Teacher Handbook Grading for Learning (G4L) Summer 2013

Grading Committee Members Teachers Jon Balcerak, East Jeanine Berggruen, West Christa Botsford, West Sarah Chavez, West Sue Ennis, Longfellow John Hushek, Longfellow Ann Joerndt, Longfellow Maggie Kelly, Whitman Peggy Keough, Longfellow (Spring) Jean Kresnak, Whitman Vicki Loving, East Julie Manders, West Ed Price, Whitman Lucy Rothstein, Longfellow (Spring) Tracy Rosenstein, Whitman Zachary Shackelford, Longfellow Tom Schneider, West Anna Troy, East Chad Tschanz, East (Spring) William Ulrich, Longfellow Christine Vedbraaten, East Building Administration Jason Galien, Longfellow Principal Jason Zurawik, Longfellow Associate Principal Jeff Keranen, Whitman Principal Kyle Moore, Whitman Associate Principal Nick Hughes, East Principal Jean Hoffmann, East Associate Principal Elizabeth Kayzar, East Associate Principal Frank Calarco, West Principal Matt Byers, West Associate Principal Clint Grochowski, West Associate Principal District Teacher Leadership Leann Neese, Middle School District Teacher Leader Pat Gilbert, High School District Teacher Leader
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District Administration Phil Ertl, Superintendent Beth Erenberger, Director of Student Learning David Dentinger, Student Learning Secondary Coordinator APPENDIX B Best Practices/Accommodations Sub-Committee Sarah Chavez Jason Thurow Michael Chay Jean Kresnak

What is Grading For Learning (G4L)?

Paradigm Shift One major paradigm shift in American education today focuses on how we assess and grade our students. To date, weve used a percentage-based system to determine grades: 93% to 100% is an A, 85% to 92% is a B, and so on. There can be slight variations of this model. For example, some teachers use a ten-point scale where an A is 90% to 100%, a B is 80% to 89%, and so on. Some teachers use a grading system where students accumulate points over time. But when the teachers give their students a quarter or semester grade, these point totals are converted into percentages. In the Grading 4 Learning initiative, we are asked to make a paradigm shift. We no longer measure student learning in percentages. Instead, when students take a summative assessment, they are asked to demonstrate their mastery of the established benchmarks. A students performance shows to what extent he or she has mastered the skills and concepts identified in the benchmarks. Throughout the nineteenth and twentieth centuries in American education, there has been a major focus on content. Students learnedand were graded ontheir abilities to mentally store and recall factual information. As such, one could argue that a percentage-based grading system might make sense. If a student is being assessed on vocabulary terms, we can measure what percent of those terms a student has mastered. However, in the twenty-first century there has been a decisive shift. While no one disputes the importance of quality content, educators now acknowledge the compelling need to teach students the essential concepts and critical thinking skills they need to succeed in a fast paced, everchanging world. To get a sense of this shift, one need only consider the new sets of standards American educators have issued in the last few years: The Common Core State Standards in Math and English Language Arts, the Next Generation Science Standards, the ACT College and Career Readiness Standards, all of which have placed concepts and skills front and center.

Once we understand that were now assessing and grading students mastery of concepts and skills, it becomes clear that a percentage-based grading system is no longer viable. We need a system where we can grade how students think, how they understand. We have to ask ourselves how much sense it makes to say, Student A gets a 92% on her abilit y to interpret data to evaluate relationships and draw conclusions, but Student B gets an 89%. How do we assign a percentage grade to what extent students are mastering complex concepts and high-level thinking skills? Thats where Grading 4 Learning comes in. This handbook is designed to help us make the paradigm shift from percentage-based grading to Grading 4 Learning. Summary of Paradigm Shifts Needed to Effectively Implement G4L: Grade level or course benchmarks need to be predominantly focused on concepts and skills. Grades are a reflection of the mastery of benchmarks not an average of test scores. Quality Assessments need to be aligned to measure benchmarks. Quality assessments are evaluated not by length or types of questions but by how effectively they measure the benchmarks. What is the purpose of G4L? The fundamental purpose of G4L (standards-based grading) is to compare student performance to established levels of proficiency in knowledge, understanding and skills. The intent is to evaluate authentically student work in relation to pre established benchmarks. (Guskey, 2009) Additionally, grades might communicate the following information: What things they know and can do Whether they have improved during the marking period What their strengths are and the things they need to work on Whether they can solve real-world problems What level their work is at Whether they are ready to move on How they help one another Whether theyve reached a standard How well they can apply what they know (OConnor, A Repair Kit for Grading 143)

Main Purpose Therefore, the main purpose of G4L is to accurately communicate what it is that a student knows and is able to do in relation to established benchmarks.

Introduction of Wauwatosa School District Grading for Learning Initiatives Opening day of the 2011-12 school year, Dr. Tom Guskey provided an introduction to standards-based grading for all middle and high school teachers. Throughout the 2011-12 school year teachers were asked to consider the grading best practices Dr. Guskey discussed as they renegotiating their grading practices. In addition, some teams of teachers piloted Dr. Guskeys best practices and/or alternative reporting of grades. In the 2012-13 school year Grading for Learning initiatives were implemented as a first step in moving toward best practices in grading: Initiative One: Multiple Opportunities to Learn Initiative Two: Homework can count up to 10% of the final student grade Initiative Three: Reduce the negative impact of zeros Initiative Four: No extra credit In the second semester of the 2012-13 school year a grading committee was formed to evaluate the implementation of these initiatives and to provide feedback for improvement. The recommendations from this committee were shared at the end of the school year with all middle and high school staff. The committee recommendations can be found in Appendix A. In the summer of 2013, the grading committee continued to meet to develop this teacher handbook and a staff development plan to further support teacher implementation of these initiatives. The committee studied each of the initiatives in detail. The results of the committee work can be found on the following pages and are intended to support teachers as they implement best practices in grading.

Grading Initiative: Multiple Opportunities to Learn Description of Initiative: We will provide multiple pathways and opportunities for every student to learn and demonstrate their level of proficiency of course benchmarks. Rationale: The overall purpose of multiple opportunities is to raise the level of achievement for our students. We provide multiple opportunities because students require different amounts of time and differentiated instruction to learn. This allows students opportunities to develop successful practices for college/career readiness skills and become engaged in self-reflection and the learning process. We provide multiple opportunities because we understand this is the best way to promote and assess student learning. When learning and assessment are clearly connected to benchmarks, assessment of learning is relevant, meaningful, and fair. In order to effectively implement multiple opportunities the teacher must have a thorough understanding of the course benchmarks, which are predominantly based on concepts and skills. Every summative assessment should assess one or more of the established benchmarks. Therefore, the inclusion of multiple opportunities either formatively and/or summatively will reduce the need for retakes. Prior to assigning a grade to the student, the teacher must take into consideration a minimum of at least 3 (formative or summative) data points on a given benchmark. Guidelines for Multiple Opportunities (MOs): MOs are different than giving a retake. MOs are a natural part of the teaching and learning cycle and are characterized by varied and alternative ways of allowing a student to demonstrate mastery of benchmarks. Effective use of MOs should better prepare students for summative assessments thus reducing the need for retakes. Additionally, having skill based benchmarks that transcend a one time chance of mastery will also reduce the need for retakes. Students should have demonstrated readiness on formative assessments before being summatively assessed It is the teachers responsibility to provide students multiple opportunities to learn and master the benchmarks. Summative and formative assessments should be aligned to established grade level or course benchmarks. MOs are best provided by spiraling skills and concepts in multiple summative assessments over time (note: if assessing content see Retake section) Grades from multiple opportunities should not be averaged, most recent performances should bear more weight

 The ultimate summative grade for a student is at the end of a semester. Anything prior to this is considered to be a progress report of on-going mastery of benchmarks. In other words, the quarter grade is not a permanent point. Note: A semester grade, whenever possible should not simply be an average of quarter 1 and quarter 2 grades. Managing Retakes: Retakes are not necessary if a teacher provides multiple opportunities for a student to master benchmarks, however at times a teacher may provide retakes. For example, if a number of students did not demonstrate mastery, if it is a content focused assessment, if there are extenuating circumstances, and lastly teacher discretion to meet individual, small group, or whole class learning needs. When allowing retakes the teacher can determine the necessary learning practice needed prior to the retake. When considering a retake a teacher can decide the timeline, amount, and format for the reassessment. Retakes should be focused on the established benchmarks a student has not mastered. It is strongly advised that departments create guidelines for retakes for equity and coherence. Teaching and learning (re-teaching, revising, assessment corrections, completing formative/practice work, discovering misunderstanding of concepts/skills) must take place prior to any reassessment Students should have multiple opportunities to master course benchmarks and have received feedback on how to improve learning prior to the conclusion of a semester and before administering final semester exams, projects, papers, etc. In this case retakes are not permitted. Managing Deadlines: It is fair for you to have guidelines and policies regarding deadlines and make-up work. Again, it is strongly urged that the department establishes the guidelines collaboratively, for the sake of equity and coherence. Below are some considerations for inclusion in this policy. Students should be expected to turn work in at a determined deadline Deadline dates should be fair, manageable and focused on student learning. Options If student work is on on time, the teacher will provide feedback and the student will have the opportunity to make revisions before determining a final grade. If it is turned in after the deadline, the student will receive a grade but will not have the opportunity for revisions. Students are not allowed to turn work in after the summative assessment. The teacher can limit the amount of missing work that can be accepted prior to the end of a grading period (i.e., can only turn in two assignments late). The teacher can limit the type of make up work he will grade.

SCENARIO Traditional Grading Practice: The teacher gives an assessment. Many of the students earned a score of 70%. The student and parent are not satisfied with that grade. The student requests to retake the assessment. The teacher gives the student another test, a higher score is earned, the new score is recorded. Solutions Option 1: The teacher realizes the assessment might have been flawed and/or students were not yet prepared for the assessment. Therefore, the teacher would reteach key material based off the initial test results and offer a retake to the entire class. Option 2: The teacher acknowledges the lack of skill attainment and plans to include another opportunity for students to demonstrate mastery of that skill on the next assessment after more teaching and learning has taken place. Students are allowed to replace the score on the initial test if mastery is demonstrated in these areas on the second assessment. Supportive Resources: Wormeli, Rick. Redos and Retakes Done Right. Educational Leadership Nov. 2011. Fisher, Douglas, Nancy Frey, and Ian Pumpian. No Penalties for Practice. Educational Leadership Nov. 2011. Dueck, Myron. How I Broke My Rule and Learned to Give Retests. Educational Leadership Nov. 2011. *Add an artifact or exemplar (syllabus, a narrative of how to manage, samples of a retake) Example of assessment analysis sheets (J. Smith)

Grading Initiative: Homework can count up to 10% of a students final grade Rationale: One of the most common practices in North American education has been scoring and including all homework as a significant part of grades. This has been done in the belief that it promotes responsibility in students, but in fact it often has the opposite effect. Careful consideration has to be given to the purpose(s) of homework. Sometimes homework requires students to know what they know by extending or integrating their knowledge through projects or assignments done partially or completely outside the classroom. This is clearly summative assessment and is legitimately part of grades as long as there is careful monitoring to ensure that it is the students own work. Another purpose for homework is preparation--introducing knowledge, understanding, and skills intended to help students be ready for subsequent lessons. As this happens before instruction any assessment would be diagnostic, which obviously has no place in grades. Most often, however, homework is practice of whatever was learned in class that day- any assessment of this work would be regarded as formative. Practice is valuable only to those students who can have some degree of success on their own without teacher support. It is of little or no value to students that dont need practice, and it can actually be damaging to students who dont understand because they may embed misunderstandings that will be difficult to correct (OConnor, A Repair Kit for Grading, p. 110). Guiding Questions for Effective Homework Assignment How can homework be engaging so that students will complete it? What support will the teacher give to ensure it is a meaningful learning experience? What is the purpose of the homework assignment; is it aligned to a benchmark? What is the purpose of doing the task outside of class? (Preparation for next class and future class discussions, practice of skill, research, extended learning, exploring new learning, e-collaboration) What feedback will students receive on their homework? If the student did not complete the homework how will it be managed by the teacher or department? Description of Initiative: Homework can count up to 10% of a students final course grade. Homework is independent work or practice completed outside class, which is aligned to the established benchmarks that have been introduced by the teacher. The purpose of homework is to develop students academic proficiency and to do this, students need opportunities for practice without penalty. The teacher should provide meaningful feedback to students on homework as it relates to the mastery of the benchmarks.

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Teachers should ensure students have the necessary resources and preparation for homework to promote an optimal independent learning experience. Homework can be used to encourage students to take risks and challenges with their learning provided it is not graded. Homework should be an opportunity for students to prepare for summative assessments. Departments are strongly encouraged to have agreement on coherent homework practices. Failure to complete homework has traditionally been viewed as a behavioral problem that was reflected in grades. Homework should be an opportunity for students to practice independently without being penalized for learning. Solutions/Suggestions/Fixes: Teachers should ensure that homework is connected to summative assessment, which is aligned to established benchmarks. Teachers should provide meaningful feedback to students on homework. Completion of homework may be a condition considered when a student is requesting a retake. The inclusion of Responsibility for Learning report is a way to separate academic behaviors from academic performance. Homework completion is an academic behavior. If summative homework is done on time there will be opportunity for teacher feedback and resubmission before a final grade is determined. Communication with parents/guardians, as well as communication with support staff, can be very helpful in supporting students in successfully engaging in and completing their homework. Scenario: TBD Supportive Resources: Fisher, Douglas, Nancy Frey, and Ian Pumpian. No Penalties for Practice. Educational Leadership Nov. 2011. Vatterott, Cathy. Effective Homework Practices." Rethinking Homework: Best Practices That Support Diverse Needs. ASCD, 2009. Vatterott, Cathy. Making Homework Central to Learning. Educational Leadership Nov. 2011. O'Connor, Ken. How to Grade for Learning. Corwin, 2009.

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Grading Initiative: Reducing the negative impact of zeros Rationale: Most educators see that a zero is not an accurate reflection of students learning. Instead, zeros are typically assigned to punish students for not displaying appropriate effort or responsibility. If the grade is to represent how well students have learned, then the practice of assigning zeros clearly misses the mark (Guskey, Developing Grading and Reporting Systems 144). Therefore, averaging a zero into a series of grades disproportionately skews the grade leading to an inaccurate portrayal of what a student has learned. Additionally, zeros, and the low grades they yield, can cause students to withdraw from learning (Guskey, 0 Alternatives article). Description of Initiative: Teachers should not give zeros on assessments. This includes both formative and summative assessments. Solutions/Suggestions/Fixes: The teacher can assign an I or Incomplete grade, rather than a zero. Students should then complete the work so that they are able to best master the established benchmarks. One way to support students in completing their work is to use a Completion Contract (OConnor, How To Grade For Learning 165). The teacher could require before, after, or Saturday sessions for makeup work. In other words, they are not let off the hook with a zero. Instead, students learn that they have certain responsibilities in school and that their actions have specific consequences (Guskey, Developing Grading and Reporting Systems 145). The consequence is direct, immediate, and academically sound. The teacher can issue both an achievement grade and an academic behavior grade to students when reporting grades. The achievement grade would indicate results from summative assessments and the academic behavior grade would indicate criteria such as homework, punctuality, and class participation. *See Responsibility for Learning rubric pilot When teachers use an equal interval scale, the impact of a zero is not as devastating. (e.g., a 0-50 scale rather than a 0-100 scale, O'Connor, 167) *See grading scale sample below

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Grading Initiative: No Extra Credit Rationale: This is an effort to ensure that all student work, formative or summative, is authentic and tied to grade level or content area learning targets and equally available to all students. Extra credit provided for the purpose of boosting grades are not appropriate as they distort the proper assessment of a students knowledge, skill, and understanding in relation to the learning outcomes of that course (OConnor). Description of Initiative: Grades are broken when teachers provide extra credit or bonus points that are just about more points, not about higher levels of proficiency.... Better grades come from evidence of higher levels of performance, not just from more points (OConnor). Often times students want extra credit to raise their grades. When a teacher Grades 4 Learning they remove this game play for grades. However, if a student desires to improve their learning, the initiative of multiple opportunities will address this by giving the student other opportunities to demonstrate a higher level of proficiency. Solutions/Suggestions/Fixes: Teachers should provide multiple opportunities. These opportunities to advance mastery of the courses benchmarks are available to all students over time. Teachers may also offer non-graded enrichment opportunities to students. However, students are not to be penalized for failing to participate in enrichment opportunities. Teachers can teach up but assess at grade level or course benchmarks to provide challenges and enrichment for all students. Classroom Scenarios: A teacher used to have many students ask for extra credit toward the end of a grading period to improve their grades. Then the teacher changed her practice and made sure she offered students multiple opportunities to learn and to retake assessments when appropriate during the course of the semester. These opportunities provided students the ability to increase and demonstrate their proficiency of the established benchmarks. After a while, very few students asked for extra credit at the end of the semester, and when they did, the teacher cheerfully reminded them that they had had many previous opportunities to demonstrate their learning. Supportive Resources: OConnor, Ken. A Repair Kit for Grading. Pearson, 2011.

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Pilot options 2013-14

On the next couple of pages you will find a optional transitional grading scale and a Responsibility for Learning (R4L) rubric. These are two pilots being provided for teachers and/or departments that are looking for support in transitioning their grading practices.

Optional Transition Grading Scale

Current Traditional Scale In the Fall of the 2013-14 school year the grading

Optional Transition Scale 4.0 - A 3.75 - A

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committee will continue to meet to monitor the implementation of initiatives, plan on-going staff development, and to make a recommendation for a grading scale aligned to G4L.

As we make the transition to full implementation of G4L the committee established an optional transition scale for those teachers and/or *This scale can be used by departments in need of scale teachers that use rubrics to better aligned to the grading determine benchmark mastery of skills and concept benchmarks. This scale is on the right. Supportive Resources: Guskey, Thomas. "Special Problems in Grading and Reporting. Developing Grading and Reporting Systems for Student Learning. Corwin, 2001. Guskey, Thomas. "0 Alternatives." Principal Leadership. Oct. 2004. Guskey, Thomas. "Are Zeros Your Ultimate Weapon?" Principal Leadership. Nov. 2004. O'Connor, Ken. How to Grade for Learning. Corwin, 2009.

3.5 - A3.25 - B+ 3.0 - B 2.5 - B2.25 - C+ 2.0 - C 1.5 - C1.25 - D+ 1.0 - D 0.75 - D0-F 0-I

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Responsibility for Learning (R4L) Pilot When utilizing Grading for Learning it is important to understand that academic behaviors, such as respect, responsibility, effort, engagement, and attendance should not be included in the academic performance grade. However, academic behaviors can be reported separately on report cards so that students understand the role these behaviors play in their academic performance. Therefore, during the 2013-14 school year there will be an opportunity to report Responsibility for Learning on the four quarterly progress reports at the teachers discretion. Below is the rubric that should be used to assess a students R4L at these reporting times. The grading committee will seek feedback on the use of this rubric and reporting R4L throughout the year to determine its effectiveness. The Responsibility for Learning (R4L) Rubric Below is the R4L rubric for use in determining academic behavior for progress reports. (Note: Attendance is considered a Responsibility for Learning behavior but will not be evaluated by the teacher. Attendance data will be imported from PowerSchool.)

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R4L Rubric
Consistently (4) Usually (3) Occasionally (2) Rarely (1)

The student consistently The student usually demonstrates the demonstrates the following behaviors: following behaviors: Respect: Self Others Students, staff and community members Environment Responsibility: Time management Deadlines Prepared for class Seeks help when needed Connected and Engaged: Effort Participation Teamwork/ Cooperation Attendance: From Powerschool: Excused and Unexcused Absences Tardies Respect: Self Others Students, staff and community members Environment Responsibility: Time management Deadlines Prepared for class Seeks help when needed Connected and Engaged: Effort Participation Teamwork/ Cooperation Attendance: From Powerschool: Excused and Unexcused Absences Tardies

The student occasionally The student rarely demonstrates the demonstrates the following behaviors: following behaviors: Respect: Self Others Students, staff and community members Environment Responsibility: Time management Deadlines Prepared for class Seeks help when needed Connected and Engaged: Effort Participation Teamwork/ Cooperation Attendance: From Powerschool: Excused and Unexcused Absences Tardies Student does not demonstrate the qualities needed to be successful at the secondary level. Student does not take ownership for his/her learning and has an unwillingness to accept responsibility for personal goals.

Appendix A 2013-14 Grading Initiatives

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1. 2. 3. 4.

Students have multiple opportunities to learn Homework only counts for up to 10% of the achievement grade No extra credit Reducing the negative impact of zeros Grading Committee

A grading committee met this spring with representation from all secondary schools. The work on this committee was focused on improving upon the four grading initiatives implemented this year. The committee acknowledged some of the challenges to implementing the four initiatives this year and discussed ways to improve the implementation. Templates were created by the committee that define each initiative, provide a rationale, and provide suggestions to assist with implementation. In addition, the May 3rd benchmark revisions will help support a standardsbased grading initiative. 2013-14 School Year Grading Committee Recommendations 1. Get a handbook out to teachers as early as possible (by end of year early summer at the latest), which reflects the research and resources identified by the committee to assist teachers in better implementation of the four initiatives in the 2013-14 school year. 2. Provide for a responsibility for learning grade on the middle and high school report card for the 2013-14 school year. A sub-committee is developing a rubric to be used for this purpose. We are also exploring how this will look on the report card and work with PowerSchool. 3. Hold on implementing a new grading scale until the 2014-15 school year. In 2013-14 decide on a standards-based scale by mid-year; create a staff development plan to work with staff throughout the 2013-14 school year so that they are best equipped to use a standards-based grading scale. Waukesha teachers have offered to work alongside Wauwatosa teachers next year as part of this staff development plan.

Purposes of Assessment Diagnostic: assessment that takes place prior to instruction; designed to determine a students attitude, skills or knowledge in order to identify student needs.

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Formative: assessment designed to provide direction for improvement and/or adjustment to a program for individual students or for a whole class, e.g. observation, quizzes, homework (usually), instructional questions, initial drafts/attempts. (Assessments FOR learning) Summative: assessment designed to provide information to be used in making judgments about a students achievement at the end of a sequence of instruction, e.g. final drafts/attempts, tests, exams, assignments, projects, performances. (Assessments OF learning) (OConnor, A Repair Kit for Grading 107)

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APPENDIX B SUB-COMMITTEE Best Practices/Accommodations Best practices are an inherent part of a curriculum that exemplifies the connection and relevance identified in educational research. Best practices are applicable to all grade levels and provide the building blocks for instruction. Four best practices for teachers include teaching a balanced curriculum, teaching an integrated curriculum, differentiating instruction to meet individual student needs, and providing active learning opportunities for students to internalize learning. http://www.ncpublicschools.org/docs/curriculum/bpractices2.pdf In Wauwatosa Public Schools, the shift is towards teaching students skills that will endure as opposed to expecting strictly content-driven learning. Through the utilization and implementation of best practice activities, we will readily meet the diverse needs of all learners. LEVEL 1 (For use with all students in all content areas) Universal Best Practice Focus on student ability to problem solve and critically analyze as opposed to focusing on the answer. Rubrics Example Teachers may model ways of thinking or making connections, students reflect on the process of finding the answer. May be used as: formative assessments (to convey expectations, vocabulary, and learning targets before beginning work); formative assessments (to track student progress through the unit/lesson), and summative assessments. Lecture, self-exploration, group work, individual work, student/teacher conferences, access to technology. Allow students the opportunity to meet learning targets through self-designed assignments based on their own interests. Pre-assessments

The learning environment offers a variety of approaches to learning.

Teachers assess prior student knowledge and revisit and/or extend material when appropriate.

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There is open communication with and about students.

This is done by teachers talking with parents, counselors, and other teachers to find strategies which may help this student. The teacher also regularly checks for understanding and speaks with this student individually. This may take many forms such as test retakes, spiraling assessments, re-working of projects, or student designed demonstrations of knowledge, or one on one tutoring, Khan Academy. Graphic organizers, KWL method, checklists, concept maps, outlines, mnemonic strategies, sticky notes Classroom rules are discussed/posted, students understand how they are being assessed and what they are responsible for. Student self-assessment, student selfreflection, access to answer key (for student to track progress & learning) Use multiple examples and non-examples, cues and prompts. Prior access to test materials, use of a notecard/notes on assessments.

Students are offered multiple opportunities & resources to review, practice, and demonstrate understanding (both during and outside of class). Provide students with visual/auditory strategies to help them organize material and ideas. Expectations are made clear to students.

Increase student responsibility.

Draw attention to critical features.

Allow students access to assessment materials and allow students to bring tools to assessments.

LEVEL 2 (For students in special education and for students who require extra support) Accommodation Who is Responsible

Copies of class notes taken in class including General education and special education staff but not limited to notes taken from any audio visual (e.g. power points and smart board) and taken from lecture Access to a word processor Access to assistive technology in the area of reading (e.g. Kurzweil, Read and Write Gold) General education and special education staff General education and special education staff

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Access to assistive technology in the area of writing (e.g. Dragon Dictate) Access to a reader on test or quizzes Extended time on test or quizzes (e.g. up to time and a half or double time) Access to an alternative environment to complete test or quiz Access to a scribe (writer) Larger print Access to a calculator Spacing to limit items per page with fewer items per page and extra spacing between items Assistance with proofreading and editing for written assignments Highlighting important information in reading (e.g. different colors for comparing/contrasting or colors that line up with questions on worksheet) Preferential Seating Word Banks (limit to groups of five) with the definition on the left and word choice on the right (reads easier) Print things on one side and not back to back

General education and special education staff General education and special education staff General education and special education staff

General education and special education staff

General education and special education staff General education and special education staff General education and special education staff General education and special education staff

General education and special education staff

General education and special education staff

General education and special education staff General education and special education staff

General education and special education staff

LEVEL 3 (For students in special education with significant needs) Modification Alternate questions Who is Responsible General education and special education staff

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Reduced options on assessments & assignments Alternate assessments Alternate grading rubric Alternate materials (i.e. reading materials at students ability level, not grade level)

General education and special education staff General education and special education staff General education and special education staff General education and special education staff

CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author. Additional Resources: http://dese.mo.gov/divspeced/documents/AccModInt.pdf

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