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Administrators & Coaches Interactive Workshop Series

Far North Literacy Development Consortium

2023-2024 School Year

bit.ly/FNLDC-Implementation-Academy

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May 21, 2024

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Home Base

Agenda
Slides linked
Resources
Collaboration Space

bit.ly/FNLDC-Implementation-HB

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Check-in

How do you like to be celebrated?

How does your staff/teachers you work with like to be celebrated?

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Today’s Goals

To review credential process
To celebrate UDL implementation wins & our partnership
To share feedback

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UDL Credentials

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UDL…

for what?

@CAST_UDL

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Why earn a UDL Credential?

To self-reflect on your UDL practice

To support others on their UDL journey

To understand the baseline of “what is UDL”

@CAST_UDL | #CASTPL

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Updated! CAST UDL Credentials

Updated naming aligned to the goal for earning the credential

Value the journey of developing inclusive practices

@CAST_UDL

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Learning Designed

As part of this grant, all participants will be able to earn a Credential 1: UDL Mindset AND Credential 2: Analysis.

If you haven’t already, create your free user account on Learning Designed visa the sign-up button.
Register for Credential 1: (PDF registration instructions or video registration instructions)

Level 1 Code: Butte_Associate
Level 2 Code: Butte_Level2

@CAST_UDL | #CASTPL

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Credential 1, UDL Mindset

How we think → speak → act

Take a Quiz or submit your own evidence about key concepts of UDL: variability, barriers, expert learning, and the UDL design process.

Level 1 Helpful Resources
Log onto Learning Designed
Level 1 Code: Butte_Associate

@CAST_UDL

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Credential 2, UDL Analysis

How we reflect on design and barriers.

Analyze an imperfect, real-world scenario and determine how the design reduces barriers, supports learner variability, and connects to the UDL Guidelines.

Receive personalized feedback
Credential 2 Analysis Rubric
Log onto Learning Designed
Level 2 Code: Butte_Level2

@CAST_UDL

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Credential 3, UDL Application

Bring your lesson or learning experience!

Plan, implement, gather feedback, and revise your own design of a learning experience (i.e., lesson) using UDL.

@CAST_UDL

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Explore more on CAST’s Website

@CAST_UDL

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– Credential participant

The best learning I had about UDL was the feedback I got after I didn’t pass the Credential 2.

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FNLDC: Looking Back

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UDL Implementation is...

sustained, systematic change that can take 5-7 years.

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Our Journey 2021-2024

Year 1: Laying the Foundation

Year 3: Systems for sustainability

Year 2: Apply & Reflect

@CAST_UDL | #CASTPL

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Year 1

2021-2022

Laying the Foundation:

Virtual Intro to UDL
In-person visits and introductions
Digital Learning Series
Monthly Workshops

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Year 2

2022-2023

Apply & Reflect

Shelley Moore!
Testing UDL protocols

Instructional Rounds
Lesson Design Study

Monthly workshops: connections to literacy
Increased Confidence in UDL

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Year 3

2023-2024

Systems for Sustainability

Jonathan Mooney!
Teacher Leadership
Deep dives into UDL & literacy
Coach-led instructional rounds
Implementation plans

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Looking Back…

What advice would you give yourself when you first started?
What lessons do you hope to take with you into your future work?
Optional sentence frames

I wish I knew ____
Now I will ____

@CAST_UDL | #CASTPL

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Acknowledgements & Appreciations

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Please stay in touch!

sylviardouglass@gmail.com

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Feedback:

Tricia & Dr. Seipel

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April 23, 2024

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Home Base

Agenda
Slides linked
Resources
Collaboration Space

bit.ly/FNLDC-Implementation-HB

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Check-in

What is a unique or unusual hack that makes your life a little easier?

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Today’s Goals

To celebrate UDL implementation wins (ongoing)
To identify systems that support teacher leadership
To use IR to form community and coach teachers

What are your goals & questions for today?

Home base

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Time to celebrate our wins!

Invitation to share…

Any wins?
Coaching meetings
Instructional Rounds
PLC Meetings
Co-designing/co-teaching
collaboration
Language shifts

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Case Study: Pacheco Middle School

Guiding Question: What systems of support help teachers become UDL leaders?

@CAST_UDL | #CASTPL

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Instructional Rounds: What’s Next?

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Prediction:

If our school’s instructional practices never changed, would our students graduate as expert learners?

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Expert Learning Practices

@CAST_UDL | #CASTPL

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Goal-Setting:

What should we grow in our school-wide instructional practices?

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Questions to Guide Goal Setting

Now that we know what students in our school should know and be able to do currently, what is the next level of growth?
How might we need to design differently in order for students to achieve that next level of growth?
What will our focus be for the next period of time?

@CAST_UDL | #CASTPL

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Sample Goals for Rounds

How are classrooms designed to promote access in literacy?
What evidence do you see that classes are designed to include multiple means of engagement, representation, and action and expression?
How are learners at our school supported to self-assess their work?
In what ways are executive function demands scaffolded at our school?
In what ways do the designs of our lessons encourage student engagement?

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Individual Goals

Determine a schoolwide goal that represents the next level of work:

Discuss potential instructional goals that emerge from the trends articulated and potential areas of growth and.

Each member personalizes a plan moving forward.

Be sure the work is focused on changing the design, not the students.

For example, “How are the classrooms designed to support…?”

@CAST_UDL | #CASTPL

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Individual Goals

School-wide Goal

Individual Goals

@CAST_UDL | #CASTPL

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Making a Plan

What support does the team need to meet their schoolwide and individual goals?

Resources?
Professional Learning?
PLC?
Coaching?

How can you leverage your district literacy plan?

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UDL Leadership Teams

Forming Your Teams

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If you want to go fast,�go alone;�if you want to go far,�go together.

-African Proverb

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The Goal of the UDL Leadership Team is to:

...successfully plan for and support the school community as they integrate the UDL framework into the school’s culture, environment, teaching and learning practices, professional learning opportunities, and their leadership and management processes.

@CAST_UDL

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Key Responsibilities of the UDL Leadership Team

Use the UDL-SIC to better understand school level UDL implementation.
Analyze school and classroom data to determine areas of need/growth.
Set short and long-term goals for UDL implementation.
Develop, spearhead and monitor the plan for UDL implementation.
Raise awareness about UDL implementation.
Use UDL in their practice.
Identify and use observation protocols to support implementation.
Align school-level decisions, plans and procedures with the UDL framework.

@CAST_UDL

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Expectations for UDL Leadership Teams

Meet regularly (at least monthly) as a team to share and monitor UDL implementation progress.
Make a two - three year commitment to participate in the school’s UDL Leadership Team.
Implement UDL in their work environment
Continue to learn more about UDL implementation
Champion and lead change ideas.

@CAST_UDL

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Selecting Your School Teams

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Identify A Multidisciplinary Team of

Administrators
General education teachers
Special education teachers
Support staff
Caregivers

Who:

Volunteer
Are willing to implement UDL in their work environments
Have beliefs and interests that align with UDL, equity, and inclusion.

@CAST_UDL

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Build Your Team

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Your School-Based Team

Name	Role	Contact Information	Rationale — Why is this person important to include on your team?

Be sure to include a rationale for why the person you’ve chosen is an important voice and stakeholder to include on your team.

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Making Teams

Common pitfalls when assembling a team.

Where do people stumble?

Leaders

“Voluntell” people/ handpick
Checking it off/compliance

School sites are told they have to do UDL training because they are in DA
UDL is seen as “too hard”
Fits and starts
Turnover in leadership
Feels like “one more thing”
UDL is treated like a checklist
Aligning with other initiatives

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Team Equity Pause

To ensure that your team represents diverse, engaged stakeholders within the school and community, reflect on the questions to the right.

Consider making adjustments to your team based on your discussion.

Reflect:

Are members enthusiastic and engaged in the school culture?
Are they champions of the UDL work?
Do we have representation from all departments? Who’s missing?
Do we have representation from families/staff representing disproportionately impacted student groups?
Are we offering team leadership and development opportunities equally?

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Breakout Room Discussion: Reflect

What is resonating?
Keep, stop, start

What is something you’d like to keep for next year?
What is something you’d like to stop?
What is something you’d like to try or start?

Record ideas in home base

@CAST_UDL | #CASTPL

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March 5, 2024

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Home Base

Agenda
Slides linked
Resources
Collaboration Space

bit.ly/FNLDC-Implementation-HB

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Check-in

What is your go-to form of self-care?

Routine
Mantra
Activity, etc.

“Caring for myself is not self-indulgence, it is self-preservation, and that is an act of political warfare.”

― audre lorde

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Today’s Goals

To celebrate UDL implementation wins (ongoing).
To distinguish technical versus adaptive changes.
To address barriers to implementation with the Problem of Practice protocol.

What are your goals & questions for today?

Home base

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UDL Champions: Time to brag!

Invitation to share…

Any wins?
Coaching meetings
Instructional Rounds
PLC Meetings
Co-designing/
collaboration
Language shifts

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Framing for Change

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Technical Versus Adaptive Change

Easy to identify

Quick and easy solutions

Often solved by experts

Solutions can be implemented quickly

Difficult to identify

Requires changes in values, beliefs, roles, relationships, and approaches to work

Often complex and involve many stakeholders

Changes how we do things

Adapted from Ronald A. Heifetz & Donald L. Laurie, “The Work of Leadership,” Harvard Business Review, January-February 1997; and Ronald A. Heifetz & Marty Linsky, Leadership on the Line, Harvard Business School Press, 2002

Technical

Adaptive

@CAST_UDL | #CASTPL

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Technical Change and Potential Barriers to Implementation

We require each department to develop multiple choice common assessments.
We have grading system that does not allow for mastery-oriented feedback or that has means embedded in standards.
We have a scripted curriculum and the district mandates that we do not adapt it at all to ensure “fidelity of implementation.”

@CAST_UDL | #CASTPL

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Adaptive Change and Potential Barriers

Some believe children must be compliant in order to learn.
Our general education teachers and special education teachers do not agree on what is the appropriate intervention for students with emotional disabilities.

@CAST_UDL | #CASTPL

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Adaptive vs. Technical Reflection 2

What are the challenges you are experiences in implementation?

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Problem of Practice Protocol

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Team Directions

Move to your first breakout room assigned to you.
Open the PoP Organizer that correlates to your breakout room number
Articulate a problem of practice under “Define the Problem”

Bring with you:

A copy of the UDL Guidelines
A problem of practice related to implementation you are grappling with.

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Everyone Move to the Next Graphic Organizer!

1→2

2→3

3→4

4→1

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Create a Vision

Read the Problem of Practice posted by the previous group
Create a group vision of what it would look like if this problem did not exist.
Stop after you write the vision.

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Example: Create a Vision

Problem:

During lunch, the cafeteria staff are often frustrated by the volume of students talking. Students appear dysregulated, and frequently end up in a disciplinary situation by the end of lunch.

Vision:

Our vision is for the students to be able to socialize with each other and have time to take a cognitive break. The cafeteria staff will be able to engage positively with the students and not have to focus on discipline.

@CAST_UDL | #CASTPL

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Everyone Move to the Next Graphic Organizer!

1→3

2→4

3→1

4→2

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Barrier Brainstorm

Move to the next graphic organizer.
Read the problem and the vision.
Brainstorm a list of possible barriers in the environment that may be impacting achieving the vision.

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Example: Barrier Brainstorm

Possible Barriers:

The acoustics of the space
Options for how to engage with peers
Unclear expectations of where to sit
Limited seating options
Lighting is poor
Walls and tables are bare and cold
Large seating groups that make socializing difficult

@CAST_UDL | #CASTPL

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Example: Barrier Brainstorm

Engagement:

The acoustics
Options for how to engage with peers
Limited seating options
Walls and tables are bare and cold
Large group seating

Action and Expression:

Unclear expectations about where to sit
Only one way to socialize

Representation:

The acoustics
The lighting is poor
Large group seating
Rules are only stated in an assembly without reminders

@CAST_UDL | #CASTPL

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Everyone Move to the Next Graphic Organizer!

1→4

2→5

3→1

4→2

5→3

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Design Options

Move to the next graphic organizer.
Read the problem, the vision, and the possible barriers.
Using the UDL Guidelines, brainstorm possible solutions.

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Example: Design Options

Options:

Hang art canvas on the wall with student art to soften the sound
Use covers to soften the lighting
Provide assigned weekly seats in small groups to reduce anxiety
Place conversation starters on the tables to increase social interaction
Students can select seats in order(ex. First choice, second choice, ect) using a google form
Walls have conversation pieces on them to share culture of the community.

@CAST_UDL | #CASTPL

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Everyone Move to the Next Graphic Organizer!

1→2

2→3

3→4

4→1

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Gallery Walk

Move to the next breakout room.
Read the problem, the vision, the possible barriers and the options.
Leave a comment, an idea for an option or a possible barrier.

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Finally, Review and Discuss

Return to your group’s initial organizer.
Review the barriers, and options.
Select one person to report out.

What do you notice on your original organizer?
What questions are arising?
How did this process support problem solving?

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Adaptive Change

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Micro-Implementation: Adaptive Change is Supporting New Ways of Thinking:

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Micro-implementation is an ongoing process of supporting large scale implementation of change by cultivating the underlying mindset through intentional daily interactions.

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Four levers to consider

Modeling behavior - “Fake it ‘til you make it” - Practice/Language

Identifying alignment - Build on what people already know and do - Practice

Collaborative visioning - Develop a vision and set goals based a shared set of beliefs - Belief

Creating cognitive dissonance - Share information that encourage people to see things in a new way - Framing

@CAST_UDL | #CASTPL

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Behavioral - “Fake it ‘til you make it.”

Use guideline language in your observation debriefs
Reframe problems to place the barrier in the design
Use UDL in hallway problem solving conversations
Use UDL terms in parent communications

@CAST_UDL | #CASTPL

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Building on what you know

Structure PLCs that are already existing around looking for barriers.
Use regular consultations to discuss barriers and options in the UDL Guidelines

@CAST_UDL | #CASTPL

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Collaborative Visioning and Goal Setting

Constantly communicate your Why for UDL
Lead a team through a collaborative visioning process creating a vision of a learner with expert learner practices.

@CAST_UDL | #CASTPL

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Creating Cognitive Dissonance

User-Centered Design Activities

Shadowing students
Student feedback
Journey Mapping

Data

@CAST_UDL | #CASTPL

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Adaptive Change Reflection 1

How are you already infusing UDL into your leadership activities?
Where might you infuse UDL next?
What change lever might you use?

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Technical Change

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Opportunities

Systems and structures to support UDL Implementation

Grading Systems
Intervention periods
Inclusion structures
PLC time

@CAST_UDL | #CASTPL

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Technical Change Reflection Questions

How is your grading system aligned to UDL?
How do you infuse UDL in how you communicate with families?
Does your PLC time allow for UDL teams to collaborate?
What other technical changes do you need to make to support UDL?

@CAST_UDL | #CASTPL

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Technical Change Reflection 1

What structures and systems are already aligned with UDL?
Where might you make a technical change next?

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Modeling in Meetings and Communications

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Opportunities

Staff meeting
Family night
PL Opportunities
Communication to families
School Wide Assemblies
PLCs

@CAST_UDL | #CASTPL

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UDL Design Process Steps

@CAST_UDL | #CASTPL

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UDL: Predictable Variability

How staff will engage?

How staff will perceive?

How staff will act on their understanding?

@CAST_UDL | #CASTPL

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UDL: Designing to Minimize Barriers

How learners will engage?

Choice of groups
Choice of content
Choices of protocols for collaboration

How learners will perceive?

Video Options
Text Options
Audio Options
Self-Exploration Options

How learners will act on their understanding?

Action planning for choice in application
Consultancy Protocols
Independent or Collaborative Options

@CAST_UDL | #CASTPL

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Make a Decision and Commitment

Professional learning communities
Instructional Facilitator Meetings
Staff Meeting
Professional development that you lead
Student support team meetings
IEP meetings
School Leadership Meetings
District Leadership Meetings
Coaching conversations
Evaluation conversations
Curriculum planning meetings

@CAST_UDL | #CASTPL

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Share Out

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February 6, 2024

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Home Base

Agenda
Slides linked
Resources
Collaboration Space

bit.ly/FNLDC-Implementation-HB

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Quote Check-In

“No significant learning occurs without a significant relationship.”

Dr. James P. Comer

Share your reaction to this quote.
How does it relate to the work we are doing in the FNLDC?
How does that make you feel?

@CAST_UDL | #CASTPL

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Today’s Goals

To celebrate UDL implementation wins (ongoing).
To reflect on our role as UDL coaches/instructional leaders.
To practice UDL coaching.

What are your goals & questions for today?

Home base

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UDL Champions: Time to brag!

Invitation to share…

Any wins?
Instructional Rounds
PLC Meetings
Co-designing/
collaboration
Language shifts

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Coaching UDL Designers

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Teachers need to be expert learners themselves, continuously growing and changing. They need to �be able to model and mentor the process of learning, with all its hills and valleys, exposing their own learning and making it explicit both in action and in personal reflection.

Anne Meyer, David Rose, and David Gordon

Universal Design for Learning: Theory & Practice

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Expert Learners

Becoming expert learners about our practice, our policies, procedures and the whole system in which we work.

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Designer Mindset

Embrace a spirit of play to imagine possibilities

Share Your Goals make your learning explicit and intentional

Seek Feedback ask colleagues and your learners how these strategies or thinking impacts them

Identify your default tendencies and investigate tried and true practices

Commit to an iterative process of plan, try and reflect.

@CAST_UDL | #CASTPL

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Coaching UDL

Supporting teachers to become expert learners about their practice.
Making design thinking visible so teachers can identify barriers, embrace learner variability and design for expert learning in their students.
Developing a habit of mind in teachers for using UDL as a lens for seeing problems of practice.

�

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Thinking Like a UDL Coach

“What barriers might exist in the curriculum (methods, materials, assessments, and environment)?
“What learner variability is this teacher anticipating and designing for?”
“How does this lesson build expert learning?”

@CAST_UDL | #CASTPL

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5 Possible Conversational Moves

Ask clarifying and probing questions.
Pause and look for the barrier.
Share a different perspective. “I’ve been wrestling with the idea of multiple pathways for learners to show what they know”
Investigate when a learner has been successful.
Reframe directly. “From a UDL perspective…” to

@CAST_UDL | #CASTPL

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Making Suggestions

Maybe you offer the audio version of the book, too.

Graphic organizers might support students’ planning.

Movement breaks help sustain engagement.

Building Reflective Practice

What is the goal?

How might you support all learners to be able to access the content?

How might you support executive functions in this lesson?

What could you design to help learners self-regulate when needed?

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Instructional Planning Conversations

Which Guidelines do you focus on most during instructional planning conversations?

Which Guidelines do you focus on least during instructional planning conversations?

Any thoughts about why?

@CAST_UDL | #CASTPL

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UDL Coaching Challenge

Pick one of the following scenarios:

Transfer of Skills
Learning Goal
Success Criteria
Independent Reading

Use UDL as a lens to unpack what might be happening.

Role Play how you would think about the situation and respond as a coach.

@CAST_UDL | #CASTPL

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Transfer of Skills

“My students are very enthusiastic about writing. After I teach a mini lesson, they return to their seats and write for the twenty minute time period. But in their writing, I am not seeing them apply the new strategies modeled in the mini lesson. “

@CAST_UDL | #CASTPL

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Learning Goal

“I understand that I need to follow the standards, but it always seems out of reach of my students.”

@CAST_UDL | #CASTPL

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Success Criteria

“Developing success criteria for projects has helped me when I assess student work. I know that sharing these success criteria with students is important, too, but they continue to turn in final work that does not meet the criteria.”

@CAST_UDL | #CASTPL

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Independent Reading

“Students love it when I read aloud in class, however most of my students are not reading independently very often. Whether it’s a science article, a novel of their choice, or the instructions on a math worksheet, I notice that students are not reading much on their own.”

@CAST_UDL | #CASTPL

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Coaching Reflection

What did you learn about UDL Coaching in that activity?

What did you learn about yourself as a UDL Coach?

What do you want to keep in mind moving forward?

Home base

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January 16, 2024

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Home Base

Agenda
Slides linked
Resources
Collaboration Space

bit.ly/FNLDC-Implementation-HB

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Check-in: Service Gratitude

“I slept and I dreamed that life is all joy. I woke and I saw that life is all service. I served and I saw that service is joy!” ~ Rabindranath Tagore

Who is someone (alive or deceased) that you would like to appreciate for their service?

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Today’s Goals

To celebrate UDL implementation wins (ongoing).
To articulate school-wide and personal goals from IR.
To practice converting IR goals into a PDSA cycle.

What are your goals & questions for today?

Home base

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UDL Implementation Wins

Invitation to share…

What’s going well?
Instructional Rounds
PLC Meetings
Co-designing
Language shifts

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Reminder: Instructional Rounds Debrief Process

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Evidence Categorized by Guidelines

@CAST_UDL | #CASTPL

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Data Analysis

Write a statement for each guideline. Describe the instructional trends /themes across the classrooms.

Examples:

Content is represented mainly through written materials.
In Sustaining Effort and Persistence, we are finding that we are articulating the learning goal, but students are not setting their own goals.

@CAST_UDL | #CASTPL

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Making Predictions

Identify what learners would be able to do based upon the instructional design trends.

Based on the evidence we saw, what will our learners know and be able to do?
What expert learner practices do we predict our learners will develop?
What would we predict would be areas of strength and areas of growth for our graduates?

@CAST_UDL | #CASTPL

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Goal-Setting

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Questions to Guide Goal Setting

What is the next level of growth?
What changes to the current design will support that next level of growth?
As a team, decide a change to set as your goal.

@CAST_UDL | #CASTPL

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Schoolwide Goal-Setting

Define a schoolwide goal that represents the next level of work.

Discuss potential instructional goals that emerge from the trends articulated and potential areas of growth.

Be sure the work is focused on changing the design, not the students.

For example, “How are the classrooms designed to support…?”

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Structure: Schoolwide Goal

By [___________] classrooms will be designed to [____________________].

We will see evidence of this happening through [_____] and [______].

@CAST_UDL | #CASTPL

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Example: Schoolwide Goal

By the end of this quarter, classrooms will be designed to increase student agency by co-designing personalized goals that demonstrate student recognition of their strengths and weaknesses as learners.

We will see evidence of this happening through instructional rounds and empathy interviews.

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Personalized Goal-Setting

Be sure the work is focused on changing the design, not the students.

For example, “How are the classrooms designed to support…?”

Each team member will set a personal goal that represents the next level of work they want to focus on towards the schoolwide goal.

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Example: Personal Goal

By the end of the quarter, I will implement and iterate upon a system for all students to have the agency to set their own realistic goals, and a method for them to reflect on their progress.

I will assess progress towards this goal through weekly observation of student data, student feedback, and classroom observations.

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After Instructional Rounds:

Creating a Plan

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Goals:

The Schools Next Steps:

Schoolwide Goals
Schoolwide Plan
Schoolwide Action
Schoolwide Reflection

Participants Next Steps:

Personal Goal
Personal Plan
Personal Action
Personal Reflection

The team will determine a schoolwide goal.

Each team member will set a personal goal.

@CAST_UDL | #CASTPL

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Agreed Upon Goal

Once your team has agreed upon a goal for change, you will build a plan to progress towards your goal for change.

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Creating a Plan for Change

Using data to customize professional development and create change.

Create a Plan

What, when, who, and where will be involved

Do

Put the plan in place and take continuous data.

Study or Analyze the Data

Is the plan working?

Act

Decide what you will adopt, adapt or abandon

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Plan:

Key Questions

Answer the following:

What change are trying to make?
What do we predict will happen?
What does success look like?
Where do we see potential barriers?

Keep your idea small.

Think about making it a quick change that you can try and observe and build upon.

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Success Criteria

How do we know if the plan is getting the results that we predicted?

PERRI

Predictions: based on predictions (IR data)
Embedded in daily work
Rapid: instant or near-instant feedback
Reflection: your own honest reflections aimed at improvement, not accountability.
Informative: reveals how a change is working (and for whom)

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Example: Agreed Goal for Change

Plan:

Within the next quarter, classrooms will be intentionally designed to empower students with the agency to set and monitor realistic goals.

Success Criteria:

Progress towards this goal will be assessed through instructional rounds and student interviews, with a focus on the percentage of students demonstrating increased ownership of their learning.

@CAST_UDL | #CASTPL

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Idea Bank for Goals

Use the data to support a goal, or select a goal from the Idea Bank to practice designing a plan.

Increase access to materials
Student goal-setting and monitoring
Options for assessments
Student agency for self-regulation
Foster collaboration
Provide consistent and timely feedback

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Create Your Plan: Use the Homebase or make a copy

@CAST_UDL | #CASTPL

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Communication System

How will you keep track of…

Tasks to be completed
The person responsible
When it will be completed

Frequent opportunities for feedback
Regular adjustment and reflection
Identify how a change is working and for whom
Continuous monitoring and check ins
Easily Accessible to the Team

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Example System Communication:

List the tasks needed to complete	Person Responsible	When	Notes
Professional development	Principal	All School PD, Staff meetings, team meetings
Grade level observations	Grade level lead	Regular observations in classrooms
Staff meeting presentations	Early adopter team	One per staff meeting	Include multiple representations

@CAST_UDL | #CASTPL

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Idea Bank for Tasks

Accessibility training and accessibility audit
Share strategies during staff meetings on goal setting
Professional development on assessment
Book groups on self-regulation and mindfulness
Incorporate formative, peer, and self-assessment
Create common planning

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Do or Implement: Create a Communication Grid in the homebase or in your own copy.

@CAST_UDL | #CASTPL

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Study/Analyze the Data

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Analyze the Data

Use the data to decide if your change is working.

What will you do for your next step?

Adapt the plan and iterate on the design to get a better result
Adopt the plan as it is and decide what the next step should be for the change focus
Abandon the plan if it didn’t give the predicted results, and identify why that might have happened. Use that data to develop a new plan.

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Idea Bank for Data

Accessibility audit revealed that our math online textbook is not accessible to screen readers
Staff survey shows that 95% of staff tried something they learned at staff meeting
Instructional rounds noted that students goals were posted in 4 out of 6 rooms
Every classroom had tools available for self-regulation, 50% of students were observed using the tools independently
Teachers survey shows that 80% of teachers are offering 2 or more options for assessment

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Example Data Analysis:

Tasks	Data	Adapt, adopt, abandon	Notes
Professional development	100% of classrooms observed during instructional rounds implemented at least one tool from PD	Adopt PD that has multiple options for engagement	Staff had the option to attend sessions of their choice; all are focused on student goal setting
Grade level observations	3 out of 5 grades coordinated regular grade level observations around goal-setting	Adapt, identify what options the other grades may need	Adjust schedules for a common planning block
Staff meeting presentations	100% of early adopters had examples of goal setting to share	Adopt and invite full staff to share

@CAST_UDL | #CASTPL

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Act: Use the homebase, or your own copy

@CAST_UDL | #CASTPL

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Closing

I am most looking forward to _____________________.

I need support with _________________.

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December 12, 2024

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Home Base

Agenda
Slides linked
Resources
Collaboration Space

bit.ly/FNLDC-Implementation-HB

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Check-in

If you could hire any fictional character as a coach, who would it be and why?

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Today’s Goals

To celebrate UDL implementation wins (ongoing).
To identify an entry point for UDL implementation.
To align other initiatives to this work.

What are your goals & questions for today?

Home base

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UDL Implementation Wins

What’s going well?
Instructional Rounds

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Initiative Alignment

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Doorways to UDL

Special Education - Support inclusion

MTSS - Support all tiers of instruction

Systems of Support (DA, CSI, CIM)

Superintendent - Shared research based framework

COE - Response to specific need

Curriculum - Common instructional design language

Teacher - Framework for lesson and unit design

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Discuss in Breakout Rooms:

What doorway is UDL entering through in the counties/districts/schools you serve?
How does this impact how it is used and perceived?
How can you proactively plan for multiple doorways?

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Integrated Improvement

How might you use UDL to increase both access and agency in literacy across all of your initiatives?

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Access and Agency in Literacy:

UDL as a lens for all initiatives

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UDL is Just One More Thing

Peanut Butter and Jelly

UDL = PB
Other initiatives - Jelly

Peanut Butter’NJelly

@CAST_UDL | #CASTPL

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Aligning UDL to Other Initiatives

�Source:

Jeff Diedrich, Michigan Alt Shift Project

“…Universal Design for Learning lends itself as a very good overarching framework….”

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Imaginary Architect

“Our architectural firm is focusing on other initiatives this year - large glass panels and solar energy. We just can’t add a focus on accessibility right now.”

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Imaginary Architect

“Every year, our firm focuses on specific aspects of building design, but it doesn’t change our standing commitment to accessibility. Every person should be able to enter every building.”

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We like UDL, but our curricular focus is on developing interdisciplinary units this year. Students are really starting to see the connections between content areas. We’ll save UDL for another year.

-middle school team of educators

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Our curricular focus is on competency based education this year. We quickly realized that CBE doesn’t melt barriers in our instructional designs. And we can’t get real measures of student learning if assessments are not accessible. We need UDL, too.

-high school team of educators

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Breakout Group Discussions

How might you use UDL to increase both access and agency in literacy across all of your initiatives?

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Goals and Vision: How might UDL support your School-Based goals

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The purpose of a team is not goal attainment but goal alignment.

~ Tom DeMarco, Systems Engineer and Consultant

Contributing Author: Adrenaline Junkies and Template Zombies: Understanding Patterns of Project Behavior

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Links to Tools for the UDL School�Implementation and Certification Criteria

Readiness Indicators

Guide

Goal Setting & Planning Tool

Self-Assessment

@CAST_UDL | #CASTPL

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Why Align

Aligning initiatives is part of the vision and it helps school leadership teams create coherence and support effective, efficient and sustainable UDL implementation towards common goals.

@CAST_UDL

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Outcomes of misalignment, incoherence

Abandonment Frustration Disillusionment

Cynicism

@CAST_UDL

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Managing complex change

Knoster Model for Managing Complex Change

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How to Align

Start with the end in mind: Integrating initiatives and practices across the school should be outcome-driven.

@CAST_UDL | #CASTPL

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Alignment Chart

Problems of Practice	This is where your reality is not meeting the vision.
Goal	Based on your pain point you could have multiple goals.
Initiative	UDL	Initiative Two	Initiative Three
UDL Lens	How Does UDL ENHANCE this initiative? There could be multiple answers here.
How it supports your Goal	Here you would work with the team to make the CREDIBLE case for how this supports the goal

@CAST_UDL | #CASTPL

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Initiative Alignment Activity

Problem of Practice	25% of our students with disabilities are in sub separate classrooms, including many students in a behavioral program.
Goal	To reduce our sub separate rate to 22% within one year.
Initiative	UDL	Culturally Responsive Teaching	Reimagining the IEP process
UDL Lens	Builds Expert Learning.	Provide multiple means of representation for understanding expectations.	Uses UDL to look for barriers to all constituents in the IEP process.
How it supports your Goal	Prepares the general education classroom to design for students with disabilities	Prepares the general education classroom to investigate bias and potentially reduce antecedent to behavioral problems.	Takes a look at how the IEP is written and examines if all options are exhausted before sub separate placement.

@CAST_UDL | #CASTPL

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Initiative Alignment Example

Problem of Practice	35% of students are not meeting the learning goals.
Goal	To ensure tasks in the classroom are aligned to the learning goals.
Initiative	UDL	Instructional Rounds	SEL Strategies
UDL Lens	Builds access and heightens goals	Multiple ways to perceive instruction	How do we use UDL to grant all access to SEL
How it supports your Goal	Empowers teachers to design options towards the same goal, empowers teachers to highlight goals, allows students to set their own goals.	Gives educators feedback on aligning tasks to goals.	Helps students deal with emotions so that they can focus on the learning goal.

@CAST_UDL | #CASTPL

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Initiative Alignment Example

Problem of Practice	28% of 6th graders are meeting or exceeding ELA standards.
Goal	To remove unnecessary barriers to accessing curriculum and assessment.
Initiative	UDL	Redesigning IEP process	SEL Strategies
UDL Lens	Builds access and align assessments to goals	Uses UDL to look for barriers in the environment during the IEP process.	Uses UDL to develop learner agency and identity as readers/writers.
How it supports your Goal	Empowers teachers to clarify goals and success criteria, empowers teachers to design options towards the same goal, students develop agency	Takes a look at how the IEP is written and examines if unnecessary barriers in assessment of literacy skills.	Helps students regulate their emotions for challenging learning–not for overcoming barriers.

@CAST_UDL | #CASTPL

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Choose the Right Way to Align

Initiative Alignment Tool with problems of practice

School Improvement Plan Alignment

Solo or in groups:

Try out the chart and try to align to a school wide goal or a problem of practice
Talk about how to use this type of alignment in your work.

@CAST_UDL | #CASTPL

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Debrief

Come off mute or share in the home base document:

How, if at all, does this activity change your thinking?
What is you next step?
What support do you need?

@CAST_UDL | #CASTPL

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November 14, 2024

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Home Base

Agenda
Slides linked
Resources
Collaboration Space

bit.ly/FNLDC-Implementation-HB

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Affective Check-In:

Pick an Infinity Stone - Where are you focusing today?

Reality
Soul
Mind
Time
Space
Power

Feel free to unmute and/or respond in the chat!

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UDL Implementation Wins

@CAST_UDL | #CASTPL

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Today’s Goals

To use the UDL SIC to address a problem of practice across systems
To envision how you might use the UDL SIC in your work

What are your goals & questions for today?

Home base

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“Students with disabilities are underperforming on open response questions on math assessments in Ms. Jones’ classroom.”Classroom example

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Problem of Practice Protocol - In the Classroom

Across the System

Identify Barriers
Use the UDL - SIC
Design supports

Identify a Problem of Practice
Communicate a Vision

In the Classroom

Identify Barriers
Use the UDL Guidelines
Design options

Try out the plan
Monitor data and iterate

@CAST_UDL | #CASTPL

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Vision

Students with disabilities are underperforming on open response questions on math assessments in Ms. Jones’ classroom.

Communicate the Vision

If this POP was fully addressed, what would it look like?
What would learners be doing and saying?
What would educators be doing and saying?

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UDL Guidelines 4

Anticipate Barriers

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Areas to Consider when Anticipating Barriers 2

Protocols

Routines

Expectations

Physical Space

Readings / Texts

Videos

Audio

Manipulatives

Digital Tools

Online Platforms

Lecture

Discussion

Reading

Investigations

Inquiry

Online Platforms

Written

Oral

Reading

Visual

Online / Digital

Materials

Methods

Assessment

Environment

@CAST_UDL | #CASTPL

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Possible Barriers

Text of an open response question is only available on paper

Representation

Language and syntax of open response questions is dense and hard to decipher

Representation

Handwriting

is the only

way to answer

Action & Expression

Missing structure

to organize important and extraneous information

Action & Expression

@CAST_UDL | #CASTPL

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The Result of Barriers

Only Paper

Some learners may not be able to see the question
Some learners may not be able to decode

Language / Syntax

Some learners may not be able to understand what the question is asking

Handwriting

Some learners may not be able to write the answers or add sufficient detail to justify their answers

Missing Structure

Some students may not be able to organize and keep track of what they know and what they are trying to figure out.

@CAST_UDL | #CASTPL

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UDL Guidelines 5

Anticipate Barriers
Guidance for design

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Use UDL Guidelines to Identify Options

@CAST_UDL

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Design Options

Only Paper

Offer and teach text to speech options
Off audio version of problems

Language / Syntax

Teach a consistent routine for analyzing open response questions
Translations

Handwriting

Offer speech to text options
Offer typing as an option

Mising Structure

Provide an organizer that supports students to organize their approach to answering the question.

@CAST_UDL | #CASTPL

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Using a Problem of Practice Protocol with the SIC

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“Students with disabilities are underperforming on open response questions on math assessments in Ms. Jones’ classroom.”Classroom example

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Problem of Practice Protocol - Across the System1

Across the System

Identify Barriers
Use the UDL - SICC
Design supports

Identify a Problem of Practice
Communicate a Vision

In the Classroom

Identify Barriers
Use the UDL Guidelines
Design options

Try out the plan
Monitor data and iterate

@CAST_UDL | #CASTPL

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Universal Design Beyond the Classroom 2

Universal Design for Learning Guidelines

UDL School Implementation and Certification Criteria

Methods

Materials

Assessment

Environment

@CAST_UDL | #CASTPL

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How do we support this to happen in every classroom?

School Culture and Environment

Teaching and Learning

Leadership and Management

Professional Learning

@CAST_UDL | #CASTPL

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Teaching and Learning Barriers

Teaching and Learning

Missing consistent approach to problem solving across classrooms and grades
Goals for open response problems may not be clear
Development of reading, writing, and math skills may not be well coordinated

@CAST_UDL | #CASTPL

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School Culture and Environment Barriers

School Culture and Environment

School culture may not not fully communicate the value and possibility of variability.
School classroom cultures may not support identifying tools that work best for each individual.
Teacher culture may not support public practice, experimentation, and feedback

@CAST_UDL | #CASTPL

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Leadership and Management Barriers

Leadership and Management

Schedule may not allow for collaborative instructional study especially between general education and special education
Curriculum materials may not support multiple means of representation and action & expression
There may not be time for daily collaboration

@CAST_UDL | #CASTPL

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Professional Learning Barriers

Professional Learning

There may not be clear commonly understood models of inclusion
Not enough opportunity to see models of practice around clear goal / flexible means.
There may not be clear protocols for instructional collaboration and study

@CAST_UDL | #CASTPL

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Leadership and Management

Element 3: School leaders collaborate to design school processes, procedures and structures that anticipate learner variability and promote equity, inclusion and expert learning

In Practice:

Class schedules are altered to support PLCs and grade level teams meetings.

@CAST_UDL | #CASTPL

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Professional Learning

Element 4: UDL Professional learning integrates job-embedded support.

In Practice:

Schools use Learning Walks to observe colleagues implementing UDL practices and provide feedback on teacher-selected areas of focus.

@CAST_UDL | #CASTPL

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Problem of Practice Jar

In the homebase, record one or two typical problems of practice…

from your own setting OR
from the examples on slides 27-36

In your breakout groups:

Identify potential barriers in 1-2 Domains.
Use the SICC Interactive tool to design options to reduce those barriers.
Present to group

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Problem of Practice

“The science lab is under-utilized by teachers and students.”

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Problem of Practice

“Almost half of our students in Integrated II are failing math.”

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Problem of Practice

“Lack of consistent scaffolds to supports students who are 6+ reading levels behind.”

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Problem of Practice

“Teachers refer students for Special Education services before trying UDL Strategies with students.”

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Problem of Practice

“Classroom expectations change from teacher to teacher in middle school.”

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Problem of Practice

“Half of my class is in reading intervention.”

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Problem of Practice

“Socioeconomic disadvantaged students are underperforming on state testing.”

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Problem of Practice

“There is too much movement in circle time.”

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Problem of Practice

“Students don’t know math facts.”

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Problem of Practice

“Teachers are expected to use PBL, but are not effectively implementing projects.”

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Example: Potential Domain Barriers

Inconsistency with staffing
Substitutes
Child/teacher ratios
Time.
PLC time the grade level partner are impossible to coordinate.

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Debrief

Come off mute or share in the home base document:

How, if at all, does this activity change your thinking?
How did the different domains relate to each other?
What are common barriers?
How might you use this activity in your own setting?

@CAST_UDL | #CASTPL

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October 3, 2024

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Home Base

Agenda
Slides linked
Resources
Collaboration Space

bit.ly/FNLDC-Implementation-HB

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Affective Check-in: Feelings Wheel

Which three adjectives tell the story of your day so far?

Feel free to unmute and/or respond in the chat!

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Today’s Goals

Reflect on the impact of the Fall 2024 Kick-Off Event
(Re)view the UDL Implementation Process & SIC
Begin preparing for Fall visits/IR

What are your goals & questions for today?

Home base

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Beginning-of-the-Year Reflections

1. What are some key takeaways from the kick-off event (KeyNote Speakers + CAST Workshop)

and/or

2. What are you most looking forward to in year 3 of the FNLDC?

Link to: Home Base

@CAST_UDL | #CASTPL

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Re-engaging with the UDL Principles & Design Process

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To support your process...

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UDL Foundational Principles and Design Process

The barrier is in the design, not the learner.	Variability is the norm.�It is contextual. It can be planned for.	The goal of UDL is expert learning.
	UDL Design Process
Set Clear, Rigorous Goals	��Anticipate Variability	Design Options to�Minimize Barriers

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Learner Variability

Interest
Effort and Resilience
Emotional Well-Being
Perceive Content
Language
Background Knowledge
Physical Navigation Skills
Communication Skills
Executive Function Skills

@CAST_UDL | #CASTPL

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The ways we vary… or Learner Variability

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UDL Guidelines

@CAST_UDL | #CASTPL

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Supporting Variability in Implementation

Collaboration

Co-design with colleagues
PLCs and teams
Co-design with students

Protocols

Instructional Rounds
Looking at Student Work
Lesson Design Study
Journey Mapping

UDL Tools

UDL Guidelines
UDL Lesson Planning Protocol
UDL School Implementation Criteria

@CAST_UDL | #CASTPL

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What is the UDL-SIC?

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Universal Design Beyond the Classroom 2

Universal Design for Learning Guidelines

UDL School Implementation Criteria

Methods

Materials

Assessment

Environment

@CAST_UDL | #CASTPL

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What are the �UDL School Implementation Criteria?

#UDLrising

The UDL-SIC contains a set of criteria that:

Reflects the principles of Universal Design for Learning across a school
Defines UDL implementation at the school level to drive school improvement
Provides school teams with the structure to assess, plan, design, measure, monitor and demonstrate successful inclusive, equitable learning environments

The brief origin story… Two year plus journey. Coordinated by a very dedicated and persistent work team and many, many volunteers with UDL implementation chops from across the UDL community, The criteria was developed via an intentional design process with lots of ideation, planning and prototyping, feedback from focus groups and our advisory group and lots and lots of iteration.

At the foundation, it is a set of criteria - or elements, that define quality school implementation.

Its different from other frameworks or continuous improvement model in that it focuses directly on UDL principles and beliefs, with the goal of creating equitable and inclusive learning environments that support all students on their journey to become expert learners. And like UDL the framework has enough flexibility in the design of the criteria and indicators to make room for connecting UDL work with other frameworks like Multi-tiered Systems of Support (MTSS) or School improvement.

And because its a systemic, design based process, it provides teams with the structure needed to move through an improvement process - including strategies for looking at data, designing plans and tools to monitor and demonstrate success.

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Purpose of the UDL-SIC

#UDLrising

Provide a roadmap for comprehensive UDL implementation to support school improvement.
Provide shared understanding of how a UDL school functions to promote equity, inclusion, and expert learning.

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Every system is perfectly designed to get the results it gets.

W. Edwards Deming

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UDL-SIC Domains

School Culture and Environment

Teaching and Learning

Leadership and Management

Professional Learning

@CAST_UDL | #CASTPL

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Options for Exploration

Phases for UDL Implementation

Slide deck
SICC At-a-Glance (doc)
Webinar: Implementing UDL in Your School & District (1:00:00)�

UDL School Implementation Criteria

@CAST_UDL | #CASTPL

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Links to Tools for the UDL School�Implementation and Certification Criteria

Readiness Indicators

Guide

Goal Setting & Planning Tool

Self-Assessment

@CAST_UDL | #CASTPL

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School Culture

Inclusion and Equity
Supports Expert Learning
Community Communication
Space is designed for variability

Designed for Everyone

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Teaching and Learning

Design to remove barriers and address variability
Flexible and Clear Goals
Materials and Methods support variability and remove barriers
Flexible assessments to support variability and remove barriers

Choice Board to Demonstrate Understanding

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Leadership and Management

Support UDL Implementation
Collaborate to Design Systems
Collaborate to Design Processes and Procedures
Prioritize Resources and Materials

Collaboration

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Professional Learning

Goal-Driven
Flexible, supports variability, and removes barriers
Supports Expert Learning
Provides job-embedded support

Choice Board for Professional Learning

Example taken from TPT

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Cross-Cutting Concepts

Equitable, inclusive, and accessible - Design for equity, inclusion, and access for all.
Learner variability - Design for learner variability, including students, educators, and community - social, emotional, cognitive, perceptual, physical, sensory, and cultural strengths and needs.
Reducing barriers - Frame challenges as barriers in the environment.
Expert learning - Design to support the development of expert learning.
Data-driven, iterative processes - Learning design and implementation is an intentional, iterative process, using rich and varied data to inform subsequent design.

@CAST_UDL | #CASTPL

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SIC Challenge

UDL or Bust

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SICC Challenge Game Directions

Setup

Identify who will be player 1, 2, 3 and 4
Each person gets a deck of element cards linked in the homebase
Take a moment to review your cards.
Challenges will be presented on the slides.
Choose 1 player to start as the Decider for round 1.

Game Play

The Decider will read the challenge on the slide.
Each player chooses one element card in their deck that best responds to the challenge and proposes it as a solution to the challenge giving their argument.
The decider selects the element card that they think best solves the challenge.
The role of decider rotates, and a new round begins.

@CAST_UDL | #CASTPL

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UDL School Implementation and Certification Criteria

School Culture and Environment

Teaching and Learning

Leadership and Management

Professional Learning

@CAST_UDL | #CASTPL

School Culture and Environment Domain�create a culture and environment that values equity, inclusion, and expert learning for all. high expectations for all. consider variability to support inclusion and become expert learners.

Teaching and Learning Domain �anticipate learner variability ; expert learner; proactively and iteratively design curricular goals, assessments, methods, and materials to reduce barriers to learning. all interactions at the school are viewed as learning opportunities and designs them with UDL in mind.

Leadership and Management Domain

leaders actively support and monitor UDL implementation across school settings. model UDL practices and ensure that all learning environments school processes, procedures, and resources, are designed to anticipate learner variability by reducing barriers and promoting equity, inclusion, and expert learning for all.

Professional Learning Domain �personalized and job-embedded, professionals to be flexible, data-driven, and goal-directed, and to promote the development of educators’ expertise.

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UDL School Implementation Criteria

Teaching and Learning

Educators intentionally design learning experiences using evidence based, high leverage practices to address learner variability and reduce barriers.
Learning goals are clear, flexible, meaningful, and support high expectations for all.
Educators incorporate evidence based, high-leverage, flexible methods and materials that anticipate learner variability and reduce barriers.
Educators incorporate flexible assessments that are designed to support learner variability and reduce barriers to learning.

School Culture and Environment

The school community designs a culture that supports inclusion and equity.
The school community designs a culture that supports expert learning.
The school community communicates in ways that reflect a commitment to UDL.
The school community designs school spaces to support variability.

Professional Learning

UDL professional learning is goal driven.
UDL professional learning is flexible in addressing staff variability.
UDL professional learning supports expert learning.
UDL professional learning integrates job-embedded support.

Leadership and Management

School leaders actively lead, support and monitor UDL implementation across the school community.
School leaders collaborate to design a systematic UDL implementation process.
School leaders collaborate to design school processes, procedures and structures that anticipate learner variability and promote equity, inclusion and expert learning.
School leaders procure school and classroom resources that align with the UDL framework.

learningdesigned.org/udl-sicc-introduction

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Example Challenge: Graduation

Our unhoused student’s graduation rate is 75% as compared to an overall graduation rate of 87%.

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UDL School Implementation Criteria (Example)

Teaching and Learning

Educators intentionally design learning experiences using evidence based, high leverage practices to address learner variability and reduce barriers.
Learning goals are clear, flexible, meaningful, and support high expectations for all.
Educators incorporate evidence based, high-leverage, flexible methods and materials that anticipate learner variability and reduce barriers.
Educators incorporate flexible assessments that are designed to support learner variability and reduce barriers to learning.

School Culture and Environment

The school community designs a culture that supports inclusion and equity.
The school community designs a culture that supports expert learning.
The school community communicates in ways that reflect a commitment to UDL.
The school community designs school spaces to support variability.

Professional Learning

UDL professional learning is goal driven.
UDL professional learning is flexible in addressing staff variability.
UDL professional learning supports expert learning.
UDL professional learning integrates job-embedded support.

Leadership and Management

School leaders actively lead, support and monitor UDL implementation across the school community.
School leaders collaborate to design a systematic UDL implementation process.
School leaders collaborate to design school processes, procedures and structures that anticipate learner variability and promote equity, inclusion and expert learning.
School leaders procure school and classroom resources that align with the UDL framework.

learningdesigned.org/udl-sicc-introduction

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UDL School Implementation Criteria - Graduation Challenge

Teaching and Learning

Educators intentionally design learning experiences using evidence based, high leverage practices to address learner variability and reduce barriers.
Learning goals are clear, flexible, meaningful, and support high expectations for all.
Educators incorporate evidence based, high-leverage, flexible methods and materials that anticipate learner variability and reduce barriers.
Educators incorporate flexible assessments that are designed to support learner variability and reduce barriers to learning.

School Culture and Environment

The school community designs a culture that supports inclusion and equity.
The school community designs a culture that supports expert learning.
The school community communicates in ways that reflect a commitment to UDL.
The school community designs school spaces to support variability.

Professional Learning

UDL professional learning is goal driven.
UDL professional learning is flexible in addressing staff variability.
UDL professional learning supports expert learning.
UDL professional learning integrates job-embedded support.

Leadership and Management

School leaders actively lead, support and monitor UDL implementation across the school community.
School leaders collaborate to design a systematic UDL implementation process.
School leaders collaborate to design school processes, procedures and structures that anticipate learner variability and promote equity, inclusion and expert learning.
School leaders procure school and classroom resources that align with the UDL framework.

learningdesigned.org/udl-sicc-introduction

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UDL School Implementation Criteria - Graduation Challenge

Teaching and Learning

Educators intentionally design learning experiences using evidence based, high leverage practices to address learner variability and reduce barriers.
Learning goals are clear, flexible, meaningful, and support high expectations for all.
Educators incorporate evidence based, high-leverage, flexible methods and materials that anticipate learner variability and reduce barriers.
Educators incorporate flexible assessments that are designed to support learner variability and reduce barriers to learning.

School Culture and Environment

The school community designs a culture that supports inclusion and equity.
The school community designs a culture that supports expert learning.
The school community communicates in ways that reflect a commitment to UDL.
The school community designs school spaces to support variability.

Professional Learning

UDL professional learning is goal driven.
UDL professional learning is flexible in addressing staff variability.
UDL professional learning supports expert learning.
UDL professional learning integrates job-embedded support.

Leadership and Management

School leaders actively lead, support and monitor UDL implementation across the school community.
School leaders collaborate to design a systematic UDL implementation process.
School leaders collaborate to design school processes, procedures and structures that anticipate learner variability and promote equity, inclusion and expert learning.
School leaders procure school and classroom resources that align with the UDL framework.

learningdesigned.org/udl-sicc-introduction

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Challenge 1: Achievement Data

Our foster youth are 85 points below grade level in the ELA standardized test as compared to an overall rate of 12 points below grade level.

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UDL School Implementation Criteria

Teaching and Learning

Educators intentionally design learning experiences using evidence based, high leverage practices to address learner variability and reduce barriers.
Learning goals are clear, flexible, meaningful, and support high expectations for all.
Educators incorporate evidence based, high-leverage, flexible methods and materials that anticipate learner variability and reduce barriers.
Educators incorporate flexible assessments that are designed to support learner variability and reduce barriers to learning.

School Culture and Environment

The school community designs a culture that supports inclusion and equity.
The school community designs a culture that supports expert learning.
The school community communicates in ways that reflect a commitment to UDL.
The school community designs school spaces to support variability.

Professional Learning

UDL professional learning is goal driven.
UDL professional learning is flexible in addressing staff variability.
UDL professional learning supports expert learning.
UDL professional learning integrates job-embedded support.

Leadership and Management

School leaders actively lead, support and monitor UDL implementation across the school community.
School leaders collaborate to design a systematic UDL implementation process.
School leaders collaborate to design school processes, procedures and structures that anticipate learner variability and promote equity, inclusion and expert learning.
School leaders procure school and classroom resources that align with the UDL framework.

learningdesigned.org/udl-sicc-introduction

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Challenge 2: Referral Rates

American Indian students are referred to special education services at three times the rate of their white counterparts.

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Challenge 3: Teacher Confidence

80% of General Education teachers report that they do not feel confident supporting students with disabilities in their classrooms.

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UDL School Implementation Criteria

Teaching and Learning

Educators intentionally design learning experiences using evidence based, high leverage practices to address learner variability and reduce barriers.
Learning goals are clear, flexible, meaningful, and support high expectations for all.
Educators incorporate evidence based, high-leverage, flexible methods and materials that anticipate learner variability and reduce barriers.
Educators incorporate flexible assessments that are designed to support learner variability and reduce barriers to learning.

School Culture and Environment

The school community designs a culture that supports inclusion and equity.
The school community designs a culture that supports expert learning.
The school community communicates in ways that reflect a commitment to UDL.
The school community designs school spaces to support variability.

Professional Learning

UDL professional learning is goal driven.
UDL professional learning is flexible in addressing staff variability.
UDL professional learning supports expert learning.
UDL professional learning integrates job-embedded support.

Leadership and Management

School leaders actively lead, support and monitor UDL implementation across the school community.
School leaders collaborate to design a systematic UDL implementation process.
School leaders collaborate to design school processes, procedures and structures that anticipate learner variability and promote equity, inclusion and expert learning.
School leaders procure school and classroom resources that align with the UDL framework.

learningdesigned.org/udl-sicc-introduction

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UDL School Implementation Criteria

Teaching and Learning

Educators intentionally design learning experiences using evidence based, high leverage practices to address learner variability and reduce barriers.
Learning goals are clear, flexible, meaningful, and support high expectations for all.
Educators incorporate evidence based, high-leverage, flexible methods and materials that anticipate learner variability and reduce barriers.
Educators incorporate flexible assessments that are designed to support learner variability and reduce barriers to learning.

School Culture and Environment

The school community designs a culture that supports inclusion and equity.
The school community designs a culture that supports expert learning.
The school community communicates in ways that reflect a commitment to UDL.
The school community designs school spaces to support variability.

Professional Learning

UDL professional learning is goal driven.
UDL professional learning is flexible in addressing staff variability.
UDL professional learning supports expert learning.
UDL professional learning integrates job-embedded support.

Leadership and Management

School leaders actively lead, support and monitor UDL implementation across the school community.
School leaders collaborate to design a systematic UDL implementation process.
School leaders collaborate to design school processes, procedures and structures that anticipate learner variability and promote equity, inclusion and expert learning.
School leaders procure school and classroom resources that align with the UDL framework.

learningdesigned.org/udl-sicc-introduction

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UDL School Implementation Criteria

learningdesigned.org/udl-sicc-introduction

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Debrief

After your experience of this game….

What are your overall reflections on the SIC?
How can you imagine the SIC working in conjunction with your School Improvement efforts?
Does the SIC spark any new ideas about UDL sustainability?

Home base

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Fall 2024 Protocols

Introductions
Schools new to the grant
In-person visit from CAST

2. Instructional Rounds

Coordinated and facilitated by county coaches/school teams

3. Lesson Design Study

Schools have been participating in grant for 3 years
In-person support from CAST

@CAST_UDL | #CASTPL

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It’s going to be a great year!

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Using the SIC to Address Problems of Practice

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“Students with disabilities are underperforming on open response questions on math assessments in Ms. Jones’ classroom.”Classroom example

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Problem of Practice Protocol - In the Classroom

Across the System

Identify Barriers
Use the UDL - SIC
Design supports

Identify a Problem of Practice
Communicate a Vision

In the Classroom

Identify Barriers
Use the UDL Guidelines
Design options

Try out the plan
Monitor data and iterate

@CAST_UDL | #CASTPL

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Vision

Students with disabilities are underperforming on open response questions on math assessments in Ms. Jones’ classroom.

Communicate the Vision

If this POP was fully addressed, what would it look like?
What would learners be doing and saying?
What would educators be doing and saying?

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UDL Guidelines 4

Anticipate Barriers

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Areas to Consider when Anticipating Barriers 2

Protocols

Routines

Expectations

Physical Space

Readings / Texts

Videos

Audio

Manipulatives

Digital Tools

Online Platforms

Lecture

Discussion

Reading

Investigations

Inquiry

Online Platforms

Written

Oral

Reading

Visual

Online / Digital

Materials

Methods

Assessment

Environment

@CAST_UDL | #CASTPL

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Possible Barriers

Text of an open response question is only available on paper

Representation

Language and syntax of open response questions is dense and hard to decipher

Representation

Handwriting

is the only

way to answer

Action & Expression

No structure

to organize important and extraneous information

Action & Expression

@CAST_UDL | #CASTPL

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The Result of Barriers

Only Paper

Some learners may not be able to see the question
Some learners may not be able to decode

Language / Syntax

Some learners may not be able to understand what the question is asking

Handwriting

Some learners may not be able to write the answers or add sufficient detail to justify their answers

No Structure

Some students may not be able to organize and keep track of what they know and what they are trying to figure out.

@CAST_UDL | #CASTPL

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UDL Guidelines 5

Anticipate Barriers
Guidance for design

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Use UDL Guidelines to Identify Options

@CAST_UDL

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Design Options

Only Paper

Offer and teach text to speech options
Off audio version of problems

Language / Syntax

Teach a consistent routine for analyzing open response questions

Handwriting

Offer speech to text options
Offer typing as an option

No Structure

Provide an organizer that supports students to organize their approach to answering the question

@CAST_UDL | #CASTPL

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Using a Problem of Practice Protocol with the SIC

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“Students with disabilities are underperforming on open response questions on math assessments in Ms. Jones’ classroom.”Classroom example

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Problem of Practice Protocol - Across the System1

Across the System

Identify Barriers
Use the UDL - SICC
Design supports

Identify a Problem of Practice
Communicate a Vision

In the Classroom

Identify Barriers
Use the UDL Guidelines
Design options

Try out the plan
Monitor data and iterate

@CAST_UDL | #CASTPL

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Universal Design Beyond the Classroom 2

Universal Design for Learning Guidelines

UDL School Implementation and Certification Criteria

Methods

Materials

Assessment

Environment

@CAST_UDL | #CASTPL

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How do we support this to happen in every classroom?

School Culture and Environment

Teaching and Learning

Leadership and Management

Professional Learning

@CAST_UDL | #CASTPL

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Teaching and Learning Barriers

Teaching and Learning

No consistent approach to problem solving across classrooms and grades
Goals for open response problems are not clear
Development of reading, writing, and math skills are not well coordinated

@CAST_UDL | #CASTPL

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School Culture and Environment Barriers

School Culture and Environment

School classroom cultures don’t support identifying tools that work best for each individual.
School culture does not fully communicate the value and possibility of variability.
Teacher culture doesn’t support public practice, experimentation, and feedback

@CAST_UDL | #CASTPL

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Leadership and Management Barriers

Leadership and Management

Schedule doesn’t allow for collaborative instructional study especially between general education and special education
Curriculum materials don’t support multiple means of representation and action & expression
There is no time for daily collaboration between general education and special education teachers

@CAST_UDL | #CASTPL

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Professional Learning Barriers

Professional Learning

There are no clear commonly understood models of inclusion
Not enough opportunity to see models of practice around clear goal / flexible means.
There aren’t clear protocols for instructional collaboration and study

@CAST_UDL | #CASTPL

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Leadership and Management

Element 3: School leaders collaborate to design school processes, procedures and structures that anticipate learner variability and promote equity, inclusion and expert learning

@CAST_UDL | #CASTPL

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Professional Learning

Element 4: UDL Professional learning integrates job-embedded support.

@CAST_UDL | #CASTPL

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Problem of Practice Jar

On slips of paper write down one or two typical problems of practice.

In your expert groups:

Identify barriers in your Domain.
Use the SICC Interactive tool to design options to reduce those barriers.
Present to group

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Problem of Practice

“The science lab is under-utilized by teachers and students.”

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Problem of Practice

“Almost half of our students in Integrated II are failing math.”

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Problem of Practice

“Lack of consistent scaffolds to supports students who are 6+ reading levels behind.”

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Problem of Practice

“Teachers refer students for Special Education services before trying UDL Strategies with students.”

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Problem of Practice

“Classroom expectations change from teacher to teacher in middle school.”

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Problem of Practice

“Half of my class is in reading intervention.”

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Problem of Practice

“Socioeconomic disadvantaged students are underperforming on state testing.”

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Problem of Practice

“There is too much movement in circle time.”

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Problem of Practice

“Students don’t know math facts.”

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Problem of Practice

“Teachers are expected to use PBL, but are not effectively implementing projects.”

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Developing a Living Implementation Plan

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Inventory of Systems that are already supporting UDL Implementation

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UDL School Wide Implementation

A school wide effort to support use the UDL framework to increase access and agency in all spaces for all learners, young and adult.

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Bartholomew Consolidated School Corporation (BCSC)

Medium sized district in Indiana implementing UDL since 2003

12,000 students

18 schools

11 elementary
2 middle schools
3 high schools
1 residential school

“The UDL framework guides all decision making at BCSC.”

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In the beginning…

Exploration and need for change

Changing service delivery model for students with disabilities - inclusion
Looking for an instructional framework to support this shift
Found UDL and professional development to integrate UDL into instructional decision making processes
Piloted in six schools

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Then…

Preparation

Began to use UDL as the framework through which everything else was examined
UDL team at each school to support planning
UDL experts at the district supported teams
Measure district-wide understanding of UDL
Pockets of excellence

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Educator self-assessment tool built on the UDL Guidelines

Part time UDL consultant

Instructional consultation teams (ICTs) at each school developed to support changes in learning environment and instruction

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Finally

Scaling and Optimization

Full time UDL coordinator

Integrated with PBIS

Integrated UDL into teacher evaluation system

Ongoing professional learning options

Used expert learner characteristics to develop schoolwide learning outcomes

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BCSC Reflection

What systems would your school benefit from?

Review

BCSC Website

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School Culture and Environment

What systems do you need to change in School Culture and environment to support the Foundational concepts of UDL?

Discipline system

Does your discipline system follow a one size fits all model?
Do you account for variability of learners?

Communication with families

Does your communication systems account for variability of communication tools?
Does your communication systems account for variability of home language?

Inclusion

Who is included in your school wide activities and representations?

Spaces

How are your spaces inclusive?

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Discipline systems infused with UDL

How do you account for variability in your discipline system and encourage access and agency?

Essential Question: Do students who break community agreements deserve agency?

Restorative Justice

Students choose how to restore the situations
Everyone has an equal voice
Reflection required

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BRAINSTORM!

What are systems in School Culture and Environment that support UDL?

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Teaching and Learning

Grading system

How does your grading systems assess the learning goal vs. measuring compliance?

Lesson Planning

How does your common lesson plan infuse the ideas of UDL?

Goals

What is your school wide commitment to clear goals and student goal setting?

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Grading Systems

Essential Question: How much does your grading system assess compliance vs. achievement of learning goals.

Competency Based Grading

Measures specific learning goals
Not time bound
Multiple opportunities to achieve skill based competencies

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BRAINSTORM!

What are systems in Teaching and Learning that support UDL?

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Leadership and Management

How do we lead this change?

Implementation planning

How can UDL framework be used to address the most pressing needs of your school?

Data

How do we gather and analyze data to identify barriers in curriculum, instruction, and systems?

Resources

How do we ensure that we identify resources that support UDL implementation?

Leadership

How do we communicate expectations and prioritize UDL thinking?

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Data Review

Essential Question: How are we using data to identify barriers and support decision making for individuals and for schoolwide planning?

Data is a Hunt for Barriers

Gathering data across all domains - school culture, teaching and learning, leadership and management, professional learning
Analyze data to determine how we can support individuals who are struggling
Analyze data to understand what barriers might be getting in the way of success for all learners

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BRAINSTORM!

What are systems in Leadership and Management that support UDL?

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Professional Learning

What does everyone need to know about be able to do to support schoolwide implementation?

Individual professional growth

How can we use UDL to support the learning of each educator?

Job embedded PD to study instructional practice

How can we create opportunities to study current practice using the UDL framework? (instructional rounds, looking at student work?)

Coherent professional learning plan

How can our professional learning plan grow out of data based goals?

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Job Embedded Professional Learning

Essential question: How are we embedding UDL thinking in day to day learning and collaboration?

Professional Learning Communities

Has a clear protocol
Has a clear purpose
Has multiple ways to participate
Embeds looking for barriers in design of learning environments, lessons, and instruction
Supports the development of expert learning
Uses the UDL Guidelines regularly

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BRAINSTORM!

What are systems in Professional Learning that support UDL?

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Collaboration Time!

Choose a Domain and explore the opportunities at your school.

What systems get in the way of UDL?

How can I redesign them?

What is my first step?

School Culture and Environment

Teaching and Learning

Leadership and Management

Professional Learning

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Big Picture of UDL Implementation

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Implementation Phases

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Your Implementation Journey

Exploration: Finding Your Why
Preparation: Popping the Popcorn
Integration: UDL is a Team Sport
Scaling: Seeing UDL Everywhere
Optimization: Building Systems

@CAST_UDL | #CASTPL

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Exploration: Finding Your Why?

Leaders learn about UDL and decide whether UDL implementation will address the needs of the community.

@CAST_UDL | #CASTPL

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David Hobbs - “A New Lens of Inclusivity”

“A new lens of inclusivity”

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Jamie Parsons “MTSS” & Krista Stalzer “CBI”

“A new lens of inclusivity”

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What you might hear:

“This is challenging but worth it.”

“This too shall pass.”

“This is great! I already do this!”

“This takes so much time!”

What you might do:

communicate your “why” for UDL
communicate the commitment to UDL
align other initiatives to the framework

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Discussing your Why

Who do you want involved?
Why did you want to start?
What whys will be compelling?

@CAST_UDL | #CASTPL

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Preparation: Popping the Popcorn

Small teams throughout the school/district/state begin learning about UDL and experimenting with it in their own settings.

This team of early adopters will become the experts in your setting.

@CAST_UDL | #CASTPL

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Jacob Morrill - Collaboration and Excitement in Getting Started

“A new lens of inclusivity”

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What you might hear:

“I offered a lot of options and the kids hated it.”

“I did this for the visual learners…”

“The possibilities are endless.”

What you might do:

Be clear on the goals
model UDL in professional learning
reinforce UDL as a process for designing (goals, barriers, options)

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Your popcorn?

What small changes do you want to make?

Who might you want to involve?

What convinced you that UDL was a journey worth taking?

@CAST_UDL | #CASTPL

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Integration Phase: UDL is Team Sport

UDL team members begin to:

integrate UDL into instructional practice
engage in collaborative planning around intentional design
observe classroom practice to reflect and build understanding
design professional development and staff meetings with UDL

@CAST_UDL | #CASTPL

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Hampstead Central UDL Team Leaders

“A new lens of inclusivity”

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What you might hear:

“The goal really matters.”

“That was a real barrier for students.”

“That representation didn’t work for the students.”

What you might do:

focus on the goal
remind people to see barriers in design not learners
observe practice and determine the next level of work

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Reflection

How will you know when you are ready for Integrate?

What do you wonder?

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Scaling Phase: Seeing UDL Everywhere

District and school wide systems are reviewed and aligned with UDL:

professional learning
leadership & management
school culture
teaching & learning

Plan for training and mentoring more staff and educators

@CAST_UDL | #CASTPL

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Stephanie Syre-Hager - Active Leadership

“A new lens of inclusivity”

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What you might hear:

“That was a great option to help students maintain effort and persistence.”

“The context really matters.”

“If I design it this way…”

“How do we ensure this happens everywhere?”

What you might do:

revisit goals and purpose for UDL implementation
establish PLCs that use UDL to address problems of practice
co-design learning experiences with staff/students
build expert learning in staff/students
plan for and support broader scaling

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Optimization Phase: Building Systems

Proactive planning for the onboarding of new staff.
Collaboration with schools across the district.
Data-driven decision making to support the implementation of UDL and identification of barriers to learning.

@CAST_UDL | #CASTPL

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What you might hear:

“I see UDL everywhere!”

“All other initiatives/programs are designed with UDL in mind.”

“UDL for what…”

What you might do:

plan for how all new staff can learn about UDL
Engage parents and community in the process of designing accessible learning
Establish feedback loops to fuel redesign and iteration
Gather and analyze data to determine next level of work

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Work of each stage

Explore and Prepare

Determining Fit
Recruitment
Changing hearts and minds

Scale and Optimize

Institutional Change
Building and Changing Systems

Integrate

Professional Learning
Collaboration
Protocols
Context customization

@CAST_UDL | #CASTPL

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Managing complex change

Knoster Model for Managing Complex Change

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Reflection

What is resonating?

What do you wonder?