Welcome Back!UDL Academy

Day 3December 18, 2012

Cohort 1

Continuing 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

workshopResources

Evaluation debrief

Team Building

In this situation…

• …what do these preferences bring to the team?

• …what are the limitations of these preferences?

• … what assets do the others bring to the team?

• …in what circumstances would you put yourself in a different category?

Learning: interaction of individual and environment

• Central vision• Peripheral vision• Dyslexia• Astrophysics

• Disorder?• Context!

Morning activity: Modeling

Today we are considering a student ‘in the margins’ to help us plan for a district goal that will impact everyone:

• Think about the ‘curb cut’ for UDL• Help think about why/what we are doing

• By the end of today, we you will develop your goal and actionable steps for the next session

Goal of video:

In the video, the identified district goal:

to create an inclusive environment that is engaging and responsive to the variability of all students

• This goal has been agreed upon by the district team (there is ‘buy in’ that is accepted)

In the video:

• In order to achieve the goal, consideration was given to demands and resources

• also consider the UDL Guidelines

note: Some specific demands were dictated by a specific student that allowed the district to expand their thinking

As you watch,

Think about the following as a as a teacher, principal, and as a district leader

o What demands are apparent to you?

o What resources are needed to be able to balance the demands (both seen in film and others you think of)

o How does understanding the impact of one student’s variability influence the inclusive environment?

o How can UDL be used as a tool support the goals?

by Dan Habib

Role-alike DiscussionDiscussion goal: To practice applying UDL Guidelines to supporting a goal (in this case, the goal is to create an inclusive environment that is engaging and responsive to the variability of all students)

• You are developing ideas about the process• When you get into groups, think about steps for the

next ‘30-60-90’ days when you think about Samuel

• What will you do?• How will you do it?• Why will you do it?

Break (~11)

Plan as a teamBring the expertise from the role alike back to the team for discussion:

• the goal is to think about modeling the process of building a goal, thinking about action steps– as it related to the Samuel case

• This is a model for practicing the process you will do in teams this afternoon

Sharing: process• What were challenges, resources, and demands?

• How did the goal help drive the way you thought about the challenges, resources, and demands?

Lunch

Article: Are you Willing to be Disturbed

GUIDING QUESTIONS:

• What did you learn (‘take-aways’)? • What can you do to support what you learned?• What can you do to support your team?

RESOURCE : Action Plan

• Actionable items for the team between now and January 11 (’30’ day plan)

• You can have an option to continue to plan for 60 days… and even 90 days

Today, the take away:

• Look at your goal: clarify the goal• What do I need to do to get me in

the next 30 days towards my goal? • If your action plan works, what do

you want to see in 30 , 60, or 90 days? owhat does success look like if I succeed

in my goal

Key questions:• What will I do before our next meeting? • What will I change and how will I change? • Why will I change? • What will I look for- how will I know if I’m

successful?

• Demands (internal, external)

o Raise awareness with staffo As a team, need support and can change one

practice at classroom, school, at district levelo See what we are already doing, consider our

demands and resources, ie: videotape 1 teacher who does something really well

UDL: A Way of Thinking

• Variability• Flexibility• Clear

goals/objectives

UDL everywhere!Gym: flexible options goal

UDL + Coffee?

directions: need more supports!

Sports Center

Menus: who does it help?

Next time: Classroom

Strategies & Other

Initiatives• RTI• PBIS• DI• MI…

With UDL… you are thinking about the interaction of the learner in the

environment, even if your actions are the same!

Wrap up• Evaluations• Thank you

• See you next year!

RESOURCES DEMANDS

In what range do we want our learners (students, teachers, all

ages!)?