Implementing Specially Designed Instruction

1. Implementing Specially Designed Instruction Presented by Juli Callahan / Sarah Johnston Inclusion / Program Specialist LISD 2009 National Universal Design for Learning Task Force

2. AGENDA I. Goal: To inform special education teachers : of the district’s vision for the district- wide implementation of research – based practices, as it aligns with universal design for learning; of the implementation process as well as the accountability factor To support: teachers by providing monthly trainings (as well as additional trainings as needed) regarding UDL II. Objectives: Teachers will (a) become aware of the district’s vision in terms of expectations (walk through form), (b) become aware of planned methods to provide them with support, (c) learn what universal design for learning is and ways to implement it III. Introduction: A. LISD’s Vision for Best Practice: B. Accountability and support National Universal Design for Learning Task Force

3. AGENDA, cont. 1. Walk through form IV. Universal Design for Learning: A. The wh’s about UDL V. Guided Learning: Taking a look at a model lesson plan / comparing the traditional approach to the UDL approach and teaching the components VI. Closing : Questions / Concerns Part II: Level II AU training Communication Interventions – Laura Reed Assistive Technology: Microsoft (Text-to-speech/speech-to-text), Earobics, Simon SIO, Word Maker, Kurzweil, Early Literacy Books, Start-to-Finish, Core Content (Don Johnston products): Upcoming trainings National Universal Design for Learning Task Force

4. Universal Design for Learning • LISD’s goal is to establish a district wide, common vision of what constitutes specialized designed instruction, aligned with legal perspectives and research based practices in the field. • During the 2009-2010 school years instructional walk-thru visits will be completed in LISD to monitor the delivery of specialized designed instruction (SDI). • It will be essential to establish common vocabulary and understanding along with consistent implementation of appropriate accommodations under the umbrella of UDL. National Universal Design for Learning Task Force

5. Monitoring teacher implementation of specially designed instruction and services Refer to walk through form: • Accommodations : UDL • Instruction: Intensive and individualized specially designed instruction • Grouping Strategies • Behavior Management Strategies • Classroom Environment Components • Progress Monitoring National Universal Design for Learning Task Force

6. Universal Design for Learning The Challenge All students have different learning needs, abilities, and preferences National Universal Design for Learning Task Force

7. Universal Design for Learning The Need Provide learning opportunities in the general education curriculum that are INCLUSIVEand EFFECTIVE FORALL • “A scientifically valid framework for guiding educational practice” (Source: Higher Education Opportunity of 2008) National Universal Design for Learning Task Force

8. Universal Design for Learning • Escalator video clip http://www.youtube.com/watch?v=FSIkjNaICsg • What message do you take from this? National Universal Design for Learning Task Force

9. Universal design for learning… “provides flexibility in the ways: • information is presented • students respond or demonstrate knowledge and skills • (and students) are engaged” National Universal Design for Learning Task Force

10. Universal design for learning… • reduces barriers in instruction • provides appropriate accommodations [and] supports… • maintains high achievement expectations National Universal Design for Learning Task Force

11. Universal design for learning • Combines new insights from brain research about the nature of learner differences… …with a century of best practices in progressive education National Universal Design for Learning Task Force

12. Defining UDL • Principles laid down by the Center for Applied Special Technology (CAST) in the 1990’s • Federal support for UDL research, dissemination since 1999 • Defined by federal statute in 2008 Higher Education Opportunity Act National Universal Design for Learning Task Force

13. Universal design for learning • Eliminating or reducing barriers to academic success for all students • Valuing diversity in the classroom through proactive design of inclusive curriculum National Universal Design for Learning Task Force

14. Why UDL? • Schools are working to improve academic performance; • Today’s classrooms include many diverse learners; • THUS, schools need to find ways to better meet the needs of all students National Universal Design for Learning Task Force

15. UDL offers all students… • more ways to access… • more ways to participate… • more ways to demonstrate learning… National Universal Design for Learning Task Force

16. What are the UDL Principles? In each area of the curriculum provide varied and flexible options for: • Representing information • Action and expression • Engagement National Universal Design for Learning Task Force

17. Multiple Representations of Information Examples • Offer text-to-speech, video, audio, and other multimedia; integrate assistive technologies into learning environment • Provide vocabulary support and background knowledge • Highlight critical features and main ideas National Universal Design for Learning Task Force

18. Multiple Means of Action and Expression Examples • Let students show what they know with voice recording, graphic displays, performance, etc. • Provide models of expert performance • Offer executive-function supports such as graphic organizers, outlines, etc. National Universal Design for Learning Task Force

19. Multiple Means of Engagement Examples • Vary levels of challenge and support to prevent frustration or boredom • Tie work to real-world examples • Where possible, give choices • Teach self- assessment and reflection National Universal Design for Learning Task Force

20. Ferris Bueller • Video clip http://www.youtube.com/watch?v=lWzMyKSIbFY National Universal Design for Learning Task Force

21. UDL applies to the whole curriculum Goals Instruction MaterialsAssessment National Universal Design for Learning Task Force

22. Goals TraditionalUDL • Learning goals may Learning goals are get skewed by the attained in many inflexible ways and individualized ways, means of achieving by many customized them. means. National Universal Design for Learning Task Force

23. Materials TraditionalUDL • Mostly print and Variety of materials, everyone gets the media, and formats same materials. to reach learners with diverse abilities, styles, and needs equally well. • Few options National Universal Design for Learning Task Force

24. Methods Traditional UDL • Teacher-centered Interactivity (lecture) • Homogeneous Heterogeneous grouping grouping • Burden on student to Rich supports for adapt to “get it” understanding, independent learning National Universal Design for Learning Task Force

25. National Universal Design for Learning Task Force

26. Assessment Traditional UDL • Confuse goals with Many possible means means as long as they measure learning! • Summative – when Supports It’s too late to adjust instructional Instruction! improvement National Universal Design for Learning Task Force

27. National Universal Design for Learning Task Force

28. UDL Guidelines National Universal Design for Learning Task Force

29. With UDL, more students are… • engaged in their own education • learning at greater breadth and depth • achieving at higher levels • motivated to continue learning National Universal Design for Learning Task Force

30. More educators are… • teaching effectively in classrooms with diverse student needs • spending more time on instruction and facilitating learning • helping ALL learners succeed National Universal Design for Learning Task Force

31. Lewisville ISD embraces Universal Design for Learning as the evolution of general educator and special educator roles.On a state level, Universal Design for Learning is supported through state standards and benchmarks; curriculum adoption polices; and professional development initiatives National Universal Design for Learning Task Force

32. Federal supports for UDL • Statutes and regulations • No Child Left Behind Act (NCLB) • Individuals with Disabilities Education Act (IDEA) • National Instructional Materials Accessibility Standard (NIMAS) • Higher Education Opportunity Act (HEOA) National Universal Design for Learning Task Force

33. Implementing UDL • Model lesson plan CAST Case Story: Reading Challenges in Social Studies National Universal Design for Learning Task Force

34. References : National Universal Design for Learning Task Force: • www.udl4allstudents.com. Model lesson plan from CAST (www.cast.org) National Universal Design for Learning Task Force

35. Closing • Dead Poet’s Society video clip http://www.youtube.com/watch?v=MtybGvQOVds&feature=related National Universal Design for Learning Task Force