1. Universal Design for Learning
C&I 216
Universal Design for Learning

2. Objectives
The C&I 216 Students will understand the concept of UDL, so that they can accurately list and provide examples of three main UDL principles.
The C&I 216 Students will understand the concept of RTI, so that from memory they can accurately describe the three tiered system.

3. What is UDL

4. UDL calls for ... Multiple means of representation
to give learners various ways of acquiring information and knowledge,
Multiple means of expression
to provide learners alternatives for demonstrating what they know,
Multiple means of engagement
to tap into learners' interests, offer appropriate challenges, and increase motivation.

5. UDL Principles

6. UDL Activity In a small group (2-3) people, complete the following:
1) review the UDL guideline that you receive,
2) discuss the guideline in your group and generate a short description of the guideline,
3) determine how you would implement the guideline with specific example,
4) provide your peers with a description of the guideline and several examples of its use.

7. The UDL Approach Diversity is the norm in today’s classrooms
Applying the UDL principles in education is enabled by:
Appropriate goals
Flexible and supportive digital materials
Flexible and diverse methods, and
Accessible and flexible assessments
Overview: Presents a summary of the UDL approach.
Diversity is the norm and should be anticipated in all aspects of instruction and learning.
Applying the principles of Universal Design for Learning in education is enabled by:
Appropriate goals for learning and performance (separating means from the goal);
Flexible and supportive digital materials usable with new electronic tools for access and learning;
Flexible and diverse methods while applying appropriate challenges and support; and
Accessible and flexible assessments that measure what needs to be measured.

8. UDL Resources CAST: http://www.cast.org/research/udl/index.html
National Center on Universal Design for Learning:

9. Response to Intervention (RTI)

10. Acknowledgements The following slides are from:
Cates, Blum, & Swerdlik (2011). Effective RTI Training and Practices: Helping Schools and District Teams Improve Academic Performance and Social Behavior.
Cates, Blum, & Swerdlik (2011). RTI – Critical Components (PowerPoint Presentation).

11. Definitional Components of RTI
RTI is an overall integrated system of service delivery focused on ALL students.
RTI utilizes scientifically based instruction and interventions.
RTI utilizes data systematically.
RTI is a prevention focused educational model.

12. RTI Purposes are to: Identify Educational Needs of Students
Match Instructional needs of all students
Minimize academic and social behavior concerns through a prevention model
Foster the use of effective and efficient instructional practices to develop positive academic and social behavior outcomes

13. Small Group Standard Protocol Instruction Tier 1
Individualized
Instruction
Tier 2
Small Group Standard Protocol Instruction
Tier 1
Core Universal Curriculum

14. Universal Core Curriculum Universal Screening Measures
Identification of Students At-Risk
Standard Educational Diagnostic Tool
Tier II Standard Protocol Instruction
Progress Monitoring
Individualized Diagnostic Assessment
Tier III Individualized Instruction
Special Education
Entitlement

15. Example of 3-Tier Level Interventions
Reading
Tier I
Tier 2
Tier 3
Time 90
120
180
Curricular Focus
5 areas
Less than 5
2 or less
Curricular Breadth
Core +
Supplemental
Intensive
Core +
Supplemental
Core
Frequency of Progress Monitoring
3X Yearly or greater
Monthly or greater
Weekly

16. Students may be at one level of tier service
for one area and another for another area: Example: Mark S.
Writing
Reading
Math
Social
Behavior
Tier
III II I
III
HM + Reading Plus + F&P
Universal
PBIS +
SS Group +
Daily Report
Car
Instruction
Saxton +
Think Fast
Writer’s Workshop
Arrangement
Whole Class +
Computer +
Individual Lessons
Whole Class +
Computer Program
Whole Class
Whole Class +
Small Group +
Teacher Check-In
3X Yearly or greater
Monthly or greater
Frequency of Progress Monitoring
Weekly
Weekly

17. sampling of students
all students included

19. Questions How will this impact your classroom?
Are you ready to make data-driven decisions?
Others?