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  • Science Notebook tool screenshots

    2015–2020

    Science Notebook in a Universal Design for Learning Environment (SNUDLE) is a digital solution to support the active science learning of elementary school students, including those who have difficulty reading and writing or are otherwise unmotivated for science learning. UDL is leveraged as the design framework so that construct-irrelevant barriers to science learning are actively lowered through the provision of support, and just-in-time scaffolding is provided to support the process of active science learning and, specifically, the effective use of science notebooks. This current Goal 3 project is a replication study that builds on the positive outcomes from a prior efficacy trial.

  • Photo of a woman typing on a keyboard

    2013–2015

    CAST is partnering with the Minority Student Achievement Network (MSAN) to create a Web-based professional development course to help 8th-grade Science teachers understand stereotype threat and adopt UDL-based methods to reduce the likely effects of threat in their everyday instruction.

  • A sprout breaking through the pavement

    2014–2018

    Project Raise is an NSF funded project partnering with University of Massachusetts-Amherst, the Collaborative for Educational Services (CES), and the Department of Youth Services (DYS) to create an innovative new model for teaching science to incarcerated youth.

  • Teacher, student and beakers

    2015–2020

    A suite of implementation tools and professional learning resources for scaled and effective use of CAST’s evidence-based Science Notebook in a Universal Design for Learning Environment (SNUDLE).

  • Productive struggle at work in Partners in Motion exhibit

    2017–2019

    We are working with the Museum of Science to define and create exhibit design guidelines for eliciting “productive struggle.”

  • Woman working with one of the I-SMART maps

    2017–2020

    The goal of the I-SMART project is to develop rigorous, universally designed science assessments for students with significant cognitive disabilities and any students who are not meeting grade-level standards.

  • Photo of workshop participants having a discussion

    2014–2015

    In this project funded by the Arthur Vining Davis Foundations, CAST is creating a suite of online professional learning courses for high school teachers to teach the principles of Universal Design for Learning

  • Photo of young people working on a construction site

    2016–2020

    CEE-STEM will provide young people who have often struggled in traditional schools with a personalized, universally designed way to build foundational knowledge, demonstrate their learning, explore and engage in potential STEM career pathways of interest.

  • Photo of a blank label

    2013–2015

    In this empirical study, CAST explores the prevalence and impact of stigmatization and stereotype threat on mathematics performance among public high school students (grades 9-12) with specific learning disabilities.

  • Screenshot of the CORGI Google App

    2018–2022

    This project extends a CAST/SRI Google App-based curriculum and technology innovation called CORGI (Co-Constructing Learning using the Google Interface) to improve STEM learning and higher order thinking for middle students with learning disabilities and their typically developing peers in general education STEM courses.

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