Resources

Table 1, UDL Checklist for PAWS in PDF

Table 2, POWER 8 Rubric in PDF

Figure 1, POWER 8 Quick Start Guide in PDF

Figure 2, Kalani’s POWER 8 Graph in PDF

POWER 8 CBM Assessment and Graphs in PDF

Picture Set Samples in Word

POWER 8 Template Sample in PPT

POWER 8 Planner in Word

POWER 8 Graphing Tool in Excel

Teacher Guide in PDF

Student Guide in PDF

Student work samples in PPT

PRODUCTION NOTE: Suggesting file formats for each resource. I don’t think we need to call the CBM assessment form, picture sets, templates, etc “tables” or “figures”—they really are just simply resources.

Of the list above, I have also uploaded PDFs of the UDL checklist, the rubric, the CBM assessment/graphs, and the picture set samples (they are also included in this document, in the event you would like to edit further and re-generate PDFs).

Of the list above, the following have been uploaded as separate files and are not included in this document:

Figure 1 (Quick Start Guide)

Figure 2 (Kalani’s POWER 8 Graph)

POWER 8 Template Sample

POWER 8 Graphing Tool

Teacher Guide (both Word and PDF)

Student Guide (both Word and PDF)

Student work samples

Table 1. UDL Checklist for PAWSThis table illustrates how components of the Power Assisted Writing for Science (PAWS) process maps to universal design for learning principles and guidelines.

Multiple Means of Representation Multiple Means of Action and Expression Multiple Means of Engagement

1. Provide options for perception 4. Provide options for physical action 7. Provide options for recruiting interest

1.1 Offer ways of customizing the display of information

Presentation software allows for customizing the display of information. Font sizes and contrast can be changed to accommodate student needs.

4.1 Vary the methods for response and navigation

Computer-based writing processes provide options for students who need accommodations for physical access.

7.1 Optimize individual choice and autonomy

Students have autonomy to make decisions (i.e., level of challenge, tools used for information gathering and production, color, design and graphics, sequencing of information).Learners to set their own personal academic goals.

1.2 Offer alternatives for auditory information

Materials provided with curriculum give students various ways to understand the process. Quick Guide illustrates steps with text and images.

4.2 Optimize access to tools and assistive technologies

Computer-based drafting of ideas allows students to use built-in accessibility tools such as text to speech, contrast, and other literacy support.Drafting on the computer also supports students who struggle with generating handwritten text.

7.2 Optimize relevance, value, and authenticity

Digital format allows for publishing to “real” audiences.Format invites personal response, evaluation, and self-reflection; it also allows students to make sense of complex ideas in creative ways.

1.3 Offer alternatives for visual information

7.3 Minimize threats and distractions

Project provides a structure and routine for writing.Provides variance for pace and length of work sessions.

2. Provide options for language, mathematical expressions, and symbols

5. Provide options for expression and communication 8. Provide options for sustaining effort and persistence

2.1 Clarify vocabulary and symbols

Materials support text and provide a prompt for students to generate words.

5.1 Use multiple media for communication

The multimedia environment of presentation software lets students express their ideas and make connections between photos, words, and their audio recordings.

8.1 Heighten salience of goals and objectives

Goals are displayed in multiple ways.Long-term goals are broken into short-term objectives.Learners engage in assessment discussions of what constitutes excellence and generate relevant examples that connect to their cultural backgrounds and interests.

TEACHING Exceptional Children, Vol. 46, No. 1. Copyright 2013 CEC.

2.2 Clarify syntax and structure

The PAWS process makes the structure of a written report explicit as students begin the writing process by using visuals and created a visual web.

5.2 Use multiple tools for construction and composition

Process introduces students to outlining tools and provides scaffolds for writing.Provides media tools with which learners can more successfully take part in their learning and articulate what they know.

8.2 Vary demands and resources to optimize challenge

Varied levels of challenge are built into the writing process.Program provides a range of both demands and possible resources, which allows all learners to identify challenges that are optimally motivating.

2.3 Support decoding of text, and mathematical notation, and symbols

5.3 Build fluencies with graduated labels of support for practice and performance

The process provides scaffolds that help students as they practice and build independenceTeachers can guide students to address particular skills that need to be addressed (e.g., organization, generating more writing).Fluency is built through many opportunities for practice and publication.

8.3 Foster collaboration and community

Students work in pairs when first engaging in the PAWS process. As they continue writing in this way, teacher can choose to continue pairing students if it is beneficial to a particular student or students to work together.

2.4 Promote understanding across language

ELLs can use digital translation tools on the computer to translate or look up key words. Visual representation of concepts and photos as prompts also provide visual, nonlinguistic supports ELLs can be encouraged to write in their first language and in English to reinforce language learning.

8.4 Increase mastery-oriented feedback

Rubric focuses on feedback that guides student towards mastery.Project emphasizes the importance of practice and effort over end product.Feedback encourages perseverance, focuses on development of efficacy and self-awareness, and encourages the use of specific supports and strategies in the face of challenge.

2.5 Illustrate through multiple media

Key concepts are provided in different forms; students make links between visual information and text.

3. Provide options for comprehension 6. Provide options for executive functions 9. Provide options for self-regulation

3.1 Activate or supply background knowledge

Photos can be selected to link with background knowledge. Students have options to take or download relevant photos.

6.1 Guide appropriate goal setting

PAWS process and rubric let student monitor and set goals for writing. Students practice making and reaching goals during the writing process.

9.1 Promote expectations and beliefs that optimize motivation

Provides coaches and mentors who can model and dialogue with students about goal setting.

3.2 Highlight Students use a cognitive map 6.2 Support PAWS process makes planning 9.2 Facilitate

TEACHING Exceptional Children, Vol. 46, No. 1. Copyright 2013 CEC.

patterns, critical features, big ideas, and relationships

(visual web) to organize the information they gather during the research process.Teacher can choose to add header sentences to each photo in the template to highlight critical features and big ideas that the student should be addressing.

planning and strategy development

and organizing steps explicit for students before they begin drafting their reports.

personal coping skills and strategies

3.3 Guide information processing, visualization, and manipulation

Gives explicit prompts for each step in a sequential process.Provides options for organizational methods and approaches.Provides multiple entry points to a lesson and optional pathways through content.

6.3 Facilitate managing information and resources

PAWS process helps students write in a structured way, with teacher providing scaffolds as necessary.

9.3 Develop self-assessment and reflection

Self-assessment tool enables teacher and student have a dialogue about the results, giving students the opportunity for guided reflection.

3.4 Maximize transfer and generalization

Includes use of mnemonic strategies and devices that will transfer to other writing tasks.Provides scaffolds that link old information to new information.Embeds new ideas in familiar contexts.Provides templates and graphic organizers.

6.4 Enhance capacity for monitoring progress

Process emphasizes dialogue between teacher and student that focuses on self-monitoring and reflection.Uses assessment checklists and scoring rubrics.

TEACHING Exceptional Children, Vol. 46, No. 1. Copyright 2013 CEC.

Table 2. Power 8 Rubric

5 4 3 2 1

Pick

a T

opic

I am an expert on my topic.

The main idea is crystal clear.

I have details that are unusual and not everyone knows.

I know a lot about my topic. It’s easy to tell the main

idea. I have great details to

explain the main idea.

I understand the topic but could narrow it a little more.

I can tell what the main idea is all about.

I have some good details to explain the main idea.

I stick to the topic most of the time. It might be better if the topic was smaller.

I think you can figure out my main idea.

I need to include more information in my details.

I have a topic that is too big or one that I don’t know much about.

I think I have a main idea, but I’m not sure.

I only have a few details.

Pict

ure

Org

aniz

er

All nine pictures have been glued in an order that is fluid and logical.

Each picture has a topic sentence and at least seven supporting sentences.

The transitional sentences lead the reader fluently to the next paragraph.

All nine pictures have been glued in an order that is logical and helps the story to flow.

Each picture has a topic sentence and at least five supporting sentences.

The transitional sentences alert the reader to the content of the next paragraph.

All nine pictures have been glued in the order I have selected.

Each picture has a topic sentence and at least three supporting sentences.

I have included a transitional sentence to the next picture.

At least seven pictures have been glued.

At least seven of the pictures have a topic sentence and at least two supporting sentences.

Transitions are given for most of the pictures.

At least seven pictures have been glued.

At least five of the pictures have a topic sentence and one or two supporting sentences.

There are few or no transitional sentences.

Out

line

All nine topics are bubbled and each has more than seven supporting facts.

My transitions are well crafted and help the reader anticipate the content of the next topic.

All nine topics are bubbled and each has between five and seven supporting facts.

My transitions are clearly written and lead the reader to the next topic.

All nine topics are bubbled and each has at least three supporting facts.

Transitions between topics are stated.

At least seven topics have been bubbled and each has at least three supporting facts.

Transitions are given for most of the topics I bubbled

Less than seven of my topics have been bubbled.

The topics I bubbled have fewer than three supporting facts.

I have provided few transitions between topics or they are missing.

Org

aniz

e

Super organization makes my ideas clear.

My lead is a “Wow!” My conclusion is a “Wow!”

I have transitions that connect ideas smoothly.

Every idea is in just the right place.

I have a lead that introduces the paper and a conclusion that wraps it up.

I have transitions that connect most ideas.

Most ideas are in the right spot.

I have a lead and a conclusion.

I have some ideas that connect ideas clearly.

My ideas are not always in order and are confusing.

I have a lead and/or conclusion, but they need work.

I have a couple of transitions, but they don’t connect ideas clearly.

I have ideas that go off in many directions.

I have no lead or conclusion. Transitions—what are those?

TEACHING Exceptional Children, Vol. 46, No. 1. Copyright 2013 CEC.

5 4 3 2 1

Writ

e W

ords

I use powerful words to create a clear message.

I use strong and precise technical and scientific words.

My words paint a vivid picture in the readers’ mind.

I use words that are clear, make sense, and are interesting.

I use technical and scientific words correctly.

My words do paint a picture in the reader’s mind.

Many of my words are ordinary.

I use some strong technical and scientific words.

I have some unneeded words or phrases, but a picture is beginning to form in the reader’s mind.

I use the first words that come to my mind.

My words are sometimes confusing.

My words do not paint a picture in the reader’s mind.

I use words that do not seem to work.

I use words I don’t understand.

I use the same words over and over.

Writ

e Se

nten

ces The writing has an easy

flow and rhythm. I use a variety of sentence

styles so my writing flows smoothly and has energy.

The writing is easy to read aloud.

I use a variety of sentence beginnings and lengths.

Choppy sentences slow the reader down.

I use some variety in sentence beginnings and lengths.

This is a little hard to read aloud.

I use some choppy sentences and run-on sentences.

This is very hard to read aloud.

I use mostly short, choppy sentences or long, rambling sentences.

Eval

uate

and

Ed

it

I use conventions correctly so my writing is easy to understand.

I add style to my paper using a variety of conventions.

I am ready to publish my writing.

I have a few errors, but they don’t make my writing difficult to understand.

I use a variety of conventions to make an impression on the reader.

I have a few errors to fix.

I have some errors, so my writing is confusing.

I use a variety of conventions correctly (colons, dashes, semicolons, etc.)

I need to do some editing.

I have so many errors it is difficult to understand my writing.

Basics (periods, caps, spelling, etc.) are correct.

I need to do a lot of editing.

I have so many errors it is impossible to understand my writing.

My paper does not include the basics.

I need to edit nearly every line.

Rev

ise

and

Publ

ish

All nine topics are covered in complete and engaging sentences.

I included a topic and conclusion as well as transitional sentences.

The PowerPoint reflects polished editing over the picture organizer.

The text copy has been recorded, played back, improved, and edited to be nearly error free.

All nine topics are covered in complete and engaging sentences.

I included a topic and conclusion as well as transitional sentences.

The PowerPoint reflects comprehensive editing over the picture organizer.

The text has been recorded, played back, edited, and improved.

All nine topics have been included.

The PowerPoint includes introduction and conclusion slides.

Each slide contains a paragraph with a topic sentence, three supporting sentences, and a concluding sentence.

The text has been recorded, played back, and edited for conventions.

At least seven topics are included.

The Power Point includes introduction and conclusion slides.

Each slide contains a paragraph with a topic sentence, three supporting sentences, and a transitional or concluding sentence.

The text has been partially recorded, played back, and edited as needed.

Less than seven topics are included.

The PowerPoint does not have introduction and conclusion slides.

Each slide contains a paragraph with a topic sentence but fewer than three supporting sentences.

The text has been partially recorded, played back, but not edited.

TEACHING Exceptional Children, Vol. 46, No. 1. Copyright 2013 CEC.

POWER 8 CBM Assessment

Goal: obtain 35/40 points on writing evaluation (see graph); increase number of words (scientific, technical, descriptive) for each report.

Pick a topic (purpose and audience)Organize (main ideas and research details) Write a draft (focus on content, words, sentences)Evaluate (punctuation, grammar, spelling)Revise (expand and publish)

Points: Student = Teacher =

Writing skills Student evaluation

Teacher evaluation

Pick a topic/idea Did I state a clear topic? (title, introduction, conclusion) 1 2 3 4 5 1 2 3 4 5

Picture organizer Did I organize my pictures/headings in a logical sequence and then paste the pictures into my organizer?

1 2 3 4 5 1 2 3 4 5

Outline Did I research each of the main headings and support them with facts/evidence. Did I use transitions to lead the reader to the next topic?

1 2 3 4 5 1 2 3 4 5

Organization Did I organize my ideas? (make an outline, include pictures, diagrams, introduce main concepts and supporting information)

1 2 3 4 5 1 2 3 4 5

Write words Did I use words that were descriptive, scientific, and technical? 1 2 3 4 5 1 2 3 4 5

Write sentences Did I create sentences that were varied, clear, and easy to understand? I did not plagiarize but used my own words.

1 2 3 4 5 1 2 3 4 5

Evaluate and edit Did I edit my writing? (punctuation, spelling, grammar, capitalization, paragraph structure)

1 2 3 4 5 1 2 3 4 5

Revise and publish Did I present my writing clearly? (consistent format, font, headings, illustrations, multimedia)Did I include my sources/bibliography?

1 2 3 4 5 1 2 3 4 5

Total (max = 40)

TEACHING Exceptional Children, Vol. 46, No. 1. Copyright 2013 CEC.

Student: _______________

Essay: ________________

POWER 8 CBM Assessment

TEACHING Exceptional Children, Vol. 46, No. 1. Copyright 2013 CEC.

POWER 8 CBM Assessment

TEACHING Exceptional Children, Vol. 46, No. 1. Copyright 2013 CEC.

Power-Assisted Writing for Science (PAWS)Picture Set Samples

These sample images may be copied or dragged and dropped into a PowerPoint template for students to use in developing a PAWS report.

Set 1: Atoms

Introduction to atoms, elements, compounds, and the periodic table

Discovered by… Common compounds

Element’s atomic structure Important uses Conclusion

Element/family properties Other interesting facts Bibliography

TEACHING Exceptional Children, Vol. 46, No. 1. Copyright 2013 CEC.

Set 2: Baking Brownies

Introduction Background Hypothesis

Materials Safety Procedures

Observations Explanation Conclusion

TEACHING Exceptional Children, Vol. 46, No. 1. Copyright 2013 CEC.

POWER 8 Planner

Picture organizer Idea web Draft writing

[Paste picture here]

[Paste picture here]

TEACHING Exceptional Children, Vol. 46, No. 1. Copyright 2013 CEC.