UDL and Accessing the Curriculum August 7, 2013 Bill McGrath - HIAT

UDL and Accessing the
Curriculum
August 7, 2013
Bill McGrath - HIAT
Sabita Raman – Lakelands Park MS

You are
welcome to join
the Edmodo
group for this
session

Summer Tech
Academy Group
◦ kuiodz

Group for this
session
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CTI Labs
No eating or drinking please!
 Please silence cell phones
 Feel free to leave drinks on table in
hallway
 A café with vending machines and
microwaves is next to Lab 1
 Bathrooms are located out the
double doors by the café – you will
need to return through the main
door

Sound
Plug in your headphones now –
before you need sound
 Troubleshooting Quick Guide if
you have problems

If you use your own login
◦ Staff from schools going tech mod might
have login issues or get disconnected
◦ ActivInspire will be VERY slow
◦ Other programs may be slow
 Recommend you use the login ID on the desk
◦ Password is Learner6
◦ Use a flash drive to save files
◦ Special way to get to instruction center
(next slide)

Logins
Instruction Center
If you are logged in as a Lab Student, you won’t
be able to access MyMCPS main page, but you
can get on to the Instruction Center
 Use this direct link:
 mymcps-instruction.mcpsmd.org/sites/ic/
 Click “log in as a different user” and log in with
your normal credentials

Outcomes
By the end of this training session,
participants will have:
learned the basics of UDL and how to
implement it in their classrooms
 explored opportunities for realistically
implementing UDL strategies and merging
them with their existing practices
 gained tips and resources that support
the implementation of UDL

UDL:
Bill McGrath HIAT Team
THE BUILDING BLOCKS
Think – Pair - Share
Think – 1 minute
 What
do you already
know about UDL?
 What experiences
have you already had
with UDL in your
school or classroom?
Pair –
3 minutes
 Share
out
with your
table
What is UDL?
Why UDL?
State and Federal
Initiatives
 COMAR
 Common Core /
PARCC
 Benefits to Students
 Benefits to Teachers

Permission for re-use for non-commercial
purposes if credit is retained
COMAR 13A.03.06 - Universal
Design for Learning regulation
2013—2014 school year:
 “local school systems shall use UDL guidelines and
principle in the development or revision of curriculum”
2014—2015 school year:
 “systems shall use UDL guidelines and principles…in the
development and provision of: (1) Curriculum; (2)
Instructional materials; (3) Instruction; (4) Professional
development; and (5) Student assessments.”
 “superintendents shall certify in writing to the State
Superintendent of Schools that UDL principles and
guidelines…are used for ongoing curriculum
development. “ (certification will be required every 3
years, thereafter)
http://www.dsd.state.md.us/comar/SubtitleSearch.aspx?sear
ch=13A.03.06.*
Permission for re-use for non-commercial
purposes if credit is retained
“Who is Left
Out?”Frontloading for
UDL Success
Proactive use of flexible
materials that can
support and challenge
 Student choices to meet
learning differences
 Student ownership of
learning tools
 Capturing learners on
the margins, not just
formal accommodations

Traditional Approach to
Accommodations and
Differentiation



Reactive retrofitting of inflexible
materials
Rejection of accommodations and
strategies that often stigmatize
One student at a time (who comes
first?)
UDL Lesson Planning Flow
Chart to Guide Frontloading
Permission for re-use for non-commercial
purposes if credit is retained
CLASSROOM PERSPECTIVES
Sabita
Raman
“I used to think….. and now I think
…about UDL”
Be ready to share
UDL
UDL for Dinner on MD Learning Links: http://marylandlearninglinks.org/950
Student Choices
Flexible
Presentations and
Materials
Student Choices

Students are provided choices in how they
gain information and show what they know
to support and challenge diverse learning
styles.
What Will Be Your Everyday UDL?





Note-taking: sentences – words - draw
Check for understand: show me – tell me
- act it out
Small group: verbal – manipulatives pencil/paper
Student discourse: verbal - written drawing - multimedia
Graphic organizers: linear - image
support - varied conceptual organization
UDL is like thinking about your guests before you
plan the meal, but every night can’t be Bon
Appetite!
Choices: Tools to
Support Memory,
Organization, and
Response Options
My drawing or
writing can help
me speak more
confidently or be
an option to
contribute to
discourse
Choices Undermining Rigor?
HS Executive Privilege Project

New roles to gather and present evidence
for or against limiting executive privilege:
◦ court reporter (dialogue, summarization,
presentation)
◦ 12-person jury (discourse, synthesis)
◦ court illustrator (drawing, cartoon, visual)
◦ students could propose new role:
interest group lobbyist
Permission for re-use for non-commercial
purposes if credit is retained
Choices Undermining Rigor?
HS Executive Privilege Project
 Outcome: increased engagement, creativity, on-task behaviors,
homework completion, varied representations of concepts for
all students, and learning of content (in less time)
 Extension: offer same choices in AP course to challenge students
in new ways to interact with concepts
Choices Undermining Rigor?
HS Executive Privilege
Project
“Is Executive Privilege Constitutional? Should it be
limited or expanded?” Roles: legal teams, supreme
court
 Predictable barriers: students remaining engaged,
learning and producing due to language, interest,
verbal speech, attention issues
 UDL reflection: how could a greater variety of roles
meet the needs of more learners?
 Plan: extend options to students who either didn’t
want to ask questions as part of the Supreme Court
or did not want to argue a side for the executive or
legislative branches

Tim Rodman – Walter Johnson Permission
HS
for re-use for non-commercial
purposes if credit is retained
Flexibility in Teacher
Presentations and
Materials

Teacher presents information
using multiple methods to
complement text and verbal
presentations in order to support
and challenge diverse learning styles.
Image-Supported Math Vocab Cards
Vocab or
sentence
starters on
O-ring at
table
www.sw-georgia.resa.k12.ga.us/VocabularyCards.html
Choices: Graphic Organizers to Guide
Information Processing Before, During or
After Math Discourse
Low Hanging Fruit:
Digital Resources with Built-in
Flexibility
Online Media Subscriptions for Leveled
Text and Read Aloud – Home and School
Permission for re-use for non-commercial
purposes if credit is retained
Free Online Tools with Varied Reading
Levels: www.landmarkcases.org
Permission for re-use for non-commercial
purposes if credit is retained
Emerging Opportunities with Digital Text
“Digital texts confront students with the potential
for continually updated content and dynamically
changing combinations of words, graphics, images,
hyperlinks, and embedded video and audio” (CCSS
2010, 22)
NGA Center and CCSSA. 2010. Common Core State Standards for
English Language Arts and Literacy in History/Social Studies, Science and
Technical Subjects. Washington, DC: NGA Center and CCSSO.
Anchor Standard 2
Digital Text: Easily Adjusted for Readability
Permission for re-use for non-commercial
purposes if credit is retained
Flexible Text: Adding Images to Support
Comprehension and Retention
Permission for re-use for non-commercial
purposes if credit is retained
Resources to Support Use of Images
Student expectation: “determine the meaning of words
and phrases… related to history/social studies.” (CC
Reading 4)
Teacher Action: Teach annotate social studies categories in
presentations or in text (political, geographic, economic,
social) to build vocab connections
Maps, location, adapt, modify, movement,
migration, push/pull, Manifest Destiny
Geography
Government, president, democracy,
congress, elections, Bill of Rights
Political
Economics
Social
$
Money, banks, jobs, factories, markets,
opportunity cost, trade-off , National Bank
Culture, religion, race, status, gender,
equity, common man
CLASSROOM PERSPECTIVES
Sabita
Raman
Teacher to WHAT WOULD UDL LOOK LIKE IN
Teacher
YOUR CLASSROOM?
1. GROUP WITH SIMILAR
GRADE/CONTENT
2. CHOOSE TOOLS THAT WORK
FOR YOU WITH CHART PAPER
3. REPRESENT PROVIDED LOOKFOR IN SOME COMBINATION OF
WORDS AND DRAWING
10 MINUTES
Collaborative Planning with
UDL Choices and Variety
Reflect:
“who is left
out?”
Refine:
adjust or
add choices
and variety
Deliver:
lesson with
choices and
variety
Permission for re-use for non-commercial
purposes if credit is retained
Proactively reflecting on
who is left out?
Not benefiting from lesson
without extensive direct teacher
or peer support that may be…
 Inappropriate to their grade level
 Impractical on a routine basis
 Unsustainable over time and
locations (transitions)
 Stigmatizing – with a tremendous
amount of teacher effort and good
intentions
Before you leave today…
7
first steps you can take this
week towards UDL
implementation
 One goal you personally will
accomplish in September
 Resources to help you in that
goal
 Confidence that you can do
this
CLASSROOM PERSPECTIVES
Sabita
Raman
The Big 7: Important steps you can
take with UDL in September
1.
2.
3.
4.
5.
6.
7.
Add a Choice
Images
Share
“Dig Deeper” in
Online Media
Subscriptions
Free UDL tools
Tell Your UDL Story
“How I learn best”
#1
LEAVE FEWER STUDENTS
“LEFT OUT” BY ADDING A
STUDENT CHOICE TO A
LESSON
“You have a choice” - No Tech
Choices
Note-taking: phrases – word
splash – draw
 Called on: tell me – act it
out – jot a note
 Explicitly stated: verbally/
words/images
 Students reflect on choices
they make and plan for
future

Collaborative Planning with
UDL Choices and Variety
Reflect:
“who is left
out?”
Refine:
adjust or
add choices
and variety
Deliver:
lesson with
choices and
variety
Who is left out?
Not able to gain information
they can work with (i.e. just
text and verbal presentation)
 Not able to organize or
remember what they learn so
they can access later

Who is left out?
Not able to
demonstrate what they
know to meet the
instructional goal
 Not able to remain
engaged

Who is left out?
Not benefiting from lesson
without extensive direct
teacher or peer support that
may be…
 Inappropriate to their grade level
 Impractical on a routine basis
 Unsustainable over time and
locations (transitions)
 Stigmatizing – with a tremendous
amount of teacher effort and
good intentions
#2
ADD IMAGES OR
DRAWINGS TO
INSTRUCTIONAL
MATERIALS
Flexible Materials
Examples
Non-Examples
Drawings or images used in
 Paper handouts
 Digital materials
 Presentations
Complement text and a
teacher speaking

Only speech and text
are used to provide
information
Adding
Images to
Text
More
efficient
processing
 Less
redirection

Paper to Digital / Digital to Paper:
Where can we go from here?
(added graphic supports for recording 1st grade experiment)
On-demand Resources and Training
to Add Images (Google: “HIAT”)
Click
image to
open
Student expectation: “determine the meaning of words
and phrases… related to history/social studies.” (CC
Reading 4)
Teacher Action: Teach annotate social studies categories in
presentations or in text (political, geographic, economic,
social) to build vocab connections
Maps, location, adapt, modify, movement,
migration, push/pull, Manifest Destiny
Geography
Government, president, democracy,
congress, elections, Bill of Rights
Political
Economics
Social
$
Money, banks, jobs, factories, markets,
opportunity cost, trade-off , National Bank
Culture, religion, race, status, gender,
equity, common man
Student expectation: “analyze relationship between
primary and secondary source....” (CC Reading 9)
Teacher Action: Provide meaningful visuals with sources
#3
PLAN A SYSTEM FOR
SHARING DIGITAL
MATERIALS AND
RESOURCES AT YOUR
SCHOOL
Professional Ethics:
Questions to Ask
Are there students in your building who
are “left out” of instruction because
teachers do not share digital materials,
resources, and lesson plans?
 How long would it take a new teacher or paraeducator to locate where teachers share files
with other teachers?
 What do your teachers need to do to share
materials county-wide?
 Is there any other way we can make this work for all
Permission for re-use for non-commercial
students?
purposes if credit is retained
A culture of shared values
and practices around
digital materials
Good enough for
instruction, good
enough for sharing
Permission for re-use for non-commercial
purposes if credit is retained
Example File Structure:
Start NOW and Adapt
Permission for re-use for non-commercial
purposes if credit is retained
Shared Responsibility
of Building a
Digital Resource
Library
Permission for re-use for non-commercial
purposes if credit is retained
Where should
we spend our
creativity, time
and effort?
#4
FIND OUT WHICH
ONLINE MEDIA
SUBSCRIPTIONS HAVE
“READY TO GO” FLEXIBLE
UDL FEATURES
Online Media Subscriptions for Leveled
Text and Read Aloud – Home and School
Permission for re-use for non-commercial
purposes if credit is retained
Choices - Reading (Frustrated or
Bored with On-level Text)
Online media subscriptions (school + home)
- Read aloud support and translation
- Multimedia pairing with text information
- Examples: PebbleGo, Encyclopedia Britannica
Choices - Limited Background
Knowledge and Vocabulary
• Utilize image, video and audio on software (e.g. Inspiration
QG) or web-based multi-media resources (e.g. Discovery
Education, Flickr) to provide fuller non-linguistic
representation
• Home and school student log-ins – ask your media specialist
#5
KNOW FREE TOOLS YOU
CAN USE NOW TO
PROMOTE STUDENT
CHOICE
Free Online Tools with Varied
Reading Levels
Digital Text: Easily Adjusted for Readability
Flexible Text: Adding Images to Support
Comprehension and Retention
Choice - Writing to Demonstrate
Knowledge

Recording voice in digital materials
◦ PhotoStory
◦ Inspiration
◦ MS Word
Choices - Writing to Demonstrate
Knowledge
Typing instead of
handwriting
 Talking word
processer or word
bank to construct
sentences

◦ MS Word with
Natural reader
#6
FIND SIMPLE WAYS TO
HELP STUDENTS KNOW
HOW THEY LEARN BEST
Curriculum 2.0: Metacognition
Everyday UDL: Materials and
Presentations to Refine Choice Making
Choice Recognition: Methods to
introduce choices to students.
 Choice Reflection: Methods to
have students document or share
which choices did or did not
support their learning for a specific
task.
 Choice Planning: Methods for
students to choose a way of learning
or demonstrating knowledge based
on choices they've had before.

Permission for re-use for non-commercial
purposes if credit is retained
#7
SHARE A DIGITAL STORY
ABOUT STUDENT
CHOICES OR FLEXIBLE
MATERIALS
Teachers Need Models
More than lesson plans and example
materials
 Digital story telling of what UDL looks like
in the classroom
 Ranging from no-tech to tech supported
 Photos or video paired with narration
 Answering questions of teacher practicality
and student impact
 Conveys context (physical, time, curriculum
demands) and impact in a way you can’t get
to from verbal and text

Videos & Photo Stories:
Capturing and Sharing Strategies
Videos and photo stories are powerful
 Videos= 1 minute classroom examples
with voice over of teacher
 Describe benefit to a variety of learners

◦ Primary and secondary beneficiaries
Voices: teachers, students, parents
 Follow photo and video permission processes
at your school

80
Resources for digital story-telling
PhotoPeach (free online)
 Animoto (free online)
 PhotoStory (free download)
 Windows Movie Maker (free with MS
Office)
 Training videos and quick guides

◦ HIAT website (free online)
UDL: WHAT WILL YOU DO
NEXT MONTH TO BUILD
GENUINE ACCESS?
Bring A Plan for Change into Focus….
Focus:
1. Pick one UDL upgrade you
will add to your (almost)
everyday routines in
September
Share:
2. Write your name(s), your
school and the upgrade
3. Place it in the category that
is the best fit: Student Choices
or Flexible
Materials/Presentations
Please Complete
the Survey
When to Expect Stipends
Some stipends MAY be posted in
the August 23 paycheck
 All stipends will be paid by the
September 6 paycheck
