1. Intersecting Universal Design for Learning and PBIS: Designing Lessons and Instruction Peg Mazeika, WI RtI Center And Dana McConnell, WI RtI Center

2. Handouts If you see this symbol on a slide, then you know that there is a handout to accompany that slide

3. Variability Matters @CAST_UDL | #UDL (C) CAST 20143

4. Reflect & Discuss Reflect on what resonated with you? (For your response, you may write, type, draw, talk about, etc…) Discuss how variability relates to either the shoe or Rubik’s cube. @CAST_UDL | #UDL (C) CAST 20144

5. The Way we Learn is as Unique as Our Fingerprints

6. Brain Imaging Showing Individual Differences Three different people learning the same task http://old.cast.org/tesmm/example2_3/brain.htm

7. RtI Definition Universal Design for Learning Is what? A scientifically valid framework that provides multiple means of access, assessment, and engagement and removes barriers in instruction Does what? to achieve academic and behavioral success for all For what?

8. Universal Design for Learning Reduces barriers Meets the wide range of needs of all learners One-size-fits-all approach is not effective Inspired from universal design in architecture

9. Universal Design “Consider the needs of the broadest possible range of users from the beginning.” Ron Mace, Architect, Universal Design If you design for those in the margins, it works better for everyone

10. Closed Captioning

11. Universal Design for Learning Multiple Means of Representation “Access” Multiple Means of Action & Expression “Assessment” Multiple Means of Engagement “Engagement”

12. UDL Guidelines

14. http://udluniverse.com/

16. Process for Universal Design for Learning Process for Universal Design for Learning Goals: Align your goal to the standards, being careful not to embed the means Consider Variability & Identify Barriers Assessment: Identify multiple means of assessment Methods & Materials: Consider multiple means of representation/access and engagement Implement/Teach Reflect & Revise: Look for ways to improve Adapted from CAST DATA

17. Goals Traditional Universal Design for Learning Adapted from the National Center on Universal Design for Learning Goals may get skewed by the inflexible ways and means of achieving them Goals are attained in many individualized ways, by many customized means

18. Materials Traditional Universal Design for Learning Adapted from the National Center on Universal Design for Learning Mostly print (text) and everyone gets the same materials Few options Variety of materials, media, and formats to reach learners with diverse abilities, styles, and needs equally well

19. Methods Traditional Universal Design for Learning Adapted from the National Center on Universal Design for Learning Teacher centered (lecture) Burden on student to adapt to “get it” Teacher is a facilitator of learning, students are interactive Burden is on the curriculum

20. Assessment Assessment Traditional Universal Design for Learning Adapted from the National Center on Universal Design for Learning Confuse goals with means Summative – when it’s too late to adjust instruction Many possible means as long as they measure learning Uses a variety of formative and summative means and is flexible enough to provide accurate, ongoing information that helps teachers adjust instruction and maximize learning in a meaningful way

21. The Braiding of Our Efforts

22. UDL and MLSS Working Together More effective & efficient decision making Reach more learners at the core or universal Increased likelihood of sustaining Improves the general education curriculum and increase engagement Both academics and behavior Greater opportunities to be culturally responsive

23. Why do we exist? Who are our students? How can we enhance their lives through education? What will we collectively commit to do to make that happen? Mission, vision, beliefs Cultural, linguistic, environmental data Behavior, achievement, perception data System implementation of prioritized actions Adapted from Muhammad, A. (2013). The Will to Lead: Creating Healthy School Culture. Speech presented at WI RtI Center training. Madison, WI. Creating a Common Vision

24. Reflect on Current Practices What are your current practices for teaching behavioral expectations? o How are you providing multiple means of engaging students? (Engagement) Are you connecting to the cultures and experiences of your students? o How are you providing multiple means of representation (Access)? o How are you providing Multiple Means of Action and Expression (Assessment)?

25. Wisconsin Conversation Chart

26. SAIG Social Academic Instructional Groups

27. Basic SAIGUDL Considerations Selection into groups should be based on youths’ reaction to life circumstance not existence of life circumstances (e.g., fighting with peers, not family divorce) Goals for improvement should be common across youth in same group (e.g., use your words) Data should measure if skills are being used in natural settings, not in instructional sessions (e.g., transference of skills to classroom, café) Stakeholders (teachers, family, etc.) should have input into success of intervention (e.g., Daily Progress Report) Align your goal to the standard or expectation while being careful not to embed the means. Consider variability and identify barriers Identify multiple means of assessment Consider multiple means of access and engagement Implement/Teach Reflect and revise Use of data is on-going throughout the process

28. Looking Ahead Tier II Critical Elements Applied to SAIG Consistent with school-wide expectations Evidence based Documented procedures that are defined, operationalized, and accessible Efficient implementation achieved by using common practices On this slide is where we can really start drawing connections to UDL.

29. Re-teaching of school-wide expectations, Cool Tool format Smaller group In natural location Increased acknowledgement More frequent pre corrects Multiple Means of Access and Engagement Modified Cool Tool format More concrete examples/role playing Differentiated modality of presentation Resource: UDL Guidelines – Educator ChecklistUDL Guidelines – Educator Checklist Instruction in smaller skill set More fully defined steps needed to be successful at expectation Basic SAIG

30. Limit modifying actual intervention for individual students Focus on simple modifications that can have large results Inform all staff of intervention details Results in student receiving positive feedback from staff Tickets given for using new skills being taught in group also listed on DPR Critical Considerations Supporting Use of Basic SAIG Embed the Principles of UDL from the beginning!!

31. Defining Your Groups Designing Systems for Success Compare this type of SAIG to your current practices Determine the best way to implement basic SAIG Do you have time in your daily schedule for students that this could be delivered? If not, when can SAIG INSTRUCTION be conducted? Who will develop the lesson plans that will be delivered? Do they ‘know’ the students in order to make the lesson plans responsive and relevant to the group? Are the UDL principles considered from the beginning of the lesson plan development? Resource: UDL ExchangeUDL Exchange Resource: CAST UDL Lesson BuilderCAST UDL Lesson Builder Who will deliver the SAIG lessons?

32. Wisconsin Conversation Chart

33. Guiding Questions: Basic SAIG

34. Belief Behind UDL “It is more than providing flexible means of representation, action, and engagement, it must come from a deep respect for the variability of the learners. What you do does not change until you change how you believe.” o Michael Hodnicki, Instructional Coordinator for Professional Development, Cecil County Public Schools, Maryland

35. What was UDL Today? Universal Design for Learning Multiple Means of Representation “Access” Multiple Means of Action & Expression “Assessment” Multiple Means of Engagement “Engagement” Offer alternatives for auditory information (video captioned) Illustrate through multiple media (graphics, images, video) Activate or supply background knowledge (background information provided on variability and UDL) Highlight critical features, big ideas, and relationships (3 principles of UDL, connections to MLSS) Vary the methods for responses and navigation Use multiple media for communication (video, images, graphics) Provide options for recruiting interest (video, cartoons, images) Optimize individual choice & autonomy (UDL Editions or UDL Book Builder) Foster collaboration and community (UDL Editions/Book Builder)