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Document Sample
Universal Design for
Learning
An Instructional Framework for School-
Based Teams
Livonia, MI
May 4, 2010
May 4, 2010 An Instructional Framework for School-Based Teams 2
An Overview Of UDL
UDL and the Tools We Use
Loui Lord Nelson
Our Customers
Academically sound Quiet…too quiet
Always tardy High achiever
Gifted Hyperactive
Explosive anger Only acts out in your class
Failing math High potential, low output
Has an IEP Straight A’s and active
Well rounded and on-track Interests are outside of school
Adolescent needs Kind of clueless
Non-existent parents/parenting Focused
at home Can’t figure this one out
Great kid
May 4, 2010 An Instructional Framework for School-Based Teams 4
Tools Our Customers Use
Books
Chalkboards
White boards
Pencils/pens/markers
Paper
Protractors
Compasses
May 4, 2010 An Instructional Framework for School-Based Teams 5
Additional Tools Our
Customers Use
Computers
Cameras
Clickers
Mobi’s/Airliners
SMART boards/Interwrite boards
Software
Computerized accessories
May 4, 2010 An Instructional Framework for School-Based Teams 6
You use a certain tool because it
fits the need…
May 4, 2010 An Instructional Framework for School-Based Teams 7
Planning
UDL is a framework within which all
instructional decisions are made.
Pre-planning
Implementation
Review
May 4, 2010 An Instructional Framework for School-Based Teams 8
The Principles
Engagement
Representation
Expression
May 4, 2010 An Instructional Framework for School-Based Teams 9
The Principles of UDL
http://www.udlcenter.org/screening_room/udlcenter/udl#video2
May 4, 2010 An Instructional Framework for School-Based Teams 10
Implementing UDL: The Payoff
http://www.udlcenter.org/screening_room/udlcenter/guidelines#video5
May 4, 2010 An Instructional Framework for School-Based Teams 11
UDL at BCSC
George Van Horn
BCSC CORE VALUES
All students can learn Visionary leadership
Culture of respect, High performing staff
fairness and trust Aligned continuous
Focus on student improvement process
learning and Safe, healthy and well-
achievement equipped learning
Data and research environment
driven decision-making Fiscal responsibility and
Community efficiency
collaboration
May 4, 2010 An Instructional Framework for School-Based Teams 13
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
May 4, 2010 An Instructional Framework for School-Based Teams 14
Response To Intervention (RTI)
TIER I ≈ 80% of
students
TIER II ≈ 20% of
students
TIER ≈ 5-10% of
III students
May 4, 2010 An Instructional Framework for School-Based Teams 15
Tertiary Prevention:
Specialized Individualized
CONTINUUM OF Systems for Students with High-
SCHOOL-WIDE Risk Behavior
INSTRUCTIONAL & ~5%
POSITIVE BEHAVIOR Secondary Prevention:
SUPPORT Specialized Group Systems for
~15%
Students with At-Risk Behavior
Primary Prevention:
School-Wide / Classroom-
Wide Systems for All
Students, Staff, & Settings
~80% of Students
May 4, 2010 An Instructional Framework for School-Based Teams 16
Random Acts of Improvement
The current system is in need of
integration, alignment, and
expansion
May 4, 2010 An Instructional Framework for School-Based Teams 17
“UDL creates a framework
that other district initiatives
can hang from”
A Practical Reader in Universal Design for
Learning, David H. Rose & Ann Meyer, editors
Chapter 3 - Grace Meo
May 4, 2010 An Instructional Framework for School-Based Teams 18
CAST UDL Spotlight
http://udlspotlight.wordpress.com/2
009/11/09/a-district-implements-udl
Universal Design for Learning
- Personalized learning outcomes
- Multiple means of representation
- Multiple means of engagement
- Multiple means of expression
PROBLEM SOLVING CORE PROCESSES
RESOURCES Instructional Consultation Teams Academic Curriculum & Instruction
Teacher Assistance Teams -Mapping
-SMART IEP Goals
-Text Book Adoption
Behavior Curriculum & Instruction
- PBS
Building teacher capacity and diversifying core instruction
May 4, 2010 An Instructional Framework for School-Based Teams 20
Time Line
Universal Design for Learning
Behavior Supports
Positive 2006 2007 2008 2009 2010
2001Instructional Service Delivery2006 Instructional Consultation Teams
2002 2003 2004 2005
2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
May 4, 2010 An Instructional Framework for School-Based Teams 21
May 4, 2010 An Instructional Framework for School-Based Teams 22
PATINS
George Van Horn
The BCSC Technology
Landscape
Mike Jamerson
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
May 4, 2010 An Instructional Framework for School-Based Teams 25
But sometimes it seems like….
May 4, 2010 An Instructional Framework for School-Based Teams 26
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
May 4, 2010 An Instructional Framework for School-Based Teams 27
The BCSC Technology View
Technology isn’t the end; it’s the means.
People Processes Technology
May 4, 2010 An Instructional Framework for School-Based Teams 28
BCSC Technology Landscape
The People
Director of
Technology
Administrative
Assistant
Information Services
Operational Services
(3.5)
Building Service / Network
Technologists Telecommunication Administrator
(13) Repair Team (3) (1)
May 4, 2010 An Instructional Framework for School-Based Teams 29
BCSC Technology Landscape
Processes
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
May 4, 2010 An Instructional Framework for School-Based Teams 30
BCSC Technology Landscape
Internet
Connectivity
Connection
100Mbs wired
Wide Area connections in every
Network instructional space
45Mbs connection Local Area
from the Network Network
Operations Center
High speed fiber connection
between each instructional and
administrative site to the
Network Operations Center
May 4, 2010 An Instructional Framework for School-Based Teams 31
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
May 4, 2010 An Instructional Framework for School-Based Teams 32
Break
A.M. Team Specific UDL
Conversations
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
May 4, 2010 An Instructional Framework for School-Based Teams 35
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.
May 4, 2010 An Instructional Framework for School-Based Teams 36
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.
May 4, 2010 An Instructional Framework for School-Based Teams 37
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:
2-3 Specific
Insight
Barriers
2-3 Solutions Action Steps
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.
May 4, 2010 An Instructional Framework for School-Based Teams 38
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.
May 4, 2010 An Instructional Framework for School-Based Teams 39
Lunch
Connecting Technology
to Instruction
Mike Jamerson
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
People Processes Technology
May 4, 2010 An Instructional Framework for School-Based Teams 42
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
May 4, 2010 An Instructional Framework for School-Based Teams 43
Technology Support Roles
Installs Communicates
•Installs new equipment. •Consults with instructional leaders to
•Installs new or updated versions of identify technology needs.
software applications. •Participates in developing building-level
•Maintains and upgrades equipment. technology plans.
•Provides information about system
changes to customers.
Building
Technologist
Fixes Manages
•Assesses problems / malfunctions. •Performs on-site support for various
•Identifies and implements corrective building-level administrative systems and
actions. networks.
• Maintains building-level technology. •Manages the building-level technology
inventory.
May 4, 2010 An Instructional Framework for School-Based Teams 44
One Approach to the Help Desk
May 4, 2010 An Instructional Framework for School-Based Teams 45
Technology Assistance Flow
Request for Support
360 Facility UDL HelpDesk
Request Identification and Resolution
Technology Team UDL Support Team
Media Center Building
Personnel Technologist
Solution Implementation
May 4, 2010 An Instructional Framework for School-Based Teams 46
Support Tools – 360 Facility
Communication Tracking
• Progress • Outstanding
• Resolution • Completion
360 Facility
• Automatic
• Improvement
• By referral
• Surveys
Management Escalation
May 4, 2010 An Instructional Framework for School-Based Teams 47
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
May 4, 2010 An Instructional Framework for School-Based Teams 48
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
May 4, 2010 An Instructional Framework for School-Based Teams 49
BCSC Imaging Process
June – August
Re-imaging
May September –
Add building December
customization Collect feedback
April January
Distribute Final Survey users for
District image changes
February - March
Build and test Base
image
May 4, 2010 An Instructional Framework for School-Based Teams 50
Classroom Tools
May 4, 2010 An Instructional Framework for School-Based Teams 51
Break
P.M. Team Specific
Conversations About UDL
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.
May 4, 2010 An Instructional Framework for School-Based Teams 54
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.
May 4, 2010 An Instructional Framework for School-Based Teams 55
Questions
May 4, 2010 An Instructional Framework for School-Based Teams 56
Closing Activity
http://www.ted.com/talks/ken_robinson_says_schools_kill_creativity.html
May 4, 2010 An Instructional Framework for School-Based Teams 57
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