P R E S E N T E D B Y

JULI CALLAHAN / SARAH JOHNSTON INCLUSION / PROGRAM SPECIALIST

LISD 2009

National Universal Design for Learning Task Force

Implementing Specially Designed Instruction

AGENDA

I. Goal:

To inform special education teachers :

of the district’s vision for the district- wide implementation of research – based practices, as it aligns with universal design for learning; of the implementation process as well as the accountability factor

To support:

teachers by providing monthly trainings (as well as additional trainings as needed) regarding UDL

II. Objectives:

Teachers will (a) become aware of the district’s vision in terms of expectations (walk through form), (b) become aware of planned methods to provide them with support, (c) learn what universal design for learning is and ways to implement it

III. Introduction:

A. LISD’s Vision for Best Practice:

B. Accountability and support

National Universal Design for Learning Task Force

AGENDA, cont.

1. Walk through form

IV. Universal Design for Learning:

A. The wh’s about UDL

V. Guided Learning:

A. Implementing UDL / Active learning

Group work – Jigsaw activity

Taking a look at a model lesson plan / comparing the traditional approach to the UDL approach and teaching the components

VI. Assessment:

A. Creating a lesson plan using UDL approach

VI. Closing :

Questions / Concerns

National Universal Design for Learning Task Force

Universal Design for Learning

National Universal Design for Learning Task Force

LISD’s goal is to establish a district wide, common vision of what constitutes specialized designed instruction, aligned with legal perspectives and research based practices in the field.

During the 2009-2010 school years instructional walk-thru visits will be completed in LISD to monitor the delivery of specialized designed instruction (SDI).

It will be essential to establish common vocabulary and understanding along with consistent implementation of appropriate accommodations under the umbrella of UDL.

Monitoring teacher implementation of specially

designed instruction and services

Refer to walk through form:

Accommodations : UDLInstruction: Intensive and individualized specially

designed instructionGrouping StrategiesBehavior Management StrategiesClassroom Environment ComponentsProgress Monitoring

National Universal Design for Learning Task Force

Universal Design for Learning

National Universal Design for Learning Task Force

The Challenge

All students have different learning needs, abilities, and preferences

Universal Design for Learning

National Universal Design for Learning Task Force

The Need

Provide learning opportunities

in the general education

curriculum that are

INCLUSIVE and EFFECTIVE

FOR ALL

“A scientifically valid framework for guiding educational practice”

(Source: Higher Education Opportunity of 2008)

Active learning activity

Classify, Sort & Organize

Give each student a card.

Ask students to find others whose card fit the same category & synthesize the information.

Have students with cards in the same category present themselves to the rest of the class.

As each category is presented make teaching points you think are important.

Toss-A-Question

A fun way to have students exchange ideas and teach one another. This works as a tool for reinforcing content.

Students get to ask and answer questions, teach, learn, and share expertise with classmates.

(group activity)

National Universal Design for Learning Task Force

Universal Design for Learning

Escalator video clip

http://www.youtube.com/watch?v=X10owpw23IQ

What message do you take from this?

National Universal Design for Learning Task Force

Universal design for learning…

National Universal Design for Learning Task Force

“provides flexibility in the ways:

information is presented

students respond or demonstrate knowledge and skills

(and students) are engaged”

Universal design for learning…

National Universal Design for Learning Task Force

reduces barriers in instruction

provides appropriate accommodations [and] supports…

maintains high achievement expectations

Universal design for learning

National Universal Design for Learning Task Force

Combines new insights from brain research about the nature of learner differences…

…with a century of best practices in progressive education

Defining UDL

National Universal Design for Learning Task Force

Principles laid down by the Center for Applied Special Technology (CAST) in the 1990’s

Federal support for UDL research, dissemination since 1999

Defined by federal statute in 2008 Higher Education Opportunity Act

Universal design for learning

National Universal Design for Learning Task Force

Eliminating or reducing barriers to academic success for all students

Valuing diversity in the classroom through proactive design of inclusive curriculum

Why UDL?

National Universal Design for Learning Task Force

Schools are working to improve academic performance;

Today’s classrooms include many diverse learners;

THUS, schools need to find ways to better meet the needs of all students

UDL offers all students…

National Universal Design for Learning Task Force

more ways to access…

more ways to participate…

more ways to demonstrate learning…

What are the UDL Principles?

National Universal Design for Learning Task Force

In each area of the curriculum provide varied and flexible options for:

Representing information

Action and expression

Engagement

Multiple Representations of Information

National Universal Design for Learning Task Force

Examples

Offer text-to-speech, video, audio, and other multimedia; integrate assistive technologies into learning environment

Provide vocabulary support and background knowledge

Highlight critical features and main ideas

Multiple Means of Action and Expression

National Universal Design for Learning Task Force

Examples

Let students show what they know with voice recording, graphic displays, performance, etc.

Provide models of expert performance

Offer executive-function supports such as graphic organizers, outlines, etc.

Multiple Means of Engagement

National Universal Design for Learning Task Force

Examples

Vary levels of challenge and support to prevent frustration or boredom

Tie work to real-world examples

Where possible, give choices

Teach self- assessment and reflection

Ferris Bueller

Video clip

http://www.utube.com/watch?v=IWzMyKSIbFY

National Universal Design for Learning Task Force

UDL applies to the whole curriculum

National Universal Design for Learning Task Force

Goals Instruction

Materials Assessment

Goals

National Universal Design for Learning Task Force

Traditional UDL

Learning goals may Learning goals are

get skewed by the attained in many

inflexible ways and individualized ways,

means of achieving by many customized

them. means.

Materials

National Universal Design for Learning Task Force

Traditional UDL

Mostly print and Variety of materials,

everyone gets the media, and formats

same materials. to reach learners

with diverse abilities,

styles, and needs equally well.

Few options

Methods

National Universal Design for Learning Task Force

Traditional UDL

Teacher-centered Interactivity

(lecture)Homogeneous Heterogeneous

grouping groupingBurden on student to Rich supports for

adapt to “get it” understanding,

independent learning

National Universal Design for Learning Task Force

Assessment

National Universal Design for Learning Task Force

Traditional UDL Confuse goals with Many possible

means means as long as

they measure

learning!

Summative – when Supports

It’s too late to adjust instructional

Instruction! improvement

National Universal Design for Learning Task Force

National Universal Design for Learning Task Force

UDL Guidelines

With UDL, more students are…

National Universal Design for Learning Task Force

engaged in their own education

learning at greater breadth and depth

achieving at higher levels

motivated to continue learning

More educators are…

National Universal Design for Learning Task Force

teaching effectively in classrooms with diverse student needs

spending more time on instruction and facilitating learning

helping ALL learners succeed

National Universal Design for Learning Task Force

Lewisville ISD embraces Universal Design for

Learning as the evolution of general educator and special educator

roles.

On a state level, Universal Design for Learning is

supported through state standards and benchmarks; curriculum

adoption polices; and professional development initiatives

Federal supports for UDL

National Universal Design for Learning Task Force

Statutes and regulationsNo Child Left Behind Act (NCLB)Individuals with Disabilities Education Act (IDEA)National Instructional Materials Accessibility

Standard (NIMAS)Higher Education Opportunity Act (HEOA)

Implementing UDL

National Universal Design for Learning Task Force

Model lesson plan (see handout/group work)

CAST Case Story: Reading Challenges in Social Studies

Designing a UDL lesson

National Universal Design for Learning Task Force

Group work:

Design a brief lesson plan using the UDL approach to include:

I. Lesson Goal

II. Learner Objectives

III. Introduce Lesson (multiple means of representation)

IV. Guide Lesson (multiple means of engagement

V. Assessment (multiple means of assessment)

Lesson Plan Format using UDL

Lesson GoalLearner Objective(s)Introduce Lesson using multiple means of

representationGuide Lesson using multiple means of engagementAssessment/evaluation using multiple means of

assessment

National Universal Design for Learning Task Force

References :

National Universal Design for Learning Task Force

National Universal Design for Learning Task Force:www.udl4allstudents.com.

Model lesson plan from CAST (www.cast.org)

Closing

Dead Poet’s Society video clip

http://www.youtube.com/watch?v=FJMcL6Do0Q

National Universal Design for Learning Task Force