1. Presented by: Meredith Penner Program & Training Specialist BCIU #22 May 8, 2012

2. ItQ: Invitation To Qualify Pennsylvania recognizes that effective leadership is one of the most important predictors of student success in school. Act 45 of 2007 reflects Pennsylvania’s commitment to excellent leadership in education by refocusing all professional education on the nine PA Leadership Standards (listed on page 2). The Department is seeking proposals from educational entities that want to be considered Approved Providers of continuing professional education for school and system leaders, as defined by Act 45 of 2007. This document describes the Department’s expectations for professional education that is offered to school and system leaders. Successful applicants will meet the specifications outlined in this document, and the courses or programs submitted will be approved for a period of three (3) years.

3. PA Leadership Standards: Core Standards  I. Knowledge and skills to think and plan strategically creating an organizational vision around personalized student success.  II. An understanding of standards-based systems theory and design and the ability to transfer that knowledge to the leader’s job as an architect of standards based reform in the school.  III. The ability to access and use appropriate data to inform decision-making at all levels of the system. Corollary Standards  I. Creating a culture of teaching and learning with an emphasis on learning.  II. Managing resources for effective results.  III. Collaborating, communicating, engaging and empowering others inside and outside the organization to pursue excellence in learning.  IV. Operating in a fair and equitable manner with personal and professional integrity.  V. Advocating for children and public education in the larger political, social, economic, legal and cultural context.  VI. Supporting professional growth of self and others through practice and inquiry.

4. This application is presented in six parts: 1.Program Description 2.PA Standards 3.Curriculum Framework 4.Course Instruction 5.Culminating Project 6.Qualified Staff Information

5. Course Title : Supporting and Implementing Universal Design for Learning Target Audience: Continuing Professional Education for School & System Leaders (CPE)

6. On Line Hybrid Course 6 in class hours 9 on-line hours 10 job-embedded hours 5 hours Culminating Total: 30 Hours

7. This course will use the principles of Universal Design for Learning as a model to teach the 3 principles of UDL. In order to improve student achievement and increase participation and outcomes, participants will gain an awareness of the need, the various guidelines and the technology and resources that are available and aligned with each guideline to improve and increase multiple means of representation, action and expression, and engagement. The Universal Design for Learning model enables students to access and express knowledge in a variety of ways that eliminate the need for “retrofitted” interventions. (Ex. A student with a reading disability will have options and supports to be able to participate in science/social studies and variety of general education classrooms and those options will be available and pre-planned for ALL students). Course Overview:

8. http://bucksiu.mrooms2.net/?1670Nav=%7c&NodeID=2559

10. Big Idea # 1: Understanding UDL and How it Differs From Other Educational Practices Universal Design for Learning (UDL) contains many components from current educational practices including Differentiated Instruction and Understanding by Design. The delivery model of UDL encourages educators to provide multiple means for representation, action and expression, and engagement universally in their classrooms before any barriers are evident. This universal delivery gives all students these opportunities and benefits learners that might not present with a specific “barrier” that needs differentiation. The recent surge in technology provides educators with many ways to represent media digitally.

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

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

14. “ Intersection of Initiatives”

15. Brain Research & New Technologies Multifaceted learning capacities Accessibility to digital media

16. Big Idea # 2: Defining and Exploring Multiple Means of Representation “Principle I: Provide Multiple Means of Representation (the “what” of learning). Learners differ in the ways that they perceive and comprehend information that is presented to them. For example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences, and so forth may all require different ways of approaching content. Others may simply grasp information quicker or more efficiently through visual or auditory means rather than printed text. Also learning, and transfer of learning, occurs when multiple representations are used, because it allows students to make connections within, as well as between, concepts. In short, there is not one means of representation that will be optimal for all learners; providing options for representation is essential.” (UDL Guidelines 2.0 www.udlcenter.org )www.udlcenter.org

17. Multiple Means of Representation

18. Big Idea # 3: Defining and Exploring Multiple Means of Action and Expression“Principle II: Provide Multiple Means of Action and Expression (the “how” of learning). Learners differ in the ways that they can navigate a learning environment and express what they know. For example, individuals with significant movement impairments (e.g., cerebral palsy), those who struggle with strategic and organizational abilities (executive function disorders), those who have language barriers, and so forth approach learning tasks very differently. Some may be able to express themselves well in written text but not speech, and vice versa. It should also be recognized that action and expression require a great deal of strategy, practice, and organization, and this is another area in which learners can differ. In reality, there is not one means of action and expression that will be optimal for all learners; providing options for action and expression is essential.”(UDL Guidelines 2.0 www.udlcenter.org ) www.udlcenter.org

19. Multiple Means of Action and Expression

20. Big Idea # 4: Defining and Exploring Multiple Means of Engagement “Principle III: Provide Multiple Means of Engagement (the “why” of learning). Affect represents a crucial element to learning, and learners differ markedly in the ways in which they can be engaged or motivated to learn. There are a variety of sources that can influence individual variation in affect including neurology, culture, personal relevance, subjectivity, and background knowledge, along with a variety of other factors presented in these guidelines. Some learners are highly engaged by spontaneity and novelty while other are disengaged, even frightened, by those aspects, preferring strict routine. Some learners might like to work alone, while others prefer to work with their peers. In reality, there is not one means of engagement that will be optimal for all learners in all contexts; providing multiple options for engagement is essential.” (UDL Guidelines 2.0 www.udlcenter.org )www.udlcenter.org

21. Multiple Means of Engagement

22. Big Idea # 5: Developing a Systematic Plan to Promote Implementation and Build Capacity “School districts and administrations can be powerful sources of support—financial and otherwise. Administrative commitment to UDL can strengthen a teacher's sense of mission and self-satisfaction and lead to important funding. Administrator support can also help to facilitate funding, which although not a prerequisite for UDL, can create important opportunities. Funding might enable the purchase of equipment, professional development, and the launching of new UDL teaching projects. Districts vary widely concerning the types and level of funding that they offer teachers, but teachers who can convince their administrators of the value of UDL may be able to secure district- level grants, professional development awards, and sabbaticals.” (UDL Guidelines 2.0 www.udlcenter.org )www.udlcenter.org

23. Systemic Change Template:

24. Teaching Every Student http://www.cast.org/teachingeverystudent/ideas/tes/

25. Additional On-line Resources: