Designing Positive Learning Environments Defining UDL, AT, and RTI Designing Positive Learning Environments Framework for Technology Integration

Today’s Agenda Tk20 RTI Foldable RTI Tiers Socrative Space Race Defining AT AT Mystery Game Break UDL KWL Chart Story Time Introduction to UDL UDL at a Glance Principles, Guidelines, and Checkpoints UDL and Positive Learning Environments Technology Integration and Frameworks Represent What You have Learned Reminders for Next Week

Syllabus Schedule Changes & Tk20 A subscription to Tk20 can be purchased online at https://towson.tk20.com/campustoolshighered/shib-login OR in the TU Bookstore

G.O. Reading & Lectures Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Olivia Luppino Laura Graziano Naomi Drehmer Elaine Shea Carolyn Smith Week 2 Kelsey Hernandez Alyssa Broaddus Elena Puig Samantha Toursland Ashley Barron Week 3 Megan Jager Alexis Badovski Kaitlyn Anna Lianna Rossi Jennifer Withrow Week 4 Megan Martin Anna Melton Marisa Santos Week 5 Courtney Clutts Shelby Plitt Week 6 Week 7 Week 8 Spring Break SPED 413.001 G.O. Reading & Lectures

G.O. Reading & Lectures Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Kelsey Blanch Kyle Hanes Kristina Massaker Madison Scanlon Pria Walker Week 2 Stephanie Cuccio Chelsea Hunt Lindsey Kilpatrick Elizabeth Puglia Shelby Taylor Week 3 Gregory Clemens Kristen Glessner Margaret Manley Sameen Saberian Kathryn Uhl Week 4 Joanna Barney Melissa Mildenberger Ashely Romero-Martinez Ariana Welch Week 5 Kerry O’Reilly Week 6 Week 7 Week 8 Spring Break SPED 413.002 G.O. Reading & Lectures

Response-to-intervention (rti) Create Your Foldable Cut here Fold here Response-to-intervention (rti)

Response-to-Intervention (RTI) MODEL Tier 3 : Intensive Interventions and Comprehensive Evaluation Tier 2 : Targeted Interventions Tier 1 : High-Quality Classroom Instruction, Screening, and Group Interventions 5% 15% 80%

High-quality, scientifically based classroom instruction. Ongoing student assessment. Tiered instruction. Parent involvement.

Differentiating the Tiers Tier 3 : Few Students or Individuals Tier 2 : Some Students or Small Groups Tier 1 : All Students

Meeting the Needs of ALL Students Assistive Technology (AT) Accommodations and Modifications Differentiated Instruction Universal Design for Learning (UDL)

Assistive Technology (AT) Low-, mid-, and high-tech Umbrella term that includes assistive and adaptive services and devices Technology meets the learning and communication needs of individuals with disabilities Any item, piece of equipment, or product system (commercial, modified, customized) that is used to… …Increase, maintain, or improve functional capabilities

Low-Tech Mid-Tech High-Tech

AT Mystery Game You will be given a QR code. Scan the code to find out which tool you will research. Find information about your tool online and find it within the materials set out in the classroom. When you’re ready, share what you’ve found at: 413.001 https://padlet.com/jkouo/bw7o9a0soabn 413.002 https://padlet.com/jkouo/ilbit9n4la2f

How familiar are you with Universal Design for Learning? Respond at PollEv.com/JENNIFERKOUO820 or Text JENNIFERKOUO820 to 37607

Essential Question(s) 1: What is UDL Essential Question(s) 1: What is UDL? How is the UDL framework used to design learning environments? Know Want to Know Learned SPED 413.001

Essential Question(s) 1: What is UDL Essential Question(s) 1: What is UDL? How is the UDL framework used to design learning environments? Know Want to Know Learned SPED 413.002

UDL at a Glance

Major Influence - Universal Design: applying architectural, accessible, and safe ideas to classrooms

Higher Education Opportunity Act (2008) UDL is a scientifically valid framework for guiding educational practice that 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 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. Higher Education Opportunity Act (2008)

UDL provides a blueprint for creating instructional goals, materials, methods, and assessments that work for EVERYONE.

Principles of UDL

Checkpoints Principles Guidelines

CAST UDL VIDEO Competition

Design curriculum from the beginning to be universal Power to be very flexible Allows choices & different paths Represent information in different ways Elements Key of UDL

to a Positive Learning Environment? Think-Pair-Share: How Can UDL Lead to a Positive Learning Environment?

You Pick 2 Option A Option B Option C

How have you seen technology being integrated into classrooms?

Technology Integration Technology integration is the use of technology resources -- computers, mobile devices like smartphones and tablets, digital cameras, social media platforms and networks, software applications, the Internet, etc. -- in daily classroom practices, and in the management of a school. Successful technology integration is achieved when the use of technology is: Routine and transparent Accessible and readily available for the task at hand Supporting the curricular goals, and helping the students to effectively reach their goals https://www.edutopia.org/technology-integration-guide-description

SAMR Model

SAMR Model A Tool to “Think With”

SAMR Model

Levels of Technology Integration Technology is rarely used or available. Students rarely use technology to complete assignments or projects. Sparse: Technology is used or available occasionally/often in a lab rather than the classroom. Students are comfortable with one or two tools and sometimes use these tools to create projects that show understanding of content. Basic: Technology is used in the classroom on a fairly regular basis. Students are comfortable with a variety of tools and often use these tools to create projects that show understanding of content. Comfortable:  Students employ technology daily in the classroom using a variety of tools to complete assignments and create projects that show a deep understanding of content. Seamless:

Create Groups of 3-5 Students Use the Action and Expression Principle to Demonstrate What You Have Learned Today

Next Week Readings: Deadlines: Miscellaneous: UDL Chapter 4 For next week please bring a 1-subject composition book.