CFN 604Greg Bowen, Network Leader

Presenters: Marygrace Di Forte and Fran Ruiz

November 4, 2014

The student is disabled he/she is unable to reach the expectations of the

curriculum.

OR

The curriculum is disabled. It is unable to reach the learning strengths and needs of the student.

A framework that address the BARRIERS of learning

◦ Inflexible “one-size-fits all” curricula◦ UDL addresses learner variability by suggesting

flexible goals, methods, materials and assessments that empower educators to meet the varied needs of their students.

Provide

I. Multiple Means of RepresentationII. Multiple Means of Action and ExpressionIII. Multiple Means of Engagement

http://www.udlcenter.org/resource_library/videos/udlcenter/udl#video0

LinguisticLogicalSpatial

KinestheticMusical

InterpersonalIntrapersonal

We learn: 10% of what we READ 20% of what we HEAR 30% of what we SEE 50% of what we SEE and HEAR 70% of what we DISCUSS with others 80% of what we EXPERIENCE

personally 95% of what we TEACH others

11

12

Origins in Architecture

Division of Students with Disabilities and English Language Learners (DSWDELL)

13

Developed into…

•Ramps and curb cuts•Automatic door opening devices•Accessible toilets•Fire alarm systems with lights•Closed-captioning•Texting•Wider doorways•Accessible sinks•Accessible water fountains

Division of Students with Disabilities and English Language Learners (DSWDELL)

What are the barriers to learning?

How can we remove the barriers?

Learners differ in the ways that they perceive and comprehend information that is presented to them. There is NOT one means of representation that will be optimal for all learners.

Sensory Disabilities (blindness or deafness) Learning Disabilities (dyslexia) Cultural Differences

PerceptionGuideline # 1

Large PrintVisual LayoutBackgroundsColor CodedLyricsHeadphonesVisual GuidesTransparenciesELMOPeer ReadingSlower Speed

LanguageGuideline #2

RepetitionPre-teach VocabularyKey WordsPeer ReadsDiagrams GraphsFlash CardsPicture CardsDual Language

ComprehensionGuideline #3

HighlightVisual MnemonicsPost-it NotesGraphic OrganizersBridge Prior Knowledge and Connect to New ConceptsChunking Reduce Irrelevant Information

Offer ways of customizing the display of information Offer alternatives for auditory information Offer alternatives for visual information Clarify vocabulary and symbols Clarify syntax and structure Support decoding of text, mathematical notation and

symbols Promote understanding across languages Illustrate through multiple media Activate or supply background knowledge Highlight patterns, critical features, big ideas and

relationships Guide information processing, visualization and

manipulation Maximize transfer and generalization

Provide the same information through different modalities (hearing, vision or touching)

Provide information in a format that will allow for adjustability by the user (text that can be enlarged, sound that can be amplified)

Objective is to reduce barriers to learning!

Two cars belonging to two brothers are in two towns two hundred miles apart. The brothers decide to meet for a cup of coffee. The first brother starts at 9:00 a.m. driving 60 mph. The second brother starts at 9:00 a.m. driving 40 mph. What time do they meet?

Two cars belonging to two brothers are in two towns two hundred miles apart. The brothers decide to meet for a cup of coffee. The first brother starts at 9:00 a.m. driving 60 mph. The second brother starts at 9:00 a.m. driving 40 mph. What time do they meet?

60 Miles per hour 40 Miles per hour

Learners differ in the way that they cannavigate a learning environment and express what they know.

- Movement Impairments- Strategic and Organizational Abilities - Language Barriers

Options for Physical Action Guideline #4

Methods, Response and Navigation

Provide alternative means for:response, selection and composition.

rate, time, speed and range of motor action.

physically responding or indicating selections. (alternatives to pen, pencil and mouse pad)

physically interacting with materials hand, voice, single switch, joystick and key board.

Expression and Communication Guideline # 5

Communication, Construction Composition, Fluency Practice and Performance

compose in multiple media such as text, speech, drawing, illustration , design, film, music, dance/movement, visual art, sculpture or video.

Physical Manipulatives (blocks, 3D models base ten blocks)

Use contemporary tools (spellcheckers, calculators geometric sketchpads, sentence strips, or starters, music software, software, virtual and web connections)

Provide differentiated models, mentors, scaffolds, differentiated feedback, and multiple examples .

Options for Executive Function Guideline # 6

Goals, Plans, Monitoring Progress and Modifying Strategies , Managing Information and Resources

Provide :prompts and scaffolds to estimate effort, resources, and difficulty.

models or examples of the process and product of goal setting .

guides and checklists for scaffolding and goal setting.

Post goals, objectives, and schedules in obvious place.

Working with materials using hands, voice, single switch, joystick, keyboard, mouse, touch screens.

Produce products in multiple media, text, speech, illustrations, physical manipulatives, film, web, music visual arts and models

Demonstrate models of process and goal setting, checklists for scaffolding, prompts, guides, chucking, templates, self reflection.

Learners differ in the ways in which they can be engaged or motivated to learn.

NeurologyCulturePersonal RelevanceSubject Content Background Knowledge

Options for Recruiting InterestGuideline # 7

Individual Choice and Optimize Autonomy, Relevance, Value and Authenticity, Minimize Threats and Distractions.

Provide choice for:perceived level of challenge,rewards and recognition,content use or access,tools for gathering information, layouts, design, graphics,

Design activities that are:relevant , culturally, age, and socially relevant

Reduce threats and distractions by:Creating am accepting and supportive environment, schedules, charts, expectations, transitions, agendas, routines, varying presentation, sensory stimulation, pacing, work length.

Options for Sustaining Effort and Persistence Guideline # 8

Heighten Salience of Goals and Objectives, Vary Demand and Resources , Foster Collaboration and Community, Increase feedback.

Provide or Vary:differentiation, complexity, freedom, alternatives,.

Create:Cooperative learning groups, school-wide positive supports, encourage opportunities for peer interaction, expectations for groups work.

Provide feedback that:Encourages perseverance, self awareness, specific, frequent, substantive and informative.

Options for Self-regulation Guideline # 9

Promote Expectations, and Beliefs that Optimize Motivation , Facilitate Personal Coping Skills and Strategies, Develop Self Assessment and reflection

Provide :coaches, mentors, activities, differentiated models, ways to manage frustration, self reflection and coping skills

Provide autonomy, rewards, recognition, tools for gathering information, color, designs, graphics, gathering of information,

Allow for personal, social, age and cultural relevance.

Authentic outcomes and responses. Calendars, charts, schedules, agendas,

reminders. Sensory and visual stimulations Goals, collaboration, scaffolding, peer support,

coping skills, emotional support and feedback.

Let’s look at a 5th grade lesson through the lends of UDLhttp://www.youtube.com/UDLCenter#p/c/DD6870F2D42327F3/2/KuTJJQWnMaQ

While viewing the Grade 5 Model video, jot down options for representation, action and expression, and/or engagement

Turn and Talk with your table members and share your UDL findings.

After viewing David Rose’s commentary, share any new insights /”Aha” moments with your group.

Content, Materials, Methods, and Assessments

Potential Barriers to Learning

Options for Multiple

Representations

Options for Actions and Expression

Options for Engagement

How does Differentiation relate to Universal Design for Learning?

-Is Proactive -Focuses on how

students learn -Is necessary from

the onset of planning -Happens regardless

of “who” is in your class

-Universal

-Is reactive -Focuses on how

teachers teach -Is necessary in

adjustment of day to day lessons

-Considers particular students in your class

Universal Design for Learning is built in….not an after thought.

Differentiated Instruction takes place after planning.

UDL:Tier 1 intervention of RtIHigh quality instructionSupports all students

Research shows the more time SWD (regardless of race, disability, gender, family socio-economic status) spend in general education classrooms:

◦ The higher their scores are on standardized tests for reading and math

◦ The fewer absences they have from school◦ The fewer referrals they have for disruptive behavior◦ Increases the outcomes they have after High School

which include employment and independent living.

39

Creating meaningful IEPs Response to Intervention (RtI) Flexible scheduling Universal Design for Learning (UDL)

1. Build system-wide instructional and organizational capacity at the central, network and school levels.

2. Close the significant achievement gap by providing students with disabilities INCREASED access to and participation in the general education curriculum .

3. Promote more flexible instructional programs by using innovative approaches and maximizing the flexibility within the Continuum of Services and learn about these designs from schools.

41

Charged with helping ensure that ALL students are college and career ready in literacy no later than the end of high school

Demonstrate independence Build strong content knowledge Respond to varying demands of audience, task,

purpose & discipline Comprehend as well as critique Value evidence Use technology & digital media strategically and

capably Come to understand other perspectives and cultures

Prepare Implement Assess

Set up to meet higher standards Ensure curricula are aligned to standards in all content areas Prepare to implement a new system to teacher evaluation and development Organize the school to meet the needs of ALL students

Move students toward meeting higher standardsStudents: Experience rigorous instruction Teachers: Shift classroom practice School Leaders: Actively support teacher growth

Review evidence of meeting higher standardsCreate systems to look for evidence of growth and gaps and make adjustments

Domain 1Planning and Preparation

1a Demonstrating knowledge

of content and pedagogy 1b Demonstrating knowledge of students1c Setting instructional outcomes1d Demonstrating knowledge of resources1e Designing coherent instruction1f Designing student assessment

Domain 3Instruction

3a Communicating with students 3b Using questioning and discussion techniques3c Engaging students in learning3d Using assessment in instruction3e Demonstrating flexibility and responsiveness

1.1

Ensure engaging, rigorous, and coherent curricula in all subjects, accessible for a variety of learners and aligned to Common Core Learning Standards and/or content standards

1Instructional shifts refer to those embedded in the CCLS

2Rigorous habits or higher-order skills: Webb’s Depth of Knowledge (DOK) tool and Hess’s Cognitive Rigor Matrix inform the terms “rigorous habits” and “higher-order skills” in this rubric

3Access: Universal Design for Learning (UDL) informs the curricular planning and revisions for access in this rubric

Well Developeda) School leaders and faculty ensure that curricula are aligned to CCLS and/or content standards and strategically integrate the instructional shifts, resulting in coherence across grades and subject areas that promotes college and career readiness for all students

b) Rigorous habits and higher-order skills are emphasized in curricula and academic tasks and are embedded in a coherent way across grades and subjects so that all learners, including ELLs and SWDs, must demonstrate their thinking

c) Curricula and academic tasks are planned and refined using student work and data so that individual and groups of students, including the lowest- and highest-achieving students, ELLs, and SWDs, have access to the curricula and tasks and are cognitively engaged

1.2

Develop teacher pedagogy from a coherent set of beliefs about how students learn best that is informed by the instructional shifts and the teacher practice rubric4, aligned to the curricula, engaging, and meets the needs of all learners so that all students produce meaningful work products

4Pending the implementation of the new teacher evaluation law in July 2013, the term “teacher practice rubric” is used to refer to the NYCDOE’s common teaching framework

Well Developeda) Across the vast majority of classrooms, teaching practices are aligned to the curricula and reflect a coherent set of beliefs about how students learn best that is informed by the teacher practice rubric and the instructional shifts, as well as by discussions at the team and school levels

b) Across the vast majority of classrooms, teaching strategies (including questioning, scaffolds in English and/ or native language where appropriate, and routines) strategically provide multiple entry points and high-quality supports and extensions into the curricula so that all learners, including ELLs and SWDs, are engaged in appropriately challenging tasks and demonstrate higher-order thinking skills in student work products

c) Across the vast majority of classrooms, student work products and discussions reflect high levels of student thinking, participation, and ownership

CAST Website-www.cast.org/Center for Applied Special Technology

47