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Universal Design for Learning

Universal Design for Learning. Supporting Systemic Change. Crucial Support for Universal Design for Learning. District Level Instructional Leaders Technology Leaders School Level Administration Teachers Students. Universal Design for Learning.

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Universal Design for Learning

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  1. Universal Design for Learning Supporting Systemic Change

  2. Crucial Support for Universal Design for Learning • District Level • Instructional Leaders • Technology Leaders • School Level • Administration • Teachers • Students

  3. Universal Design for Learning • Not the “what” of instruction, but the “how” and the “why”. • Fits with all other instructional initiatives

  4. Universal Design for Learning Across all School initiatives

  5. Consolidated Plan(CSIP) • The Consolidated Plan drives all school level initiatives. • Principles of Universal Design for Learning and supporting activities are included the Consolidated plan.

  6. Example from CSIP

  7. Professional Development Plan • The Professional Development plan reflects implementation needs as shown in the CSIP. • Principles of UDL and supporting activities are embedded in the Professional Development plan. • Plan is approved by SBDM council

  8. Example from PD Plan

  9. Professional Growth Plans • Principles of UDL and supporting activities are embedded in the Growth plans of newly hired faculty or those with specific needs.

  10. Example from Professional Growth Plan

  11. Curriculum Maps • Curriculum Mapping across all school levels supports CSIP goals for seamless learning. • Principles of UDL and supporting activities embedded in the curriculum maps for all subject areas.

  12. Example from Curriculum Map

  13. Another example from a Curriculum Map

  14. Example of a UDL lesson Planning form, submitted weekly

  15. One Professional Development Support ProfileIncluding UDL at every level

  16. Cadre Model for Change • Cadre member from each Department • Liaisons to others in department • Need to be leaders, not necessary department heads • Tech willing, not necessarily savvy • Open to new ideas • Special Education and Regular ed. teams

  17. Professional Development Sessions to support UDL, and meet requirements of CSIP, PD and Growth Plans. • Regular sessions are held for Universal Design for Learning Cadres and school based collaboration trainings. • Teams participate in Universal Design for Learning Cadre/Collaboration trainings through the Central Kentucky Special Education Cooperative.

  18. Technology trainings as UDL tools: Regular training sessions in • Turning Point Classroom response systems • Word Press Web page development • Creating classroom blogs • Podcasting trainings • Using Interwrite materials • Moving files between programs

  19. Maintaining Momentum • Continue to add people to the initiative while maintaining others • Build groups to encourage and influence others • Build systems of reinforcement for UDL implementation

  20. Considerations/Issues • Equitable division of materials/technology • Varying levels of expertise- meeting people where they are • Keeping everything working • Working with limited resources

  21. Resources for Universal Design for Learning • www.cast.org • http://accessproject.colostate.edu/prof_dev/index.cfm • http://www.cited.org/index.aspx?page_id=72&current_level=0&mf_value0=109&mf_id0=2

  22. More resources • http://www.washington.edu/accessit/index.html • http://www.k8accesscenter.org/index.php

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