UDL AcademyDay 2 Cohort 1 December 17, 2012
Who’s in the room? Classroom Teachers Principals Central Office Staff Special Educators DESE and DSAC staff 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 UDL Support 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 CAST 2012
Scavenger Hunt Meet 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 Guidelines View 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?
Discuss at table: • 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?
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? • as a principal, teacher, parent, administrator
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
Resource UDL Guidelines: ‘Tell Me More’
Resource: National Center on UDL
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
Introduction to Case Teacher, 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”
Case Principal: 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: • what are your demands and resources? • How might the UDL Guidelines help you think about your demands and resources?
Case Teacher, MS. HARRIS • as a school we have a couple of goals: • working on our curriculum: rewrite some portions of the math curriculum • an initiative around subject area reading comprehension • raising our test scores • teacher evaluation
Case Principal: MR. LIM • Lots of goals: • performance goals • curriculum is coming along, influenced by performance. • Not sure if we can change performance using UDL: don’t we need to focus on our math program?
Case • District: MR. JOHNSTON • Goals: • 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 challenges • Think of 3 issues (come to consensus) • 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