Better Learning by Design 2011 1

UDL As Framework For Professional Development

Charles Rathbone, Universal Design for Learning Grant, UVMEllen McShane, Director, Academic Support Program, UVM

Judith Christensen, Woodside Juvenile Rehabilitation Center, SOV

Date: June 1st, 2011

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UDL as framework for• Part One: Improving university teaching /

learning for students with disabilities

• Part Two: Improving residential treatment for adjudicated youth

• Part Three: Improving university academic support programs for all students

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A way of thinking about teaching and learning in classroom settings

1. recent research in cognition and neuroscience of learning

2. knowledge, skills, and enthusiasm for learning for all individuals

3. rich supports for learning

4. reduces barriers to the curriculum

5. high standards

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Learning SystemsLinked to UDL Principles

• Recognition

• Strategic

• Affective/Emotional

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Part One

Working With University Faculty

C. Rathbone

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Consultation Process

• Collaborative• Staged

– Referral Process / Intake– UDL Review, Reflection, Recommendations– Action Plan Development, Implementation, Evaluation– Follow-Up

• Responsive– Expert knowledge in faculty– Strategic knowledge in team

• Data Based• Open Ended

– Multiple Options

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The UVM UDL Model

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RepresentationRating sheet showing principle

subcategories and dimensions of practice (Intentionality and Weight)

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Action PlanDocument showing how UDL

modification occurs during consult

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UDL Wheel Course Analysis Relative presence of each UDL Principle for a set of reviewed documents for a given course

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To Date

• UVM faculty attitude data show (N=108)• Most faculty know little about UDL• Most faculty acknowledge the need• Most faculty would like to improve

• Twenty+ consultees across five units including one teamed course

• Preliminary data– Shifts in practice– Faculty like the process– Student data “in process”– Anecdotal student data positive

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Examples of shifts for faculty

• Clearer syllabi – organization, alignment• Connecting course content with student information

about selves• More choices for students in completing assignments• More modeling by faculty of what they expect in terms

of student work• Clearer assessment guidelines by faculty• Increased group work with clearer directions about

how to do groupwork: roles, presenting• Surge in faculty awareness of why students don’t get it• Enhanced passion for teaching

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Part Two

Woodside Juvenile Rehabilitation Center

Putting UDL to Work

Judith Christensen

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What is Woodside?• Operated by Dept. for Children & Families• Serves male & female adolescents from all

over Vermont• Vermont’s only secure program• Legislature recently “repurposed” as a

psychiatric, mental health and substance abuse treatment program

• Still limited to 10 up to 18 youth in the juvenile justice system

• Can serve up to 28 (30 with CO approval)

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Woodside School

• Serves all youth regardless of length of stay• 504/special education eligibility is common, but

varies drastically in the population• Common Student Characteristics:

– Significant history of academic challenges– Increasing documentation of behavioral and academic

problems over time– Decreasing motivation: What good is it?– Increasing marginalization: I can’t be successful anyway– Each student is a “class” = 28 different lesson plans– Some “group” lessons are possible

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UDL at Woodside

• Gaining Teacher commitment:– Completed module 1 as a group– Group discussion at monthly teacher’s meeting– Supposed to take 4 to 6 hours per person– Took from June through September to do this– Each teacher would then do the “Final

Assignment: http://udlonline.cast.org/page/module1/l251/

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UDL at Woodside• Teacher commitment was OK at that point• Liked what they saw as a group…• but the module still did not relate closely

enough to their own work• The final assignment relied on using a

lesson plan of their own or an example and the Educator Checklist

• Problem: Teachers thought they were already doing it “naturally” – why formalize it?

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UDL at Woodside – More to come…

• Teachers are working on Module 2 individually

http://udlonline.cast.org/page/module2/l3/ OR• Can use a newer UDL website based on

Guidelines 2.0

http://www.udlcenter.org/aboutudl/whatisudl

http://www.udlcenter.org/implementation/examples

Or other related websites such as http://www.readwritethink.org/classroom-resources/

• Plan is to “show and tell” successes and learning from experience….

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Woodside – so far

• Representation– Find images that work

– Relate to real life

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Woodside – so far

• Expression – choice!– Student posters on “How can we protect

essential water?” unit – see example– Each one took a piece of the question

• Invasive species• Phosphorus• Other toxins

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Woodside – so far

• Engagement – choice again!– Student choice on project– Student choice on how to convey information

• Poster• Speech• Paper• Any combination…

– Variable “deadlines”

There is no end in sight!!! This is a PROCESS, not a PRODUCT

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Part Three

Improving university academic support systems for all students

E. McShane

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Academic Support Services• ACCESS: Students with

disabilities

• TRIO/SSS: First generation, limited income, and students with disabilities

• LEARNING COOPERATIVE: tutoring etc.

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ASP Professional Development

• Trained ASP staff on the principles of UDL• Brainstormed use of the principles• Developed a list of projects• Train new staff on UDL for a common

language

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Stress Emerged as an Issue

• How can we minimize stress for students?– Could we infuse play? – Looked at our offices

• Lighting• Artwork• Plants• Comfortable chairs• Service dog

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How to Reduce Student Stress?• Printed Materials and Web Site

– User-centered– Utilize images– Call to action– Use concept maps when appropriate– Create “how to” brochures

• Exam Proctoring Center, Notes, Captioning, Tutoring

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How to Reduce Student Stress?

• ELL supports– Provide notes– Extended time on tests– Captioning of videos– Peer mentoring: Cultural Cats– Tutoring: Learning Skills– Web supports: Balabolka; Word Web; Read,

Write, Gold

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How to Reduce Student Stress?

• Executive Functions– Study Skills– Time Management– Online access

• Learning and Motivation Strategies Course• Transition from High School to College

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How to Reduce Staff Stress?

• Workshop on food, nutrition, and health• Create a safe space as a team

– Restorative Practices• Use of circles• Talking piece• Understanding of the impact of shame• Norms that allow all to participate

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Outcomes

• Served over 2,500 students a year• ASP had over 14,000 contacts for a year• Satisfaction surveys are positive• UVM support continues to grow• Focusing on retention as an ASP effort