Universal Design for Learning Start 3:00 – 3:02 SPDG Leaders Katie Novak, Assistant Superintendent of Curriculum Instruction and HR – Groton – Dunstable School District, MA Rachel Currie-Rubin, Grace Meo, & Allison Posey, CAST Professional Learning Team #UDL | @CAST_UDL © 2015 CAST | Until Learning Has No Limits

© 2015 CAST | Until Learning Has No Limits Rachel Currie-Rubin Katie Novak Everyone takes a minute to say hello and what they do. Allison supports the introductions. 3:02 – 3:05 Three minutes total. Grace Meo Allison Posey #UDL | @CAST_UDL © 2015 CAST | Until Learning Has No Limits

What is UDL? ESSA appropriates the UDL definition found in the Higher Education Opportunity Act of 2008: “Universal Design for Learning (UDL) means a scientifically valid framework for guiding educational practice that — (A) provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and (B) reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient.” Slides 3 – 8 3:05 – 3:15

Universal Design for Learning How familiar are you with UDL? 1 = very familiar 2 = somewhat familiar 3 = new to UDL Enter your response in the chat window. #UDL | @CAST_UDL © 2015 CAST | Until Learning Has No Limits

UDL in a Nutshell! UDL UDL is a framework for proactively designing and/or delivering lessons/learning and/or delivering events that recognizes learner variability by removing barriers and maximizing learning opportunities for all, guided by the UDL Principles. Slides 4 – 8 5 minutes Reinforce the idea that even if you have a set curriculum, you can consider UDL as you deliver the content and you may also consider options in the way that you present the content.

3 Networks = 3 UDL Principles Neuroscience shows us that there are three networks in the brain that are associated with learning. The 3 Principles of Universal Design for Learning (UDL) address these 3 brain networks in this way: - Recognition Networks – the “what” of learning; associated UDL principle is the Principle of Representation = we need to provide “Multiple Means of Representation;” - Strategic Networks – the “how” of learning; associated UDL principle is the Principle of Action and Expression = we need to provide “Multiple Means of Action & Expression;” - Affective Networks – the “why” of learning; associated UDL principle is the Principle of Engagement = we need to provide “Multiple Means of Engagement.” #UDL | @CAST_UDL © 2015 CAST | Until Learning Has No Limits NH DOE 6

These UDL guidelines ‘guide’ UDL implementation These UDL guidelines ‘guide’ UDL implementation. They are not meant to be a prescription but, instead offer guideposts for planning. Under each UDL Principle are 3 Guidelines. And, under each Guideline are 3 or more Checkpoints Guidelines in the first row (across the top) are related to ACCESS for learning; Guidelines in the second row (in the middle) are related to the COMPREHENSION AND USE of symbols and ENGAGEMENT in learning within a more complex and/or social environment. Guidelines in the third row (along the bottom) are related to HIGHER ORDER THINKING AND COMPREHENSION, EXECUTIVE FUNCTION AND ENGAGEMENT. Educators provide access and guidance to help learners become EXPERT LEARNERS: Learners who are knowledge, understand how they learn best so they can be strategic in their learning, and are motivated to learn and engaged in the learning environment. The bottom row represents the understanding, knowledge and skills learners need to be EXPERT LEARNERS. http://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf

These UDL guidelines ‘guide’ UDL implementation These UDL guidelines ‘guide’ UDL implementation. They are not meant to be a prescription but, instead offer guideposts for planning. Under each UDL Principle are 3 Guidelines. And, under each Guideline are 3 or more Checkpoints Guidelines in the first row (across the top) are related to ACCESS for learning; Guidelines in the second row (in the middle) are related to the COMPREHENSION AND USE of symbols and ENGAGEMENT in learning within a more complex and/or social environment. Guidelines in the third row (along the bottom) are related to HIGHER ORDER THINKING AND COMPREHENSION, EXECUTIVE FUNCTION AND ENGAGEMENT. Educators provide access and guidance to help learners become EXPERT LEARNERS: Learners who are knowledge, understand how they learn best so they can be strategic in their learning, and are motivated to learn and engaged in the learning environment. The bottom row represents the understanding, knowledge and skills learners need to be EXPERT LEARNERS. Accessibility http://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf

Making information meaningful These UDL guidelines ‘guide’ UDL implementation. They are not meant to be a prescription but, instead offer guideposts for planning. Under each UDL Principle are 3 Guidelines. And, under each Guideline are 3 or more Checkpoints Guidelines in the first row (across the top) are related to ACCESS for learning; Guidelines in the second row (in the middle) are related to the COMPREHENSION AND USE of symbols and ENGAGEMENT in learning within a more complex and/or social environment. Guidelines in the third row (along the bottom) are related to HIGHER ORDER THINKING AND COMPREHENSION, EXECUTIVE FUNCTION AND ENGAGEMENT. Educators provide access and guidance to help learners become EXPERT LEARNERS: Learners who are knowledge, understand how they learn best so they can be strategic in their learning, and are motivated to learn and engaged in the learning environment. The bottom row represents the understanding, knowledge and skills learners need to be EXPERT LEARNERS. Making information meaningful Accessibility http://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf

Independent, self-directed learning These UDL guidelines ‘guide’ UDL implementation. They are not meant to be a prescription but, instead offer guideposts for planning. Under each UDL Principle are 3 Guidelines. And, under each Guideline are 3 or more Checkpoints Guidelines in the first row (across the top) are related to ACCESS for learning; Guidelines in the second row (in the middle) are related to the COMPREHENSION AND USE of symbols and ENGAGEMENT in learning within a more complex and/or social environment. Guidelines in the third row (along the bottom) are related to HIGHER ORDER THINKING AND COMPREHENSION, EXECUTIVE FUNCTION AND ENGAGEMENT. Educators provide access and guidance to help learners become EXPERT LEARNERS: Learners who are knowledge, understand how they learn best so they can be strategic in their learning, and are motivated to learn and engaged in the learning environment. The bottom row represents the understanding, knowledge and skills learners need to be EXPERT LEARNERS. Making information meaningful Accessibility http://www.udlcenter.org/sites/udlcenter.org/files/updateguidelines2_0.pdf

© 2015 CAST | Until Learning Has No Limits #UDL | @CAST_UDL © 2015 CAST | Until Learning Has No Limits

© 2015 CAST | Until Learning Has No Limits Why UDL? Agenda Katie Novak shares a district perspective on the impact of UDL including a review of data Your Turn! Q&A opportunity Options for expression: Post to the chat room, call CAST to share your answer, or tweet #SPDGwebinar 3:15 – 3:25 KN: Are we going to remove this slide or will we use it to provide an agenda for the participants? I revised it imagining that we will keep it – but definitely delete if that wasn’t the intention. #UDL | @CAST_UDL © 2015 CAST | Until Learning Has No Limits

“Why?” Starts with the Data Using UDL to build a culture of evidence-based decision making using multiple types of data. Observe classrooms View student work Trail a student Gather feedback from all stakeholders using multiple means of expression What do the results on standardized and/or common assessment data tell you? #UDL | @CAST_UDL © 2015 CAST | Until Learning Has No Limits

Why UDL? Groton-Dunstable Regional Middle School Widening gap between all students and students with disabilities Root cause analysis resulted in identification of lack of equity Results of inclusion and UDL exploration #UDL | @CAST_UDL © 2015 CAST | Until Learning Has No Limits

Starting with the “WHY?” What data is available in your area to analyze student progress. What is most helpful? Options: Post your thoughts to the chat room on this webinar. Pick up your phone to call CAST Tweet your thoughts to #SPDGwebinar Need to enter the line for participants to call. #UDL | @CAST_UDL © 2015 CAST | Until Learning Has No Limits

Agenda: How to love your data The Snowman Analogy The face of data Discussion: How could UDL change a district’s perception of data? 3:25 – 3:45 Again, we could provide some structure by outlining a quick agenda or we can just delete. (: Education leaders + data = #UDL | @CAST_UDL © 2015 CAST | Until Learning Has No Limits

Loving Your Data: The Snowman Analogy #UDL | @CAST_UDL © 2015 CAST | Until Learning Has No Limits

BCSC Loves Data! https://youtu.be/ocUfP_FZlb8 We can embed George’s video here. #UDL | @CAST_UDL © 2015 CAST | Until Learning Has No Limits

Which expression best represents your experience with data? 1 2 Instead of cartoons about data, I used these baby faces as there weren’t any comics where data use was highlighted favorably. (: I’m happy to change but I thought that we could make an analogy that we all have a “gut” instinctual reaction to data, just like babies and we have to know where the districts we work with are in their data culture before we begin this important work. Thoughts? 3 4 #UDL | @CAST_UDL © 2015 CAST | Until Learning Has No Limits

© 2015 CAST | Until Learning Has No Limits What do you see? Rachel – 5 minutes for interaction and response in the chat room, etc. #UDL | @CAST_UDL © 2015 CAST | Until Learning Has No Limits

Which expression best represents your experience with data? 1 2 Instead of cartoons about data, I used these baby faces as there weren’t any comics where data use was highlighted favorably. (: I’m happy to change but I thought that we could make an analogy that we all have a “gut” instinctual reaction to data, just like babies and we have to know where the districts we work with are in their data culture before we begin this important work. Thoughts? 3 4 #UDL | @CAST_UDL © 2015 CAST | Until Learning Has No Limits

Fostering a Data Culture Discussion: How could UDL change a district’s perception of data? Options: Post your thoughts to the chat room on this webinar. Pick up your phone to call CAST Tweet your thoughts to #SPDGwebinar #UDL | @CAST_UDL © 2015 CAST | Until Learning Has No Limits

Professional Learning the UDL Way? Moving beyond “sit and get” Examples of school and district models PD at the state level 3:45 – 4:05 I added an agenda here to be consistent with the other sections….thoughts? #UDL | @CAST_UDL © 2015 CAST | Until Learning Has No Limits

The Groton-Dunstable PD Model Started with the why: 10.9% Magic of 49 hours and multiple options Birth of the multi-part series: The process and the impact: 99.8% GD PD Catalogue I will talk about the process of collecting data, sharing with staff, creating a PD committee, RFP, sign up process, etc… #UDL | @CAST_UDL © 2015 CAST | Until Learning Has No Limits

Professional Learning State Model #UDL | @CAST_UDL © 2015 CAST | Until Learning Has No Limits

UDL Implementation

A Layered Hybrid Approach Online communication and remote support Online Learning Team meetings Face to face

UDL Implementation looks like… Team identifies area of challenge/goal Reflect and and engage in a new trial Determine student measurement Begin trials and collect student and teacher data Identify teacher measurement Collect baseline Schedule and plan your trials – choose your guideline focus

Impact of Professional Learning 1:34 sec #UDL | @CAST_UDL © 2015 CAST | Until Learning Has No Limits

What is your take-away? And what are your next steps? Take a moment and post in the chat window or tweet #SPDG webinar 4:05 – 4:10 #UDL | @CAST_UDL © 2015 CAST | Until Learning Has No Limits

Questions Set up a phone call email us Rachel Currie-Rubin rcurrie-rubin@cast.org Grace Meo gmeo@cast.org Katie Novak novak414@gmail.com Allison Posey aposey@cast.org Thank you to all for joining us this afternoon. We can finalize the sign-up genius times on our conference call. #UDL | @CAST_UDL © 2015 CAST | Until Learning Has No Limits