1. Universal Design for Learning, Differentiation, RtI Region 4 PD Leads

2. Graphing Me

3. Why it Matters
In general, it’s true that no one has bars that all the same height
Some people are good at some things and not so terrific at other things
What does FAIR mean? Everyone doesn’t always get the same. Everyone gets what he or she needs!
One size fits all instruction does not address the needs of many students
Kids come in different shapes and sizes as well as interests, learning profiles, and readiness levels

4. Why it Matters
In general, it’s true that no one has bars that are all the same height
Some people are good at some things and not so terrific at other things
What does FAIR mean? Everyone doesn’t always get the same. Everyone gets what he or she needs!

5. Serving All is a Process
Now we’ve identified some of the differences between high performing and high needs schools. As your school/district works to develop high performing characteristics, you will need to think about the difference between current characteristics along with strategies to assist your school in reaching your goals. Using a problem-solving model can assist schools/districts in identifying those differences and creating, implementing, and evaluating plans to improve outcomes. A problem-solving process can help schools and districts address differences and answer Guskey questions 2, 3, & 4:
How will we know if they have learned it?
How will we respond when they don't learn it? How will we respond when they already know it and must move farther?

6. Individualized Instruction
Differentiated Instruction
Universal Design
Now we come to the top layer of the Instructional pyramid, where we must consider the needs of students on an individual basis.
So far, we have considered an instructional approach to our objective based first on Universal Design principles, then on the needs of learners who fall into the differentiated layer of the pyramid. We’ve recorded adjustments we might make based on information about those groups.
Here, we are going to consider a final layer. Here we are going to consider the individual case of a learner and think about how we might shape instruction to benefit that learner.

7. Universal Design for Learning
Topic for today. Modeling as much as possible.
Start with the origins – how people learn

8. As an American society we are very familiar with Universal Design (UD) in terms of architecture, safety or the design of products, however it has only been in the last decade that Universal Design for Learning (UDL) has become an accepted practice in educational settings. For many years, teachers and administrators dealt with the diversity of learners present in their schools by providing accommodations and modifications daily in the classroom. The architectural examples on the screen ( curb cuts and ramps) are prime examples of why it makes sense to plan ahead. A curb cut is not very useful if you have to wait to load or unload material until a curb cut can be put in place. Teachers who become skilled in UDL will design their units and lessons so that ever child can access the material. In other words, they build the curb cuts in ahead of time. For example if you know you have students with reading problems you will most likely integrate or build into the lesson the use of text readers and other literacy tools.

9. Universal Design
UDL can be as varied as the use of pencil grips, mind maps, or allowing students to use notes or a partner to complete an assignment. The important thing to remember is that the scaffolding of the lesson is built in ahead of time.

10. Universal Design for Learning (UDL) is
A set of principles for curriculum development that applies to the general education curriculum to promote learning environments that meet the needs of all learners
… a set of principles for curriculum development that applies to the general education curriculum and …

11. A Different Way

12. Meeting the Needs of ALL Learners
The three principles of UDL are:
Representation
Action and Expression
Engagement

13. Individualized Instruction Differentiated Instruction
Universal Design
When embraced or actualized with all students in mind, universal design would be the foundation of instructional practice. If students continue to struggle after instructed by a teacher utilizing universal design, the next course of action would be differentiated instruction, followed by individualized instruction. This is the framework for appropriate instruction or the best practice to use to meet the needs of all students.
Universal Design

14. Actions and Expressions
Representation
Engagement
Actions and Expressions
UDL
After setting the goals and considering barriers. Eliminate the barriers by incorporating the 3 principles of UDL. Multiple means of Representation: Graphs, Charts, multimedia. Number two-Action & Expression- Give students multiple means of expressing . Number 3: Provide multiple means of engagement, what is motivating to one student will not be for another. Give students choices, help them feel safe taking risk and making mistakes. Remember the goal is to eliminate the barriers that are often present in curriculum.
UDL Principles

15. Why is UDL necessary?
Individuals bring a huge variety of skills, needs, and interests to learning. Neuroscience reveals that these differences are as varied and unique as our DNA or fingerprints. Three primary brain networks come into play: ABOVE
UDL principles help educators customize for individual differences in each of the three brain networks" (National Center on Universal Design for Learning, 2011)
Recognition learning: identify and interpret patterns of sound, light, taste, smell and touch
Provide multiple examples in every lesson (try to include examples and non-examples if possible)
Highlight critical features students need to know (through speaking, text, or digitally; use highlighters, circle key words, add post-it notes, etc.)
Present information in multiple media formats (such as being able to see, hear, or manipulate it)
Support and build on background knowledge (remembering that all student come to your room with very different experiences, tie background knowledge to new patterns)
Strategic learning: plan and execute ex. cooking a meal, driving a car
Provide multiple flexible models of skilled performance (give examples and non-examples of how-to strategies)
Provide opportunities to practice with or without support (overlearn until it becomes automatic; scaffold with text-to-speech, spell check, calculators)
Provide multiple media and formats (give ongoing relevant feedback; help students develop self-monitoring skills, such as using text-to-speech to hear how writing sounds)
Provide flexible opportunities and formats for assessment (demonstrate skills by going beyond a pencil-paper test; publish on the web, use presentation tools)
Affective learning:
Offer learning and content choices (text vs. virtual simulations; just make sure to align the choices with the learning goal)
Provide adjustable levels of challenge (keep in mind Vygotsky's Zone of Proximal Development; practice setting realistic goals)
Provide choices for rewards (read to a lower grade, extra computer time, educational video games, etc.)
Provide choices for learning context (quiet vs noisy; individually, partner, small group, whole group)
Rose, D., & Meyer, A. (2002)

16. Principle I: Multiple Means of Representation:
The what of learning
To give diverse learners options for acquiring information and knowledge
Present content in a variety of formats and modalities
Principle I: Provide Multiple Means of Representation (the “what” of learning). Learners differ in the ways that they perceive and comprehend information that is presented to them. For example, those with sensory disabilities (e.g., blindness or deafness); learning disabilities (e.g., dyslexia); language or cultural differences, and so forth may all require different ways of approaching content. Others may simply grasp information quicker or more efficiently through visual or auditory means rather than printed text. Also learning, and transfer of learning, occurs when multiple representations are used, because it allows students to make connections within, as well as between, concepts. In short, there is not one means of representation that will be optimal for all learners; providing options for representation is essential.

17. UDL requires: Multiple Means of Representation
Manipulatives
Visual Displays
Anticipatory Guides
Graphic Organizers
Artifacts
Videos
Music
Movement
Text Readers
Multiple Means of Representation
Provide information and content in different ways
Perception – customizing the display of information or offering alternatives for visual or auditory information such as varying the size of text, the contrast of color in text or images, the volume or rate of speech, the layout of visual or other elements, the fonts, use of ASL, books on tape, providing physical objects to convey perspectives or interaction
Language, expressions, and symbols – Clarifying vocabulary, syntax, and structure, promoting understanding across languages, illustrating through multiple media – preteach vocabulary, provide electronic translation tools or links to multilingual glossaries on the web, embed visual, non-linguistic supports for vocabulary clarification (pictures, videos, etc.)
Comprehension – Activating or supplying background knowledge, highlighting patterns, critical features, big ideas, guiding information processing, maximizing transfer and generalization

18. Principle II: Multiple Means of Action and Expression:
(the “how” of learning). Learners differ in the ways that they can navigate a learning environment and express what they know. For example, individuals with significant movement impairments (e.g., cerebral palsy), those who struggle with strategic and organizational abilities (executive function disorders), those who have language barriers, and so forth approach learning tasks very differently. Some may be able to express themselves well in written text but not speech, and vice versa. It should also be recognized that action and expression require a great deal of strategy, practice, and organization, and this is another area in which learners can differ. In reality, there is not one means of action and expression that will be optimal for all learners; providing options for action and expression is essential.
Judy Augatti

19. UDL requires: Multiple Means of Action and Expression
Thumbs Up/Thumbs Down
Gallery Walks
Pair/Share
Chalkboard/Whiteboard Splash
Response Hold-Up Cards
Quick Draws
Numbered Heads Together
Line-Ups
Differentiate the ways that students can express what they know.
You may switch these examples for content specific examples.
Quick Draws- Students quickly illustrate their understanding of a complicated or abstract idea through a drawing.
Chalkbord or Whiteboard Splash- Students are asked one question and each student puts their response on a portion of the chalkboard/whiteboard for everyone to see.
Line-Ups- Students take a position on a topic by lining up on different sides of the room.
Numbered Heads- Each is student is accountable for information they have learned in their group. Students count off and then form groups based on their numbers. During debrief call out the number of the student who will be presenting for the group.
Physical Action – Vary the methods for response and navigation; optimize access to tools and assistive technologies (use of the computer rather than written form, use of speech to text devices, touch screens, customized functions of keys on the keyboard, etc)
Expression and communication – Use multiple media for communication; Use multiple tools for construction and composition; Build fluencies with graduated levels of support for practice and performance (use of drawing, film, music, dance/movement, social media, storyboards, spellcheckers, calculators, story webs, concept mapping, manipulatives, web applications like Wikis, Power Point, etc.)
Executive Function – Provide models of process and product of goal setting, guides and checklists; post goals, objectives, and schedules in an obvious place, embed prompts to “show and explain your work”, provide graphic organizers, provide checklist and guides for note-taking, use assessment checklists, scoring rubrics, and multiple examples of annotated student work/performance examples)

20. Principle III: Multiple Means of Engagement
Taps into learners’ interests, offers appropriate challenges, and increases
(the “why” of learning). Affect represents a crucial element to learning, and learners differ markedly in the ways in which they can be engaged or motivated to learn. There are a variety of sources that can influence individual variation in affect including neurology, culture, personal relevance, subjectivity, and background knowledge, along with a variety of other factors presented in these guidelines. Some learners are highly engaged by spontaneity and novelty while other are disengaged, even frightened, by those aspects, preferring strict routine. Some learners might like to work alone, while others prefer to work with their peers. In reality, there is not one means of engagement that will be optimal for all learners in all contexts; providing multiple options for engagement is essential.

21. UDL requires: Multiple Means of Engagement
Bounce Cards
Air Writing
Case Studies
Role Plays
Concept Charades
Response Hold-Up Cards
Networking Sessions
Simulations
Stimulate interest and motivation for learning
Bounce Cards – Student takes what another student has said or shared and bounces an idea off of it.
Recruiting interest – provide choice in how an objective can be reached and allow learners to participate in the design of classroom activities and academic tasks; ensure cultural and personal relevancy
Sustaining effort and persistence – flexible grouping, implement a plan for positive behavior intervention and supports (PBIS), construct communities of student learners (CSLs), peer tutors
Self regulation – support activities that encourage self-reflection and identification of personal goals; a key factor in learners losing motivation is their inability to recognize their own progress so it’s important they have multiple models and scaffolds of different self assessment techniques so that they can identify and choose ones that are optimal for their unique needs.

22. With UDL more students are:
Engaged
Learning
Achieving
Motivated
Engaged in their own learning
Learning at greater breadth and depth
Achieving at higher levels
Motivated to continue learning

23. Differentiated Instruction
Individualized Instruction
Differentiated Instruction
Universal Design
Once we have established our base for providing instruction, we can begin to move up through the pyramid of instruction to address the needs of some special populations we might encounter in our classrooms.

24. Differentiated Instruction
Discover your learning style
Complete the online survey:
Learning Styles Inventory Test:
Learning Styles Test:
Multiple Intelligences:
I. With a partner, use this activity’s handout, and explore the web sites listed. They will allow you to gain information about student learning styles.
Learning Styles Inventory Test:
Learning Styles Test:
Learning Styles Chart:
Multiple Intelligences:
II. With your partner, discuss how you might utilize any or all of these tools to better inform instruction in your classroom.

25. Why Differentiate?
One size fits all instruction does not address the needs of many students
Kids come in different shapes and sizes as well as interests, learning profiles, and readiness levels.

26. How We Learn
Some kids who continually are doing what they already know are just marching in place. Let’s take a look at how we learn…

31. What does all this mean? Two adverse conditions are dangerous:
Anxiety – when we expect too much
Boredom – when we expect too little

32. When & Why When do we differentiate?
When some work is too hard or too easy
Change the degree of difficulty not necessarily the learning goal
Why do we differentiate?
Student variance (one size doesn’t fit all)
Professionalism (adapt what we know to the kids we serve)

33. What does a differentiated classroom look like?

34. Providing a “Rack of Learning Options”
We need to do more than “tailor the same suit of clothes”
Differentiation requires thoughtful planning and proactive approaches

36. Students participate
in a "Dump your Brain"
activity.

37. Show me all the ways we can
Preschool children can “Dump their Brain” in a modified way:
Show me all the ways we can
make “three.”
three 3 + =

38. A-B-C Books Basic Differentiated
Create a traditional A-B-C book to demonstrate understanding of a unit or concept
Create a higher level A-B- C book based on Q is for Duck to demonstrate understanding of a unit or concept. For example, A is for weather. Our weather takes place in the atmosphere.

40. Product Guides
Student choice is KEY!
Students work in the learning style that suits them best.
Students work at a comfortable level of readiness.

41. Tiered Lessons Cubing Anchor Activities
Some important strategies for students:
Tiered Lessons
Cubing
Anchor Activities

43. Anchor Activity
An ANCHOR ACTIVITY is a strategy that allows students to work on an outgoing assignment directly related to the curriculum that can be worked on independently throughout a unit or semester.  An anchor activity is a logical extension of learnign during a unit, an elaboration of important goals and outcomes that are tied to the curriculum and tasks for which students are held accountable.
The purpose of an anchor activity is to provide meaningful work for students when they are not actively engaged in classroom activities.

44. Anchor Activities Can be: Used in any subject Whole class assignments
Small group or individual assignments
Tiered to meet the needs of different readiness levels
Interdisciplinary for use across content areas or teams

45. Tiered Instruction
“When somebody hands you a glob of kids, they don’t hand you a matched set.” ~Carol Tomlinson
Provides teachers with a means of assigning different tasks within the same lesson or unit
The tasks will vary according to:
Readiness
Interest
Learning Profile

46. What Is Tiered Instruction?
“Tiered instruction is like a wedding cake; all one flavor, same color icing but multi- layered”

49. Cubing
Offer a different task at varying degrees of difficulty on each side of the cube.
or...

50. Cubing
Provide activities dealing with the same topic at tiered degrees of difficulty by cube OR by learning style (kinesthetic, visual, oral).
Level 1
Level 2
Level 3

51. Things to look for: Hands-on projects Rubrics Learning contracts
Student Choice
The way to the end is not always the same for every student.
Flexible Grouping

52. Key Principles of a Differentiated Classroom
“In differentiated classrooms, teachers begin where students are, not the front of a curriculum guide.” ~Carol Tomlinson
The teacher adjusts content, process, & product in response to student readiness, interests, and learning profile.
Goals are maximum growth and continued success.
Flexibility is the hallmark of a differentiated classroom.

53. Individualized Instruction
Differentiated Instruction
Universal Design
Now we come to the top layer of the Instructional pyramid, where we must consider the needs of students on an individual basis.
So far, we have considered an instructional approach to our objective based first on Universal Design principles, then on the needs of learners who fall into the differentiated layer of the pyramid. We’ve recorded adjustments we might make based on information about those groups.
Here, we are going to consider a final layer. Here we are going to consider the individual case of a learner and think about how we might shape instruction to benefit that learner.

54. Discussion: Read the quote below:
“The quality of a school as a learning community can be measured by how effectively it addresses the needs of struggling students.” --Wright (2005)
Do you agree or disagree with this statement? Why?
Think-pair-share
Use Beach Ball to toss to participants to share their ideas – build upon one another.
Many people learn through discussion
Source: Wright, J. (2005, Summer). Five interventions that work. NAESP Leadership Compass, 2(4) pp.1,6.

55. RtI
NC DPI has identified RtI as a research-based school improvement model and provides support to district and school implementation through professional development, technical assistance, and coaching.
Responsiveness to Instruction (RtI) is a multi-tiered framework which promotes school improvement through engaging, high quality instruction.

56. What is ‘Response to Intervention’ (RTI)?
'Response to Intervention' is an emerging approach to the diagnosis of Learning Disabilities that holds considerable promise. In the RTI model:
A student with academic delays is given one or more research- validated interventions.
The student's academic progress is monitored frequently to see if those interventions are sufficient to help the student to catch up with his or her peers.
If the student fails to show significantly improved academic skills despite several well-designed and implemented interventions, this failure to 'respond to intervention' can be viewed as evidence of an underlying Learning Disability.

57. What are advantages of RTI?
One advantage of RTI in the diagnosis of educational disabilities is that it allows schools to intervene early to meet the needs of struggling learners.
Another advantage is that RTI maps those specific instructional strategies found to benefit a particular student. This information can be very helpful to both teachers and parents.

58. The steps of RTI for an individual case…
Under RTI, if a student is found to be performing well below peers, the school will:
Estimate the academic skill gap between the student and typically-performing peers
Determine the likely reason(s) for the student’s depressed academic performance
Select a scientifically-based intervention likely to improve the student's academic functioning
Monitor academic progress frequently to evaluate the impact of the intervention
If the student fails to respond to several well-implemented interventions, consider a referral to Special Education

59. System Prior to Change Special Education Sea of Ineligibility
General Education

60. Changing Special Education: 1990s...Bridging the Gap
Interventions
General Education

61. How We Conceptualize RTI
More than identification for LD
Emphasizes prevention and early intervention
Premised on Data-based Decision-making for all learners within the system
Assumes effective environments
Requires instructional grouping
Employs research-based strategies
Operationalized as a fluid, non-static system

62. Instructional Decision Making for Student Success
Academic Systems
Behavioral Systems
Intensive, Individual Interventions
Individual Students
Assessment-based
High Intensity
Of longer duration
Intensive, Individual Interventions
Individual Students
Assessment-based
Intense, durable procedures
1-5%
1-5%
5-10%
5-10%
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
Targeted Group Interventions
Some students (at-risk)
High efficiency
Rapid response
Universal Interventions
All students
Preventive, proactive
80-90%
80-90%
Universal Interventions
All settings, all students
Preventive, proactive

63. LEA Activity: Take the RTI Readiness Survey
Form into pairs or small groups.
Together, complete the RTI Readiness Survey.
When finished, discuss your results and address these questions:
What areas of strength did you identify?
What areas did you identify that need work?
What would be your group’s top three priorities in starting the RTI model in this school?
RTI Readiness Survey available at:

64. For a comprehensive directory of up-to-date RTI Resources available for free on the Internet, visit RTI_Wire at:

65. Questions?