AUSD

1
AUSD DCC Portal
2
Two Portals combined in one
3
A Look At the Journey Thus Far
FOUNDATIONS Better establishing the principles of
active engagement visible learning - Including
the impacts of Universal Design for Learning on
both efficiency and effectiveness!

• Shared Examples to Encourage
• Paradigm shifts in lesson design
• Differentiation as the norm

• Instructional Coaching
• Introduction to models and practice in
  Self-reflection and Peer Coaching

Walk-throughs and consults Seeing great things
and encouraging steps towards deeper
implementation ongoing growth
4
Snapshot Smiles

• Recent AUSD classroom Snapshots were a success.
  
• Visible engagement procedures were observed
  during almost each and every classroom walk
  through.
• Varied means of presenting information, active
  engagement demonstration of learning were
  observed.
• Direct instruction, based on ongoing formative
  assessment, was common.
• Brief visits after walk-throughs came off
  pleasantly and were hopefully helpful!
• Teachers noted they were glad to hear
• things they were doing right!
• Several asked to do this again
• after trying suggestions discussed.

5

• A transition
• This portal will essentially draw to a close our
  focus on Active Engagement and Visible Evidence
  of Learning.
• With knowledge that theres still more to add..
  and continued journey towards excellence these
  are now inherent considerations in planning and
  implementing all instruction. .
• A few final points about differentiation, and
  links to tools to implement deeper, ongoing UDL
  will lead us into next step
• So here we go!

6
Differentiation vs. Universal Design for
Learning (UDL)
7
Differentiation

• Accepts that all learners are different
• Seeks to instruct with the varied interests,
  backgrounds and abilities of all learners in a
  class
• Provides accommodations for learners who need
  them
• Provides scaffolding and supports for students in
  the areas of attention, organization, language
  and literacy
• Provides for modifications in goals and
  activities when appropriate
• Provides for assessment based decisions that
  drive instruction

IS VITAL!
8
UDL makes differentiation the norm not the
extra.

• It is not an add on, a special accommodation or a
  separate step for either one student or a group
  of students.
• It is UNIVERSAL and in the DESIGN of the
  learning .
• UDL is a way of life.
• UDL increases efficiency.
• UDL increases effectiveness.
• UDL looks at differentiation through the lens of
  pre-planning and includes principles of designing
  for the edges (not for the norm).

9
Final points about UDL and a few helpful links

• UDL must be based on systemic, as well as
  individual, philosophy and implementation.
• AUSD is implementing district wide approaches to
  enhance instruction, provide coaching and measure
  instruction in ways that will only strengthen the
  principles introduced this year.
• The following links wrap up our UDL focus
  provide
• discussion options for use at schools or PLCs
• supports to individuals already seeking to better
  instruction, and to utilize principles of
  Universal Design for Learning (UDL).

10
http//mast.ecu.edu/modules/udl_elp/lib/documents
/PPT-Metcalf-UDL20Elementary-rev-2012-02-26.pdf
- Universal Design for Learning, Elementary
Lesson Planning

• The PowerPoint at the link above is simply a
  teacher made, sample lesson from two elementary
  educators who use UDL, via audio and visual links
  included, as they show, explain and sequentially
  demonstrate UDL lesson planning for their
  classrooms.
• Note that this example is in science, and someone
  invariably notes This isnt my grade level.
  This isnt my subject matter or Im not free
  to co-teach (which is included at one point).
  HOWEVER
• The examples these teachers use can spark
  thinking that applies to all grade levels and
  contents.
• I encourage you to use the next three slides to

11

• Listen and look for
• The format of the UDL lesson planner (also
  included as a Word document in the AUSD/DCC
  portal).
• Links (near the end) to additional tool options
  for all, (including specific multileveled
  options, with varied content modeled)
• Answers to each of the following questions
• In what ways does planning assume the need for
• different levels of instruction
• review, preview
• direct vocabulary instruction and support
• varied modalities of instruction,
• varied modalities (and purposes) of participation
• varied modalities of formative assessment
• timing and organizational supports?

http//mast.ecu.edu/modules/udl_elp/lib/documents/
PPT-Metcalf-UDL20Elementary-rev-2012-02-26.pdf
- Universal Design for Learning, Elementary
Lesson Planning - CONTINUED
12

• 2. What modalities, disabilities and other needs
  are noted in

The PowerPoint itself (the lesson for us in UDL Planning) Classroom Lessons modeled

http//mast.ecu.edu/modules/udl_elp/lib/documents/
PPT-Metcalf-UDL20Elementary-rev-2012-02-26.pdf
- Universal Design for Learning, Elementary
Lesson Planning - CONTINUED
13
3. Other extension questions with which to
analyze how you might implement (or improve upon)
what you see, include

• How would each option meet individual student
  needs if you implemented them in lessons (or how
  might you improve on them)?
• What are pros and cons to this lesson,
  considering organization, attention and other
  factors of the available material?
• If not co-teaching, do you see possibilities in
  co-planning as you and your colleagues seek to
  build in more universal design?
• Are there ways you might enhance the flow or
  availability of materials for this lesson via
  other low or high tech options?

http//mast.ecu.edu/modules/udl_elp/lib/documents/
PPT-Metcalf-UDL20Elementary-rev-2012-02-26.pdf
- Universal Design for Learning, Elementary
Lesson Planning - CONTINUED
14
http//udlselfcheck.cast.org/ - - Review
the principles and components of UDL - Check
your UDL curriculum goals, methods, materials or
assessments - Access other resources for
UDL implementations
15
http//lessonbuilder.cast.org/
16
http//www.udlcenter.org/implementation/examples
-
17
http//support.newsela.com/hc/en-us/articles/20510
2505-Access-to-Newsela-Elementary - This option
provides text sets some of you may already use
for content in ELA, science or social studies
-and with varied lexile levels, languages, or
standards. It also includes information and
options regarding other reading and writing tools
(Reminder NO PRODUCT, TOOL or POLICY is
officially recommended by the CDE, the Diagnostic
Center, or individuals providing projects or
trainings.)
18
A few other current, online pieces you may find
interesting include

• http//www.edutopia.org/blog/enhanced-learning-thr
  ough-differentiated-technology-julie-stern -
  Enhancing Learning Through Differentiated
  Technology
• http//www.udlresource.ca/?p799 This British
  Columbia resource includes online modules that
  assist teaching staff with essential questions,
  lesson planning, instruction and assessment.
• http//www.udlcenter.org/aboutudl/udltechnology -
  Considerations in implementing UDL, or meeting
  individual student needs via low or high tech
  solutions.
• Reminder While as much as possible, the DCC
  emphasizes evidence based practice and provides
  up to date research individual, online or other
  resources are NOT recommendations but food for
  thought, examples etc. No product, tool, or
  policy within this powerpoint is an official
  recommendation of either CDE, the Diagnostic
  Center, Central or any individual DCC specialist.

19
Thus we close the door on UDL and our
focus becomes

• VITAL VIEWS OF VOCABULARY INSTRUCTION
• Every grade level
• Every content area

20

• Thank you for inviting me into your classrooms!
• Thank you for your patience as weve weathered
  technology difficulties or other delays.
• Thank you for the great job youre doing for
  students at AUSD. (It was enjoyable for my
  colleague, Gwen Deeter, and I to observe!)
• Thank you for seeking to enhance the ways in
  which you meet the needs of ALL students,
• in ALL subjects,
• at ALL grade levels.

March 17, 2016