Putting the YOU in UDL

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Putting the YOU in UDL

• Closing the Gap
• October 20, 2007
• Jennifer K. Bell, Ed.D., ATP
• www.clarkschools.net/strode
• www.texthelp.com

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Strode Station Elementary School

• Universal Design for Learning Project Background

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Strode Station Elementary
663 Students in Preschool 5th grade Includes
210 Students with Disabilities 44 Teachers, 26
Instr. Assistants Opened in 1993 Largest
Elementary School in Clark County School
District Designated Title 1 School Located 30
miles east of Lexington, KY 12 Largest district
in Kentucky
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Strode Station Elementary

• UDL Initiatives Prior to this School Wide
  Project
• School Wide Implementation of Read Write Gold
  Software (2001)
• CTEC Inter-District Grant for UDL and Inclusive
  Education (2003)
• School Wide Implementation of Access to Digital
  Text (2001) via scanning Kentucky Accessible
  Materials Consortium

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Strode Station Elementary
School Wide Implementation of High Stakes
Testing Online Pilot 2002 18 Students,
Grades 4 5 Year 1 2003 17 Students, Grades 4
5 Year 2 2004 24 Students, Grades 4 5 Year
3 2005 19 Students, Grades 4 5 Year 4
2006 20 Students, Grades 3, 4, 5 Year 5
2007 25 students, Grades 3, 4, 5
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Grant Submission Oct. 2004

• Funded Through the Kentucky State Improvement
  Grant (SIG)/Part B Funds, Kentucky Department of
  Education.
• Purpose Fund the Development of 3 Models of
  School Wide UDL Implementation

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Award Monies and In-Kind Support

• Amount Awarded 90,000 over 3 years/ 30,000
  per year for Professional Development, Hardware,
  Software and Incentives
• District In-Kind Support 10,000 per year for
  Three years (Clark Co. Department of Special
  Education)
• School In-Kind Support 7,000 (Made Possible
  by Donation from Clark County Music Alumni
  Association, July 2004)
• Strode Station PTO Support 3,700

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Grant Requirements

• Grant goals aligned with School Improvement Plan
• Inclusive initiative for all students
• Disseminate project results in year 3 district
  level, state and national conferences
• Formation of school-wide UDL Integration Team

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Formation of UDL Integration Team

• Team formation
• Regular and special educators with diverse
  teaching background experience
• District technology and collaborative leaders
• Parent
• Student
• Key Administrators

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Curricular Starting Points for UDL

• Reading open response questions and on demand
  prompts
• Writing with emphasis on open response and on
  demand writing
• Math, on demand writing and word problems

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Technology Tools to Support UDL

• Intellitools Classroom Suite Reference Site
• IntelliKeys Keyboards
• Kidspiration/Inspiration
• Interwrite School Pads
• Smart Board
• Projection Systems
• PC Tablet
• AlphaSmart
• Read Write Gold Test Maker

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Technology Tools to Support UDL

• Classroom Performance System
• Poster Maker
• Switch Software Toys
• Riverdeep
• United Streaming
• Laureate Learning Software
• Think Link Learning for PAS Assessment
• Online Assessment

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Strode Station Integrates UDL ReadWrite 8.1
Gold

• Multiple means of presenting material
• Multiple means of interacting with material
• Multiple means of demonstrating what students
  know

• Flexible Individual
• Accessible
• Multi-Media
• Differentiated Instr.
• Digital Assessment
• Research Tools
• Study Skills
• Concept Maps
• HTML, PDF Word

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Year Two Teacher Survey Results

• The majority of respondents indicated that their
  lesson planning has changed to include UDL
  concepts. This allows them to plan for differing
  learning styles within their classrooms.
• 89.2 of teachers indicated that incorporating
  UDL into lesson plan preparation has improved
  their ability to plan for differing learning
  styles in their classrooms.
• 94.6 of teachers found the PD activities helpful
  in planning and implementing in the classroom.
• 94.6 of teachers indicated that using technology
  as an assessment tool throughout the year has
  increased student performance.

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Year Two Teacher Survey Results

• 94.6 of teachers indicated that they believe
  that the gap between students with disabilities
  and those without has decreased
• 97.3 of responding teachers feel that the
  implementation of UDL has improved student
  performance
• 91.9 felt that implementation of UDL has
  increased inclusion into the regular classroom
• Respondents indicated that they have seen
  improvements in reading, writing and math with
  the integration of UDL concepts and technology
  tools such as Intellitools Classroom Suite, Read
  Write Gold, Inspiration and Kidspiration.

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Results from Student Survey

• 96.8 of responding students indicated that they
  used computers more this year than last year.
• 92.1 of students indicated that their teachers
  gave them choices on how to show teachers what
  they know.
• 96.8 report taking tests on the computers this
  year.
• 98.4 report their teachers using computers to
  teach.
• 88.9 report their teachers give them choices on
  how they can complete their work.

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Student Comments from Survey

• It is fun and I learned a lot from technology.
• I like research because we can do a animal or a
  people.
• I love this year because computers teach so
  much.
• The next year I would like to take test on the
  computer and play more often like about 40
  minets.
• Do more writing. More power points and more of
  evrything eccept math. It's not my best subject.

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Year Three Outcomes Students

• Positive Attitudes/Motivation towards learning
  Core Content.
• Student ownership in making choices to address
  and meet their learning styles (needs).
• Implementation of a variety of assessment styles.
  Students have different ways to express and
  demonstrate what they have learned.
• Increased self-esteem.
• Increased willingness to participate in learning
  activities.
• Increased knowledge and skills in technology..and

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Year Three Outcomes Students

• High Stakes Test Scores
• 2005 Academic Index 71.3
• 2006 Academic Index 81.5
• 2007 Academic Index 90.7

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Year Three Outcomes Student Test Scores

• 2005 2006 2007
• Reading 76.2 83.3 92.9
• Math 66.4 86.2 81.67
• Science 81.4 88.9 97.5
• Social St. 71.4 83.2 93.52
• Writing 59.8 67.9 88.18
• Arts Hum. 59.8 61.2 89.3
• Prac.Liv/Voc 84.9 88.5 100.4

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Year Three Outcomes-Student Test Scores
Disaggregating Data

• Students with
• No Disability 2005 76.0
• No Disability 2006 82.4
• Students with
• Disability 2005 42.4
• Disability 2006 76.1
• Disability (Accom.) 2005 41.8
• Disability (Accom.) 2006 74.9

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Online Testing Open Response

• Special Needs 2006 Results
• 4th Grade Index 1.94
• 5th Grade Index 2.2
• Overall School Average 1.98

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Year Three Outcomes Teachers are

• Providing different ways to address students
  needs in learning styles and assessments (ie.
  Spelling test in 1st grade is completed with
  letter tiles, computer, paper-pencil and orally).
• Implementing UDL principles daily to the point
  they have become second nature.
• Integrating UDL principles throughout the day.
• Collaborating more with other colleagues and
  students.
• More willing to participate in a variety of
  activities.

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Year Three Outcomes Teachers are

• Demonstrating pride in their accomplishments.
• Increasing their knowledge/skills in technology.
• Sharing with other school personnel who visit and
  observe.
• Thinking outside of the box by teaching and
  learning in new and innovative ways.
• Recognized in a variety of forums for their hard
  work.
• Sharing lesson plans posted online and
  collaborating more.
• Meeting needs of all students in innovative ways
  on a daily basis.

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What You will See in UDL Classroom

• Math Investigations Researched based math
  curriculum
• Literacy First Researched based
• ReadWrite Gold, Access to Digital Text
• Intellitools Classroom Suite, multimedia learning
  activities
• Student Buddies
• Visual Aids
• Graphic Organizers made with Kidspiration
• Highlighters, underlining, circling
• Content taught in different ways to different
  types of learners (I.e. Amanda-Ashley Thinking
  Outside the Box)

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Lessons Learned

• Implement in stages, not school wide. Bring in
  staff in small steps.
• Use an application process for selection of pilot
  team and teachers who want to participate in the
  beginning of implementation. (Team Selection)
• Monitor team members and have requirements they
  must meet in a specified time frame.
• Ensure each team member is adequately equipped
  and motivated to work.
• Publicize monthly reports from team leaders/
  grade level.

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Lessons Learned

• Implement mastery learning steps before moving to
  new content.
• Avoid having teachers check out equipment in
  order to implement technology in the classroom.
  This is a barrier to implementation.
• Recognize that sometimes teachers are only one
  click away from being successful. Have staff
  readily available to answer questions that arise
  daily.
• Project Directors need authority in the building
  for success, problems, or changes that need to be
  made throughout the implementation of the
  project.
• Establish guidelines that teachers need to
  follow.
• Implement accountability plans throughout.
• Technology is one method to help implement UDL
  principles. There are other ways to implement
  these principles to be successful. Focus on high
  and low tech ways to achieve UDL.

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Unintended Outcomes

• Math Investigation users and trainers are coming
  to observe math lesson, but are also seeing UDL
  principles being implemented to help with the
  success of the program.
• Teachers are more willing to allow others to come
  and observe lessons.
• Board of Education members and other district
  staff are becoming motivated to implement UDL
  principles countywide.
• Wide range of skills between staff members can be
  a barrier in teachers learning about technology
  and using it in their classroom.

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Grant Activities Year Four

• 5 Intelligent Classrooms Installed
• Projectors and Digital Document Cameras for
  Every Classroom
• Teachers grouped in smaller UDL teams with
  training/homework assignments two times per month
• Mentoring new schools

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Areas for Growth

• Increased parental involvement in UDL trainings
• Increased teacher awareness of new resources for
  digital text
• Increased documentation of teacher technology use
• Increased involvement of support staff

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Areas for Growth

• Continued updating of UDL web page
• Plan for staff turnover Losing key team members
  inducting new staff
• Develop a plan for assisting teachers with time
  management allowing time within the project for
  activity development and planning.

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To Replicate in Your School

• Develop vision of where you want your students
  and staff to be and a plan on how to achieve it.
• Secure funding to back up your vision.
• Identify teachers willing to commit to begin
  learning the key components to UDL and to
  implement in their classroom.
• Pilot with small group of teachers and
  systematically train and add teachers and
  classrooms to the project.
• Obtain overall school and district support.
• Utilize all available resources.
• Be prepared for success and setbacks. Both are
  necessary to the process.

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A sampling of unique features in our school
compared to others

• E-walk
• On-line Testing
• Read Write Gold
• KAMC
• Intelligent Classrooms
• Provided PD during the day and after school
  (compensated)

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High Stakes Online Testing using Read and Write
Gold
Online Testing Video Clip
Online Testing Video clip
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RWGold UDL Flexibility

• Access to Digital Text
• Accessible content via Word, PDF or HTML
• Individualized selections for voice type speed

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RWGold UDL Flexibility

• Teacher Tools
• Individual Student Feature Sets
• Instructional Application Feature Sets
• Visual display

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RWGold UDL Flexibility

• Tool Bar Customized by Curricular and Student
  needs

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RWGold UDL Flexibility

• Accessibility Editor

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RWGold UDL Flexibility

• TestMaker Online Testing

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Screen Shot Reader

• Locked PDF if accessible!

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RWGold UDL Flexibility

• Auto Summarizer allows condensing of information
  to a summarized, yet accurate, description.

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RWGold UDL Flexibility

• Data from Spell Check Word Prediction

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Student Perspective of RWG

• EC video

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Jerry Sipes

• Math Tools
• SMART board
• TRT County Website
• Math Club
• ReadWrite Gold
• United Streaming
• Math Investigations
• Manipulatives
• Researched Based Program
• Inquiry Lab Based
• Problem Solving
• Generates Multiple Solution to Mathematical
  Problems therefore lending itself differentiated
  levels of learning
• Collaboration with special education is easily
  adapted in the learning environment to meet UDL
  principles

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Questions?
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Universal Design for Learning Lessons Learned
from a School Wide Implementation Project
Closing The Gap October 2007
Contact Information
Jennifer K. Bell, AT Specialist jennifer.bell_at_clar
k.kyschools.us 859-745-3937, ext 1123
Strode Station Elementary Two Educational
Plaza Winchester, KY 40391 www.clarkschools.net/st
rode/udl
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Universal Design for Learning Putting the YOU in
UDL
CTG October, 2007
Contact Information
Amy Shoemaker (1st grade teacher)
amy.shoemaker_at_clark.kyschools.us Paula Young (4th
grade teacher) paula.young_at_clark.kyschools
.us Amanda Prewitt (5th grade teacher)
amanda.prewitt_at_clark.kyschools.us Jerry Sipes
(5th grade teacher) jerry.sipes_at_clark.ky
schools.us Jennifer K. Bell (AT Specialist)
jennifer.bell_at_clark.kyschools.us Beth
Blankenship (AT Specialist)
beth.blankenship_at_clark.kyschools.us
School Information Strode Station Elementary
School Two Educational Plaza Winchester, KY
40391 859.745.3915
www.clarkschools.net/strode/udl