1. Meeting Arizona College and Career Ready Standards for Special Educators March 4 th & 5 th Day 2 Presenters: Debra Herburger Kevin Schaefer dherbur@wested.org kschaef@wested.org

2. UDL—the Instructional HOW of AZCCRS

3. Instructional Shifts “The biggest change…will be in instructional practices. And, frankly, this change is revolutionary. It will cause a big change in how you do your job as a teacher.” Kevin Baird, 10 Steps for Migrating Your Curriculum to the Core, Achieve 3000

4. AZCCRS Instructional Shifts

5. AZCCRS – ELA/Literacy Shifts

6. Implicit Building Blocks Communicative Competence Self-Advocacy Self-Determination Executive Functions Social/Emotional Skills AZCCRS-Aligned Behaviors/Expectations

7. Universal Design for Learning The idea of an average learner (that we have been designing our lessons and instruction to) is a myth—was there EVER an ‘average’ learner?

8. Universal Design for Learning What are some of the barriers to successful learning that our students face?

9. What are the internal and external barriers that keep our students, and ourselves, from striving towards our goals? Universal Design for Learning

10. www.CAST.org

13. Expert Learners Are…

14. Expert Learners and Growth Mindset Expert Learners they know that learning is continuous, that there is no arrival point at which one is finally “expert” and no longer needs to practice. http://www.mindsetworks.com/

15. Learner Variability First we need to incorporate what learning and education science have revealed about the nature of learning into a newly conceived and designed education system. Two key concepts emerge: Learner variability is systematic and to a large degree predictable Learner capacities are context-dependent (David Rose, et.al., UDL: Theory to Practice 2014)

16. Ramps Curb Cuts Electric Doors Captions on Television Easy Grip Tools… What is Universal Design?

17. Drawbacks of Retrofitting: Each retrofit solves only one local problem Retrofitting can be costly Many retrofits are UGLY! Have you ever tried to retrofit a lesson? What is Universal Design?

18. What is the link between architecture and curriculum? “Consider the needs of the broadest possible range of users from the beginning” -- Architect, Ron Mace

19. What is Universal Design? Is our learning environment welcoming? UDL is the proactive design of curriculum and instruction to ensure they are educationally accessible regardless of learning style, physical or sensory abilities. Just as physical barriers exist in our physical environment, curricular barriers exist in our instructional environment.

20. Brain-based research indicates three distinct yet inter- related learning networks (Rose, Meyer, Hitchcock, 2005): Affective Learning Network (why) How motivation & participation impacts learning Recognition Learning Network (what) How we make sense of presented information Strategic Learning Network (how) How we demonstrate our learning or mastery http://lessonbuilder.cast.org/learn.php UDL Foundations: Brain-based Learning Networks

23. Is UDL Only for Students with IEPs? UDL is a framework to support the variability of learners that exist in all classrooms. This includes gifted students, disengaged students, students with disabilities, students who are English learners, and even the mythical average student.

24. Using a curriculum that is rooted in the 3 UDL principles: Teachers Provide:Students Have: Flexible options for student engagement. Choices which will engage student interest. Flexible ways of presenting lesson content. Options for how they learn. Flexible methods of expression and assessment. Choices for how they demonstrate their knowledge and learning.

25. Affective Network: The Why of Learning Multiple Means of Engagement Have I provided alternative ways to recruit student interest, ways that reflect inter- and intra- individual differences amongst students... Have I provided options for students who differ In motivation and self-regulation skills... Have I provided alternatives to support students with different aptitudes and prior experience to effectively manage their own engagement and affect... so that all of my students will be successful?

26. Provide Multiple Means of Representation How am I going to ensure that key information is equally perceptible by all students... How am I going to ensure accessibility, clarity, and comprehensibility for all students... How am I going to provide the necessary scaffolds to ensure that all students have access to knowledge and can assimilate new information... so that all of my students will be successful? Recognition Network: The What of Learning

27. Strategic Network: The How of Learning Provide Multiple Means of Action & Expression Have materials been provided with which all students can interact, navigate, and express what they know... Have I provided alternative modalities for expression, to level the playing field and to allow all students the opportunity to express knowledge, ideas, and concepts in the learning environment... How have I provided necessary strategies and scaffolds for students to be more plan-full and strategic... so that all of my students will be successful?

28. Consider what small changes you could make to this lesson to make it even stronger and designed to meet the edges of all the learners in the classroom?

29. 29 https://www.youtube.com/watch?v=FAgT1NaDdq8 Consider what small changes you could make to this lesson to make it even stronger and designed to meet the edges of all the learners in the classroom?

31. “Curriculum” Defined A Copernican Shift Goals Assessment Methods Materials

32. Goals Separate the means from the ends; Consider all three learning networks; Challenge all learners; Actively involve learners

33. Assessment Formative Summative Are ongoing and focused on learner progress Measure both product and process Are flexible, not fixed Are construct relevant* Actively inform and involve learners * The information or skill an assessment or assessment item claims to be measuring.

34. Methods Instructional methods include the decisions, approaches, procedures, and routines that teachers use to accelerate or enhance learning. Because learners vary in the ways they become and stay motivated to learn, comprehend information, and strategically approach tasks, the UDL framework emphasizes the need to employ many kinds of teaching methods.

35. Materials Align to goals Fixed media of the past, especially print, shaped and even warped our understanding of what it meant to be an effective learner. Essentially, those people who could function well in a print-based environment were favored; we even called them "book smart." Those for whom print presented difficulties-individuals with dyslexia, say, or whose first language was not English, or those who were oriented more toward visual or auditory media-were shut out. Educational materials limited the goals of learning through contingencies and assumptions.

36. Materials Engage learners in becoming proactive Just as educators now have many more options in the post- print age, so do learners. The days of knowledge being dispensed through one of two gatekeepers-the teacher or the textbook-are long gone.

37. SMART Goal and Action Plan Revisit the IEP goal you wrote yesterday: Update to include the instructional shifts and UDL supports. Include when, how, and who as part of your action plan—when and how will you communicate the instructional shifts and UDL supports to all the educators who support the student, who do you need to collaborate with to ensure the student is able to meet or exceed the goal.

38. Big Ideas to Take Away—UDL Plan ahead for learner variability; Instruction can and should be flexible and accessible (when planned); Multiple representations, output and expression, and means of engagement will benefit all learners; UDL is the instructional “HOW” for the “WHAT” of the AZCCRS; Once your mindset changes to UDL, it changes everything you do as an educator!