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Universal Design for Learning. An Instructional Framework for School-Based Teams Livonia, MI May 4, 2010. An Overview Of UDL. UDL and the Tools We Use Loui Lord Nelson. Our Customers. Academically sound Always tardy Gifted Explosive anger Failing math Has an IEP

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universal design for learning

Universal Design for Learning

An Instructional Framework for School-Based Teams

Livonia, MI

May 4, 2010

an overview of udl

An Overview Of UDL

UDL and the Tools We Use

Loui Lord Nelson

our customers
Our Customers

Academically sound

Always tardy

Gifted

Explosive anger

Failing math

Has an IEP

Well rounded and on-track

Adolescent needs

Non-existent parents/parenting at home

Great kid

Quiet…too quiet

High achiever

Hyperactive

Only acts out in your class

High potential, low output

Straight A’s and active

Interests are outside of school

Kind of clueless

Focused

Can’t figure this one out

An Instructional Framework for School-Based Teams

tools our customers use
Tools Our Customers Use
  • Books
  • Chalkboards
  • White boards
  • Pencils/pens/markers
  • Paper
  • Protractors
  • Compasses

An Instructional Framework for School-Based Teams

additional tools our customers use
Additional Tools Our Customers Use
  • Computers
  • Cameras
  • Clickers
  • Mobi’s/Airliners
  • SMART boards/Interwrite boards
  • Software
  • Computerized accessories

An Instructional Framework for School-Based Teams

you use a certain tool because it fits the need
You use a certain tool because it fits the need…

An Instructional Framework for School-Based Teams

planning
Planning
  • UDL is a framework within which allinstructional decisions are made.
    • Pre-planning
    • Implementation
    • Review

An Instructional Framework for School-Based Teams

the principles
The Principles
  • Engagement
  • Representation
  • Expression

An Instructional Framework for School-Based Teams

the principles of udl
The Principles of UDL

http://www.udlcenter.org/screening_room/udlcenter/udl#video2

An Instructional Framework for School-Based Teams

implementing udl the payoff
Implementing UDL: The Payoff

http://www.udlcenter.org/screening_room/udlcenter/guidelines#video5

An Instructional Framework for School-Based Teams

udl at bcsc

UDL at BCSC

George Van Horn

bcsc core values
All students can learn

Culture of respect, fairness and trust

Focus on student learning and achievement

Data and research driven decision-making

Community collaboration

Visionary leadership

High performing staff

Aligned continuous improvement process

Safe, healthy and well-equipped learning environment

Fiscal responsibility and efficiency

BCSC CORE VALUES

An Instructional Framework for School-Based Teams

bcsc core values14
BCSC CORE VALUES
  • All students can learn
  • Culture of respect, fairness and trust
  • Focus on student learning and achievement
  • Data and research driven decision-making
  • Community collaboration
  • Visionary leadership
  • High performing staff
  • Aligned continuous improvement process
  • Safe, healthy and well-equipped learning environment
  • Fiscal responsibility and efficiency

An Instructional Framework for School-Based Teams

response to intervention rti

TIER I

TIER II

TIER III

Response To Intervention (RTI)

≈ 80% of students

≈ 20% of students

≈ 5-10% of students

An Instructional Framework for School-Based Teams

slide16

Tertiary Prevention:

Specialized Individualized

Systems for Students with High-Risk Behavior

CONTINUUM OF

SCHOOL-WIDE

INSTRUCTIONAL &

POSITIVE BEHAVIOR

SUPPORT

~5%

Secondary Prevention:

Specialized Group Systems for Students with At-Risk Behavior

~15%

Primary Prevention:

School-Wide / Classroom-Wide Systems for All Students, Staff, & Settings

~80% of Students

An Instructional Framework for School-Based Teams

the current system is in need of integration alignment and expansion
The current system is in need of integration, alignment, and expansion Random Acts of Improvement

An Instructional Framework for School-Based Teams

slide18
A Practical Reader in Universal Design for Learning, David H. Rose & Ann Meyer, editors

Chapter 3 - Grace Meo

“UDL creates a framework that other district initiatives can hang from”

An Instructional Framework for School-Based Teams

cast udl spotlight

CAST UDL Spotlight

http://udlspotlight.wordpress.com/2009/11/09/a-district-implements-udl

slide20

Universal Design for Learning

    • Personalized learning outcomes
    • Multiple means of representation
    • Multiple means of engagement
    • Multiple means of expression

RESOURCES

PROBLEM SOLVING

Instructional Consultation Teams

Teacher Assistance Teams

  • CORE PROCESSES
  • Academic Curriculum & Instruction
  • -Mapping
  • SMART IEP Goals
  • Text Book Adoption
  • Behavior Curriculum & Instruction
  • - PBS

Building teacher capacity and diversifying core instruction

An Instructional Framework for School-Based Teams

time line

Universal Design for Learning

Positive Behavior Supports

2006

2007

2008

2009

2010

2001

Instructional Service Delivery

2002

2003

2004

2005

2006

Instructional Consultation Teams

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

Time Line

An Instructional Framework for School-Based Teams

patins

PATINS

George Van Horn

the vision of technology
The Vision of Technology

“To create a technology-rich environment that enables the Learning Community.”

  • To do this technology must:
    • support and enhance the curriculum
    • be as easy to use as chalk
    • be appropriate
    • improve the communication with all stakeholders

An Instructional Framework for School-Based Teams

but sometimes it seems like
But sometimes it seems like….

An Instructional Framework for School-Based Teams

bcsc technology overview
BCSC Technology Overview
  • One of the largest and most complex technology infrastructures in southern Indiana
    • 5000 computers – desktops, laptops, point of sale terminals
    • High-speed fiber network connecting 20 instructional and administrative sites
    • Over 5100 email users – students and staff
    • More than 7500 network users
    • 1:385 technician to computer ratio

An Instructional Framework for School-Based Teams

the bcsc technology view

Instructional Mission

People

Processes

Technology

The BCSC Technology View

Technology isn’t the end; it’s the means.

An Instructional Framework for School-Based Teams

bcsc technology landscape the people
BCSC Technology LandscapeThe People

Director of Technology

Administrative Assistant

Operational Services

Information Services (3.5)

Building Technologists (13)

Service / Telecommunication Repair Team (3)

Network Administrator (1)

An Instructional Framework for School-Based Teams

bcsc technology landscape processes
BCSC Technology LandscapeProcesses
  • Assistance in the selection of technology equipment
  • Establishment of technology standards
    • Hardware
    • Software
    • Problem Reporting
    • Asset Tracking
  • Purchase and installation of all technology equipment
  • Technology problem determination and resolution

An Instructional Framework for School-Based Teams

bcsc technology landscape connectivity
BCSC Technology LandscapeConnectivity

Internet Connection

Wide Area Network

Local Area Network

100Mbs wired connections in every instructional space

45Mbs connection from the Network Operations Center

High speed fiber connection between each instructional and administrative site to the Network Operations Center

An Instructional Framework for School-Based Teams

bcsc technology landscape standard technology
BCSC Technology Landscape Standard Technology
  • District-level
    • Network-based software
      • Instructional software
      • Productivity software
      • Administrative software
  • Building-level
    • Site licensed software
  • Classrooms / Offices
    • Signature Classroom technology
    • Standard classroom technology
    • District image

An Instructional Framework for School-Based Teams

group discussion 30 minutes
Group discussion - 30 minutes
  • Move through the following 7 prompts.
    • What I know about the topic area
    • What confuses me or I don’t know about the topic area
    • Up to this point, what has been the role of the technology department when it comes to UDL?
    • Who is “in charge” of overseeing the implementation of UDL in our intermediary/region/district (choose the appropriate grouping for your table)
    • How I know I’m supporting teachers so they can apply the principles of UDL
    • What barriers I believe will appear

An Instructional Framework for School-Based Teams

insights 10 minutes
Insights - 10 minutes
  • As a group, identify three major insights or “ah-has” about UDL that you gleaned from this group’s discussion.
  • Enter these insights on your groups’ document. If the insights are unanswered questions, discuss these questions or request support from one of the facilitators so the insights become statements.
  • You should end this step with three insights specifically about the application of UDL in the classroom.

An Instructional Framework for School-Based Teams

applying the findings 10 minutes
Applying the findings - 10 minutes
  • As a group, consider how the three major insights apply to what is and what is not happening in your intermediaries/districts/schools (choose appropriate grouping) and why.
  • Write these down with your insights.

An Instructional Framework for School-Based Teams

digging deeper 8 minutes
Digging deeper - 8 minutes
  • Each person will use one piece of paper per insight (three pieces of paper total) using the sheets provided with the following box:
  • Write one insight in the top left box. In the top right box, write down two to three implementation barriers specific to you. Repeat this step for each insight.

An Instructional Framework for School-Based Teams

identifying solutions 12 minutes
Identifying solutions - 12 minutes
  • In pairs, discuss those three barriers and identify a potential solution for each barrier. Write those solutions in the lower left hand box.
  • Save this paper for this afternoon.

An Instructional Framework for School-Based Teams

technology s role in the context of universal design for learning

Instructional Mission

People

Processes

Technology

Technology’s Role in the Context of Universal Design for Learning
  • Technology must:
    • Become a natural part of the classroom
    • Be available when needed
    • Support the elements of UDL
    • Add not subtract from the instruction

An Instructional Framework for School-Based Teams

critical success factors for technology
Critical Success Factors for Technology
  • Approach to support and service
    • People
    • Processes
  • Listening to the Voice of the Customer
    • Problem Tickets
    • Surveys
    • Interviews
  • Standardization
    • Equipment
    • Software

An Instructional Framework for School-Based Teams

technology support roles
Technology Support Roles
  • Installs
  • Installs new equipment.
  • Installs new or updated versions of software applications.
  • Maintains and upgrades equipment.
  • Communicates
  • Consults with instructional leaders to identify technology needs.
  • Participates in developing building-level technology plans.
  • Provides information about system changes to customers.

Building Technologist

  • Fixes
  • Assesses problems / malfunctions.
  • Identifies and implements corrective actions.
  • Maintains building-level technology.
  • Manages
  • Performs on-site support for various building-level administrative systems and networks.
  • Manages the building-level technology inventory.

An Instructional Framework for School-Based Teams

one approach to the help desk
One Approach to the Help Desk

An Instructional Framework for School-Based Teams

technology assistance flow

Request for Support

360 Facility

UDL HelpDesk

Request Identification and Resolution

Technology Team

UDL Support Team

Media Center Personnel

Building Technologist

Technology Assistance Flow

Solution Implementation

An Instructional Framework for School-Based Teams

support tools 360 facility
Support Tools – 360 Facility

Tracking

Communication

  • Progress
  • Resolution

360 Facility

  • Outstanding
  • Completion
  • Automatic
  • By referral
  • Improvement
  • Surveys

Management

Escalation

An Instructional Framework for School-Based Teams

bcsc technology landscape building technology
BCSC Technology Landscape Building Technology
  • Persistent networked storage
  • Networked printing
  • Network access to digital resources
    • Learn 360 video content
    • Curriculum-related software
    • Worldbook Online
    • SIRS, Newsbank, and CENGAGE, Proquest e-library
  • Assessment tools

An Instructional Framework for School-Based Teams

bcsc technology landscape classroom equipment
BCSC Technology Landscape Classroom Equipment
  • High speed wired or wireless access
  • Teacher computer and 2 student stations (elementary only)
  • Presentation device - S-Video capable TV or ceiling mounted multi-media projector
  • VHS and DVD playback device
  • Phone with voice mail
  • Overhead projector or document camera

An Instructional Framework for School-Based Teams

bcsc imaging process
BCSC Imaging Process

June – August

Re-imaging

May

Add building customization

September – December

Collect feedback

April

Distribute Final District image

January

Survey users for changes

February - March

Build and test Base image

An Instructional Framework for School-Based Teams

classroom tools
Classroom Tools

An Instructional Framework for School-Based Teams

solidifying the action 20 minutes
Solidifying the action - 20 minutes
  • Using the papers each individual has completed, come back together as a group. Each pair can share their identified solutions. Specific to your intermediary/district/school, identify which solutions are SMART objectives.
  • Using that information, write clear, specific steps that you will use to support the application of the UDL principles in your area’s classrooms. Make sure you’re taking into account your major insights, perceived barriers and identified solutions.
  • Put those in the bottom right hand box.

An Instructional Framework for School-Based Teams

reporting out 10 minutes
Reporting out – 10 minutes
  • Random groups will be selected to share one insight with the larger group.
  • Say:
    • your name,
    • in what intermediary/district/school you work,
    • your educational role,
    • read the insight,
    • read the identified barriers,
    • read the identified solutions,
    • read the action steps decided upon by the team.

An Instructional Framework for School-Based Teams

questions
Questions

An Instructional Framework for School-Based Teams

closing activity
Closing Activity

http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html

An Instructional Framework for School-Based Teams