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Universal Design for Learning (UDL) & Assistive Techonology
[email protected] 626-298-1111 www.SusanSimmons.com
Complete Course Synopses
About Susan Simmons
Dr. Simmons is a passionate Universal Design for Learning (UDL) Enthusiast. She came to
UDL from her many years as an Assistive Technology (AT) Specialist and Teacher. She has
been a public school teacher, and administrator (Program Specialist), a college instructor
(Boston College, Claremont Graduate University, Mount St Mary’s College and many
others), as well as Education Specialist and AT Specialist providing Professional
Development for school districts through California Department of Education (Diagnostic
Center). She is a frequent presenter at national conferences on topics in UDL and
Assistive Technology. A highlight in her early UDL training was attending the Harvard UDL
Summer Institute and being invited back as a teaching fellow.
She is currently in private practice in the Los Angeles area.
Professional Development Options There are 3 ways to access professional development:
1. Hosting a workshop If you would like to host a workshop you contact me and we will arrange for you to provide the space and some basic supports for the professional learning topic you have selected. You agree to help “get the word out” to those in your region and you receive either a discounted or free registration (depending on the number of registrants) to the professional learning you host.
2. Custom Workshops for your District/SELPA or Keynotes/Conference Workshops If you would like me to come to your district or SELPA, contact me and we will arrange a phone conversation about what outcomes you would like met and details about the location, number of days and cost professional learning you are seeking.
3. Attending a local workshop open to the public for registration. To be notified about these workshops please join the mailing list.
Professional Development Susan Simmons & Assoc. page 2
Professional Development Topics
Universal Design for Learning (UDL)
o Introduction to UDL for Teachers (6 hours)
o UDL Lesson Planning for Teachers (6 hours)
o UDL for Administrators (3 or 6 hours)
o Executive Functioning and Learning (6 hours)
Assistive Technology (AT) o AT Certificate Program (48 hours)
4-two day sessions spread over 12-16 weeks
o Developing District AT Programs (3 or 6 hours) 6 hours in one day live or virtually in 3-two hour segments or 2-one and a half hour segments
o How to Read and Write Defensible AT Reports (3 or 6 hours) 6 hours in one day live or virtually in 3-two hour segments or 2-one and a half hour segments
Professional Development Susan Simmons & Assoc. page 3
Professional Development
in Assistive Technology
Professional Development Susan Simmons & Assoc. page 4
AT Certificate Program
THIS Program can be offered exclusively in a district/SELPA or region Length: Eight six-hour days (48 hours), divided into four two-day segments (8:30-3:30) Dates: TBD with host Location: TBD with host Intended Audience: Participants are or will be key Assistive Technology (AT) Assessors or persons currently in positions as AT Assessors in districts or SELPAs. (The program does not include Augmentative Alternative Communication AAC) Description: This unique certificate program is designed to support students to meet Common Core State Standards and utilize current district technologies. Comparable to a graduate university course, this certificate program includes thorough instruction and exercises on how to assess students with curriculum and physical access needs. Participants utilize both free and commercial software and demonstrate their understanding by reflecting legally defensible findings through completion of two practice assessment projects. Practice assessment projects will be reviewed using a rubric. Each participant is personally coached throughout the program. Past participants recognize the value of individual attention and support this foundational course and continue to rate it as EXCELLENT. The actual practice of working with real world students and having the reports reviewed, offers powerful experience and confidence building. Clear understanding of AT requirements, what AT Consideration is and how to write legally defensible reports is priceless. Recommendations for creating an AT Plan for the district and how to manage caseloads are also highly valued. Attendees include both experienced AT Specialist who wish to deepen their skills and those new to the field.
Participants each met the following outcomes: 1. Demonstrate understanding of the range and uses of low/medium technology for high incidence and physically handicapped students. 2. Demonstrate understanding and appropriate application of software & apps for word prediction, screen reading, internet access & organization. 3. Demonstrate understanding of Special Education Law as it relates to Assistive Technology for curriculum access. 4. Demonstrate the ability to assess AT needs of students to gain access to the curriculum by satisfactorily completing TWO AT Assessment Projects 5. Demonstrate the ability to integrate student curriculum and AT accommodations with various teaching styles and individual student needs.
There is no other program like this. There are shorter programs that also offer certificates, however they do not build these foundational skills and incorporate extensive individual coaching. Yes, it is an extensive time commitment. Every year participants are asked if the time could be reduced and 100% agree to keep the number of days in order to truly digest the content.
Professional Development Susan Simmons & Assoc. page 5
Developing District AT programs FOR Administrators and AT Specialists
6 hours in one day live or virtually in 3-two hour segments
In this workshop participants will explore several models for meeting AT needs in districts large and small as well as the SELPA level. We will explore the use of the expert model (if you want to stick with it, how could it be more effective?) as well as models that allow for teachers and other curriculum experts to implement AT accommodations. Nationally used quality indicators will be introduced as a way to evaluate effectiveness. Participants will learn about the benefits and drawbacks of various AT models and work in small groups to evaluate district/student/budget implications of each. Participants can use their own district information for activities or use scenarios provided. If you have an AT team, come together and use this time to think and strategize with support; or alone, and work with colleagues to find your starting point or plan new strategies.
How to Read & Write Defensible AT Reports 6 hours in one day live or virtually in 3-two hour segments
As an Administrator you want to be able to read any AT report and determine if it is appropriate, complete and can be implemented. Often Independent AT Assessments are requested yet you wonder if the report and recommendations are appropriate. In this 3-hour or 6 -hour workshop, you will be introduced to a basic rubric for AT reports with emphasis on critical information. You will see reports written from a variety of sources with examples from districts who have taken the report format and made it their own. Truly an interactive workshop, participants are encouraged to bring examples they or others have written, or send them in advance to use as examples for discussion (without any identification of origin). All participants will receive models and samples digitally and in print to use immediately.
The 3 hour version of the workshop is more of a show-and-tell with examples. The 6 hour version offers opportunities to practice. Multiple report models are used and participants review them. Participants are welcomed to submit either their reports or reports they have received (identifying information didacted) to review. There is no critique of reports (all reports are written with the best intentions) the focus is on use of the rubric and determining if the referral questions have been answered.
Professional Development Susan Simmons & Assoc. page 6
Professional Development
in Universal Design for Learning
Professional Development Susan Simmons & Assoc. page 7
Introduction to Universal Design for Learning (UDL) 6 hours live
This one-day workshop introduces UDL as an educational framework based on research in the learning sciences, including cognitive neuroscience, which guides the development of flexible learning environments that can accommodate individual learning differences.
The UDL Framework allows all learners to access their individual strengths. Using multiple means of representation (presentation of information), multiple means of action and expression (students showing what they know) and multiple means of engagement (student investment in what they are learning) to be built into the learning process from the beginning.
Participants will demonstrate an understanding of:
• The Universal Design for Learning Framework
• The three primary brain networks of learning (activated by UDL framework)
• How activating these networks creates engaged, resourceful, goal-directed, purposeful learners
• Where to begin in their classroom, starting points.
UDL Lesson Development Workshop *prerequisite, Intro. to UDL
6 hours live
This one-day workshop is designed to take participants from understanding the principles of UDL to creating UDL lessons. Formats for lesson planning as well as sample lessons will be used to support the process. Participants will work collaboratively to share ideas and help one another to “think UDL.” Models for broader implementation of UDL will be discussed.
Participants will be able to:
• Create a classroom profile of individual student strengths and barriers to learning
• Plan one or more lesson(s) incorporating the three principles of UDL
• Develop a formative assessment (incorporating the three principles of UDL) to determine teaching effectiveness.
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UDL for Administrators 3 hour basic introduction or 6 hour with practice curriculum examples
This one-day workshop is designed to give administrators (principals, program directors, curriculum directors, special education directors/program specialists) a basic foundational understanding of the principles of UDL and models for UDL Implementation.
Successful UDL classroom implementation must be tailored to the unique culture and practices of individual schools/districts. There are a variety of models that can be used as a starting point, based on extensive research on successful models to change classroom teaching.
Participants will be able to identify:
• The Principles and Framework of UDL
• The Researched based components of successful change implementation
• The Models for UDL implementation: by school/district, grade level or pilot program
• The Critical planning elements for successful classroom change
Executive Functioning and Learning on next page.
Professional Development Susan Simmons & Assoc. page 9
Executive Functioning and Learning An Essential Workshop for All Teachers, Administrators and Professional Development Professionals 6 hours live (maximum 50)
This workshop will change the way you teach, don’t miss it! Learn the neuroscience behind your techniques. Change one area of teaching by providing supports and practice with Executive Function Skills and watch the changes! If you are implementing UDL this workshop will strengthen your skills. If you are not ready to implement UDL this is your starting point. Executive Function Skills are critical for all new learning. To move new information into short term then long term storage (learning) students MUST use EF Skills. These skills are critical in every area of the curriculum. The brain networks to support these skills are not fully developed until well into the 20’s. Intentionally building supports and practice to build Executive Function skills are essential to curriculum access for all students. There is a wide range of executive function skills in any classroom, among all students. This range, when supported and directly addressed, makes tremendous differences in educational outcomes. Drawing from the work of Harvard Center on the Developing Child, and authors Russel Barkley, Peg Dawson and Dr. Judy Willis, this workshop will break down Working Memory, Inhibitory Control, and Mental Flexibility and highlight strategies to build in practice and supports within lessons. This is an interactive workshop, come prepared to re-think teaching strategies and practice Executive Function supports. Standard classroom supports as well as technology supports for Executive Functioning will be demonstrated. OUTCOMES: Participants will be able to:
• Demonstrate a clear understanding of the primary areas of executive functioning and the basic neuroscience that shows how new learning
happens and what it takes to put new learning into long term memory.
▪ Practice activities, supports, and technology support executive functioning.
• Determine actions that can be taken immediately, in each area of the
curriculum, to build and support these classroom activities.
