UDL AcademyDay 2

Cohort 1December 17, 2012

Preparing for Your UDL Trip

CASTRachel Currie-RubinLoui Lord-NelsonGrace MeoAllison PoseyPattie Ralabate

MA DESE OTSSShawn ConnellyMary Ellen EfferenTara GestrichMadeline LevineLinda Tarmy

DSACDonna HarlanChristine Shea

UDL Connect: Join and sign in for all workshop

Resources

CAST 2012

Who’s in the room?Classroom Teachers

Principals

Central Office Staff

Special Educators

DESE and DSAC staff

Seen another way

CAST 2012

Goal: UDL Academy 1

to establish a team of school and district leaders who will shape the learning environment so that it addresses the variability of ALL learners, including students with disabilities, English language learners, and students.

CAST 2012

UDL Academy 1 Overview

Provide follow-up activities in the application of UDLSupport teams of instructional leaders who will collaborate to applying the principles of UDL aligned to the MTSS blueprint. 

CAST 2012

UDL Academy 1 Overview

District leaders will

• Have knowledge and skills necessary to prepare for implementation initiative.

• Complete a resource map at the district level to identify and leverage resources to support implementation of UDL.

• Develop procedures to measure progress to ensure that the project goals are being achieved.

CAST 2012

UDL Academy 1 Overview

Principals will• Have knowledge and skills necessary

to apply UDL within school based implementation.

• Complete a resource map at school level to identify and leverage resources to support implementation of UDL.

• Develop procedures to measure progress to ensure that the project goals are being achieved.

CAST 2012

UDL Academy 1 Overview

Classroom Educators will• Collaborate to develop 3 - 4 lessons to

post & share on UDL Exchange, an online digital environment for creating and sharing lessons. The lessons will include UDL principles.

• Create classroom structures that are responsive to the variability of all learners.

• Share UDL information with other educators.

CAST 2012

UDL Academy: Making Connections

UDL

Scavenger HuntMeet and Greet

• get signatures• use the same person 2x

Your ‘elevator’ speech for UDL?

• What is UDL?• How have you thought about

UDL and your practice so far?

UDL highlights• Framework for FIRST designing lessons,

presentations, activities

• Knowing that ALL learners are variable

• Goal of instruction is to have knowledgeable, strategic, engaged learners!

Application: UDL GuidelinesView Learner Variability video Part 1

Focus:

• What is meant by the illusory average?• Give an example of systematic variability

and think about planning for this.• How do (or can) YOU plan for this

variability?

• Put video here:

Discuss at table:oWhat is meant by the illusory

average?

oGive an example of systematic variability and think about planning for this.

oHow do (or can) YOU plan for this variability?

Reflect using the UDL Guidelines:

• Think about a time you learned something well, or that you were really engaged in learning something.

• Describe it! (Handout, Part 2)

• How did this lesson use the UDL Guidelines?

• Use the Laminated UDL Guidelines to think about additional strategies that may also be useful for this lesson?

Share with ‘elbow’ buddy:• How might this reflection of a ‘good

lesson’ apply to your work now?o as a principal, teacher, parent, administrator

BREAK!

Construct the UDL Guidelines:

Take the 1 laminated part of the UDL Guideline that is on your table and ‘stick’ it to the wall with the correct group!

Learner Variability video Part 2

• With your assigned guideline, watch the Learner Variability video, part 2

Use laminated Guidelines:• What Guidelines/Checkpoints did the

teachers implement?• Using the UDL Guidelines, what strategies

could you add?

Each table, on notecards:

• give a short second description of the guideline, checkpoints + a few ‘how to do’ ideas

• Share and add to the ‘big’ UDL Guidelines

ResourceUDL Guidelines: ‘Tell Me More’

Resource:National Center on UDL

Explore, share ideas and resources

UDL: Guidelines can be a ‘decision making tool’• When you have a clear goal• there may be some barriers to reach the

goal • there will be variable learners who you

want to support in perception, strategies, and engagement…

• the UDL Guidelines give a guide to support this

KPB Survey: thank you for taking!

LUNCH

UDL: a decision making tool

Introduction to CaseTeacher, MS. HARRIS

• Middle school math teacher• “I think there are some things I do really

well in my class.” • “I feel a little stuck and I know some of my

colleagues do as well”

CasePrincipal: MR. LIM

• Principal for nearly 10 years at the middle school

• “I see kids who are really struggling to put a sentence together despite the best efforts of our staff. “

• “On the other hand, I see kids that are thriving, so I know we’re doing a lot of things right already.”

Case• District: MR. JOHNSTON

• Special education administrator• “I’m here to learn more and figure out how

to leverage UDL to meet our needs.”

Team Discussion• What are your demands?• What are their resources?

• Link at least one demand and one resource to a UDL guideline

Role alike Discussion• Teachers• District• Principals• Other support staff (coaches, therapists, specialists)

• Talk about yourselves: owhat are your demands and resources?oHow might the UDL Guidelines help you

think about your demands and resources?

Break

CaseTeacher, MS. HARRIS

• as a school we have a couple of goals: o working on our curriculum: rewrite some

portions of the math curriculum o an initiative around subject area reading

comprehension o raising our test scoreso teacher evaluation

CasePrincipal: MR. LIM

• Lots of goals: o performance goalso curriculum is coming along, influenced by

performance. o Not sure if we can change performance using

UDL: don’t we need to focus on our math program?

Case• District: MR. JOHNSTON

• Goals: o engagement and performance

Goals of the Cases:• Our example got to a ‘goal’ – it may take awhile

to narrow your goal

• UDL can’t solve everything…. It’s a way of thinking about problems

What might this mean for your practice?

• Begin to think about your challengeso Think of 3 issues (come to consensus)o Think of the Resource-Demands

• How might UDL Guidelines help build your resources?

• What other action ideas do you have at this point (there may not be many) to help you build your resources?

Your goal(s) at this point:

• With your resource-demands list, highlight what is going on in the district-school-classroom overall

• What is the goal?• What are the challenges,

strengths/weaknesses?• Who is your group to work on addressing

this?

Revisit UDL Connect• Post discussion questions• Use resources as helpful

As a table:Final ‘word’?

Evaluations

Thank you!