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James D. Basham , Ph.D . University of Cincinnati

Emerging UDL Practices W ithin Cincinnati. James D. Basham , Ph.D . University of Cincinnati. In a nutshell…. Provide a quick overview of the school system Snapshot of the UDL STEM initiative Share specific practices Quick Lessons learned Our future focus. Overview of the Schools.

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James D. Basham , Ph.D . University of Cincinnati

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  1. Emerging UDL Practices Within Cincinnati James D. Basham, Ph.D.University of Cincinnati

  2. In a nutshell… • Provide a quick overview of the school system • Snapshot of the UDL STEM initiative • Share specific practices • Quick Lessons learned • Our future focus

  3. Overview of the Schools • Cincinnati Public Schools (CPS) is a large urban public school district in southwestern Ohio with 58 schools. • Average daily student enrollment is roughly 33,700. • Student population: students who are culturally diverse (76.2%), students who are economically disadvantaged (59.9%), and/or students with disabilities (20.3%). • In 2007-8, CPS met 9 out of 30 state indicators and received a “continuous improvement designation”. • Currently, 9.7% of our core academic elementary and secondary teachers not being taught by highly qualified teachers (SY 2007-08).

  4. Snapshot of the STEM Initiative Science, Technology, Engineering, & Mathematics (STEM) • Through a regional partnership (University of Cincinnati, FUSION Center, lead partner) • Short-term: Redesign two schools (1- PK-8, 1-HS) to have an innovative STEM Focus • Both are public and open to all students. • Taft STEM Elementary is a UDL based STEM School (Opened August 2008) • Hughes STEM High School utilizes UDL in practice but is not the “foundation” (Opened August 2009) • Identify and learn from “things that work” • Long-term: Grow beyond the two schools (CPS and the region)

  5. UDL in Practice

  6. Taft STEM Elementary: UDL and Inclusion in Practice • Professional Development • Professional Development (PD): • Foundational (intensive multi-week two summers- numerous topics) • Continuous • Just-in-Time OR Embedded PD (On-Site Support) • Technology Resources • Foundational Technology: Interactive whiteboards, laptops, desktops, wifi, etc. • Modular Technology: Software, iPods Touches, Apps, iTunes U, digital probes, MindstormsLegos, Digital Backpacks, etc.

  7. UDL and Inclusion in Practice • Instructional Practice • UDL at foundation.. “Let’s think through the three principles…” • Project- and Problem-based learning • Use of various evidence-based practices & strategies • Co-teaching, small group, differentiated instruction, and flexible service delivery

  8. Snapshot of Lessons Learned Lessons Taft STEM (Year One): • UDL works well as a foundational framework • Teachers (and students) have shown continuous growth and understanding • Integrates well with STEM, problem-/project-based learning • PD was needed & successful • Teachers felt “just-in-time” PD was most useful • Resources are needed: • Teachers felt mobile and flexible technologies are core components of the school and essential to instruction. • iPod Touches (with apps); extremely useful individualizing and differentiating. • Need access to “research databases” for locating scientifically-based (evidence-based) practices

  9. Future Plans… • “Elementary Initiative” • 16 lowest performing elementary schools • Some early targeted “turnaround” efforts underway. • Starting to coordinate various district entities and resources to provide for all students • In early planning with Department of Student Services to rollout a larger UDL focus throughout the Elementary Initiative. • Professional Development • Resources • On-going facilitation and support

  10. Contact Information James D. Basham, Ph.D.Special Education and Instructional Design & TechnologyUC|FUSION STEMM Research and Outreach CenterUniversity of CincinnatiContact Information: Phone (513) 556-9135E-mail: james.basham@uc.edu511D Teachers College (ML 0022)2610 McMicken CircleCincinnati, OH  45221-0022

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