Universal Design for Learning (UDL) Overview

1. Universal Design for Learning (UDL)Overview Presented by: Kathy Gomes Regional Special Education Technical Assistance Support Center, Coordinator

2. Essential Questions • What is Universal Design for Learning? • How does UDL align with implementing the Common Core Standards (and other standards)? • How can UDL support the success of all students and student subgroups?

3. Building Background Knowledge Engagement Routines • elbow partners • arm raise signal – finish thought and attend to me • count off • share out – loud voice • CFU

4. Essential Questions • What is Universal Design for Learning? • How does UDL align with implementing the Common Core Standards? • How can UDL support the success of all students and student subgroups? CFU – Tell your elbow partner how these relate to your work.

5. Building Background Knowledge - Vocabulary Differentiated Instruction Accommodation Modification Explicit Instruction Scaffolding Specially Designed Instruction Assistive Technology

6. Universal Design Old School Retrofit Solution CFU – What are other examples of UD? Who can use them?

7. Universal Design for LearningCAST (Center for Applied Special Technology, 1984) www.cast.org • Assumptions: • Diversity is the norm (Universal Variability) • It’s not the students who are “broken” - it’s the curriculum VideoUDL at a Glance (CAST) Guiding Questions (count off by 2s) • What are the main tenets of UDL? • What connections do you see to Common Core? CFU – Share your answers at your table. Share out.

8. Universal Design for Learning • Maintain high expectations forallstudents • Address recognition, strategic & affective brain networks • Multiple means of representation including media & technologyenhance perception, acquisition, processing and integration of learning • Multiple means of action/expression– provide options for planning & performing tasks, problem solving, organizing & expressing ideas • Multiple means of engagement– to tap learner interest, challenge them, motivate them • Design curriculum to eliminate barriers fromthestart

9. Design Curriculum to Eliminate Barriers PAL – Planning for All Learners (CAST) (CAST)

10. UDL Goals & Common Core(National Center on UDL Q&A for Common Core) • Goals must be flexible enough to allow learners multiple way to successfully meet them. To do this, a goal or standard must not embed a specific means (the how) with the goal (the what) • (Math, Gr 7, Number System, item 2) “apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.” • (CCSS Math, Gr 1, Measurement and Data, item 3) "Tell and write time in hours and half-hours using analog and digital clocks.” • Ask: “Is the means essential to the standard?” CFU – How may context (content area, standard type) impact this ?

11. Analyze Status • UDL Class Profile Maker – use UDL framework of 3 brain networks to understand students’ strengths, needs and interests http://www.cast.org/teachingeverystudent/tools/classprofile.cfm • Curriculum Barriers Finder – http://www.cast.org/teachingeverystudent/tools/curriculumbarriers.cfm • UDL Online Learning Module #2 - http://udlonline.cast.org/home

12. Apply UDL • UDL Guidelines or UDL Wheel • UDL Solutions Finder http://www.cast.org/teachingeverystudent/tools/udlsolutionsfinder.cfm • NCSC UDL Units and Lesson Plans for CCSS - https://wiki.ncscpartners.org/mediawiki/index.php/UDL_Instructional_Units

13. National Center and State Collaborative (NCSC) Element Cards • Guidance as to how to develop CCSS aligned lessons at varying levels of challenge, especially when teaching multiple students with significant cognitive disabilities. • These cards promote understanding of how students move toward the CCSS, and promote the use of UDL practices • https://wiki.ncscpartners.org/mediawiki/index.php/Special:PopularPages

14. Teach UDL • UDL walk-through (HIAT- High Incidence Accessible Technology) http://www.montgomeryschoolsmd.org/departments/hiat/udl_implementation/downloads/UDLLookForsHandoutwithChart.pdf • Teacher Self Reflection Tool (HIAT) http://www.montgomeryschoolsmd.org/departments/hiat/udl_implementation/downloads/self_reflection_all_staff.pdf

15. UDL and Student Subgroups • Though UDL enhances access and success for all students, some students will still need additional supports… however, perhaps not as intensively as without UDL • What barriers/individual needs is UDL not sufficient to address? • What additional supports or services are needed? • Specially Designed Instruction for Students with Disabilities • Explicit Instruction for Students with Disabilities • ESL for English Language Learners

16. Additional Resources • Websites • CAST www.cast.org • National Center on UDL www.udlcenter.org • HIAT (High Incidence Accessible Technology) http://www.montgomeryschoolsmd.org/departments/hiat/udl/ • Training • UDL Online Learning Modules http://udlonline.cast.org/home • RSE-TASC PD on Accessible Instructional Materials (AIM)

17. Essential Questions Review • What is Universal Design for Learning? • How does UDL align with implementing the Common Core Standards? • How can UDL support the success of all students and student subgroups? CFU - Tell your elbow partner the answers.