@esc13.txed.net.

UDL Series: What do you know about Universal Design for Learning?

Universal Design for Learning (UDL) is a framework for creating an approach to your instruction based on principles that allow all students to have access to the general education curriculum. Using a proactive approach to remove learning barriers by considering the natural variability of how students learn, UDL provides a blueprint for creating instructional goals, methods, materials and assessments to help optimize learning.

In summary,

Watch UDL at a Glance and …

… reflect on your teaching or leadership practices.  How are students engaged? How are materials presented? How do students show what they know?

Join us monthly through July as we discuss the following topics and how the UDL framework can help you close the gap in student achievement! This blog series will culminate with a workshop by Katie Novak , our UDL Distinguished Speaker, on July 27th, 2018!

Click to register now for the face-to-face workshop
Click to register now for the online workshop

UDL Blog Series:

  • Meeting the Needs of All Students
  • Every Student Succeeds Act (ESSA)
  • UDL and Teacher Appraisal Systems
  • Lesson Planning with UDL
  • Collaborative Teaching
  • Social and Emotional Learning
  • Producing Expert Learners
  • UDL and Technology
  • UDL Resources

For more information, contact Kim West kim.west@esc13.txed.net

 

STAAR Alternate 2 Updates

TEA has shared their Fall Update: New Features of the STAAR Alternate 2 for 2017-2018! 

  • Large print student booklets are now available and can be ordered by districts through the enrollment collection process.
  • Student booklets will feature limited color images.
  • An image card set will come with each standard size student booklet.  Cards contain the same images that appear in the student booklet.
  • An Exit Survey must be completed upon the submission of all student responses and can be found in the Assessment Management System.

Revisions

  • Medical Exemption Form:  Under the section, Specific Medical Condition Eligibility Criteria, the form now states that a student meets the criteria for medical exemption if they are unable to respond to test questions due to a “terminal or degenerative illness.”  Previously, students met the criteria if they were unable to answer a test question due to a “chronic illness.”
  • In The Test Administrator Manual, under the Medical Exemption score coding section, what previously read, “The student is receiving non-academic homebound services due to medical issues and does not receive academic instruction,” now reads, “The student is unable to receive sufficient or consistent homebound services due to medical issues.”
  • Some prerequisite skills have been added to the Curriculum Framework and Vertical Alignment documents.
  • The “Confidential Student Report” will now be known as the “STAAR Alternate 2 Student Report Card,” and will include parent resources.

Key Dates

  • NEW Enrollment Collection: October 23rd-November 10th, 2017
  • October 20th- Essence Statements and Test Blueprints will be posted (projected)
  • Last Date for STAAR Alternate 2 Test Administrator Training: March 16, 2018
  • Preview Window: March 19-30, 2018
  • Assessment Window: April 2-20, 2018
  • Verification Window: April 23 & 24, 2018
  • Students who transfer/move to a new district AFTER the first day of the STAAR Alternate 2 testing window (April 2nd, 2018) do not have to be tested.
  • Region 13 will be presenting two free workshops focusing on STAAR Alternate 2 administration

To learn more about these updates, please join the Accommodation Central Community for a Live Chat on October 31st from 3:30 – 4:00.  Visit Accommodation Central to reserve your spot.

For more information, please contact:

Jennifer Russell, Low Incidence Disabilities Education Specialist, 512-919-5206 or email jennifer.russell@esc13.txed.net 

Darcy Schiller, Autism Education Specialist, 512-919-5224 or email darcy.schiller@esc13.txed.net

2018 STAAR Accommodation Updates

TEA has shared updated information on 2018 statewide assessment accommodation policies.

New for 2018:

Accessibility Features:

  • A sticky notes tool was added to the online system.
  • The use of amplification and projection devices was changed from designated supports to accessibility features.

Designated Supports:

  • Content and language supports were combined into one embedded support.
  • A spell check feature was added as an online embedded support for eligible students.
  • Photocopy is no longer an individual support, but has been included within the Large Print and Other policy documents.
  • Authority for decision for math manipulatives and supplemental aids has been expanded to include additional campus level teams (e.g., RTI team, student assistance team).

Policy:

  • Dictionaries for reading and writing in grades 3-5 are no longer a designated support. They are now part of the STAAR Dictionary Policy.
  • The STAAR Calculator Policy now includes the use of calculators for grade 8 science.
  • For students who take the braille test and require an extra day, refer to the “General Instructions for Administering Braille State Assessments.” TEA approval is not required.
  • For grades 2–12 TELPAS writing, an Accommodation Request Form does not need to be submitted for a student that meets the eligibility criteria for Complex Transcribing.

Other:

  • The “GA” accommodation bubble on answer documents was changed to “DS.”
  • The STAAR practice now includes 2017 released tests.
  • The STAAR Accessibility Team at TEA’s Student Assessment Division has a new email, specialpopulations@tea.texas.gov.

Visit the TEA Accommodation Resources webpage for updated policy documents and training materials.

To learn more about these updates, please join us on Thursday, September 21st from 3:30 PM – 4:00 PM. To reserve your spot in the live chat visit the Accommodation Central Community webpage.

For additional information contact kim.west@esc13.txed.net.

 

 

 

Are you a special education instructional leader?

Join us for the Special Education Instructional Network – SPIN – to connect and learn with other special educators in Region 13.

SPIN meets four times during each school year. Our first 2017-2018 meeting is on Wednesday, September 13, 9:00 AM – 12:00 PM.

SPIN meetings are designed for special education instructional leaders to receive updates and resources and to share ideas, district news, and questions with each other.

You can register for SPIN meetings in Ecampus by using course number FA1737127.

For more information, contact Kim West, kim.west@esc13.txed.net

Student Assessment TETN Schedule

Mark your calendars for the September 12 TETN to receive the latest updates and training on STAAR Accessibility!

This TETN is open to districts as well as Education Service Centers. It may be viewed at Region 13 or from districts that are members of the Distance Learning Network by contacting Distance Learning at distancelearning@esc13.txed.net or 512.919.5444.

For more information, contact Mark Billingsley, District Assessment, Mark.Billingsley@esc13.txed.net

Title: STAAR Accessibility Updates
Time: 10:00 AM – 12:00 PM (CST)
Audience: Open to ESCs and districts
Event#: 293
Summary: This TETN will serve as the state-level training for regions, districts, and campuses regarding 2018 statewide assessment accommodation policies. Presenters will discuss where to find accommodation information, how to determine student eligibility for accommodations, and how to document accommodation decisions and use. Questions will need to be routed through ESCs and will be answered as time allows.
Contact: Student Assessment Division

For additional information, contact:

Student Assessment Division
1701 North Congress Avenue
Room 3-122A
Austin, Texas 78701
(512) 463-9536

student.assessment@tea.texas.gov

Collaborative Teaching with Technology – July 28- Have You Registered?

Where do your comfort and skill levels fall with regards to effectively using technology to enhance your productivity and/or student outcomes?  Here’s a call to action- Join us July 28 for Collaborative Teaching with Technology!  

What? Learn how to enhance instruction and improve student outcomes by meaningfully integrating technology into your collaborative classroom.

Who? This workshop is designed to address the needs of a variety of collaborative instructional arrangements, whether providing co-teaching, inclusion support, or classroom consultation. This workshop is designed for YOU:

  • Edtech
  • Co-teachers
  • Inclusion support
  • Assistive technology
  • ESL support
  • GT
  • Total tech novice
  • I feel pretty confident in my tech skills
  • I don’t have access to technology in my classroom
  • I only have my teacher computer and 1 iPad/Chromebook

How? Through guided practice, you will use a variety of simple yet powerful technology tools for planning, data collection, formative assessment, differentiated instruction, and instructional accommodations.

You will also have a chance to explore additional self-selected technology tools relevant to your particular instructional arrangement and student needs.

Why, again? Having participated in examples of meaningful technology integration across varied classroom activities and practiced using the tech tools, you will be able to hit the ground running with engaging strategies for students and strategies for your own productivity and organization.

Where? Region 13

This workshop is a joint effort between Region 13 Specialists including Leslie Barrett (edtech/librarian), Kim West (special educator), Chris Teter (special educator/administrator) and Nichole Kertis Barton (AT/OT).  We’re excited to bring our different perspectives as well as be able to differentiate support based on your needs!  Please let us know if you have any questions.

For more details login to Ecampus and use workshop code SU1736528