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Go to kahoot.it on your device, or click here!
Type in the GAME PIN: 9054442

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Who is CAST?
CAST is a nonprofit education research and development organization that works to expand learning opportunities for all individuals through Universal Design for Learning. Learn more about CAST at cast.org.
Watch a short video explanation about UDL.

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"In its most basic definition, UDL is thoroughly knowing the concept you're going to teach and presenting that concept in different ways while engaging the students and encouraging them to express their knowledge in different ways." - Katie Novak, UDL Now!

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Read the following excerpt from the book, Elevating Co-Teaching through UDL by Elizabeth Stein, and then think about and answer the reflection questions at the end.

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From_ Elevating Co-Teaching through UDL, by Elizabeth Stein.pdf

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Lets take a look at this concept from an architectural aspect. Watch this Wounded Warrior project video.

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Watch this short video to see how Katie Novak, author of UDL Now!, explains how the UDL Guidelines help provide options for your students.

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Universally Designed Leadership: Applying UDL to Systems & Schools

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Universally Designed Leadership: Applying UDL to Systems & Schools

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In the book, Universally Designed Leadership, the authors state that, “as a school or district leader, you must build an outstanding, well founded system that is capable of supporting all learners and engaging them as they excel.

This takes planning, collaboration, and multiple means of representation, expression, and engagement. Every tool you need in your toolbox can be found in the UDL Framework.”

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1. Home

2. Catalog

3. All Books & Products

4. Universally Designed Leadership: Applying UDL to Systems and Schools

Author(s)

Katie Novak & Kristan Rodriguez

Date

2016

About the Book

The new Every Student Succeeds Act governing K-12 education in the United States defines and endorses Universal Design for Learning (UDL) as a framework to help achieve greater opportunity and academic achievement for all learners, including those with disabilities, English learners, and "gifted and talented" students.

In this book, veteran school leaders Novak and Rodriguez provide school leaders and educators with a guidebook for putting the UDL framework into practice. They show how to guide district and school staff in discussions around student data and use the UDL guidelines to shape curriculum decisions. Universally Designed Leadership is a must-read for any education leader who wants to create more equitable, inclusive, and effective learning environments.

Universally Designed Leadership by Katie Novak and Kristan Rodriguez is available in paperback ($34.99, 136 pages, ISBN: 9781930583627) and EPUB ($34.99, ISBN: 9781930583634) format.
Table of Contents

Katie Novak & Kristan Rodriguez on Universally Designed Leadership

Watch the entire series of short videos to get behind-the-scenes insights from Katie and Kristan about Universally Designed Leadership.

Universally Designed Leadership Playlist

Praise for the Book

Universally Designed Leadership is the practitioners' guide to successful strategic implementation of Universal Design for Learning. This timely and relevant work provides a road map for education leaders to engage school communities in defining the why, what and how of learning. A must read for emerging and veteran school leaders alike.

Dr. Thomas Scott, Executive Director of the Massachusetts Association of School Superintendents

Universally Designed Leadership is a much-needed addition to the field. Novak and Rodriguez present the fundamentals of exploring, preparing, and integrating Universal Design for Learning (UDL) into schools and districts. They focus on the practical steps to shifting cultures in schools and districts to embrace UDL, including creating a shared vision to embrace UDL, conducting needs assessments to guide the work, and developing logic models to guide this pursuit. Written in a conversational, straightforward style, Universally Designed Leadership will surely be a go-to guide for the novice and veteran administrator alike.

Martin Scanlan, Associate Professor, Boston College's Lynch School of Education

About the Authors

Katie Novak, EdD, is an internationally renowned education consultant, author, graduate instructor at the University of Pennsylvania, and a former Assistant Superintendent of Schools in Massachusetts. Katie has more than 19 years of experience in teaching and administration, an earned doctorate in curriculum and teaching, and ten published books, including the best-selling education book, UDL Now!.

You can find her online at katienovakudl.com and on Twitter at @KatieNovakUDL.

More from Katie Novak

Kristan Rodriguez, PhD., is a successful consultant and former superintendent specializing in Universal Design for Learning. Dr. Rodriguez earned a Ph.D. in Educational Administration from Boston College and has had a career as a K-12 administrator, college professor, and consultant since 2001. She has presented nationally on leadership and learning for the past 16 years. In both her speaking and writing, she draws upon her experience as a central office administrator, building administrator, teacher, and professor. Dr. Rodriguez is the founder of Rodriguez Educational Consulting Agency.

You can follow Dr. Rodriguez on Twitter at @dr_rodriguez21.

Table of Contents

Introduction

Chapter 1: Building Your Understanding

Chapter 2: Using Evidence-Based Decision-Making to Begin the Work

Chapter 3: Analyzing and Interpreting the Data for the Needs Assessment

Chapter 4: UDL and Strategic Thinking

Chapter 5: An Integrated District Strategy

Chapter 6: Professional Development That Models UDL Principles

Chapter 7: UDL in the Classroom

Chapter 8: UDL and the Art of the Meeting

Chapter 9: UDL Family-Community Engagement

Afterword

Appendix

References

Index

Acknowledgments

More from CAST Publishing

How do you measure progress in putting the UDL Guidelines into practice? This 8 page rubric from Katie Novak & Kristan Rodriguez can help.

Kasia M. Derbiszewska and T. Nicole Tucker-Smith share concrete strategies that will help you design professional development sessions that are compelling, convincing, and sustainable using the framework of Universal Design for Learning.

K. M. Derbiszewka & T. N. Tucker-Smith
2020

This collection of case stories edited by Elizabeth Berquist showcases the practical challenges and solutions of implementing UDL in systems, states, and schools across the United States.

E. Berquist, ed.
2017

Top of Page

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Universally Designed Leadership: Applying UDL to Systems and Schools - CAST Professional Publishing

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Home Catalog All Books & Products Universally Designed Leadership: Applying UDL to Systems and Schools Author(s) Katie Novak & Kristan Rodriguez Date 2016 The new Every Student Succeeds Act governing K-12 education in the United States defines and endorses Universal Design for Learning (UDL) as a framework to help achieve greater opportunity and academic achievement for all learners, including those with disabilities, English learners, and "gifted and talented" students.

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Professional Development that Models UDL Principles

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Professional Development that Models UDL Principles

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Chapter 6 in Universally Designed Leadership focuses on professional development (PD). The authors highlight that "A district's most important resources are its human capital ..." They recommend creating a PD committee as a way to involve all stakeholders and build community between teachers and professional staff. Check out the attached steps for designing PD using UDL.

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Click here to watch the VLOG on how the UDL Framework helps close the achievement gap by creating a more student centered environment.

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In this blog series we've shared information about how UDL provides a framework for focusing instruction on learner variability, ways that planning with UDL can optimize student learning, and where UDL is mentioned in federal laws and plans. But what about teacher appraisal; how do the UDL guidelines connect to T-TESS?

This short video uses a side by side illustration that shows where UDL and T-TESS connect to help create a more student-centered environment. Showing the UDL guidelines matched with T-TESS in this manner helps demonstrate that the implementation of UDL can result in improved practice and performance.

Reflect: How can applying a UDL lens to the T-TESS rubric support you in your efforts to move from teacher-centered actions to student-centered actions?

Join us monthly through July as we discuss the following topics and how the UDL framework can help you close the gap in student achievement. This blog series will culminate with a workshop by Katie Novak, our UDL Distinguished Speaker, on July 27th, 2018!

UDL Blog Series:

For more information, contact Kim West, kim.west@esc13.txed.net.

Beat the Heat 2018 is coming soon! This summer conference is dedicated to providing professional development to educators, parents, and others who work with children ages 3-21 with significant intellectual and low incidence disabilities. We are seeking teachers, para-educators, and support staff (SLP, OT, PT, AT, VI, COMS, APE, RN, etc) who are interested in teaching others about the terrific strategies, tools, and plans they use in their classroom!

Submit your proposal to become a Beat the Heat local presenter and, if selected, earn free registration to the conference! This is a terrific opportunity to share your hard-earned professional expertise with your colleagues while developing new professional skills. Presenters of accepted proposals will have the option to complete a self-paced, online course specifically designed to support local Region 13 presenters in developing and delivering professional trainings. Those who complete this course will receive a certificate of endorsement as a presenter to ESC 13. Develop yourself by developing others and build out your résumé with this great opportunity!

We are seeking engaging sessions in the following areas of special education:

Your work matters! Please consider providing a breakout presentation for this year's Beat the Heat conference. Even better, grab a co-worker and both of you submit a proposal!

Nichole Kertis Barton - nichole.kertis@esc13.txed.net

If you are a new test administrator for the STAAR Alternate 2, or a returning test administrator who wants a "refresher," click on the image below for information about this FREE online training offered through Region 3. Register at www.esc3.net, workshop #157348, and earn 2 hours of CEU credit!

For more information, contact jennifer.russell@esc13.txed.net
www.txtbi.net
Check out this new website developed by the Texas Low Incidence Statewide Network regarding Traumatic Brain Injury (TBI). Educators can find important, valuable information including the educational implications for a student who has suffered a TBI. The Statewide TBI Webinar is 1 hour and 19 minutes; the list of resources is extensive... and there is more! Please share this resource with your circles and help spread the word!

For more information contact Darcy Schiller (darcy.schiller@esc13.txed.net) or Jennifer Russell (jennifer.russell@esc13.txed.net).

Information has been posted to the TEA website for Secondary Transition Guidance:

Effective September 1, 2017, a Memorandum of Understanding (MOU) was signed between the Texas Workforce Commission (TWC) and the Texas Education Agency (TEA). The MOU is to promote collaboration in the delivery of transition services, including pre-employment transition services, for students with disabilities transitioning from secondary education to employment and independent living mandated by the Individuals with Disabilities Act (IDEA), as amended, and the Workforce Innovation and Opportunity Act (WIOA). The implementing regulations for both WIOA and IDEA require the formalization of interagency agreements concerning the transition services for students with disabilities who have an Individualized Education Program (IEP). The MOU will help improve the dissemination of information about TWC's Vocational Rehabilitation (VR) services and specify the process TEA and TWC will use to develop and update the mechanism used to target students.

The Pre-ETS include:

Job exploration counseling

Work-based learning experiences, which may include in-school or after-school opportunities, experience outside the traditional school setting, including internships, that are provided in an integrated environment

Counseling on opportunities in comprehensive transition or enrollment in post-secondary educational programs

Workplace readiness training to develop social skills and independent living

Instruction in self-advocacy/peer mentoring

Discussion about activities related to this MOU is ongoing at the state level. Resources for addressing WIOA at the local level are available on the National Technical Assistance Center for Transition (NTACT) website, including this helpful guide to prompt discussion between local education agencies (LEA) and vocational rehabilitation agency.

For more information, please contact the Secondary Transition statewide network member for your region. The contact for Region 13 is Elizabeth.Danner@esc13.txed.net
STAAR Alternate 2 Overview
This optional, free workshop will cover STAAR Alternate 2 participation requirements, allowable accommodations, testing timelines, practice administering the test with sample test questions, and instructional connections to the STAAR Alternate 2. To register, visit Ecampusand enter the workshop ID.

Date: December 13, 2017 Cost: Free Workshop ID: FA1737203

Date: January 22, 2018 Cost: Free Workshop ID: SP1837204

For more information contact Jennifer Russell, jennifer.russell@esc13.txed.net.
STAAR, Designated Supports, & Tech Tools
This optional workshop will familiarize you with the updated STAAR accessibility resources, including expanded student eligibility criteria and allowable technology tools. Learn how to integrate technology into your classroom that compliments the accessibility resources, enhances your teaching, and addresses access to the general curriculum. To register, visit Ecampusand enter the workshop ID.

Date: January 17, 2018 Cost: $45 Workshop ID: SP1837382

Date: January 23, 2018 Cost: $45 Workshop ID: SP1838572

Date: January 30, 2018 Cost: $45 Workshop ID: SP1838573

For more information contact Nichole Kertis Barton, nichole.kertis@esc13.txed.net.

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In this blog series we've shared information about how UDL provides a framework for focusing instruction on learner variability, ways that planning with UDL can optimize student learning, and where UDL is mentioned in federal laws and plans. But what about teacher appraisal; how do the UDL guidelines connect to T-TESS ?

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UDLeadership: applying UDL to systems and schools

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UDLeadership: applying UDL to systems and schools

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A short presentation of chapter 6 from the book "Universally Designed Leadership"

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The Universal Design for Learning Guidlines

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The Universal Design for Learning Guidlines

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From Cast

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Universal Design for Learning in the Classroom

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Universal Design for Learning in the Classroom

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Chapter 7 in Universally Designed Leadership focuses on  teacher observation and evaluation.The authors explain that, "one way to support UDL practices in newly hired staff is to integrate UDL principles into the staff induction program..." or to "embed it into the training modules of the mentor program or during mentor training." (p. 80)

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We've all heard about using social contracts as a classroom management tool by now. Read this short blog by Katie Novak to see how to implement social contracts with a UDL flair.

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A reader of my blog recently asked for additional details about how I created a collaborative classroom management plans in my middle school classroom. I thought I'd share my reply, as it's that time of year when we're thinking about setting up our learning environments for the school year.

On the first day of school, I always reviewed the UDL Guidelines with students to give them a sense of the type of instructional strategies I would use throughout the year. Details of this lesson are in my book, UDL Now! if you're interested. Two of the UDL Guidelines suggest that teachers heighten the saliency of goals and objectives and foster collaboration in the classroom. I meet both of these guidelines starting on Day 1 by creating a collaborative classroom management plan. Below are steps you can follow to do the same.

1. Day 1: To begin, place students in collaborative groups with diverse partners. Ask them to think about what makes a successful classroom. Specifically, what are acceptable and unacceptable behaviors that can improve the function of a classroom or completely derail it? Ask students to make lists. Once each group makes their list, ask them to present their list of acceptable and unacceptable behaviors. All students have an opportunity to weigh in on whether behaviors are appropriate or not appropriate.

2. Write these lists on the Smart board, chart paper or on paper projected on a document camera. If you teach multiple sections, ask each class to complete the activity, but always share the collective list from previous sections.

3. Day 2: Once you decide on a list of unacceptable behaviors, ask groups of students to think about relevant consequences that are appropriate. For example, if talking while the teacher is talking is unacceptable, a relevant consequence may be to receive one warning and then get seat permanently changed. Offer a few of your own ideas, if necessary, such as writing a reflection after the inappropriate behavior, calling a parent and explaining the incident, meeting at lunch to discuss, etc... During this step, I was always amazed at the depth of thought that went into this management plan. Students had ideas that I would not have thought of and it was interesting to share these findings during each section and ask them why they felt certain consequences were just.

4. Day 3: Look for themes and organize the unacceptable behaviors, and their consequences, into categories. In my classroom, the students decided on three categories: respect for people, respect for property, and respect for ideas. Every class agreed on the consequences and wanted to place the inappropriate behaviors in tiers based on severity. Once this work was done, we created a bulletin board that stayed up all year that outlined the offenses and the consequences. I called it a "draft" until every class had an opportunity to discuss and make changes.

5. From this bulletin board, I created a classroom contract that was shared with parents and signed by the students. It was really organic and didn't require a lot of planning on my part because I really wanted students to get into it. They pretty much understand what they should and should not do, but it's valuable to hear their reasoning sometimes about why certain behaviors occur and how we can prevent them. I would definitely try it in your own classroom as they are much more likely to adhere to a management plan that they developed because it's authentic, relevant, and meaningful to them.

If you have a curriculum question that you'd like me to blog about, don't hesitate to contact me!

The Collaborative Classroom Management Plan

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The Collaborative Classroom Management Plan

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A reader of my blog recently asked for additional details about how I created a collaborative classroom management plans in my middle school classroom. I thought I'd share my reply, as it's that time of year when we're thinking about setting up our learning environments for the school year.

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Chapter 7 in Universally Designed Leadership, which focuses on teacher observation and evaluation, states, "In order to support this work, it's important to make explicit connections between the district's current evaluation tool and the UDL framework." (p.80)
Check out this graphic organizer that takes the UDL Principles, Guidelines, and Checkpoints and shows examples of where they may fit into the teacher appraisal rubric.

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Chavez High School in Houston is leading the way in providing their staff with PD that is embedded with UDL principles! Take a look at their LOBOCADEMY website!

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Create your own UDL wheel!
From: UDL Center

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Upcoming Summer PD Opportunities @ Region 13!

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Upcoming Summer PD Opportunities @ Region 13!

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Introducing the co-author of Universally Designed Leadership, Katie Novak!

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Introducing the co-author of Universally Designed Leadership, Katie Novak!

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Coming to Region 13!
Click the ad below to find out more.

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Use this graphic organizer, along with the UDL Guidelines graphic organizer, to make your own connections between UDL and T-TESS! (fill in the blanks)

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Click Here! To Join the ACentral Community

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MAKING CONNECTIONS: UDL & TTESS (activity)

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MAKING CONNECTIONS: UDL & TTESS (activity)

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Click on the link below to complete the activity.

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Use the UDL Guidelines graphic organizer to help you choose the best answers.

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How would you respond to these potential barriers?

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MAKING CONNECTIONS: UDL & Professional Development (activity)

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MAKING CONNECTIONS: UDL & Professional Development (activity)

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•Review the Applying UDL Guidelines to Professional Development handout.

•Which practices do you see in your district?
Mark those with a STAR  and celebrate!

•Is there a practice you don’t see in your district?
Mark it with PLUS sign as a reminder to discuss the potential use of this practice.