1. Strand L, Session 3: Professional Development for School and District Improvement Through the UDL Lens
Strand Leader: Richard Jackson
Session Leader: Kirk Behnke
Session Presenters: Richard Jackson, Martin Scanlan,
Jennifer Levine

2. Strand L: Using Universal Design for Learning in Teacher Preparation
The context
Our Purpose Today is to…
Increasing implementation of UDL in higher education
UDL in the Higher Education Opportunity Act of 2008
SEA monitoring through process of program approval and federal compliance
UDL included in State Personnel Development Grants (SPDGs)
Increasing adopting of inclusive and tiered models of inclusion
Conduct 3 sessions on how the experts have responded to the demand for UDL program incorporation
We will discuss:
Approaches for collaborating with education colleagues
Modeling of UDL practices
Designing coursework
Designing practicum experiences
Achieving inclusive learning environments
Strand L: Using Universal Design for Learning in Teacher Preparation

3. Session Leader: Kirk Behnke
Director of Business and Partnership Development at CAST
Background in assistive technology and accessible/usable online course development
Strand L: Using Universal Design for Learning in Teacher Preparation

4. Strand L: Using Universal Design for Learning in Teacher Preparation
Session 3: Professional Development for School and District Improvement Though the UDL Lens
Although UDL is increasingly addressed in preservice preparation programs, teachers and school leaders need professional development to build school capacity for examining barriers inherent to traditional practice. Panelists will present PD approaches ranging from one shot awareness sessions to extended researcher/practitioner collaborations employing UDL guidelines and principles of improvement science. 
Strand L: Using Universal Design for Learning in Teacher Preparation

5. Session Presenter: Richard Jackson
Associate Professor, Lynch School of Education (1979)
Senior Research Scientist, CAST, Inc. (1999)
Principal Investigator, OSEP Postdoctoral Leadership Preparation in UDL (2009)
Director of Teaching Practices for the National Center on Accessing the General Curriculum (2000)
Strand L: Using Universal Design for Learning in Teacher Preparation

6. Session Presenter: Martin Scanlan
Faculty, Lynch School of Education (2014- present)
Faculty, Marquette University ( )
Elementary / Middle School Teacher and Administrator (1992 – 2006)
Research:
Culturally and Linguistically Diverse Students and Families
Inclusive service delivery
Intersectionality across multiple dimensions of diversity
Strand L: Using Universal Design for Learning in Teacher Preparation

7. Session Presenter: Jennifer Levine
History and ELA Teacher, Charles A. Hall Middle School, Baltimore, MD (1995)
Director, Pathway Program, Chelsea MA (1999)
Assistant Principal/Principal, Community Academy, Boston, MA (2005)
Lead Implementation Specialist, CAST, Wakefield, MA (2016)
Strand L: Using Universal Design for Learning in Teacher Preparation

8. CAST Professional Learning
Kirk Behnke
Strand L: Using Universal Design for Learning in Teacher Preparation

9. Strand L: Using Universal Design for Learning in Teacher Preparation
Overview of Key Points
Institutes
Annual Symposium
Online Learning
Speaking engagements/keynotes
Curriculum Consultations
Customized Solutions
UDL Implementation
Strand L: Using Universal Design for Learning in Teacher Preparation

10. Strand L: Using Universal Design for Learning in Teacher Preparation

11. Strand L: Using Universal Design for Learning in Teacher Preparation

12. UDL Guidelines as a Tool for Improving Problems of Practice
Richard Jackson AND Martin Scanlan
Strand L: Using Universal Design for Learning in Teacher Preparation

13. The Problem with School Problems
Lots of reform, but so little change
Multiple approaches:
Implementation science
Improvement science
The important role of problems of practice
How can UDL be used to address real world problems of practice?
Strand L: Using Universal Design for Learning in Teacher Preparation

14. Connecting UDL to Improvement Science
The UDL Guidelines as a tool for practice
Alignment with Design-Based Research
Reeves, T. C. (2006). Design research from a technology perspective. In J. Akker, K. Gravemeijer, S. McKenny, & N. Nieveen (Eds.), Educational design research (pp ). London, UK: Routledge.
Strand L: Using Universal Design for Learning in Teacher Preparation

15. Strand L: Using Universal Design for Learning in Teacher Preparation
Our Current DBR Pilot
Secondary school in the New England area
Focused the pilot on one particular department
Engagement in the 90-day Carnegie cycle
UDL Guidelines as a means of identifying the problem of practice
UDL Guidelines as a means of addressing the problem of practice
Park, S., & Takahashi, S. (2013). 90-Day Cycle Handbook. Stanford, CA: Carnegie Foundation for the Advancement of Teaching. Retrieved from
Strand L: Using Universal Design for Learning in Teacher Preparation

16. Moving Forward at Boston College
Completion of the DBR pilot
Integration of UDL principles in leadership preparation
Additional Design-Based Research focused on creating NICs and UDL
Continued integration of Mediakron and online technologies
Strand L: Using Universal Design for Learning in Teacher Preparation

17. Strand L: Using Universal Design for Learning in Teacher Preparation
UDL Implementation
Jennifer Levine
Strand L: Using Universal Design for Learning in Teacher Preparation

18. UDL Implementation Phases
Strand L: Using Universal Design for Learning in Teacher Preparation

19. Strand L: Using Universal Design for Learning in Teacher Preparation
UDL Implementation
The way a team plays as a whole determines its success. You may have the greatest bunch of individual stars in the world, but if they don't play together, the club won't be worth a dime
--Babe Ruth
Strand L: Using Universal Design for Learning in Teacher Preparation

20. UDL Implementation: Explore
Is there enough flexibility in the system to allow for teams of educators to meet together, observe each others’ classes, attend trainings, etc.?
Is there a team of educators who are excited to learn about and implement UDL?
Are school/district administrators willing and able to attend trainings?
Strand L: Using Universal Design for Learning in Teacher Preparation

21. UDL Implementation: Prepare
Build excitement
Share UDL basics with entire staff (including support staff, administrators, and teachers)
Model UDL Strategies at meetings, trainings, and in all interactions
Focus deeper learning with a small group of educators, including at least one special educator, two regular-ed teachers, and the principal.
Strand L: Using Universal Design for Learning in Teacher Preparation

22. UDL Implementation: Integrate
Rapid Prototyping
UDL Challenges
UDL Trials
Strand L: Using Universal Design for Learning in Teacher Preparation

23. UDL Implementation: Rapid Prototyping
Plan
Use the UDL guidelines to proactively plan lessons that address student variability
Try
Implement the lesson with clear goals and formatively assess performance
Reflect
Review student work, identify potential barriers, make adjustments to upcoming lessons
Strand L: Using Universal Design for Learning in Teacher Preparation

24. UDL Implementation: Rapid Prototyping
Plan
Use the UDL guidelines to proactively plan lessons thPlanat address student variability
Try
Implement the lesson with clear goals and formatively assess performance
Reflect
Review student work, identify potential barriers, make adjustments to upcoming lessons
Strand L: Using Universal Design for Learning in Teacher Preparation

25. UDL Implementation: Rapid Prototyping
Plan
Use the UDL guidelines to proactively plan lessons that address student variability
Try
Implement the lesson with clear goals and formatively assess performance
Reflect
Review student work, identify potential barriers, make adjustments to upcoming lessons
Strand L: Using Universal Design for Learning in Teacher Preparation

26. UDL Implementation: Rapid Prototyping
Plan
Use the UDL guidelines to proactively plan lessons that address student variability
Try
Implement the lesson with clear goals and formatively assess performance
Reflect
Review student work, identify potential barriers, make adjustments to upcoming lessons
Strand L: Using Universal Design for Learning in Teacher Preparation

27. UDL Implementation: Scale
School-wide UDL trainings
UDL Teams
Book Groups
#Observe Me
Instructional Rounds
Strand L: Using Universal Design for Learning in Teacher Preparation

28. UDL Implementation: Optimize
Form a district UDL leadership team;
Define district-wide goals and create shared measurement systems;
Implement multiple forms of district-wide PD to support schools in meeting district goals;
Create systems to share data, resources, and strategies across schools;
Consider creating model schools for other teams to visit
Strand L: Using Universal Design for Learning in Teacher Preparation

29. Implementation Inspiration!
On a piece of paper, jot down one idea for UDL implementation that has inspired you.
Throw your idea at someone else in the room
Share out one inspirational idea
Strand L: Using Universal Design for Learning in Teacher Preparation

30. Strand L: Using Universal Design for Learning in Teacher Preparation
Questions and Answers
Strand L: Using Universal Design for Learning in Teacher Preparation