Visual Tools for Teaching College /Career-Readiness Standards

STRAND A: A New Generation of School Reform: What Does It Mean for Special Education?
Session 2: "College and Career Ready Standards: The
Common Core and Students With Disabilities."

Visual Tools for Teaching College /Career-
Readiness Standards

Edwin Ellis, Ph.D.
Professor, Special
Education, The
University of Alabama
edwinellis1@gmail.com
(205) 394-5512

You may download this presentation from
www.GraphicOrganizers.com
© 2013 Edwin S. Ellis All Rights Reserved edwinellis1@gmail.com www.GraphicOrganizers.com

College / Career Readiness Standards have
brought a lot of clarity to our destination…
…but very little clarity about how to get there.

Four big problems…
1. Some of the College / Career Readiness standards are
really complex

For example…
Cite strong and thorough
textual evidence to support
analysis of what the text says
explicitly as well as inferences
drawn from the text, including
determining where the text
leaves matters uncertain.


really complex

For example…
Delineate and evaluate the
argument and specific claims
in a text, assessing whether
the reasoning is valid and the
evidence is relevant and
sufficient; identify false
statements and fallacious
reasoning.


really complex
2. Attempting to teach grade-level standards when critical
prerequisite skills haven’t been gradually
Asking & Answering
developed over a series of years. Questions

Summarizing & Explaining
Key Ideas, Messages &
Themes

Standards are organized Forming & Expressing
Opinions
around CATEGORIES of
Drawing & Explaining
leveled critical thinking & Inferences & Conclusions
communication skills
Making & Explaining
Relationship Connections
Each category has a scope
and sequence Recognizing,
Analyzing & Explaining
Point-of-View

Making & Explaining
Comparisons
© 2013 Edwin S. Ellis

really complex
developed over a series of years.
Themes
RL.2.2. Recount stories, including fables and folktales from diverse cultures, and determine their central message,
lesson, or moral.
RL.3.2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message,
lesson, or moral and explain how it is conveyed through key details in the text.
RL.3.9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or
similar characters (e.g., in books from a series).
RL.4.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.
RL.4.9. Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and
patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
RL.5.2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or
drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
Each category has a scope
RL.6.2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a
summary of the text distinct from personal opinions or judgments.
and sequence
RL.7.2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an

Trying to teach this…
objective summary of the text.
RL.8.2. Determine a theme or central idea of a text and analyze its development over the course of the text, including
its relationship to the characters, setting, and plot; provide an objective summary of the text.
RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text,
including how it emerges and is shaped and refined by specific details; provide an objective summary of the
text.
RL.11-12.2. Determine two or more themes or central ideas of a text and analyze their development over the course of

really complex
Themes
RL.2.2. Recount stories, including fables and folktales from diverse cultures, and determine their central message,
lesson, or moral.
RL.3.2. Recount stories, including fables, folktales, and myths from diverse cultures; determine the central message,
lesson, or moral and explain how it is conveyed through key details in the text.
RL.3.9. Compare and contrast the themes, settings, and plots of stories written by the same author about the same or
similar characters (e.g., in books from a series).
RL.4.2. Determine a theme of a story, drama, or poem from details in the text; summarize the text.
RL.4.9. Compare and contrast the treatment of similar themes and topics (e.g., opposition of good and evil) and
When very little of this has
patterns of events (e.g., the quest) in stories, myths, and traditional literature from different cultures.
RL.5.2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or
been previously addressed
drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
RL.6.2. Determine a theme or central idea of a text and how it is conveyed through particular details; provide a
summary of the text distinct from personal opinions or judgments.
RL.7.2. Determine a theme or central idea of a text and analyze its development over the course of the text; provide an
objective summary of the text.
Trying to teach this…
RL.8.2. Determine a theme or central idea of a text and analyze its development over the course of the text, including
its relationship to the characters, setting, and plot; provide an objective summary of the text.
RL.9-10.2. Determine a theme or central idea of a text and analyze in detail its development over the course of the text,
including how it emerges and is shaped and refined by specific details; provide an objective summary of the
text.
RL.11-12.2. Determine two or more themes or central ideas of a text and analyze their development over the course of

really complex
3. Balancing instruction in content subject-matter with instruction
in content-literacy skills (college/college readiness standards).


really complex
3. Balancing instruction in content subject-matter with instruction
in content-literacy skills (college /career readiness standards).

4. Instructional resources
Professional development


Asking & Answering
Questions

The challenge… Summarizing & Explaining
Themes
* How to make the complex standards
more simple…teachable Forming & Expressing
Opinions

* Instructional resources that… Drawing & Explaining
Inferences & Conclusions

* SIMPLE Making & Explaining
* SERIOUSLY ROBUST
Recognizing,
* TEACHERS & STUDENTS VALUE Point-of-View

Making & Explaining
Comparisons

Extensive research  VISUAL TOOLS
are very powerful devices for teaching
these thinking & communication skills
* Reading comprehension Asking & Answering
Questions
* Vocabulary acquisition
* Writing fluency & ideation Summarizing & Explaining
* Content-area learning Themes

Forming & Expressing
High-achieving Opinions
Typical-achieving Drawing & Explaining
Low-achieving Inferences & Conclusions

Learning Disabilities Making & Explaining

Recognizing,
Point-of-View

Making & Explaining
Comparisons


Extensive research  visual tools are
very powerful devices for teaching
Asking & Answering
Questions

Themes

Opinions
Webs can be excellent visual tools
for teaching basic summarization Drawing & Explaining
skills
Making & Explaining

Recognizing,
Point-of-View

…but are they effective when addressing Making & Explaining
Comparisons
complex C/C-R standards?

Extensive research  visual tools are very
powerful devices for teaching these thinking
& communication skills

Let’s say you are attempting to teaching this standard…
Write arguments focused on discipline-specific content: Develop claim(s) and
counterclaims fairly, supplying data and evidence for each while pointing out
the strengths and limitations of both claim(s) and counterclaims in a discipline-
appropriate form and in a manner that anticipates the audience’s knowledge
level and concerns.
What’s the difference between…
THIS …and THIS?


© 2013 Edwin S. Ellis All Rights Reserved
Define the issue
WHAT is the issue?

WHO should be concerned about the issue? WHY?

WHEN did the issue emerge? Why then?

Establish a clear position on the issue
My position is…

Back-up the position with reasons and supporting facts (weakest reason 1st, strongest reason last)
REASON Supporting facts


Acknowledge the opposition’s position
Opposition's position is…

Tell why the opposition’s position is incorrect (their strongest reason 1st, their weakest reason last)
Why this reason is faulty…
REASON opposition might give…

REASON opposition might give… Why this reason is faulty…

End by re-stating your position and summarizing the most important reason why

Define the issue
WHAT is the issue?

Whether to raise the speed limit on interstates

Everybody that travels or buys goods shipped via highways

Pres. Carter ordered slower speed-limits due to gas shortage
Define the issue
My position is…

WHAT is the issue?

WHO should be concerned about the issue? Why?





Define the issue
WHAT is the issue?



My position is…

The speed limit should be lowered to 65mph on interstates


My position is…





Define the issue
WHAT is the issue?



My position is…

The speed limit should be lowered to 65 on interstates

Slower speed = less gas “greener” + less travel & shipping costs

Safer at lower speeds Slower speed = less wrecks = less deaths
Back-up position with reasons & supporting facts

Weakest reason 1st faulty…
Tell why the opposition’s position is incorrect (their strongest reason 1 is, their weakest reason last)
Why this reason
st


Strongest reason last


Define the issue
WHAT is the issue?



My position is…




We should raise the speed limit to 75 or 80, not lower it!


Opposition’s position is….


Define the issue
WHAT is the issue?



My position is…



Tell whylower speeds positionspeed = less wrecks = less deaths
Safer at opposition’s Slower is incorrect
Acknowledge theReason opposition
opposition’s position
might give…
We should raisethis speed limit to 75 or 80, not lower it!
Why the reason is faulty…

Cars made safer now 105,000 fatal car accidents last year

People won’t speed as much if Research: Drivers ave. speed = 15-20 mph

speed limit is higher over limit no matter what speed limit is

Define the issue
WHAT is the issue?



My position is…




Tell why the opposition’s position is incorrect
End madere-stating your position fatal car accidents last year
by

Cars safer now 105,000
& summarizing the
(their strongest reason 1st, their weakest reason last)

most important reason why

speed limit is higher no matter what speed limit is

DEBATE the Issue Strategy
Define the issue
WHAT is the issue?



My position is…

The speed limit should be lowered to 65 mph on interstates




Cars made safer now 105,000 fatal car accidents last year

People won’t speed as much if Research: Drivers ave. speed = 15-20 mph

speed limit is higher over limit no matter what speed limit is

Interstate Speed Limits
An important issue that concerns everyone is whether the
speed limit on interstate highways should be raised. It affects
everyone, even children too young to drive and elderly people too
old to drive. This is because so many people travel on the
interstates, both as drivers and as passengers. It even affects
people who never go on the interstate because the speed limit
affects the price of goods in terms of their transportation costs.
Long ago, President Carter ordered that the speed limit be dropped
to 55 miles per hour. This has been raised back to 70 mph on most
interstates, but this may not be the ideal speed.
Personally, I think the speed limit should be lowered to
65 mph on interstates. Slowing down just a few miles an hour can save this country a lot of gas because slower
speeds burn less gas. Not only will people save at the gas pump, they will save in the grocery store as well
because it will not require as much money to ship items if truckers go a little slower.
Most importantly, however, slightly slower speeds can save thousands of lives. According to the National
Insurance Council, dropping the speed limit just 5 mph can save as many as 35,000 lives per year. The bottom
line is that we are all safer if we all slow down just a little. Slower speeds mean less wrecks and that means less
deaths.
There are many people who would like to see the speed limit increased to 75 or even 80 mph on the
interstates. They argue that, now that cars have air bags and other safety features, they are a lot safer than they
once were and thus are safer to drive at higher speeds. However, according to Laws.com
(http://accident.laws.com/fatal-accidents), 105,000 people died in auto-accidents last year. While cars may be
safer, that doesn't make them completely safe.
Some also argue that if the speed limit were raised, drivers would be less likely to exceed speed limits and
break the law. The reality is that statistics show that drivers are likely to exceed the speed limit an average of 10-
15 mph, no matter what the limit is. Thus, when the speed limit is at 70, speeders are actually driving between 80-
85 miles an hour. If the limit is raised to 75, they are likely to just drive even faster at 85-90 miles an hour, suck up
even more gas and kill more people. While I agree that it is more fun to drive fast, it is more important to lower
emissions and protect our planet, be less dependent on gas, and be safer. Let's lower the limit to 65 and we'll all
be better off. © 2013 Edwin S. Ellis All Rights Reserved

Asking & Answering
Questions
Venn diagrams can be excellent Summarizing & Explaining
visual tools for making basic Key Ideas, Messages &
Themes
comparisons…
…but are they effective when Opinions

addressing complex C/C-R Drawing & Explaining
standards?
Making & Explaining

Recognizing,
Point-of-View

Making & Explaining
Comparisons



Consider this standard…
Analyze how an author draws on and transforms source material in
a specific work (e.g., how Shakespeare treats a theme or topic from
Ovid or the Bible or how a later author draws on a play by
Shakespeare).

What’s the difference between…
THIS …and THIS?


RL.9-10.9 Analyze how an author draws on and transforms source material in a
specific work (e.g., how Shakespeare treats a theme or topic from Ovid or
the Bible or how a later author draws on a play by Shakespeare).

O.K… Right... Like, what’s a
theme anyway?


COMMON THEMES IN LITERATURE
The Individual in Society Growth and Initiation
* Society & a person's inner nature are always at war. * A child must go through a special trial or series of trials before
* Social influences determine a person's final destiny. maturing.
* Social influences can only complete inclinations formed by Nature. * Adulthood is often established by an abrupt, random crisis, sometimes
* A person's identity is determined by place in society. at an unusually early age.
* An individual is essentially alone & frightened even among people. * Aspects of childhood are retained in all of us, sometimes hindering
* Good triumphs over evil; man is inherently good (or evil). growth, sometimes providing the only joy in later life.
* Everyone must face a crisis of confidence or identity.
An Individual's Relation to the Gods * Humans respond to trauma in different ways.
* The god(s) are benevolent & will reward humans for overcoming * Everyone has a destiny that must be searched for.
evil & temptation. * One has control (or no control) over his/her destiny.
* The gods mock the individual & torture him or her for presuming to * One’s significance must be searched for.
be great. * Incompetence can only be overcome with confidence.
* The gods are jealous of & constantly thwart human aspiration to * Spirituality must be intentionally searched for and developed.
power & knowledge.
* The gods are indifferent toward human beings & let them run their Life & Death
undetermined course. * Enjoy life now, for the present moment, because we all die too soon.
* There are no gods in whom people can place their faith * By the time we understand life, there is too little left to live.
* Death is part of living, giving life its final meaning.
The Individual in Nature * Death is the ultimate absurd joke on life.
* Nature is at war with each of us & proves our vulnerability. * There is no death, only a different plane or mode of life without
* People are out of place in nature & need technology to survive. physical decay.
* People are destroying nature & themselves with uncontrolled * Without love, death often appears to be the only alternative to life.
technology. * Life is a circle.

Human Relations Alienation
* Marriage is a perpetual comedy bound to fail. * An individual is isolated from fellow human beings and foolishly tries
* Marriage is a relationship in which each partner is supported & to bridge the gaps.
enabled to grow. * Through alienation comes self-knowledge.
* An old man marrying a young woman is destined to be a cuckold. * Modern culture is defective because it doesn't provide group ties.
* Parents should not sacrifice all for a better life for their children.
* There are few friends who will make extreme sacrifices.
* Love always has a big price. © 2013 E. S. Ellis


Common themes in literature

Mystery solved!
THEME
SOURCE MATERIAL ADAPTED STORY
How author adapted that idea
Evidence of theme when composing a new story

How author adapted that idea
Evidence of theme when composing a new story
© 2013
E. S. Ellis

What’s the point?
While the generic visual tools can be
effective with some of the basic CCS
standards…
Asking & Answering
…what is needed for teaching C/C-R Questions

are specialized discipline-specific Summarizing & Explaining
visual tools Key Ideas, Messages &
Themes

Opinions


Making & Explaining

Recognizing,
Point-of-View

Making & Explaining
Comparisons


So what’s so special about these visual tools?

It’s all about the prompts!
* Clear & explicit
* Guide thinking
* Simple
* Discipline-specific


So why discipline-specific visual tools?

How one thinks about history (e.g., a famous person) is
fundamentally different than how one thinks about
literature (e.g., a character in a story)

The essential understandings are similar, but also very different

CHARACTER FAMOUS PERSON
Affects of setting on character’s Affects of historical context on person’s
personality & interactions with others personality & interactions with others

Character’s point-of-view of other Person’s point-of-view of critical
characters events, policies, etc.

Character’s motivation Person’s goals, actions, impact

How the character changed Conflicts & challenges

Role of character & theme Role of person in history

So why discipline-specific visual tools?

How one thinks about history (e.g., a famous person) is
fundamentally different than how one thinks about
literature (e.g., a character in a story)

The essential understandings are similar, but also very different

Thus, the prompts that cue
students about essential
understandings will differ


So what so special about these visual tools?

It’s all about the prompts!
* Clear & explicit
* Guide thinking
* Simple
* Discipline-specific

It’s also about not using one visual
tool, but rather employing a series
of them that build up to
sophisticated applications

Thus, we don’t start with
something this
complex…
Asking & Answering
Questions
…rather, we build up to it
Themes

Opinions


Making & Explaining

Recognizing,
Point-of-View

Making & Explaining
Comparisons


for teaching National Common Core
Standards are organized around CATAGORIES of leveled
College Readiness State Standards LITERATURE

critical thinking & communication skills
Grade 3 Software v1.0
Asking & Answering
Questions
Themes

Opinions


Making & Explaining

Recognizing,
Point-of-View

Making & Explaining
Comparisons




Literature Software v1.0
Messages & themes
Grade 3 Grade 4 Grade 5

Grade 6 Grade 8 Grade 9-12




Literature Software v1.0
Point-of-View ETC.
Grade 3 Grade 4 Grade 5

Grade 6 Grade 8 Grade 9-12


Messages & Themes

What is the story’s message about life?

STORY

The story was about…

What was the story’s moral or message about life?

What I liked (or did not like) about the message
OR
Why I think it is the message
© 2013 E. S. Ellis

Messages & Themes

Message + 2 reasons why

What was this story about?

What was the message about life in the story?

Reason WHY I think this is Another reason WHY I think
the message this is the message

© 2013 E. S. Ellis

Messages & Themes

Message + 2 reasons & supporting details why / conclusion

What was the message about life in the story?

Reason WHY I think this is Another reason WHY I think
the message this is the message

Details Details

CONCLUSION: Is the message important? Why?
© 2013 E. S. Ellis

Messages & Themes

Story TOPIC + 2 reasons / conclusion

Select the topic(s) that best matches what the story was about

1st Reason + evidence why I think the story is about the topic(s)

2nd Reason + evidence why I think the story is about the topic(s)

CONCLUSION: What is important to understand about the topic(s)?
© 2013 E. S. Ellis

The Outsiders

The Outsiders by S.E. Hinton is a book about
what happens to two teenagers as they are growing
up. Ponyboy is 15 and Johnny is 14. The book is
basically about “coming of age,” and “loss of
innocence.’ Both of these topics are pretty similar.
“Coming of age” stories are about what happens when
children change into young adults. Ponyboy and Johnny
face problems like being in gangs, and dealing with
girls and school. When they were children, they didn’t
worry about these things much. Now that they are
teenagers, reality kicks in and they have to deal with
them.
Ponyboy and Johnny join a gang called “Greasers.”
To be really accepted, they have to do bad things
and act really tough. At the same time, they want to be good and improve their lives, so they face a
lot of tough choices. Their parents are either dead or deadbeat, so they don’t get much help from
them. Both Ponyboy and Johnny “come of age” because they realize they’re on their own and have
to deal with these problems.
The book is also about “loss of innocence.” This means that when you are a child, the world
seems like a safe place. While you can’t wait to grow up and get bigger, you don’t realize how harsh
things are. Then something really bad happens that causes you to loose your childish view of the
world really fast. When Ponyboy and Johnny were children, murder was just something that
happened on TV. The Greasers gang decides to murder a guy named Bob. Dallas and Johnny get
caught, they go to court, and they end up dying. This was a real eye-opener for both Ponyboy and
Johnny, so they quickly lost their innocent view of the world.
In conclusion, I really liked this book. It’s about “coming of age” and ”loss of innocence.” These
topics are important to understand because sooner to later, everybody has to grow up and realize
that real-life is harsh and you have to deal with it.
© 2013 E. S. Ellis

Messages & Themes

Common Topics Addressed in Themes
Abandonment Compromise Fear Innocence Perseverance Spirituality
Accomplishment Courage Freedom Isolation Prejudice Stages of Life
Affirmation Cruelty Friendship Jealousy Pride Success
Alienation Curiosity Futility Justice Race Suffering
Ambition Death Gender Loneliness Regret Survival
American Dream Determination Grief Love Rejection Teamwork
Anger Discovering Talent Guilt Loyalty Religion Tradition
Beauty Discovering self Happiness Memory Responsibility Truth
Betrayal Diversity Heroism Nationalism Sex/Sensuality Violence
Birth/Childhood Duty Honesty Nature Sincerity War
Coming of Age Education Hope Oppression Social Class Work
Commercialism Ethics Identity Parenthood Sanity
Community Family Illness Patience
Fate Imagination

Individual & Society Science & Technology Things not as they seem
Welfare of others


STORY AUTHOR

TOPIC THEME (author’s opinion about topic)

EVIDENCE of theme in story

Conclusion: Connections (or disconnections) between the
theme and your own life © 2013 E. S. Ellis

The Watsons Go to Birmingham Christopher Paul Curtis

Coming of Coming of age is what happens when you realize you are growing up and start thinking
Age about who you are, what the world is really like, and acting more mature.

At first, Byron is a bully. He makes fun of everybody and doesn’t care what happens to others or
how he makes them feel. After killing a bird just to be mean, he feels sorry he killed it and
cries. Then he buries it. This shows that he is beginning to realize how bad he is and wants to
change (pg. 82-85). He is starting to grow up. .

Kenny is really upset about the church bomb and goes to Byron for help. Rather than teasing
Kenny, Byron helps him think about and better understand what happened, and he tries to make
Kenny feel better (pg. 196-200). This is a big change from the days when he was teasing
everybody and being a bully.

“Coming of Age” theme applies to my life. The story about the innocent girls getting bombed at
church makes me think of the crazy people who come to a school and kill a bunch of innocent
children and teachers. I guess I “came of age” when I realized that you are never ever really
completely safe anywhere, and that crazy mean people can come from nowhere. © 2013 E. S. Ellis

We’re developing similar series of
specialized visual tools for ALL of the
College / Career Readiness standards

Asking & Answering
Questions
Themes

Opinions


Making & Explaining

Recognizing,
Point-of-View

Making & Explaining
Comparisons


We’re developing similar series of
specialized visual tools for ALL of the
College / Career Readiness standards

Asking & Answering
Questions
Themes

Opinions


Making & Explaining

Recognizing,
Point-of-View

ETC.
Making & Explaining
Comparisons


Analyzing text, forming & expressing opinions
Initially, start with VERY basic application of this skill

Favorite Part of Story + 2 Reasons
Story

What happened BEFORE your
favorite part of the story?

What happened DURING your
favorite part of the story?

Reason WHY this was Another reason WHY this
your favorite part was your favorite part

Eventually, work up to very sophisticated applications of this
skill

Group’s Point-of-View & Actions related to Topic


TOPIC (person, group, event, policy, conflict, issue, etc.)
Is about…

Group or Organization

What the group wants others to Why the group wants others to
believe about VALUES and/or believe this
ACTIONS related to this topic

Evidence Evidence

ACTIONS the group wants people to take related to this topic

Evidence

Conclusion: What’s important to understand about this?


Evidence of Author Bias
Impartiality Balance
Degree that author’s opinion about topic is obvious Degree that author explains different sides or views
vs. neutral of topic

Exaggeration Title
Exaggerating the characteristics of something/ Title’s wording may reflect the author’s opinion
someone often reflect bias. about the topic

Tone Inclusion or omission of info
A reporter may express opinion Choices author makes to include or omit specific
(approval, ridicule, etc.) via tone of voice used info about a topic can reflect bias
when discussing the topic

Word choice Placement of info
The choice of words an author uses to describe The position in a report (beginning, middle, end)
something (gathering vs. mob) or name something that an idea is presented may cause people to view
/ someone (child vs. brat); use of words that its importance differently.
express positive / negative value.

Picture / video selection / captions Substantiation of info
Degree that author provides multiple-sources of
How something / someone appears in a picture or
information in the report that can be independently
video, as well as picture captions or video
verified
narrations, can dramatically sway perceptions


REALLY important!
Genius is NOT just about these various visual
tools!

…it’s also about the high-engagement
instructional routines for using them


…as THESE

Text-to-Notes-to-Writing instructional routines
THIS is as important…



Whole premise is based on these research-based statements:
When students talk about what they read about, reading,
vocabulary, and writing skills improve

When students write about what they read and talked
about, reading, vocabulary, and writing improves

Scaffolded, strategic instruction works!


BEFORE the lesson
Use VTs as advance organizers routines
Use VTs to review & activate background knowledge routines
Use VTs to pre-teach vocabulary routines

DURING the heart of the lesson
Teacher - guided reading/writing/note-taking routines using VTs
Peer-assisted routines using VTs
Independent work routines using VTs

END of the lesson
Reflective review routines using VTs
© 2013 E. S. Ellis Project-based Learning routines using VTs

So how well does this stuff work?
Extensive research validates use of visual tools…
* Reading comprehension High-achieving
* Vocabulary acquisition Typical-achieving
* Writing fluency & ideation Low-achieving
* Content-area learning Learning Disabilities

So how well do these work?
research
Large N quantitative studies (true- & quasi-experimental designs)
Qualitative studies
Program Evaluations
Typical measures include…
General performance on high-stakes tests
Performance in specific skills (writing) and vocabulary
Depth / Breadth / Accuracy of new content knowledge
Social validity (teacher & student satisfaction)
Fidelity & factors that affect it

Results consistently show that …
FAR better than “business as usual” (control groups)
Significantly better than generic graphic organizers
Teachers and students HIGHLY value them

Visual Tool Resources designed for teaching CCS Standards
Primary
Language Literacy Grades K-3

Intermediate

Middle School

High School

© 2013 E. S. Ellis

Edwin Ellis, Ph.D.
Professor, Special
Education, The
University of Alabama

edwinellis1@gmail.com
(205) 394-5512


Visual Tools for Teaching College /Career-Readiness Standards

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