1. Paving the Road Worth Taking with Universal Design for Learning 10+ Things You Need to Know Joy Smiley Zabala, Ed.D., ATP Director of Technical Assistance CAST and the National Center on Accessible Educational Materials

2. NOTICE: Slides used in the actual presentation may differ somewhat from this slide set. The main ideas, however, are included in this set.

3. Learner Outcomes… List the three principles and four curricular elements of Universal Design for Learning (UDL) Explain two ways in which Universal Design for Learning and individualized supports such as special education, AAC, AT and AIM are similar and two ways in which they are different Identify three ways in which UDL can lower barriers to learning and achievement for students with disabilities including complex reading, writing and communication needs.

4. MY goals for this session… Participants will: Consider how UDL can be applied to their own responsibilities and interests. Know where to find extensive UDL information supports and tools Be ready to work with others to take first steps toward the development and delivery of a flexible, responsive UDL curriculum compatible state and local goals Want to know more about UDL Have a good time!

5. Take a look at the roots and principles of UDL Explore the UDL Guidelines and apply them to goals, assessment, methods and materials Discuss how UDL serves as a firm foundation upon which more intensive supports can be provided to students who need them, including, for some, special education supports and services Examine role of materials and technologies in the UDL Framework Identify actions at all levels of the organization that facilitate the implementation of UDL practices To move toward mastery of the goals, we will…

6. Getting to Know You…

7. “Before anything else, preparation is the key to success Alexander Graham Bell

8. Consider how YOUR responsibilities and interests are related to preparing students for success in environments where goals, assessment, methods and materials encourage and support the participation and achievement of ALL students? It Takes Collaboration…

9. We live at the level of our language. Whatever we can articulate we can imagine or explore. All you have to do to educate a child is leave them alone and teach them to read.” Ellen Gilcrist

10. Raising the Achievment Bar for ALL Students Things 1-8

11. UDL is framework for proactively designing learning experiences – from the beginning – that enable all students to gain knowledge, skills, and enthusiasm for learning needed to be expert, lifelong learners. 1

12. Universal Design for Learning Supports the design and implementation of a flexible, responsive curriculum that provides opportunities for the participation and achievement of all students Provides flexibility in the ways information is presented, the ways students respond or demonstrate knowledge and skills and the ways students are engaged 12

13. Universal Design for Learning Reduces unnecessary barriers in instruction Provides appropriate accommodations, supports, and challenges Maintains high achievement expectations for all students Assumes variability 13

14. “Myth of the Average” Todd Rose 14

15. Universal Design for Learning has roots in technology, disability, architecture, and neuroscience 2

16. A Transformative Tool

17. CAST began by addressing the needs of students “in the margins”, primarily with technology-based accommodations The Starting Point - 1985

18. Universal Design in architecture illustates that designing for diversity from the beginning is a more practical, elegant and effective approach than adding on. Roots in Architecture

19. Accommodations created for a subset of the population typically provide benefits for everyone Benefits of Accommodations

20. Clearing the path for someone with special needs clears the path for all.

21. CAST 2012 Roots in Neuroscience

22. UDL is a curricular initiative that seeks to decrease unacceptable challenge while maintaining acceptable challenge and high expectations 3

23. Universal

24. Design

25. Learning Models and Mentors Graduated Scaffolding Progress monitoring

26. There are three principles of Universal Design for Learning 4

27. Three Principles Universal Design for Learning 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 action and expression Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation.

28. UDL Guidelines 28 Note: Redesigned Graphic Organizer in your handout!

29. UDL Guidelines 29

30. CAST 2012 UDL Guidelines Multiple Means of Representation http://udlwheel.mdonlinegrants.org/

31. Universal Design for Learning has four interrelated components 5

32. Four Curriculum Pillars

33. The UDL Planning Process

34. Goals Firm Goals, Flexible Means Clearly identified Do NOT embed the means unnecessarily Allow multiple paths to achievement

35. UDL and Curricular Standards Examples from the Common Core An Example from Mathematics “apply and extend previous understandings of multiplication and division and of fractions to multiply and divide rational numbers.” (Common Core State Standards for Mathematics, Grade 7, The Number System, 7.NS, item 2, p.48)

36. UDL and Curricular Standards Examples from the Common Core An Example from Reading “Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.” Key Ideas and Details. CCSS.ELA-Literacy.CCRA.R.2

37. UDL and the Common Core “The Standards clearly state they will not prescribe specific teaching methods and materials, they may in fact impose unintended barriers to learning by prescribing certain means—and unnecessarily putting some learners at a disadvantage…” CAST Public Comment, March 26, 2010

38. UDL and Curricular Standards Examples from the Common Core A Non-Example from Reading “Read grade-level prose and poetry orally with accuracy, appropriate rate, and expression on successive readings.” ELA Reading Foundational Skills Grade 4, CCSS.ELA-Literacy.RF.2.4b

39. UDL and Curricular Standards Examples from the Common Core A Non-Example from Math “Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.” Math Place Value Grade 2, CCSS.Math.Content.2.NBT.A.3

40. Assessment! Part of the Planning

41. Assessment Progress Monitoring Formative Assessment Construct validity Clearly articulated rubric Accessibility

42. Functional Requirements of Testing Perceive the information Produce Response Interact with Construct and the System Understand the Construct(s) and the System There are cognitive, linguistic, sensory, physical and social-emotional requirements for participation in assessments that involve both the content and the delivery system.

43. “Strategies, supports and accommodations available for learning and living must NEVER be limited to the strategies, supports and accommodations allowed in assessments.” Joy Smiley Zabala November 22, 2014

44. Methods Varied Methodolgy Graduated Scaffolding Appropriate Supports and Services

45. Emphasis on Flexible, Transformable Digital Media Materials BUT… digital media does not equal UDL and digital does not necessarily equal accessible!

46. Technologies and How they Fit Universally Designed Technologies Are designed and developed to be directly usable (without the need for adaptation or assistive technology) Are designed and developed in ways that can be made usable with assistive technologies Typically include lots of options that can be readily manipulated to meet the needs of a variety of users 46

47. Learning environments designed according to UDL principles have some critical elements but do not look the same. 6

48. UDL and Other Initiatives Designing and delivering instruction according to UDL principles can improve the impact and results of other initiatives! 7

49. Response to Intervention Application of scientific, research-based interventions in general education Measurement of a child's response to these interventions Use of the RTI data to inform instruction

50. Response to Intervention can be seamless in UDL Environments Connecting UDL and RTI

51. Shouldn’t we really be talking about RESPONSIVE INTERVENTION rather than Response TO Intervention? David Rose CAST Founder and Chief Scientist Connecting UDL and RTI

52. UDL lowers barriers for most, but Special Education supports and services are needed by some to participate and achieve. 8

53. Special Education Services Specially Designed Instruction Related Services Supplementary Aids and Services

54. 54 Connecting UDL and Special Education Services

55. 55 Special Education provides supports and services to individual students based on their unique needs.

56. 56 UDL seeks to make the learning environment as flexible and accommodating as possible.

57. Connecting UDL and AT Universal Design for Learning looks to make the learning environment as flexible and accommodating as possible. Assistive Technology looks at the specific barriers a student may face in whatever environment they find themselves. Both approaches strive to insure the access, participation & progress of students

58. Assistive technologies broaden usability of instructional and productivity technologies IF Instructional hardware and software are designed and developed according to universal design principles that enable interfacing to occur 58

59. Connecting UDL to AIM Broad Usability / Accessibility Materials that are designed or enhanced in a way that they are usable across the widest possible range of student variability regardless of format (print, digital, graphical, audio, video) Content may be “designed for print delivery” and require retrofitting for accessibilty Content may be “designed for digital delivery” and difficult to retrofit if not broadly usable or accessible from the start 59

60. The information is the content Technology is the delivery system upon which the content is presented to the student Big Ideas in AIM

61. UDL in Action! Principle ‐ Driven Planning for Engagement and Achievement Things 9, 10 and a litle more!

62. Putting it All Together with the UDL Lesson Planning Cycle 9 UDL in Action!

63. UDL Lesson Planning Cycle

64. 64 Think about Connecting UDL and Special Education Services

65. The UDL Planning Process

66. “Myth of the Average” Todd Rose 66

67. When should strategies, supports and accommodations available for learning and living be limited to the strategies, supports aaccommodations allowed in assessments?

68. NEVER!!!!

69. The UDL Planning Process

70. Resources and Tools for Educators and Students 10 UDL in Action!

71. http://cast.org 71 For example… Connecting UDL and AT

72. Cool Tools for Students Book Builder UDL Editions Science Writer Strategy Tutor Coming Soon! UDL Report Writer 72

73. Cool Tools for Teachers UDL Guidelines UDL You Tube Channel UDL Lesson Builder UDL Curriculum Self-Check UDL Online Modules Teaching Every Student UDL Studio 73

74. Leadership and advocacy are essential and there are “Just in Time” supports available to help! 11

75. National Center on UDL 75 http://udlcenter.org / …supports the effective implementation of UDL by connecting stakeholders in the field and providing resources and information about… UDL Basics The value of UDL UDL implementation Research supports for UDL Framework Connections to others in the UDL field

76. Major UDL Resource Collections 76 The National Center on UDL http://udlcenter.org UDL Community of Practice http://community.udl.org The National UDL Task Force http://www.advocacyinstitute.org/UDL/legislative.s html CAST http://www.cast.org

77. Is a framework for ensuring access, participation and progress in the general education curriculum Assumes and plans for diverse student strengths and needs Places emphasis on using digital technology and other strategies and materials to support diverse learners Includes assistive technology for some Is not limited to high tech environments UDL in a nutshell…

78. Vaclav Havel “It is not enough to stare up the steps… We must step up the stairs”

79. Provide Access by planning and leading and teaching in ways that eliminates barriers to learning Increase Participation by providing options that Increase recognition, expression &, engagement Demonstrate achievement by monitoring progress and documenting change in professional practices and student achievement Stepping Up the UDL Stairs

80. Think about how language implaIdentify barriers that slow progress Consider how UDL features can lower barriers and support achievement of those initiatives ALWAYS equate ROI of resources with student achievement!! Stepping Up the UDL Stairs

81. EVERY student can reach success. What will YOU ensure they get there?

82. “Let us read, and let us dance; these two amusements will never do any harm to the world.” Voltaire

83. Joy Smiley Zabala jzabala@cast.org We’re just a fingertip away…