Creative Intervention Planning through Universal Design for Learning MariBeth Plankers, M.S. CCC-SLP Page 127

Disclosure Statement There is no relevant financial or nonfinancial relationship to any of the documents and/or items shared in this presentation.

Curriculum

Our role and responsibility is to be…..

Problem Solvers!

Guidance is always welcomed!

UDL Framework Universal Design for Learning is a conceptual shift It is a framework to design curriculum and instructional style (Goals, Methods, Materials, and Assessments) that minimizes barriers and maximizes learning for all students Page 129

CAST.org

Principles of UDL 1. Multiple Means of Representation 1. Multiple Means of Representation Recognition: The “what” of learning Recognition: The “what” of learning 2. Multiple Means of Action and Expression 2. Multiple Means of Action and Expression Strategy: The “how” of learning Strategy: The “how” of learning 3. Multiple Means of Engagement 3. Multiple Means of Engagement Affect: The “why” of learning Affect: The “why” of learning Page 129

Principles of UDL Recognition Network The “what” of learning Strategic Network The “how” of learning Affective Network The “why” of learning Page 130

Principles and Guidelines

Determine a Standard’s True Purpose Recognition goals: focus on specific content Recognition goals: focus on specific content Strategic goals: focus on a specific process or medium Strategic goals: focus on a specific process or medium Affective goals: focus on a particular value or emotional outcome Affective goals: focus on a particular value or emotional outcome

For some students, it may initially be more important to build engagement than to attempt to develop knowledge or skill.

Putting Universal Design for Learning to practice!

1. Identify the Needs Page 131

Needs determined Formal/Summative Standardized test Local Assessments NWEA State/National Examinations Informal/Formative Observation Checklist Daily work Unit completion Portfolio

The needs determined should lead the team to…

2. Determine Goals What do you want the student to accomplish?

What do you want the students to learn? (Goal) Align Core Standards with Curriculum (Methods) Align Core Standards with Curriculum (Methods) Lesson Planning Template (Materials) Lesson Planning Template (Materials) Universal Design for Learning Checklist (Materials) Universal Design for Learning Checklist (Materials) Formative/Summative Assessment (Assessment) Formative/Summative Assessment (Assessment)

Three Components of a Goal: Three Components of a Goal: 1. Students know what they are suppose to do 1. Students know what they are suppose to do 2. How to do it 2. How to do it 3. Why it is important 3. Why it is important

When goals are too tightly tied to the methods, barriers may occur for some students.

3. Teaching Methods/Materials

Methods: Recognition networks 1. Provide multiple examples 1. Provide multiple examples 2. Highlight critical features 2. Highlight critical features 3. Provide multiple media and formats 3. Provide multiple media and formats 4. Support background knowledge 4. Support background knowledge

Methods: Strategic networks Methods: Strategic networks 1. Provide flexible models of skilled performance 1. Provide flexible models of skilled performance 2. Provide opportunities to practice with supports 2. Provide opportunities to practice with supports 3. Provide on going and relevant feedback 3. Provide on going and relevant feedback 4. Offer flexible opportunities for demonstrating skill 4. Offer flexible opportunities for demonstrating skill

Methods: Affective networks 1. Offer choices of content and tools 1. Offer choices of content and tools 2. Offer adjustable levels of challenge 2. Offer adjustable levels of challenge 3. Offer choices of rewards 3. Offer choices of rewards 4. Offer choices of learning context 4. Offer choices of learning context

Materials: Access multiple means of engagement Access multiple means of engagement Access multiple means of language and action Access multiple means of language and action Access multiple means of representation Access multiple means of representation Driven by the classroom and needs to limit barriers and increase success!

4. Assessment Data Collection

Quality of Assessment: Embedded and flexible Embedded and flexible Effective and ongoing Effective and ongoing Measures student progress Measures student progress Allows one to adjust instruction Allows one to adjust instruction Evaluates the effectiveness of the methods and materials Evaluates the effectiveness of the methods and materials

Quantity of Assessment Documented occurrences Documented occurrences Percentage Percentage Number achieved Number achieved Evident or not evident Evident or not evident Pass/fail Pass/fail Self evaluative Self evaluative

5. Lesson Planning Page 132

Needs Indicate preferences Indicate preferences Increase opportunities for comments through multiple modes of communication Increase opportunities for comments through multiple modes of communication Increase opportunities to make requests during activities through multiple modes of communication Increase opportunities to make requests during activities through multiple modes of communication Increase engagement through multiple sensory opportunities (tactile, olfactory, vision, auditory) Increase engagement through multiple sensory opportunities (tactile, olfactory, vision, auditory)

Lesson Plan Goals Lesson Plan Goals Allow for indication of preference or choice Allow for indication of preference or choice Provide opportunities for requests and comments (through multiple modes of communication) Provide opportunities for requests and comments (through multiple modes of communication) Provide opportunities for engagement with literacy (reading of a story) Provide opportunities for engagement with literacy (reading of a story)

Methods Multiple examples for choice Multiple examples for choice Provide multiple media and format access Provide multiple media and format access Provide on going, relevant feedback Provide on going, relevant feedback Offer flexible opportunities to demonstrate skills Offer flexible opportunities to demonstrate skills Offer choice of content and tools Offer choice of content and tools Offer adjustable levels of challenge Offer adjustable levels of challenge Offer choice of rewards, and learning context Offer choice of rewards, and learning context

Specific Methods Presentation of objects Presentation of objects Combination of auditory and visual literacy selection Combination of auditory and visual literacy selection Create the opportunities for language and action Create the opportunities for language and action Adjust to AAC needs and tools Adjust to AAC needs and tools Reinforcement Reinforcement

Materials Multiple means of representation : Options for perception, language comprehension. Multiple means of representation : Options for perception, language comprehension. Multiple means of language and action: Options for physical action, expression and executive functioning. Multiple means of language and action: Options for physical action, expression and executive functioning. Multiple means of engagement: Options for recruiting interests, sustaining effort, persistence, and self regulation. Multiple means of engagement: Options for recruiting interests, sustaining effort, persistence, and self regulation.

Specific Materials Multiple means of representation : Literacy selections, hands on materials, specific material choices. Multiple means of representation : Literacy selections, hands on materials, specific material choices. Multiple means of language and action: Able to requests, make comments and make choices through vision, auditory, and tactile/olfactory. Multiple means of language and action: Able to requests, make comments and make choices through vision, auditory, and tactile/olfactory. Multiple means of engagement: The element of wait, switch and/or touch access, humor and personal connection. Multiple means of engagement: The element of wait, switch and/or touch access, humor and personal connection.

Assessment 1. Visual presentation 1. Visual presentation 2. Oral presentation 2. Oral presentation 3. Written document 3. Written document 4. Demonstration 4. Demonstration 5. Multi-media creation 5. Multi-media creation 6. Student led discussion (round table) 6. Student led discussion (round table) 7. Teaching among students 7. Teaching among students

Specific Assessment Observation Observation Feedback for choices, comments and requests Feedback for choices, comments and requests Participation (number of opportunities) Participation (number of opportunities) Choice making (indicating preference) Choice making (indicating preference)

6. UDL Checklist

7. Make revisions

Recommended working tools/resources Lesson Plan Template Lesson Plan Template Universal Design for Learning Checklist Universal Design for Learning Checklist Methods that allow for flexibility and variability throughout Methods that allow for flexibility and variability throughout Consideration of no-tech to high-tech use of materials Consideration of no-tech to high-tech use of materials Assessment planning Assessment planning

Key Components of UDL Implementation 1. Administrative support 1. Administrative support 2. Teacher training and support 2. Teacher training and support 3. Redefined roles for general and special education staff 3. Redefined roles for general and special education staff 4. Collaborative curriculum planning 4. Collaborative curriculum planning 5. Parent and community involvement 5. Parent and community involvement 6. Various options for materials including technology 6. Various options for materials including technology 7 Funding Sources 7 Funding Sources