CELEBRATION
GETTING STARTED
• Based on the
implementation guidelines,
please go to the area of
the room where you feel
your classroom, building or
district is currently
functioning (has fidelity).
• Write down the steps you
have taken to “master”
this area.
Source URL:
http://www.udlcenter.org/implementation/planningtempla
tes/districtresources
STAGES OF IMPLEMENTATION
NEED FOR CHANGE-REASONS FOR CHOOSING UDL
EXPLORE-IS UDL RIGHT FOR YOU?
PREPARE-STEPS YOU TOOK BEFORE ADOPTING UDL
INTEGRATE-MATCHING WHAT YOU HAVE WITH UDL
SCALE-TAKING IT TO THE NEXT LEVEL
OPTIMIZE-FIDELITY
WHERE WILL YOU START THIS YEAR?
(16-17)
• Please go to the next poster- WHERE YOU
WILL START THIS YEAR
• On a posted note- write down questions
you have about this step?
• Please your posted next to the step where
you will focus next year.
ACTION PLANNING
Please pick up one of the action plans you would like to use for this session.
Copies of Action plans are at the front and back of room.
WHAT IS YOUR GOAL FOR YOUR NEXT
STEP AT THE CLASSROOM, BUILDING
OR DISTRICT LEVEL?
• Option for activity
• Padlethttps://padlet.com/vanfossanm/dr1w4y6072rk
• Posted notes
• Text to speech- memo on IPhone
• Open option for goal setting
Living and Learning
Together In One World
The Beginning of a
Wonderful
Educational Journey
for all Children
Christine Gray
Literacy Coach/UDL Facilitator
Revere Public Schools, Revere, MA
Megan Marie Van Fossan M.A., M.Ed.
Supervisor of Special Services
McGuffey School District, Claysville, Pennsylvania
Source URL:
http://www.udlcenter.org/implementation/planningt
emplates/districtresources
DISTRICT ACTION
PLANNING
Need for change
WHERE WE STARTED-THE NEED FOR CHANGE
MATHEMATICS
What you see in the next slide is the student mathematics performance data from the
Pennsylvania System of School Assessment
33% of 5th grade students were proficient in mathematics.
45% of 6th grade students were proficient in mathematics.
21% of 7th grade students were proficient in mathematics.
40% of 8th grade students were proficient in mathematics.
PENNSYLVANIA STATE ASSESSMENT
MATHEMATICS PERFORMANCE
WHERE WE STARTED-THE NEED FOR CHANGE
ENGLISH LANGUAGE ARTS
• What you see in this slide is the student English Language performance data
from the Pennsylvania System of School Assessment.
50% of 5th grade students were proficient in English Language Arts.
73% of 6th grade students were proficient in English Language Arts.
51% of 7th grade students were proficient in English Language Arts.
67% of 8th grade students were proficient in English Language Arts.
PENNSYLVANIA STATE ASSESSMENT
ENGLISH LANGUAGE ARTS
PERFORMANCE
DOES ALL REALLY MEAN ALL?
DISTRICT ACTION PLAN
• McGuffey School District was not meeting the needs of students.
• Students at McGuffey School District continued to have poor academic
outcomes based on a wide variety of student measures.
• Prior Interventions/Programs
•
•
•
•
Response to Instruction and Intervention
K-8 School Wide Positive Behavior Supports
Wilson Reading
Read Naturally
KEY
•Purple – •GreenNO
COST
COST
DISTRICT ACTION PLANNING
Explore
EXPLORE –NO COST
Exploration of Identified
contracts with strengths and
CAST
weaknesses
Lesson plan
review
Trained
special
education
staff on
Danielson/UDL
Crosswalk
Identified
tools which
currently
existed
Identified
and trained
small groups
of teachers
Firehose
sessions to
build
interest
District
“Teaser”
session
DISTRICT ACTION PLANNING
Prepare
PREPARE- NO COST
UDL overview for
administration
Develop Google
Classroom to expand
face to face sessions
Identify tools
Firehose sessions to
building interest
Set up Twitter
UDL at McGuffey
Trained pre-service
teachers at local
college- McGuffey
teachers attended
training for free
Contract negotiations
with CAST
Action planning with
district and building
administrators on UDL
implementation
Implemented Meeting
Wise Agendas for
special education
department meetings
Trained building level
administrators on
Meeting Wise Agendas
Wrote and received
$50,000 PA
Department of
Education Grant
Identified teachers as
UDL Leaders
DISTRICT ACTION PLANNING
Integrate
INTEGRATE- NO COST
Walk-throughs in
classrooms where UDL
was being
implemented
Individual meetings
with regular and
special education
teachers following
walk-throughs
Developed UDL
activities for
turnaround building
training
Deep Dive Training- all
administrators in District
Weekly training in
every building
UDL training for special
education staff at
monthly department
meetings
Provided research
articles/information to
all professional staff
district wide
Scaled up Bookshare
Lesson plan goal
setting
UDL book study for
administrators
Google Classroom for
administrators
Google Classroom for
new teachers
SCALE
Special education Trained on
staff training
Difference
Document
Differentiation VS
UDL
Deep Dive with
Consultation
building teams
Contract for
Trainings
District Wide Deep Building walkDive
through form
3 Days
Identified UDL
building teams
Google Classroom
for all district staff
District Wide
Training
Katie Novak
Core Administrative
Training
Katie Novak
•Getting Acquainted•Turn to your neighbor –
•Think about where you need to “go”
next. Share with your neighbor two
things you want to “try” starting in
the new school year.
TOGETHER WE CAN
Return to the poster which will be your focus for the new
school year. Read the ideas shared by others and write
on paper/take notes on phone/say into phone that you
will try. Write 2 things you are going to try.
TRAINING EXAMPLES
THAT STAFF IDENTIFIED AS HELPFUL
DO NOW
BE A UDL DETECTIVE: WHAT DO YOU NOTICE?
GO TO
HTTPS://ANSWERGARDEN.CH/SHARE/281423
REPRESENTATION
WHICH STUDENTS ARE READING?
(WHAT’S THE GOAL?)
DOES ALL MEAN ALL?
CRITICAL THINKING
• Go to your PSSA scores
• Look at the same cohort of students in the advanced area
• For example -6th Grade Advances in Math in 2013 to 7th Grade to 8th grade Math in
2015
• Are your numbers increasing?
• http://youtu.be/wdf4Im_3L_E
• How can we teach our teachers to think about the cognitive piece as they present
their lessons?
• Do our teacher think about the emotional part of learning or just cognitive?