1. © CAST 2011 UDL: Addressing the Variability of All Learners CAST http://www.cast.org

2. © CAST 2011 Tier 3 Intense & Core Tier 2 Supplemental & Core Tier 1 Core Instruction/ Universal Behavior Supports Flexible Tiers 80-90% of total student population learn the key concepts through instruction in this tier. 5-10% of total student population receive instruction through supplemental interventions 1-5% of total student population receive instruction through these intense interventions Robust and Responsive based on the principles of UDL MA ESE, 2011 presentation

3. © CAST 2011 Overall Goals 1. Understand the framework of Universal Design for Learning (UDL) 2. Make connections between UDL and the Tier System of Support

4. © CAST 2011 UDL At A Glance

5. © CAST 2011 UDL At A Glance

6. © CAST 2011 What is Universal Design for Learning? A Framework UDL is framework for designing curricula that enable all individuals to gain knowledge, skills, and enthusiasm for learning. UDL provides rich supports for learning and reduces barriers to the curriculum while maintaining high achievement standards for all.

7. © CAST 2011 UDL Assumptions 1. Learners in any classroom represent a range of variability 2. The goal of instruction is to develop “expert learners”“expert learners 3. Curriculum needs to reflect the variability of all learners 4. Learning is the dynamic interaction of the individual with the environment

8. © CAST 2011 UDL Assumptions Learners in any classroom represent a range of variability There is no one kind of learner There is no one path to success

9. © CAST 2011 UDL Assumptions The goal of instruction is develop to “expert learners”“expert learners Resourceful, knowledgeable learners. Strategic, goal-directed learners. Purposeful, motivated learners.

10. © CAST 2011 UDL Assumptions Curriculum needs to reflect the variability of all learners If the curriculum does not respond to learner variability, the curriculum is disabled

11. © CAST 2011 UDL Assumptions Learning is the dynamic interaction of the individual with the environment/context Learner ability/(dis)ability is at the intersection of the individual and the environment/context.

12. © CAST 2011 UDL Assumptions 1. Learners in any classroom represent a range of variability 2. The goal of instruction is to develop “expert learners”expert learners 3. Curriculum needs to reflect the variability of all learners 4. Learning is the dynamic interaction of the individual with the environment

13. © CAST 2011 What is UDL? Universal Design for Learning is a framework to design curriculum (Goals, Assessments, Methods, & Materials) that minimizes barriers and maximizes learning for all students.

14. © CAST 2011 A conceptual shift First focus on the curriculum and then on individual students

15. © CAST 2011 Universal Design … an example of change

16. © CAST 2011 Universal Design … an example of change

17. © CAST 2011 Problems with Retrofit Drawbacks of Retrofitting:  Each retrofit solves only one local problem  Retrofitting can be costly  Many retrofits are UGLY!

18. © CAST 2011 UD – An example of change “ Consider the needs of the broadest possible range of users from the beginning ” -- Architect, Ron Mace

19. © CAST 2011 UD Examples Ramps Curb Cuts Electric Doors Captions on Television Easy Grip Tools…

20. © CAST 2011 UD Belief … “all new environments and products, to the greatest extent possible, should be usable by everyone regardless of their age, ability, or circumstance.” Retrieved May 6, 2011 from http://www.ncsu.edu/www/ncsu/design/sod5/cud/about_us/about_us.htm

21. © CAST 2011 UD Assumptions 1.Not one size fits all – but alternatives for everyone. 1.Not added on later – but designed from the beginning. 1. Not access for some – but access for everyone.

22. © CAST 2011

23. Where is UDL now? Definition in Legislation The Higher Education Opportunity Act of 2008 Section 103(24) UNIVERSAL DESIGN FOR LEARNING.--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

24. © CAST 2011 Where is UDL now? Nat. Ed. Tech Plan Letter from Arne Duncan to Congress … Nat. Ed Tech Plan calls for using state-of-the-art technology and Universal Design for Learning (UDL) concepts to enable, motivate, and inspire all students to achieve, regardless of background, languages, or disabilities. November 2010

25. © CAST 2011 Where is UDL now? ESEA Reauthorization The ESEA must also broadly incorporate UDL... a scientifically valid framework for guiding educational practice that provides flexibility in the way information is presented, in the way students respond or demonstrate their knowledge and skills, and in the ways students are engaged. … Students who are often marginalized in the general curriculum — including those with disabilities, English language learners, and students who are “gifted and talented” — benefit especially from UDL.

26. © CAST 2011 What is UDL? Universal Design for Learning is a framework to design curriculum (Goals, Assessments, Methods, & Materials) that minimizes barriers and maximizes learning for all students. UDL is about learning!

27. © CAST 2011 CAST believes that “barriers to learning are not, in fact, inherent in the capacities of learners, but instead arise in learners' interactions with inflexible educational goals, materials, methods, and assessments.” What do you think? What does this mean to you? Agree – Disagree How does this apply to your practice? Make connection?

28. © CAST 2011 Recognition Networks: “the what of learning” identify and interpret patterns of sound, light, taste, smell, and touch UDL and the Learning Brain

29. © CAST 2011 UDL and the Learning Brain

30. © CAST 2011

32. Strategic Networks: “the how of learning” plan, execute, and monitor actions and skills CAST©2008 UDL and the Learning Brain

33. © CAST 2011 UDL and the Learning Brain What are the ages of the people? Look at the picture. What is the financial situation of the people?

34. © CAST 2011

35. Affective Networks: “the why of learning” evaluate and set priorities UDL and the Learning Brain

36. © CAST 2011 UDL and the Learning Brain Make Up a Story!!

37. © CAST 2011 Pop Quiz

38. © CAST 2011 UDL and the Learning Brain IMAGE Verb generation task CAST©2008

39. © CAST 2011 UDL and the Learning Brain IMAGE Verb generation task CAST©2008

40. © CAST 2011 Recognition: the “what” of learning”  Multiple means of representation Strategy: the “how” of learning  Multiple means of action and expression Affect: the “why” of learning  Multiple means of engagement UDL and the Learning Brain

41. © CAST 2011 UDL Guidelines 41 CAST©2008

42. © CAST 2011 What Now?

43. © CAST 2011 MA and UDL MA Focus Academy Online Courses in UDL  UDL 101  UDL Advanced  UDL and Mathematics Work with the DSAC  Face-to-face workshops Research sites for work in UDL

44. © CAST 2011 Tier 3 Intense & Core Tier 2 Supplemental & Core Tier 1 Core Instruction/ Universal Behavior Supports Flexible Tiers 80-90% of total student population learn the key concepts through instruction in this tier. 5-10% of total student population receive instruction through supplemental interventions 1-5% of total student population receive instruction through these intense interventions Robust and Responsive based on the principles of UDL