2. A Vision of K-12 Students Today http://www.youtube.com/watch?v=_A-ZVCjfWf8 2

3. “ Consider the needs of the broadest possible range of users from the beginning” - Ron Mace, Architect -

4. What does access to learning mean?

5. Early implementation Retrofitting Solves only one problem Can be costly Many are UGLY!

6. Universal design (UD) principles Not one size fits all Design from beginning; not add on later Increase access opportunities for everyone

7. UD examples Ramps Curb cuts Electric doors Captions on television Easy-grip tools

8. UD solutions

9. Who benefits?

11. UDL at a Glance http://www.youtube.com/user/UDLCAST#p/a/u/0/bDvKnY0g6e4 11

12. Universal design for learning (UDL) More ways to access… More ways to participate… More ways to demonstrate learning… Resulting in more equitable access to… the general education curriculum for ALL learners

13. Why UDL? Current instructional practices are not appropriate for all learners Existence of academic achievement gaps Benefits of accessibility vs. retrofitting

14. Goals of UDL Improving access, participation & achievement Eliminating or reducing physical & academic barriers Valuing diversity through proactive design

15. Access & Equity is Built-in Designed from the outset to meet the needs of all students

16. Getting to Know YOU the UDL Way http://www.cast.org/teachingeverystudent /tools/main.cfm?t_id=12 http://www.cast.org/teachingeverystudent /tools/main.cfm?t_id=12

17. Principles of UDL Multiple  means of representation  means of action and expression  means of engagement - CAST -

19. UDL principles in action

20. Technology NOW and THEN: http://www.youtube.com/watch?v=Skhp mEZWuRQ http://www.youtube.com/watch?v=yUQRbq c2qtY&feature=related

21. Flexible Instructional Media http://old.cast.org/tesmm/example3_3/ex33.html

22. Multiple Means of Representation Examples  Read aloud  Highlight phrases  Listen to audiotape  Text-to-speech  Built-in talking glossary  Built-in language translation

23. CAST’s UDL Editions

24. Alternatives for visual info: Text-to-speech Decoding/cross-linguistic understanding: Text-to- speech, translation Define vocab and symbols: Multimedia glossary, figurative language Activate background knowledge: Links to background knowledge

25. CAST’s UDL Editions

26. TTS and Translation TextHelp Toolbar

27. Multimedia Glossary Vocab support

28. Figurative Language Literary devices

29. Background Knowledge Activate and supply

30. Resources UDL Editions - http://udleditions.cast.org/http://udleditions.cast.org/ Bookshare – www.bookshare.orgwww.bookshare.org TumbleBooks - http://www.buckslib.org/kids/ http://www.buckslib.org/kids/

31. Exploring Multiple Means of Representation Click on: http://www.udlcenter.org/implementati on/examples http://www.udlcenter.org/implementati on/examples Select 1 checkpoint under each of the 3 guidelines to further explore. For each of these checkpoints, identify a resource. Describe how this allows your students to interact with content in flexible ways.

32. Multiple Means of Action and Expression  Written response  Verbal response  Visual art project  Dramatic response  iMovie (Macintosh)  Multimedia: Power Point, Hyperstudio

33. What does it look like? Multiple Means of Action and Expression

34. What does it look like? Options that allow for different physical responses pointing mouse/joystick manipulatives range of rate, timing range of motor actions

35. What does it look like? Options that offer tools for composition and problem-solving Spellcheckers, grammar checks, word prediction software Speech to text, audio recording Sentence starters, sentence strips Story webs, outlining tools, concept maps Computer-Aided-Design (CAD)

36. What does it look like? Options that offer tools for planning and strategy development Embedded prompts Checklists and project planning templates Schedules of steps Embedded coaches or mentors Guides for breaking long- term goals into reachable short-term objectives

37. Resources Book Builder- http://bookbuilder.cast.org/http://bookbuilder.cast.org/ Rubric Generator - http://rubistar.4teachers.org/ http://rubistar.4teachers.org/ Bitstrips - http://www.bitstrips.com/about.php http://www.bitstrips.com/about.php

38. Exploring Multiple Means of Action and Expression Click on: http://www.udlcenter.org/implementati on/examples http://www.udlcenter.org/implementati on/examples Select 1 checkpoint under each of the 3 guidelines to further explore. For each of these checkpoints, identify a resource. Describe how this allows your students to have flexible options show what they know

39. Multiple Means of Engagement  Keep ongoing personal journal  Use archived resources  Flexibility in use of tools to access information  Choice in means of expression  Flexible grouping strategies

40. Managing Student Behavior – Multiple Means of Engagement Activity – creating classroom or school-wide rules Be kind Be safe Be cooperative Be respectful

41. Options that enhance value: personal journal Options that enhance salience of goals: use archived resources Options that foster communication: school-wide PBIS Program Options that guide expectations: self-regulatory goals Options that develop reflection: collecting and displaying data

42. Options That Enhance Value Personal journal Record how negative behavior is addressed in various cultures Model what “Be respectful” looks like across multiple settings Connect relevancy to school and cultural norms

43. Options That Enhance Salience of Goals Use archived resources Review previous class or school data Identify class or school goals for appropriate behavior Set target goals – individual, class, and/or school

44. Options That Foster Communication Schoolwide Behavior Support Programs Peer tutoring and monitoring Differentiated goals and supports Prompts that guide students

45. Options That Guide Expectations Self-regulatory goals Create prompts that focus on goals Provide opportunities for reflection Model desired behavior Create plan for maintaining goals

46. Options That Develop Reflection Collecting and displaying data Assist students in collecting data Determine ways in which data will be displayed Compare to archived data Show explicit connection – individual, classroom, school, community

47. Managing Student Behavior “Creating classroom norms, expectations, and rules are a golden opportunity to establish and sustain student engagement, use it.” Dr. Mary Magee Quinn, Researcher

48. Resources http://www.toolsforeducators.com/domino es/nature.php http://www.toolsforeducators.com/domino es/nature.php www.watchknow.org http://quizlet.com/

49. Exploring Multiple Means of Engagement Click on: http://www.udlcenter.org/implementati on/examples http://www.udlcenter.org/implementati on/examples Select 1 checkpoint under each of the 3 guidelines to further explore. For each of these checkpoints, identify a resource. Describe how this allows your students to have options to stimulate interest and motivation for learning.

50. Let’s See it in Action! http://www.montgomeryschoolsmd.org/dep artments/hiat/udl/video/list.shtm http://www.montgomeryschoolsmd.org/dep artments/hiat/udl/video/list.shtm

51. Your Turn to Explore Choose any one to explore further:  GPS and UDL - http://www.udlcenter.org/resource_library/articles/gps http://www.udlcenter.org/resource_library/articles/gps  UDL Modules - http://udlonline.cast.org/home;jsessionid=94013FF5E67A2444B C9C3AACC5960A33 http://udlonline.cast.org/home;jsessionid=94013FF5E67A2444B C9C3AACC5960A33  UDL Guidelines - http://www.udlcenter.org/implementation/examples http://www.udlcenter.org/implementation/examples

52. Teacher-Friendly UDL Tools 52 http://tinyurl.com/udl-links http://udltechtoolkit.wikispaces.com/ http://cmsweb1.loudoun.k12.va.us/50910068152053/blank/brows e.asp?a=383&BMDRN=2000&BCOB=0&c=93292&50910068152053Nav =|&NodeID=5482 http://cmsweb1.loudoun.k12.va.us/50910068152053/blank/brows e.asp?a=383&BMDRN=2000&BCOB=0&c=93292&50910068152053Nav =|&NodeID=5482 http://diandudl.wikispaces.com/

53. Resources Center for Applied Special Technology www.cast.org National Task Force on UDL www.advocacyinstitute.org/UDL/ IDEA Partnership Community of Practice - UDL www.sharedwork.org www.sharedwork.org NEA Research Spotlight on UDL http://www.nea.org/tools/29111.htm

54. Online Resources National Center on UDL Center for Implementing Technology in Education www.cited.org National Symposium on UDL and Inclusive Practices http://ondemand.neaacademy.org http://www.udlcenter.org/ Teaching Every Student in the Digital Age http://www.cast.org/teachingevery student/

55. Print Resources Universal Design for Learning (UDL): Making learning accessible and engaging for all students. Universal Design for Learning (UDL): Making learning accessible and engaging for all students. (NEA, 2008) A Practical Reader in Universal Design for Learning A Practical Reader in Universal Design for Learning Edited by David H. Rose and Anne Meyer (Harvard Education Press, 2006) NEW!! A Policy Reader in Universal Design for Learning NEW!! A Policy Reader in Universal Design for Learning Edited by David T. Gordon, Jenna W. Gravel, and Laura A. Schifter (Harvard Education Press, 2009) The Universally Designed Classroom: Accessible Curriculum and Digital Technologies The Universally Designed Classroom: Accessible Curriculum and Digital Technologies Edited by David H. Rose, Anne Meyer, and Chuck Hitchcock (Harvard Education Press, 2005) Teaching Every Student in the Digital Age: Universal Design for Learning Teaching Every Student in the Digital Age: Universal Design for Learning David H. Rose and Anne Meyer (ASCD, 2002)

56. References Gravel, J., Ralabate, P., & Thomas, L. (2010). Universal Design for Learning: A framework for access and equity. Presentation at the Leadership for Equity and Excellence Forum.