1. 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
© 2015 CAST | Until Learning Has No Limits

2. © 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
© 2015 CAST | Until Learning Has No Limits

3. 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

4. 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
© 2015 CAST | Until Learning Has No Limits

5. 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.

6. 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
© 2015 CAST | Until Learning Has No Limits
NH DOE 6

7. 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.

8. 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

9. 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

10. 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

11. © 2015 CAST | Until Learning Has No Limits
#UDL
© 2015 CAST | Until Learning Has No Limits

12. © 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
© 2015 CAST | Until Learning Has No Limits

13. “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
© 2015 CAST | Until Learning Has No Limits

14. 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
© 2015 CAST | Until Learning Has No Limits

15. 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
© 2015 CAST | Until Learning Has No Limits

16. 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
© 2015 CAST | Until Learning Has No Limits

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

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

19. 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
© 2015 CAST | Until Learning Has No Limits

20. © 2015 CAST | Until Learning Has No Limits
What do you see?
Rachel – 5 minutes for interaction and response in the chat room, etc.
#UDL
© 2015 CAST | Until Learning Has No Limits

21. 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
© 2015 CAST | Until Learning Has No Limits

22. 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
© 2015 CAST | Until Learning Has No Limits

23. 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
© 2015 CAST | Until Learning Has No Limits

24. 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
© 2015 CAST | Until Learning Has No Limits

25. Professional Learning State Model
#UDL
© 2015 CAST | Until Learning Has No Limits

26. UDL Implementation

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

28. 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

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

30. 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
© 2015 CAST | Until Learning Has No Limits

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