AUSD & DCC Portal

Two Portals combined in one…

A Look At the Journey Thus Far Shared Examples to Encourage: Paradigm shifts in lesson design Differentiation as the norm FOUNDATIONS Better establishing the principles of active engagement & visible learning - Including the impacts of Universal Design for Learning on both efficiency and effectiveness! Walk-throughs and consults; Seeing great things and encouraging steps towards deeper implementation; ongoing growth Instructional Coaching Introduction to models and practice in Self-reflection and Peer Coaching

Snapshot Smiles Recent AUSD classroom “Snapshots” were a success. Visible engagement procedures were observed during almost each and every classroom walk through. Varied means of presenting information, active engagement & demonstration of learning were observed. Direct instruction, based on ongoing formative assessment, was common. Brief visits after walk-throughs came off pleasantly … and were hopefully helpful! Teachers noted they were glad to hear things they were doing right! Several asked to “do this again” after trying suggestions discussed.

A transition… This portal will essentially draw to a close our focus on Active Engagement and Visible Evidence of Learning. With knowledge that there’s still more to add.. and continued journey towards excellence… these are now inherent considerations in planning and implementing all instruction.. A few final points about differentiation, and links to tools to implement deeper, ongoing UDL will lead us into next step… So… here we go!

Differentiation vs. Universal Design for Learning (UDL)

Differentiation Accepts that all learners are different Seeks to instruct with the varied interests, backgrounds and abilities of all learners in a class Provides accommodations for learners who need them Provides scaffolding and supports for students in the areas of attention, organization, language and literacy Provides for modifications in goals and activities when appropriate Provides for assessment based decisions that drive instruction

UDL makes differentiation the norm… not the extra. It is not an add on, a special accommodation or a separate step for either one student or a group of students. It is UNIVERSAL… and in the DESIGN of the learning. UDL is a way of life. UDL increases efficiency. UDL increases effectiveness. UDL looks at differentiation through the lens of pre-planning and includes principles of designing for the edges (not for the “norm”).

Final points about UDL and a few helpful links…  UDL must be based on systemic, as well as individual, philosophy and implementation.  AUSD is implementing district wide approaches to enhance instruction, provide coaching and measure instruction in ways that will only strengthen the principles introduced this year. The following links wrap up our UDL focus & provide: 1. discussion options for use at schools or PLC’s 2.supports to individuals already seeking to better instruction, and to utilize principles of Universal Design for Learning (UDL).

Metcalf-UDL%20Elementary-rev pdfhttp://mast.ecu.edu/modules/udl_elp/lib/documents/PPT- Metcalf-UDL%20Elementary-rev pdf - Universal Design for Learning, Elementary Lesson Planning The PowerPoint at the link above is simply a teacher made, sample lesson from two elementary educators who use UDL, via audio and visual links included, as they show, explain and sequentially demonstrate UDL lesson planning for their classrooms. Note that this example is in science, and someone invariably notes… “This isn’t my grade level.”; “This isn’t my subject matter”; or “I’m not free to co-teach” (which is included at one point). HOWEVER…  The examples these teachers use can spark thinking that applies to all grade levels and contents.  I encourage you to use the next three slides to …

Listen and look for: The format of the UDL lesson planner (also included as a Word document in the AUSD/DCC portal). Links (near the end) to additional tool options for all, (including specific multileveled options, with varied content modeled) Answers to each of the following questions: 1.In what ways does planning assume the need for: different levels of instruction review, preview direct vocabulary instruction and support varied modalities of instruction, varied modalities (and purposes) of participation varied modalities of formative assessment timing and organizational supports? - Universal Design for Learning, Elementary Lesson Planning - CONTINUED

2. What modalities, disabilities and other needs are noted in: The PowerPoint itself (the lesson for us in UDL Planning) Classroom Lessons modeled                         pdfhttp://mast.ecu.edu/modules/udl_elp/lib/documents/PPT-Metcalf-UDL%20Elementary-rev pdf - Universal Design for Learning, Elementary Lesson Planning - CONTINUED

3. Other extension questions with which to analyze how you might implement (or improve upon) what you see, include: How would each option meet individual student needs if you implemented them in lessons (or how might you improve on them)? What are pros and cons to this lesson, considering organization, attention and other factors of the available material? If not co-teaching, do you see possibilities in co-planning as you and your colleagues seek to build in more universal design? Are there ways you might enhance the flow or availability of materials for this lesson via other low or high tech options? pdfhttp://mast.ecu.edu/modules/udl_elp/lib/documents/PPT-Metcalf-UDL%20Elementary-rev pdf - Universal Design for Learning, Elementary Lesson Planning - CONTINUED

- - Review the principles and components of UDL - Check your UDL curriculum goals, methods, materials or assessments - Access other resources for UDL implementations

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to-Newsela-Elementaryhttp://support.newsela.com/hc/en-us/articles/ Access- to-Newsela-Elementary - This option provides text sets some of you may already use for content in ELA, science or social studies -and with varied lexile levels, languages, or standards. It also includes information and options regarding other reading and writing tools (Reminder: NO PRODUCT, TOOL or POLICY is officially recommended by the CDE, the Diagnostic Center, or individuals providing projects or trainings.)

A few other current, online pieces you may find interesting include… differentiated-technology-julie-stern - Enhancing Learning Through Differentiated Technology differentiated-technology-julie-stern – This British Columbia resource includes online modules that assist teaching staff with essential questions, lesson planning, instruction and assessment Considerations in implementing UDL, or meeting individual student needs via low or high tech solutions. **Reminder: While as much as possible, the DCC emphasizes evidence based practice and provides up to date research … individual, online or other resources are NOT recommendations but food for thought, examples etc. No product, tool, or policy within this powerpoint is an official recommendation of either CDE, the Diagnostic Center, Central or any individual DCC specialist.

Thus we close the door on UDL… and our focus becomes… VITAL VIEWS OF VOCABULARY INSTRUCTION Every grade level Every content area

Thank you for inviting me into your classrooms! Thank you for your patience as we’ve weathered technology difficulties or other delays. Thank you for the great job you’re doing for students at AUSD. (It was enjoyable for my colleague, Gwen Deeter, and I to observe!) Thank you for seeking to enhance the ways in which you meet the needs of ALL students, in ALL subjects, at ALL grade levels. March 17, 2016