Stephanie L. Craig, M.Ed. University of Kansas craigsl@ku.edu Current doctoral student at University of Kansas specializing in Instructional Design, Technology and Innovation with a research focus on UDL and teacher implementation Former UDL Facilitator at Bartholomew Consolidated School Corporation in Columbus, Indiana UDL presenter and trainer Former Elementary classroom teacher (9 years) Stephanie L. Craig, M.Ed. University of Kansas craigsl@ku.edu

UDL and Professional Development: Are we on the same page? Stephanie L. Craig, M.Ed. University of Kansas

Change Change

Managing Complex Change (Knoster, 1991)

Vision & Incentives Why should _______ know about Universal Design for Learning and its implementation?

“I know, it’s neuroscience.” “Stephanie, it’s not rocket science.” “I know, it’s neuroscience.”

Sustain Effort & Persistence The Affective Network Self-regulation Expectations that promote motivation Teach coping skills & strategies Develop self-assessment & reflection Sustain Effort & Persistence Goals & objectives Demands & resources meet challenges Collaboration & community Give mastery-oriented feedback Recruit Interest Individual choice & autonomy Relevant & authentic Remove threats & distractions Multiple Means of Engagement The “WHY” of learning. Stimulate interest and motivation for learning.

Language, Math Expression & Symbols The Recognition Network Comprehension Active/provide background knowledge Highlight big ideas, critical features, relationships Guide info processing Maximize generalization Language, Math Expression & Symbols Clarify vocabulary Clarify syntax & structure Support decoding Promote understanding across languages Illustrate through multiple media Perception Customize display of information Alternatives for audio Alternatives for video Multiple Means of Representation The “WHAT” of learning. Present information and content in different ways.

Expression & Communication The Strategic Network Executive Functions Guide appropriate goal-setting Support planning & strategy development Enhance capacity for monitoring progress Expression & Communication Use multiple media for communication Clarify syntax & structure Use multiple tools for construction & composition Build fluencies with graduate levels of practice & performance Physical Action Vary methods of response & navigation Optimize access to tools & assistive technology Multiple Means of Action & Expression The “HOW” of learning. Offer multiple ways for students to express what they know.

If educators do not know WHY to implement UDL what will happen?

Universal Design for Learning? Skills & Resources What should _______ have to implement Universal Design for Learning?

Principles of Universal Design for Learning Options to sustain effort & persistence Options for expression & communication Options for language, math expressions & symbols Options for comprehension Options for self-regulation Options for executive function Independent Practice of Internalized skills Options for recruiting interest Options for physical action Options for perception Guided Practice to internalizing skills External Access Principles of Universal Design for Learning The UDL guidelines and checkpoints cross-pollinate between principles to reach the goal of developing purposeful and motivated, resourceful and knowledgeable, and strategic and goal-oriented learners. (Rose, Meyer, & Gordon, 2014) Adapted from © Copyright CAST, Inc., 2014

http://www.livebinders.com/play/play?id=1517215 http://www.livebinders.com/play/play?id=1522524 http://www.livebinders.com/play/play?id=1522530

If you don’t know WHAT to implement what will educators experience?

Do _______ know how to implement Universal Design for Learning? Action Plan Do _______ know how to implement Universal Design for Learning?

If you don’t know How to implement UDL what will educators experience?

Traditional “one shot” forms of professional development are not effective, usually not producing more than % implementation rate. (Bush, 1984) 10

12,000 Students in 18 buildings 85% of special ed students spend at least 80% of their day in general education settings 15% Limited English 54 Languages 24.9% Minority students served 11.7% Of students receive special education services 44.2% Free and Reduced

2003- 2006 2006- 2007 Trained building teams in UDL: UDL goals become part of school improvement plans 6 schools developed 3-year UDL-focused technology action plan 2007 - Present Trained and Implemented Instructional Consultation Teams 2012-2013 2007-2008 Pilot year for teacher success rubric: 50% UDL accountability Broadened the training of UDL to school-wide 2013 - Present UDL is the framework through which all initiatives and policies are filtered, supported and implemented. 2015 - Present ICT Facilitator positions develop into UDL Facilitators in all buildings District-wide focus on measuring school-wide learning outcomes

Staff Supports for UDL Implementation 3 UDL Coordinators UDL Summer Institute 9 UDL Facilitators Staff Supports for UDL Implementation Request for Educational Planning Form Professional Development sessions with UDL experts outside the district UDL Professional Learning Communities

New Money or a Pot of Gold?

Facilitator PD

Types of learning about UDL at BCSC Whole staff PD Grade-level meetings Individual coaching Book studies, face-to-face, online Design and Deliver, UDL Now!, UDL: Theory and Practice Online chats, #UDLchat, #BSCSUDL Course created in LMS for access 24/7 Summer UDL Institute Screencastify used to create How-to videos

BCSC Summer UDL Institute 2013: UDL Basics with Representation 2014: Engagement Learning Environment Design 2015: Using Assessment to Inform – Strategic Network 2016: Expert Learners District & School Teacher Student

  UDL Schoolwide Learning Outcome posters support teachers in teaching students in learning the language.  

Expert Learner Reflection Game

What is an Expert Learner https://youtu.be/JTWmRCS8XTA

What are YOU missing? (Knoster, 1991)