Q1 The institution I selected to examine that is currently applying UDL in their setting was The Ohio State University. I selected this University to review as OSU is practically in my backyard, and I was excited to see a local University considering UDL. OSU demonstrates some strengths when it comes to their program and it’s consideration of UDL. One such strength is that the university hosts a blog dedicated to UDL and accessibility. This blog serves as a vessel for educators and students to learn more about UDL, tools to support UDL, and how to intertwine UDL practices into coursework. OSU also had a page that was dedicated to how professors (and perhaps students studying special education and UDL) could use to guide their thinking in respect to incorporating UDL. The information provided includes a section on a guide to preparation which includes questions to guide design and links to  resources. There was also a section devoted to assessment, and how UDL can be considered in respect to assessing at the collegiate level. Overall, OSU appears to provide a lot of resources and guidance on how to ensure that UDL is integrated into the coursework offered at the university. 

Q2 As discussed by professors Dr. Kester, Dr. Smith, and Ms. Kallas, certain frameworks appear to be important for promoting UDL systems change. Dr. Smith suggests that by utilizing the actual UDL framework to promote systems change, that very structure allows for the best opportunity to promote change. The UDL framework allows for flexibility, which is helpful when promoting systems change. Ms. Kallas highlighted in her work that providing opportunities for professional development and collaboration during the systems change process is very beneficial. Dr. Kester suggests that due to the nature of UDL, it is best to thoughtfully engage a variety of stakeholders. By including and engaging with a variety of stakeholders, it provides meaningful opportunities for the team to learn from one another, further propelling the success of promoting UDL systems change.

Q1 

By carefully considering a thoughtful system of planning for UDL implementation, barriers can be reduced and learner expertise can increase. There were several strategies that Dr. Croasdaile and her team implemented to do so. To begin, she, and her team took things slowly. By moving at a slower pace, this allowed their team to work with intention while not overwhelming the staff involved. By working slowly, the team had time to figure out logistics, as well as to fully understand UDL. This slow start allowed for plenty of time for research and planning as to ensure that their vision for a UDL system could be implemented. Her team also started out small, only using a small team of staff members who had been carefully selected by administration to trial the UDL system. By having a small trial group in place, this allowed for the team to identify barriers and challenges on a smaller scale, before rolling out UDL to everyone. 

Q2 When taking into account my own UDL Systems Change Plan, there are several strategies from Dr. Croasdaile as well as this week’s readings. In the readiness phase, it is important to ensure that several “pillars” have been established. Certain characteristics of a school culture need to be put into place before professional learning can begin. These include “shared vision, thriving culture, strong relationships, clear expectations for all stakeholders, and putting a value on professional learning” (Grasmick). Dr Croasdaile and her team spent several months working to establish a culture that was ready to learn and ready to define their own values and shared vision. 

In the planning phase, Dr. Croasdaile and her team began to meet as a PLC and had rolled out their pilots to begin to study how UDL was working in their building. The team placed significant value on their PLC time, which in turn allowed their work to be completed with fidelity. Also in the planning phase, it is important to provide meaningful opportunities for members of the PLC to observe one another and to learn from one another as they find ways to make UDL work in their classrooms.

Citations

Grasmick, Nancy S. UDL: Moving from Exploration to Integration, edited by Elizabeth Berquist, CAST Professional Publishing, 2017. ProQuest Ebook Central, http://ebookcentral.proquest.com/lib/gwu/detail.action?docID=4941957.

Q1: As described in “Tale of 4 Districts”, select buildings within Baltimore County Public Schools, over time, grew to become a place where UDL strategies could flourish. 

What made this district successful was the collaborative environment that was cultivated by their leadership teams, as well as the involvement of a variety of stakeholders. Key players in this shift included the Director for Professional Development, the new to the district Superintendent, principals, PLCs (professional learning communities), and UDL coaches. With the leadership promoting and developing PLC leaders, this created opportunities for the educators in Baltimore County Public Schools to develop buy in, as they were a major driving force behind the shift to incorporating UDL into their way of teaching. One critical component of their success was the fact that UDL implementation was being supported and discussed at every level, so that it was truly embedded in their educational culture. Another aspect that led to their success was that while they used evidence based practices and their work was done within their PLC’s, the process was slow. The district was not rushing the process, but rather allowing the work to be done organically, allowing for the educators involved to make change at a pace they were comfortable with, meaning that UDL would actually be a part of the day to day process. 

Q2:

In “Universally Designed Leadership”, the authors mention that UDL can be used as a literal framework to guide UDL processes into a district, program, agency, or classroom. Novak and Rodriguez state that “the work (the “what”), knowing how to do the work (the “how”) creating a culture for continual improvement, sustained engagement, and self- reflection (the “why”)” can be used as a framework of thinking about guiding UDL processes. 

My district’s vision and mission is to “promote a culture of excellence that engages and empowers students and staff to embrace the challenges of our global society. We will build on our traditions, respect our diversity and partner for a strong community.” The UDL framework compliments this vision and mission as within the UDL framework, there is a focus on engagement. The UDL principle of engagement supports the district goal as it works to support all learners.

Q1  One key point addressed in the examples provided in “UDL Practice and Theory” was the concept that effective assessments should be flexible, not fixed. “To get the most accurate data about what students understand and can do, assessments should not offer only one means of response but should provide multiple opportunities in varied media for learners to demonstrate skills and express themselves” (Meyer, A., Rose, D.H., & Gordon, D. 2014). Considering this concept of flexibility, educators need to be creative so that they can work to find ways that tease out exactly what it is their students know and can do. Keeping the idea in mind that the most accurate data, which in the world of education- accuracy is what should be the team is going for throughout the data collection process, it is important to ensure that assessment measures are not a “one test for all” situation, but rather, a test to meet all. 

Q2 In the article “ Addressing the variability of learners in Common Core-aligned assessments: Policies, practices, and universal design for learning” the overarching theme in relation to assessment of learners is that formative assessments, embedded throughout the learning process, allow for more flexibility and universal design, “move away from apparent exclusive focus on summative measures and prioritize formative assessments as part of the assessment instruction cycle” (CAST 2013).  A second point addressed in the article is that educators should capitalize on real time feedback that assessment through technology can provide, thus lending another reason to lean more towards utilizing formative assessments over summative types. This practice of using technology to provide real time feedback could be implemented into almost any lesson an educator may choose to teach, whether it be in the form of a preassessment, mid lesson check in, or end of lesson check out. 

Q3     Dr. Gravel shared several examples of UDL lessons throughout her video. While each assessment method I was able to catch appeared to be informal, there were several different methods used to assess students so they could show what they know. One assessment measure that I observed within the classroom furniture ratio lesson  was the ability for students to choose how they were engaged in the activity, they could work independently or with a partner. I appreciate this flexibility and could see it being applied to my practice in the future as I am working on reshaping my own philosophy of assessment. This flexibility could allow students who are developing a certain level of confidence to show what they know on paper, but have their more confident peer explain their collaborative thoughts to the class. 

Meyer, A., Rose, D.H., & Gordon, D. (2014) Universal design for learning: Theory and practice, Wakefield MA: CAST

CAST (2013). Addressing the variability of learners in Common Core-aligned assessments: Policies, practices, and universal design for learning. Policy Statement. Wakefield, MA: Author.

Considering my role as a special educator, the curriculum I provide is heavily modified from the general education teacher. My general education counter parts are wonderful in ensuring that the language is simple, clear, and attainable for all students. With my role, I have the opportunity to, as needed, flex the goals for my students as it relates to their output- the means for which they “show what they know”, the amount of work to be completed, as well as the completion time. For example, the I Can statement for the general education student may read, “I can use illustration and text to tell about the setting of the story.” My students may have an I Can statement that reads “I can use illustration, text, or my words to tell about the setting of the story.” This change offers student choice, allowing for flexibility in response type while still meeting the expectation of being able to discuss the setting of the story. 

Having clear, measurable goals allows educators to purposefully drive their instruction. “Specific goals can also serve as motivators for learners,” (Ralabate 2019). Considering my own educational experiences or professional development opportunities, I often ponder. “What’s the point?”, as my ADHD brain dances about, much like school aged students wonder during their lessons. By having clearly defined objectives, it becomes easier for me, and young learners alike, to  take a deep breath and say “okay,” realizing that in a way, the end is near once I have accomplished the objective that was shared. Reluctant learners may thrive on having a clear, “I can” statement posted nearby that they can work towards achieving. Considering Allison Posey’s discussion on the subject, it really can come down to the brain’s “appraisal” of the demand, and how the context of the learning scenario is set up. As an educator, I know my students will be more successful if I offer up chunked out goals for a larger project, rather than just telling my students that they have a project due. 

Resources:

Ralabate, P. K. (2016). UDL lesson planner, Ch. 1 and 2 
Posey, A. (2019). Engage the brain: How to design for learning that taps into the power of emotions

To be an expert learner is to “have demonstrated key characteristics including high motivation and engagement, extensive knowledge and ability to build new knowledge, and fluent use of varied strategies” (Meyer, A., Rose, D.H., & Gordon, D. 2014). Considering this definition, one key characteristic that comes to mind is the ability to have a growth mindset. To become an expert learner, one has to have the ability to think positively as they participate in the trial and error that comes with becoming an expert. Along with a growth mindset, is the core trait of flexibility. One has to be flexible as they overcome hurdles associated with learning. 

Considering learner variability, which is “the rule, not the exception,” said Todd Rose, the classroom is one such setting in which learner variability must be planned and accounted for in order to knock down as many educational barriers as possible. In order to begin this planning, it is best to consider the three primary classes of networks of learning which include affective networks, recognition networks, and strategic networks. The affective network is what monitors the internal and external environment to set priorities, to motivate, and to engage learning and behavior (Meyer, A., Rose, D.H., & Gordon, D. 2014).  In order to plan for barriers associated with this network, an educator well versed in UDL practices may consider incorporating strategies to create a classroom culture that focuses on intention setting, reflection, and positive reinforcement. Perhaps through the use of a morning meeting an educator may be able to model goal setting, take time to celebrate learners, and to engage in a general check in with the class. Educators may also actively model strategies to support emotional regulation such as deep breathing so that students are able to generalize the skill during times of stress.

In order to plan for the recognition networks, which are responsible for setting and perceiving information in the environment and transforming it into usable knowledge, (Meyer, A., Rose, D.H., & Gordon, D. 2014),  an educator may consider several possibilities to plan for roadblocks. One such strategy is to consider the complexity of the task or skill being requested of a student, and to allow for “off task” behaviors when appropriate, as every student requires different ways to process information.

Strategic networks are responsible for planning, organizing, and initiating purposeful actions in the environment (Meyer, A., Rose, D.H., & Gordon, D. 2014). Educators hoping to plan for barriers associated with these networks may consider getting to know students through a strengths and interests inventory to determine how to keep learning not only relevant and interesting, but also to determine which skills may be capitalized on to better support learners as they acquire more challenging skills. 

Sources

(n.d.). Retrieved from https://www.youtube.com/watch?v=8WClnVjCEVM&feature=youtu.be

Meyer, A., Rose, D.H., & Gordon, D. (2014) Universal design for learning: Theory and practice, Wakefield MA: CAST

As one enters the elementary school building that I call home, it becomes quickly apparent that due to it’s erection in the early 1950’s, the principles of universal design are slowly but surely being included, especially with the addition of a new wing at the back of the building. Considering Universal Design History, when my school building was erected, the legislation for universal design had yet to be federally rolled out, which first occurred in 1968 with the Architectural Barriers Act, per NC State Center for Universal Design. The front entrance of this neighborhood school, while very charming, contains a few short steps, requiring wheelchair users to use a side entrance, which is much further away from the main doors, lending a definite inconvenience to wheelchair users and others with mobility concerns.  Within the building, there is one rather bulky electric wheelchair ramp leading into the cafeteria in the original part of the building, whereas within the new addition, there is a beautifully integrated ramp connecting the old wings to the new addition. Fortunately, these equitable use universal design shortcomings are the only aspects of universal design that are less than ideal within the building. 

The handles to enter the building are levers, allowing for low physical effort. The restrooms in the new wing are all up to date, requiring users to simply wave their hands under faucets and paper towel dispensers to access these items. Within the classrooms, there a flexible seating options, simple and easy to access visuals and directions, and technology that allows for errorless learning (Center for Universal Design, 1997).

While UDL and UD possess certain similarities, they also have their differences. Both UDL and UD were created to consider and meet the needs of as many individuals as possible. However, UD is aimed at making spaces within society accessible for all, whereas UDL is meant to make educational opportunities, from the very beginning, accessible for as many as possible. Considering the UDL framework, flexibility and variability are at the foundation of the framework. The purpose of UDL is to intentionally plan a curriculum that can allow the unique needs of all learners to be met by weaving in flexibility, removing barriers, and considering how to leverage a variety of strengths in needs to best meet learners where they are in order to get them where they need to go. UDL is an evidence-based framework that provides more equal learning experiences for learners through multiple means of representation, engagement, and expression (Meyer, Rose, & Gordon, 2014). 

As a special educator, I feel I am constantly working with colleagues to ensure that as a team we are implementing a curriculum and creating a learning environment that is based on the principles of UDL. Considering expression, I collaborate with colleagues to ensure that whether through co-teaching or station learning, students are provided with multiple means of acquiring the material, whether that be through hearing it, seeing it, or engaging in it physically through writing or motor tasks. Considering the need for diverse representation opportunities in UDL, students are always given the opportunity to choose how they will “show what they know”, and as an educator, I take data on each learning opportunity to see what works best for each student. For example, some students do better by drawing a picture of what they have read, whereas some perform better by verbally retelling the story. As for the engagement portion of UDL, my colleagues and I work to include student interests while adding a variety of unique activities to keep students excited to learn.

Resources:

Center for Universal Design. (1997). The principles of universal design. Retrieved from https://projects.ncsu.edu/ncsu/design/cud/pubs_p/docs/poster.pdf

https://projects.ncsu.edu/ncsu/design/cud/about_ud/udhistory.htm

Meyer, A., Rose, D.H., & Gordon, D. (2014) Universal design for learning: Theory and practice, Wakefield MA: CAST

Reflecting back on my own experiences as a learner, one instance that comes to mind is the most recent opportunity (outside of GW) that was offered by my school district. In this particular experience, my colleagues and I felt that the content was as delivered was like drinking water through a firehose. The material itself was on a subject many of us had previously studied, multi-sensory reading, however it was way too in depth for the time allotted for the three day course, therefore meaning that most of us tuned out or it went over our heads. Because of this, in my experience I had zero desire to learn more. While some of the material was new, it was not necessarily relevant to my practice, making my engagement personally challenging. The material was delivered by two outside of the district professionals who mostly lectured for the duration of three days. Occasionally, these women offered hands on learning opportunities, which absolutely increased my engagement, interest, and understanding. In these experiences, you often had to find a partner to collaboratively engage in the materials, which also increased understanding of the content. Due to the nature of the course, there was no opportunity for choice. Considering universal design, this three day learning experience included equitable use, perceptible use, tolerance for error, low physical effort, and size and space for appropriate use. Where UDL was not necessarily considered or evident were in the areas of simple and intuitive use and flexibility in use.

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