UDL and Literacy - DPI Collaborative PST Conference December 2015 DPI Collaborative PST Conference December 2015 Universal Design for Learning and Literacy UDL and Literacy - DPI Collaborative PST Conference December 2015 Jayne Bischoff Education Consultant Wisconsin Department of Public Instruction 608-266-5583 jayne.bischoff@dpi.wi.gov Dana McConnell Coordinator of Instructional Supports for Students with Disabilities Wisconsin RtI Center 608-617-0867 mcconnelld@WisconsinRtIcenter.org

Universal Design for Learning UDL and Literacy - DPI Collaborative PST Conference December 2015 The term UNIVERSAL DESIGN FOR LEARNING 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. What is UDL?UDL: pedagogical, neuroscientific, and practical underpinnings A concise definition of Universal Design for Learning was provided by the Higher Education Opportunity Act of 2008. … It is planning upfront for all students to experience success with accessing the universal curriculum, engagement at appropriate levels of challenge and success, and multiple was to demonstrate what they know and can do.

UDL and Literacy - DPI Collaborative PST Conference December 2015 Today’s Outcomes Learn how UDL supports statewide efforts to improve outcomes for students, with a lens on literacy Recognize how UDL benefits all students Engage in further exploration of UDL

UDL and Literacy - DPI Collaborative PST Conference December 2015 Terms for Universal Design used include: Design for All, Inclusive Design, and Barrier­ Free Design. Ronald not only designed universally accessible buildings and products, but he also assisted in the development of America’s first accessible building code, which North Carolina adopted in 1973. This code was used as a model for comparable regulations in other states. As a dedicated advocate for this disability community, Ronald’s work is also said to have been vital in the passage of federal legislation prohibiting discrimination against people with physical impairments such as the Fair Housing Amendments Act of 1988 and the Americans with Disabilities Act of 1990.

UDL and Literacy - DPI Collaborative PST Conference December 2015 Universal Design “Consider the needs of the broadest possible range of users from the beginning. If you design for those in the margins, it works better for everyone.” Universal Design in architecture was originally formulated by Ron Mace at North Carolina State University and he says to “Consider the needs of the broadest possible range of users from the beginning Ronald Mace made a huge impact on not only the disability community, but the whole human population, yet very few people are aware of this. Born in 1940, Ronald was a healthy baby. However, when Ronald was nine years old he contracted polio leading him to use a wheelchair for the rest of his life. Ronald then began to see all of the barriers that people with disabilities face daily. Refusing to let barriers get in his way, Ronald continued to strive for success, attending North Carolina State. At the time Ronald attended North Carolina State his wheelchair did not fit through the bathroom door and he had to be carried up and down the stairs to attend class.   After graduating in 1966 with a degree in architecture, Ronald worked in his field designing the usual houses and buildings. However, after four years, Ronald decided to focus on accessible housing with a “universal design.” Ronald’s concept of universal design was to design all products and buildings to be visually pleasing and usable to the greatest extent possible by everyone, regardless of age, ability, or situation. Other terms for Universal Design used include: Design for All, Inclusive Design, and Barrier­ Free Design. In order for a product or a building to meet the definition of universal design, it must abide by seven Principles of Universal Design. Some products and architectural features that meet the definition of universal design include: ­ Lever handles for opening doors rather than twisting knobs ­ Smooth ground entranceways without stairs ­ Wide hallways and doorways Universal Design is used more as a metaphor in UDL to advocate for up front design to remove as many barriers to curriculum to make it as accessible, inclusive, and interactive to a broadest amount of learners as possible. Ron Mace, Architect, Universal Design

Center for Applied Special Technology (CAST) UDL and Literacy - DPI Collaborative PST Conference December 2015 Center for Applied Special Technology (CAST) 1984: a small band of education researchers founded CAST, the Center for Applied Special Technology, to explore ways of using new technologies to provide better educational experiences to students with disabilities. As CAST researchers tested and refined their principles, priorities, and vision over that first decade, they came to a new understanding of how to improve education using flexible methods and materials. They called this approach Universal Design for Learning. Today, UDL frames all of the organization’s research and development. Through strategic collaborations, CAST is seeding the field of curriculum planning, software development, state and national policy, teacher preparation and support, and education research with UDL-based solutions. Wisconsin engaged in UDL strategic planning with a variety of stakeholders from all over the state in 2014. To facilitate this process, we brought in Grace Meo and Patti Ralabate from CAST (Center for Applied Special Technology) who developed the UDL Framework and they did an amazing job. We envision utilizing CAST’s knowledge base and resources often as we strengthen UDL implementation in Wisconsin.

UDL and Literacy - DPI Collaborative PST Conference December 2015 Evolution of UDL Helping students with the environment Essential for some… A framework for planning curriculum …beneficial to all. CAST evolved to first thinking about supports for individuals…to the premise that the curriculum itself was disabled, and needed to be developed deliberately to be more accessible. We have examples of in universal design for those things that may have been designed for the needs of a specific need, but benefit others as well. How has this played out in your work?

UDL and Literacy - DPI Collaborative PST Conference December 2015 RtI Definition UDL and Literacy - DPI Collaborative PST Conference December 2015 Universal Design for Learning Is what? A scientifically valid framework that provides multiple means of engagement, representation, and action and expression and removes barriers in instruction Does what? What is your experience with UDL? Use the Today’s Meet site to capture participants’ experience: to support achieve academic and behavioral success for all For what?

https://todaysmeet.com/ActionandExpression UDL and Literacy - DPI Collaborative PST Conference December 2015 To activate some of your own background with UDL, and share with others in the room. We offer you the opportunity to communicate what your experience with UDL. What have you studied? What have you seen, heard? What is happening in your classroom? School? What is your experience with UDL? Log into todaysmeet.com/ActionandExpression

https://todaysmeet.com/ActionandExpression UDL and Literacy - DPI Collaborative PST Conference December 2015 https://todaysmeet.com/ActionandExpression Log into todaysmeet.com/ActionandExpression. Enter your name/nickname and JOIN. Then type your message…and click SAY. See other posts and the varied experience of our group. We’ll use the backchannel chat space two more times. Now, let’s take a look at the Wisconsin landscape primed fro UDL implementation. JOIN

https://todaysmeet.com/ActionandExpression UDL and Literacy - DPI Collaborative PST Conference December 2015 What is your experience with UDL? To activate some of your own background with UDL, and share with others in the room. We offer you the opportunity to communicate what your experience with UDL. What have you studied? What have you seen, heard? What is happening in your classroom? School? What is your experience with UDL? Log into todaysmeet.com/ActionandExpression

Why Universal Design for Learning in Wisconsin? UDL and Literacy - DPI Collaborative PST Conference December 2015 Why Universal Design for Learning in Wisconsin? Students cannot benefit from education practices they do not experience. As Barb mentioned in her presentation yesterday, we need to take the necessary steps to meet student needs. Let’s review some of the key initiatives in Wisconsin that specifically target improving outcomes.

UDL and Literacy - DPI Collaborative PST Conference December 2015 Target Goals By 2017, to prepare our students for success in further education and career: Further increase graduation rate from 85.7 percent to 92 percent. Close graduation and career and college readiness gaps. Adopt the Fair Funding for Our Future plan to make school finance more equitable and transparent. Agenda 2017 11

Reading Achievement This graph compares the achievement of students with disabilities to their peers as measured by the percent scoring proficient and advanced on Reading in the Wisconsin Student Assessment System (WSAS) over the last several years.   While we are not satisfied with the proficiency levels of students in Wisconsin overall, the data show persistent academic lags for students with disabilities behind their peers without disabilities. Given the data, Wisconsin is moving forward with the Reading Drives Achievement: Success through Literacy system of accountability and supports to school districts to improve outcomes for students with disabilities. 12

UDL and Literacy - DPI Collaborative PST Conference December 2015 High Expectations for all Learners

Instructional Interventions UDL and Literacy - DPI Collaborative PST Conference December 2015 http://udltechtoolkit.wikispaces.com/ Is your curriculum ready for all students? Is your instruction ready for all students? Are your assessments or outcomes measures ready for all students? Are your learning goals, methods and materials, and assessments ready for ALL students? (or does it need an intervention?) Instructional designs interventions: UDL, UbD, and DI Combining the three models allows for each of the strategies to support each other. By combining the models we strive to connect effective curriculum design with the individual learner's needs to create an barrier-free environment of true learning. Working together UbD, DI and UDL provide a framework to develop curriculum and instruction that reflects our best understandings of both instruction and learning and the students themselves. UDL applies to all learners, not exclusively to individuals with disabilities, but aims to provide everyone with equal access to learning.

UDL: The Intersection of Initiatives UDL and Literacy - DPI Collaborative PST Conference December 2015 UDL: The Intersection of Initiatives Wisconsin Initiatives UDL is not 'one more thing' that teachers need to do." Universal Design for Learning redefines what are 'good teaching practices.' It is "mindfully including options for how information is presented, combined with multiple options for action, expression and engagement.“

https://todaysmeet.com/ActionandExpression UDL and Literacy - DPI Collaborative PST Conference December 2015 What difference does it make for kids? Turn and talk and then post: With initiatives to improve outcomes, and to implement evidence-based practices, what does it mean for kids in the classroom? The kids you teach…what happens differently for them as we take on this work?

Anticipated and Predictable Variability UDL and Literacy - DPI Collaborative PST Conference December 2015 Anticipated and Predictable Variability When curricula are designed to meet the needs of an imaginary “average”, they do not address the reality learner variability. They fail to provide all individuals with fair and equal opportunities to learn by excluding learners with different abilities, backgrounds, and motivations who do not meet the illusive criteria for “average”. UDL research demonstrates that the challenge of diversity can and must be met by making curriculum flexible and responsive to learner differences. Environments, teaching, assessments

The End of Average – Ted Rose UDL and Literacy - DPI Collaborative PST Conference December 2015 The End of Average – Ted Rose 2002 research study: memory scans….individual brain scans, took the average and created the average brain areas responsible for recall. Assumed the average brain would tell you about individual brains. How close were the individual brains. Blue matched average, red did not. The average represented nobody. Text books, standardized assessments, comparison to a hypothetical student, curriculum (standardized sequence/time…based on what we know). Industrial age worked well in managing factories….accomplished it’s intent for standardized job in an industrialized economy. 20 years ago we didn’t know how to change education. We do now. A New Science: The Science of the Individual -- we can build an education system to treat individuals. Overcome a mental barrier… a necessary first step! The End of Average: https://www.youtube.com/watch?v=9GcJi4eaSeY The End of Average: https://www.youtube.com/watch?v=9GcJi4eaSeY

UDL and Literacy - DPI Collaborative PST Conference December 2015 UDL Framework Stage 1: identifying the range and sources of variance in human learning – what are the individual differences that an adequate pedagogy must address? The three basic learning networks and principles of UDL were distilled from that review. Stage 2: articulated those three basic principles further – identifying the most important categories within them that would need to be addressed in an adequate pedagogy of individual differences. Stage 3: involved over three years of extensive reviews of the educational research to identify those specific practices that are most effective in reducing barriers to instruction in each of the principles. Nearly 1,000 articles were eventually reviewed and selected for inclusion in the evidence base that is now organized around each of the checkpoints in the UDL guidelines.

Affective Network: ENGAGEMENT UDL and Literacy - DPI Collaborative PST Conference December 2015 Affective Network: ENGAGEMENT Interest Choice and autonomy Relevance Attention Effort and Persistence Clear goal Challenge Collaboration Feedback Self-regulation High expectations Support strategies Self-knowledge The 1st principle of Universal Design for Learning is to Provide Multiple Means of Engagement and is based on the affective network in the brain. The affective networks are located at the core of the brain and enable us to engage with tasks and influence our motivation to learn. They are responsible for developing preferences and establishing priorities and interests. In learning situations, affective networks are essential to wanting to learn; visualize a high school classroom, the night before the prom – “Are students’ affective networks helping focus on the algebra lesson or on the party after the prom?” Visualize the student who has had years of reading failure in a 9th grade English class, “Is this student motivated to read The Odyssey?” Everyday examples of the affective networks in action include being motivated to get up extra early to wrap presents for a child, wanting to run to the grocery store to shop for a special dinner after a busy day at work. Of course, the affective network does not work in isolation from either the recognition or strategic networks.

Recognition Network: REPRESENTATION (Access) UDL and Literacy - DPI Collaborative PST Conference December 2015 Recognition Network: REPRESENTATION (Access) Perception Varied displays of information Alternatives for audio Alternatives for visual Language and Symbols Clear terminology Syntax and structure Decoding Generalize across contexts Illustrate/represent Comprehension Background knowledge Key features Guided processing Transfer knowledge The second principle, to provide multiple means of representation or access is based on the Recognition Network. The Recognition Networks, located in the back of the brain, enable us to identify and interpret sound, light, taste, smell, and touch. For example, when you answer the phone and hear a familiar voice you can easily tell who it is without having the person give his/her name. The goal of this activating this network is goal-directed learners who comprehend. The neurological barriers that often limit access are the ability for the individual to perceive (perception), the barrier of the language and symbols, and a barrier to comprehend. Research has derived education practices that help reduce the barriers through the use of effective practices. The bulleted items are the practices that we consider, upfront, in the planning of curriculum so that all students have access to learning.

Strategic Network: ACTION and EXPRESSION (Assessment) UDL and Literacy - DPI Collaborative PST Conference December 2015 Strategic Network: ACTION and EXPRESSION (Assessment) Physical Action Respond and navigate Access tools Expression and Communication Multi-media use Construction and composition Fluency with graduated supports Executive Function Goal-setting Strategic planning Manage information Monitor progress The third principal of Universal Design for Learning is to provide Multiple Means of Assessment. This principal is based on the strategic network in the brain. The strategic networks are located in the front part of the brain and enable us to plan, execute, and monitor actions and skills. In learning situations, the strategic networks are critical. Examples of the strategic networks at work include: doing a project, taking a test, taking notes, listening to a lecture Everyday examples of the strategic networks in action include cooking a meal, planning an outing, executing a golf swing, driving a car, etc. They work in tandem with recognition networks to learn to read, write, solve problems, plan and complete projects. Let’s take a look at some examples of the practices….

UDL Guidelines - Examples UDL and Literacy - DPI Collaborative PST Conference December 2015 UDL Guidelines - Examples Interactive Educator Checklist

Activity: Video Demonstration Educator Checklist UDL Guidelines Share or introduce these resources if they have not already been. RtI Innovation, 2015. Flipped Systems: MTSS and Special Education

Vocabulary Instruction – 2nd Grade Video viewing……. Think of a Student with an IEP whom you either work with or support Envision that student in this class Imagine you will be collaborating with the teacher to…. Discuss possible ideas so the student is meaningfully engaged in this class. Consider ALL options. Do NOT think about how practical the ideas are at this point

Effective Instructional Practices Now, thinking of your student, what did you observe as being Effective Instructional Practices or things that would have been beneficial for your student? Or, what were some overall effective instructional practices you observed?

Barrier Support Ideas Have them identify the barrier and then a possible solution. We want them to recognize that we are not always just planning for the margins. There may be more with that need. QUESTIONS: What is the barrier? What is a practice that can minimize the barrier? ___________________ Write one idea per post-it that could be done during this lesson so the student is meaningfully engaged. Add a Slide with the T-chart = Barrier - Practice Needed Model the Activity: All Stand. Someone share out a barrier that came to mind. All stand. Everyone who has a student with a similar barrier, stay standing and everyone else sit.(Do this 3 times)

E.g. Parallel Activity/Different Content Order Accordingly E.g. Parallel Activity/Different Content E.g. Verbal Reminder Least Changed Most Changed What are the practices that become a “way of doing business” in all lessons? Who else may benefit from this? Is the deliberate use of this practice producing greater outcomes? For example: A parallel activity/different content may be an example of Most Changed whereas a Verbal Reminder may be an example of Least Changed. OR, Low Tech – Mid Tech – High Tech Observations: All of you were thinking of different students, but did you observe overlaps in things to consider? 1 2 3 4 5 6 7 8 9 10

Consider… Who else may benefit from this? What becomes a “way of doing business” in all or most lessons? Is the deliberate use of this practice producing greater outcomes?

Educator Checklist Resource Great resource to…. reflect on the needs of your classroom Provides examples of what to do when you are looking for new ideas use with co-planning

UDL Guidelines – Examples UDL and Literacy - DPI Collaborative PST Conference December 2015 UDL Guidelines – Examples Interactive Educator Checklist

Process for UDL Lesson Planning Goals: Align your goal to the standards, being careful not to embed the means Consider Variability & Identify Barriers Assessment: Identify multiple means of assessment Methods & Materials: Consider multiple means of representation/access and engagement Implement/Teach Reflect & Revise: Look for ways to improve DATA This is a UDL lesson planning process adapted from CAST Data is in the center, it guides us through the entire process set instructional goals that are aligned with Standards (CCSS or WEMLS or whatever standards apply to you) and be careful not to embed the means within the goal unnecessarily; plan lessons that consider learner variability and identify any possible barriers that your diverse students might have define and use progress monitoring techniques and assessment tools to understand individual student progress during the instructional episode and modify instruction based on data for each student; plan for multiple means of assessment whenever possible select instructional materials and methods that provide multiple means of representation/access and engagement Teach the lesson being sure to make note of how things went reflect on lesson with colleagues or students themselves and look for ways to revise for improvement Adapted from CAST

Reflection What is the process for identifying needs within a classroom? (Learner Variability) What supports may be helpful to many or all? What supports may be specific to one or a few individuals? How are lessons designed to meet the needs in classrooms? Is the delivery of the lesson effective? How do you know? Connect back to the : Learner Variability, Goals, Materials…… (UDL Language) - Reflect on what’s on the table. Are they flexible means?

Resources Lesson Analysis Worksheet Class Learning Profile UDL NOW! By Katie Novak Share the Eleva-Strum meeting activity around Table 2.2 in Katie Novak’s book.

Students with IEP’s are General Education Students FIRST!! Shifting the Conversation What are the benefits? What support is provided to the educators for this to be successful? General Education Special Education Administrators By flipping the lens in this conversation to view the general education instruction first, then identifying where the breakdown is, you are able to isolate the specific need in order to be successful. Rather than going to a pull-out.

Different Entry Points with Universal Design for Learning UDL and Literacy - DPI Collaborative PST Conference December 2015 Different Entry Points with Universal Design for Learning We know there is a vast continuum across the state of how familiar people are with UDL ranging from schools who have never heard of UDL to schools that are implementing Universal Design for Learning and doing good things with it. We connect UDL to the statewide efforts already underway to maximize student success.

UDL and Literacy - DPI Collaborative PST Conference December 2015 You can’t do everything. It is important that you do something: • How will you engage students in learning this content? • How will you represent the content? • How will you allow flexibility in expressing what students have learned? We know there is a vast continuum across the state of how familiar people are with UDL ranging from schools who have never heard of UDL to schools that are implementing Universal Design for Learning and doing good things with it. We connect UDL to the statewide efforts already underway to maximize student success.

UDL and Literacy - DPI Collaborative PST Conference December 2015 UDL Startup Grants Purpose: Use the UDL framework in a systematic way, shifting educator and learner practice and experiences, in order to improve teaching and learning. CAST Partnership UDL Presenters’ Academy (train-the-trainer) Implementation Teams supported with ollow-up training and online collaboration 22 Grant Recipients Funding award for 3 consecutive years(Elem, Middle, High Schools) All 12 CESAs; 10 large districts Scaling-up and impact data use Started with top 10 largest, had 6 decline. Moved on down the list until we had 10 spots filled by large districts

UDL and Literacy - DPI Collaborative PST Conference December 2015 Literacy Tools UDL and Literacy - DPI Collaborative PST Conference December 2015 • www.bookbuilder.cast.org: place to create your own multi-level digital books www.udleditions.cast.org: classic texts with UDL supports http://tarheelreader.org/: books with multiple access options (speech output, highlighting, switches, etc) http://www.ric.edu/sherlockcenter/wwslist.html: adapted books with picture support to help students with severe disabilities participate in general education http://uniteforliteracy.com/: books available with audio support in MANY different languages http://readwithme.cast.org/: Read With Me E-books for young children focused on helping develop early literacy skills

UDL and Literacy - DPI Collaborative PST Conference December 2015 UDL Toolkit Wiki UDL and Literacy - DPI Collaborative PST Conference December 2015 http://udltechtoolkit.wikispaces.com/

UDL and Literacy - DPI Collaborative PST Conference December 2015 Take a Tour of UDL UDL and Literacy - DPI Collaborative PST Conference December 2015 http://udltechtoolkit.wikispaces.com/ http://www.udlcenter.org/aboutudl/take_a_tour_udl

Center for Applied Special Technology (CAST) UDL and Literacy - DPI Collaborative PST Conference December 2015 http://udltechtoolkit.wikispaces.com/ http://www.cast.org/our-work/about-udl.html#.VmhR2XarTct

Maryland Learning Links UDL and Literacy - DPI Collaborative PST Conference December 2015 http://udltechtoolkit.wikispaces.com/ http://marylandlearninglinks.org/1021

Resources for Parents on Universal Design for Learning UDL and Literacy - DPI Collaborative PST Conference December 2015 Resources for Parents on Universal Design for Learning Q & A for Families www.udlcenter.org/sites/udlcenter.org/files/UDL_Familiesfactsheets.pdf Understanding Universal Design for Learning http://www.parentcenterhub.org/repository/ud/ Universal Design for Learning: What It Is and How It Works http://www.ncld.org/learning-disability-resources/ebooks-guides-toolkits/parent-guide-universal-design-learning These resources can help parents know more about UDL, explore how it benefits students, and ways to participate in the planning and advocating support for UDL.

https://todaysmeet.com/ActionandExpression UDL and Literacy - DPI Collaborative PST Conference December 2015 What action will you take next? What action step will you take next?

UDL and Literacy - DPI Collaborative PST Conference December 2015 DPI Collaborative PST Conference December 2015 Universal Design for Learning and Literacy UDL and Literacy - DPI Collaborative PST Conference December 2015 Jayne Bischoff Education Consultant Wisconsin Department of Public Instruction 608-266-5583 jayne.bischoff@dpi.wi.gov Dana McConnell Coordinator of Instructional Supports for Students with Disabilities Wisconsin RtI Center 608-617-0867 mcconnelld@WisconsinRtIcenter.org