1. 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

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

3. Change
Change

4. Managing Complex Change
(Knoster, 1991)

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

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

7. 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.

8. 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.

9. 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.

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

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

12. 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

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

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

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

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

19. 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

20.
Trained building teams in UDL: UDL goals become part of school improvement plans
6 schools developed 3-year UDL-focused technology action plan
Present
Trained and
Implemented
Instructional
Consultation Teams
Pilot year for
teacher success rubric: 50% UDL accountability
Broadened the training of UDL to school-wide
Present
UDL is the framework through which all initiatives and policies are filtered, supported and implemented.
Present
ICT Facilitator positions develop into UDL Facilitators in all buildings
District-wide focus on measuring school-wide learning outcomes

21. 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

22. New Money or a Pot of Gold?

23. Facilitator PD

24. 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

25. 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

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

27. Expert Learner Reflection Game

28. What is an Expert Learner

29. What are YOU missing?
(Knoster, 1991)