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UDL and Learners with Severe Support Needs

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UDL and Learners with Severe Support Needs

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Poster choice UDL Salsa Lesson.

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FAQ 5:  How does UDL differ from Personalized Learning?  From Differentiated Instruction?

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FAQ 5:  How does UDL differ from Personalized Learning?  From Differentiated Instruction?

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DI is reactive and UDL is proactive.  A teacher will reach more students with UDL.  If done well, UDL and MTSS should be intertwined.

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Salsa is a delicious, healthy and easy to make snack that is easily customizable to suit your own tastes. To make salsa first find a recipe that looks appealing to you. There are many possible recipes but most include tomatoes, onions, jalapenos or other spicy peppers, cilantro, garlic, lime salt and pepper to taste. Typically, salsa recipes involve cutting all ingredients and mixing them together, but be sure to refer to your chosen recipe before you begin. To ensure that your salsa is customized to your specific tastes, sample it often! For me, the spicier the salsa, the better.

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There are a few steps to making salsa, and it’s worth the effort.  First, assemble your ingredients.  You need cilantro, tomatoes,jalapeno or other pepper,  lime juice, onions, and salt.  Next, chop the cilantro, tomatoes, pepper, and onions into small pieces.  You can add other ingredients, like mango, as you prefer.  Mix the dry ingredients together, and sprinkle with lime juice until the consistency and taste suit you.  You’ve successfully created salsa and it’s ready to eat!

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making salsa, via photos

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Choose from a wide variety of shapes to create diagrams and charts. Free from Google.

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Made using google drawings

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Choose from a wide variety of shapes to create diagrams and charts. Free from Google.

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When making Salsa follow these easy steps, make it simple and tasty:

1.Gather the following ingredients: scallions, tomatoes, garlic, cilantro, and jalapeno, lime juice .

2. Chop or dice and  Mix and Stir inside a bowl.

3  Add salt to taste and prepare to serve.

To finish the salsa with a taste you’d never forget, serve with chips. If you want to add any of your favorite foods to with it like mangoes, corn, black beans to make it more festive please do so.

The delightful taste I'm sure you'll love.

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There are several steps to making salsa. First, you have to read the recipe and gather ingredients. Next, you chop everything that needs to be chopped: two tomatoes, a jalapeno, a small onion, green onion, and cilantro. Add these ingredients to the salsa bowl. Also add juice from one lime, salt, and olive oil to your ingredients. Mix all the ingredients together. Lastly, grab a chip and take a dip. If you follow the steps of the recipe, you will have made your own salsa!

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SALSA

Do you enjoy tasty appetizers?  To make salsa, there are several steps to follow.  First you will want to make sure you have a nice clean work space, a sharp knife and a container for your yummy food.  Next, gather 3 of onions, ¼ cup of silantro, 1 tomato, 2 , cloves of garlic, 1 tbsp of jalapeno,1 lime and salt.  Mince the garlic, chop all of the remaining ingredients making sure to deseed the jalapeno. Mix all ingredients together adding  the juice of the lime last.  I hope you like it as much as I do!

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Making salsa is pretty easy. First you cut up everything that you want in your salsa. Typical ingredients are jalapenos, tomatoes, cilantro, garlic and onions. Dice these ingredients with a sharp knife, then put them in a bowl and toss in lime juice and salt, to taste. Grab some chips and enjoy!

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By Maria and Asha

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How to Make SalsaSalsa is delicious and easy to make!  Just follow these simple directions.  Step One:  Gather all of your ingredients:  three chopped, green onions¼ cup chopped cilantroOne chopped tomatoTwo cloves of minced garlic1 Tbsp seeded, chopped jalapenoJuice of one limeSalt to tasteStep Two:  Place all of the ingredients (except for the salt) into a small mixing bowl and mix together using a wooden spoon.  Step Three:  Squeeze half of a lime into the bowl and continue to mix.  Step Four:  Sprinkle in a small amount of salt, then taste and adjust as needed.  Enjoy by scooping onto tortilla chips, or inside of tacos or burritos.  

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How to Make SalsaSalsa is delicious and easy to make!  Just follow these simple directions.  Step One:  Gather all of your ingredients:  three chopped, green onions¼ cup chopped cilantroOne chopped tomatoTwo cloves of minced garlic1 Tbsp seeded, chopped jalapenoJuice of one limeSalt to tasteStep Two:  Place all of the ingredients (except for the salt) into a small mixing bowl and mix together using a wooden spoon.  Step Three:  Squeeze half of a lime into the bowl and continue to mix.  Step Four:  Sprinkle in a small amount of salt, then taste and adjust as needed.  Enjoy by scooping onto tortilla chips, or inside of tacos or burritos.  

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I like the options....make it or read about it or write about it

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Salsa!

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Making salsa can be fun especially when you have appropriate tools! First, you have to cut tomatoes into bite size pieces. Next, you add in one small chopped onion, two chopped green onion stalks, the juice from one line, chopped jalapeno, and chopped cilantro. Next, you cannot forget to add in your fresh garlic, as well as salt and pepper to taste. FInally, you mix it all together and enjoy with a side of chips.

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Salsa is a fresh sauce for many dishes. First you need many chopped vegetables, spices, and juice from a lime. Second you mix everything together. You can add other ingredients to change the flavor! Be sure to mix the salt evenly. Salsa is an easy sauce to make in your own kitchen.

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To make salsa, there are a variety of steps to follow that involve chopping, mixing, measuring and eating! The first step is to chop your ingredients. The nex
t step is to mix all of your measured ingredients together. The third step is to taste it and then adjust accordingly. Finally, make sure you look at the recipe and some may argue that this should be the first. Making salsa is easy as long as you chop, mix, measure and taste!

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Topic sentence and supporting details

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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Making salsa is easier than on thinks.  It just takes a few minutes and you have a tasty topping for many foods.  There are many types of salsa.  Ones made from fruit, vegetables, and even meats.  Here is a recipe for a simple vegetable salsa that goes well on fish or even in a taco.

1. 3 tablespoons chopped onion (finely chopped)

2. 2 small cloves garlic (minced)

3. 3 large ripe tomatoes (peeled, seeds removed, chopped)

4. 2 chile peppers (hot or mild)

5. 2-3 tablespoons chopped cilantro.

6. 1 1/2-2 tablespoons lime juice.

7. salt and pepper, to taste.

Mix them all together! It is as easy as that! Enjoy.

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Salsa by  a student with language variablity 

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Salsa by  a student with language variablity 

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Making Salsa

By

A student with a Language Variability

Making Salsa is easy. Just follow these instructions.

Get equipment:

·      A sharp knife

·      A bowl

·      A spoon

·      Something to cut on

Get ingredients

·      One jalapeno

·      Olive oil

·      Salt

·      Cilantro

·      2 tomatoes

·      1 green onion stalk

·      1 onion

·      1 lime

·      Minced garlic

Do

·      Chop tomatoes, onions, jalapeno

·      Place in bowl

Mix together

·      Cilantro, garlic, salt

·      Add to tomato mixture

Drizzle with

·      Juice from lime

·      Olive oil

Serve and enjoy! Making Salsa is easy!

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Salsa is a tasty, spicy topping for so many foods! You can put salsa on chips, chicken, fish or even fruit to enhance and highlight the flavors of Mexico. Salsa can be made with different types of vegetables or fruit, onions, peppers, olive oil, and lemon or lime juice. To make a quick  salsa that is tomato based, first, gather four to five tomatoes and chop them into small pieces and place them into a large bowl. Additionally, chop a white onion, half a cup of cilantro, and 2 jalapeno peppers and place into the same bowl. Mix the ingredients together with olive oil, and lime juice, and season with salt and pepper to taste. Serve your salsa with fresh tortilla chips, and you are ready for a party!

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Salsa is a tasty, spicy topping for so many foods! You can put salsa on chips, chicken, fish or even fruit to enhance and highlight the flavors of Mexico. Salsa can be made with different types of vegetables or fruit, onions, peppers, olive oil, and lemon or lime juice. To make a quick  salsa that is tomato based, first, gather four to five tomatoes and chop them into small pieces and place them into a large bowl. Additionally, chop a white onion, half a cup of cilantro, and 2 jalapeno peppers and place into the same bowl. Mix the ingredients together with olive oil, and lime juice, and season with salt and pepper to taste. Serve your salsa with fresh tortilla chips, and you are ready for a party!

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Making delicious salsa involves several steps.  First you have to chop green onions, cilantro, jalapenos, and tomatoes.  Then, you need to mince your garlic.  Next, put the chopped onions, cilantro, jalapenos and tomatoes in a bowl.  Add a pinch of salt and the juice from a whole lime.   The last step is to mix it all together.  Now you're ready to eat your amazing salsa with your favorite chips.  

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Making delicious salsa involves several steps.  First you have to chop green onions, cilantro, jalapenos, and tomatoes.  Then, you need to mince your garlic.  Next, put the chopped onions, cilantro, jalapenos and tomatoes in a bowl.  Add a pinch of salt and the juice from a whole lime.   The last step is to mix it all together.  Now you're ready to eat your amazing salsa with your favorite chips.  

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There are several steps to follow when making salsa. First, gather all of your ingredients and prepare to chop. Second, chop all the vegetables according to the recipe. Third, mix everything together in a big bowl. Then you get to enjoy your delicious salsa! 

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There are several steps to follow when making salsa. First, gather all of your ingredients and prepare to chop. Second, chop all the vegetables according to the recipe. Third, mix everything together in a big bowl. Then you get to enjoy your delicious salsa! 

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Alfieri

In order to make the best salsa of your life and impress your friends you need to try something different.   I went beyond my traditional pico de gallo to incorporate some new ingredients, olive oil and garlic.  The first step is to chop onions, tomatoes, garlic and peppers.  Once this has been completed and mixed together you then squeeze in the lime juice.  The garlic and cilantro come next.  The final step is to drizzle olive oil on it and eat it.  My conclusion is that this variation of salsa is smooth, zesty and satisfying; and well worth the effort of making it from scratch.

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Cross-Pollinating UDL and Culturally Sustaining Pedagogy

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Cross-Pollinating UDL and Culturally Sustaining Pedagogy

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Posted temporarily

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There are 4 files to view about Plickers.
Use the file named "Activity: Plickers Cards with backside 1-63.pdf" to print with letters and card numbers on the backside.

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The Myth of Average:  Todd Rose at TEDxSonomaCounty

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Let's go bowling!

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Shelley Moore: Transforming Inclusive Education

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1) Start small: Choose one goal/element/guideline and one lesson, make simple changes to practice
2) Change the learning environment in a sustainable way so that it becomes part of your practice.
3) Be reflective about your routine: what is one "tweak" you can make?
4) Proactive design: Design one unit with a variety of needs in mind.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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UDL  Now! Great for book study independent or group. Concrete strategies and discussion questions.

Elevating Co-Teaching through UDL  Concrete strategies, scaffolding for discussions and decision making, great resource!

Universal Design for Learning: Theory and Practice

Also available online for free here

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Post your answers to the FAQ's in this column! 

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Post your answers to the FAQ's in this column! 

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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CAST's most recent guideline version

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Your First Step Toward a UDL-designed Classroom: Change How You Think About Barriers

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Your First Step Toward a UDL-designed Classroom: Change How You Think About Barriers

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Happy Tuesday, #TeamInclusion! I have a guest post today that co-teachers and UDL advocates will want to read and share. It's by Dr. Deborah Taub, a UDL/inclusive ed expert and the Director of Research and Programs at Keystone Assessment. Through some short but powerful vignettes, she shows us what's possible when co-teachers embrace UDL principles while planning instruction for students with special needs.

After you read this, tell us your experience: Does instructional planning in your school sound more like the first or second example? What are your barriers, if any, to adopting the planning approach Mrs. Summers and Mr. Harris took? What resources can we develop to help you? Read on, and then share your thoughts in the comments below!

***

There are often two questions about Universal Design for Learning (UDL) that I hear when training:

1. Why would I do this? It is no different from differentiated instruction, and

2. How in the world would I do this? It is huge!

Two quick vignettes of teachers planning for instruction illustrate the answer to both questions.

Ms. Jacobs and Mr. Snyder are planning instruction for Dawn, a student with complex instructional needs who is included in Ms. Jacobs' English class.

Ms. Jacobs: We are reading The Giver for the next couple of weeks. The students will be creating a timeline of a historical event and examining how it connects to their lives as a part of the social studies curriculum.

Mr. Snyder: Dawn can't read, so I don't think The Giver is going to be possible for her. And the subject matter doesn't really connect to her daily life so maybe I'll give her an adapted copy of Wilfred Gordon McDonald Partridge instead. It also deals with the importance of memories and forgetting and it is written at a second grade reading level so it should be easier to understand than The Giver.

Ms. Jacobs: Oh, that is a great idea. And maybe her timeline could be sequencing from her daily schedule instead of from history?

Now compare these teachers to Mrs. Summers and Mr. Harris, who are also planning for a student with complex instructional needs included in Mrs. Summers' English class.

Mrs. Summers: We are working on the themes and ideas in The Giver. The students will be creating a timeline of a historical event and examining how it connects to their lives as a part of the social studies curriculum.

Mr. Harris: I love that book-but it can be a bit of a barrier for some of our students unless we pair it with some accessibility supports. We can easily get some adapted versions of The Giver and maybe offer students the opportunity to partner read or use their online text readers.

Mrs. Summers: Yes, that makes sense. We may want to highlight key words or pictures to summarize the main points for some of our students who will still need additional help. And while we are at it, let's think about how to make it a bit more engaging for some of our students...maybe we can start with timelines related to their own lives and then move from there to historical events that shaped their world instead of from a historical event to themselves. It can go both ways.

Mr. Harris: Plus we could use some online timeline creation tools, pictures, or text-based timelines to provide students with lots of ways to engage with the timeline and get interested in the task.

The difference between these two conversations is subtle, but it illustrates one of the key ways differentiated instruction and UDL differ-as well as one of the biggest leaps teachers need to make if they are going to move to UDL-designed curriculum, instruction, and assessment. The biggest difference (and the most vital change teachers need to make to move to UDL-designed curriculum, instruction, materials, and assessment) is moving from the idea that the student is what creates barriers to learning to the idea that the curriculum, instruction, materials, and assessment create the barriers. And, while the conversations above may seem only minutely different, the belief that the student has the potential to access and make progress toward any goal significantly changes the way teachers approach planning, instruction, and assessment.

Consider the classic study by Rosenthal and Jacobsen (1968) that examined how student performance and teacher expectations were tied together. They found that "when we expect certain behaviors of others, we are likely to act in ways that make the expected behavior more likely to occur" (Rosenthal and Babad, 1985). Our instructional decisions are based on our expectations, even if we are not necessarily consciously aware of them.

When we work from the premise that the barrier is within the student, then our job as educators is to fix the student so he can access instruction and materials. This belief sets up limits for all the things a school system can't change about a student: missing limbs, intellectual disabilities, an impoverished home, language and cultural differences, etc. When we work from the premise that barriers are within the instruction and materials, then our job as educators is to change instruction and materials to remove and reduce those barriers. We, as educators and school systems have control over those things.

This doesn't mean it isn't difficult. Looking at creating a UDL classroom may seem absolutely overwhelming. Consider the CAST website for their curriculum self-check: it is HUGE. There are so many things to think about. And then, on top of that, for students with complex learning needs you are still probably going to need to add some individualized supports on top of the universally designed curriculum, like Mrs. Summers and Mr. Harris did when they added summarized text or pictures to represent key concepts and ideas from the full text. Conceptualizing the barrier as being within the curriculum, instruction and materials rather than the student may seem overwhelming for what initially seems like a tiny difference in how these two sets of teachers plan and teach. In my experience though, it is that single key difference that helps create a UDL classroom. It is that single key difference that improves students' opportunities to learn and sets up systems that improve student performance. In addition, it is that key difference that sets the stage for inclusive practices. So, if you want to build an inclusive classroom, the biggest step you can take is to change how you think about barriers.

Want to hear more from Deborah Taub? Be sure to check out this podcast she did on alternate assessment over at Think Inclusive, and this post on leaving behind the notion of inclusion as a place.

More on presuming the competence of all learners: "Presuming Competence: What It Is, What It Looks Like"

Deborah Taub is Director of Research and Programs at Keystone Assessment, where she provides research and professional development assistance for states, territories, and other entities working to develop and sustain best practice. She has assisted states in building and evaluating systemic programs, especially around issues of inclusive practice for students with complex instructional needs, such as those with low incidence disabilities or who are dually identified as having a disability and ELL. Dr. Taub has designed, implemented, and evaluated alternate assessments for students with significant cognitive disabilities, developed UDL and standards-based curricula and instruction, and conducted validity and alignment evaluations. She's an advisory member of National Center for Universal Design for Learning's UDL Taskforce, and a member of the TASH Inclusive Education Committee and the Council for Exceptional Children's CCSS Advisory Group.

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Your first step toward a UDL-designed classroom: Change how you think about barriers (Guest post) - Brookes Blog

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Happy Tuesday, #TeamInclusion! I have a guest post today that co-teachers and UDL advocates will want to read and share. It's by Dr. Deborah Taub, a UDL/inclusive ed expert and the Director of Research and Programs at Keystone Assessment. Through some short but powerful vignettes, she shows us what's possible when co-teachers embrace UDL principles [...]

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Please do! Just hit the plus button at the top of the column! Or flag down Ari/Jen if you have questions. :)

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PDF Version, ready to print

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Webinar: UDL Now! Revised with Katie Novak

Webinar: Universally Designed Leadership

Webinar: UDL and Cultural Variability

Webinar: UDL Planning for Lessons and Collaboration

Top  10 UDL Tips for Designing an Engaging Learning Environment

Top 5 UDL Tips for Reducing Stereotype Threat

Stereotype Threat Webinar

English Language Learners and UDL

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Guidelines in question-format

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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When the Barriers Aren’t Just Physical (Published 2016)

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The first school we tried was wheelchair-accessible, but there were still barriers. Luckily, the second one found other ways to let my son in.

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Word Version, ready to download and edit to fit your goals and context

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        Videos to help Look for Universal Design for Learning

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        Videos to help Look for Universal Design for Learning

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https://padlet.com/CASTUDL/LookingForUDL

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Sign up for the CAST newsletter

Participate in our next #UDLchat on Twitter

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UDL Theory and Practice book

UDL Myths and Facts

Visual Concept Map

UDL Exchange

National Center on UDL

BookBuilder

CAST free learning tools

BCSC Tech Tools

UDL Strategies from Goalbook

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https://padlet.com/CASTUDL/Engagement

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Top 5 UDL Tips for Supporting Expert Learning

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Top 5 UDL Tips for Supporting Expert Learning

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https://padlet.com/CASTUDL/Representation

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https://padlet.com/CASTUDL/ActionAndExpression

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Sign up for the CAST newsletter

Participate in our next #UDLchat on Twitter

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Have additional questions? Need additional resources?

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Have additional questions? Need additional resources?

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Email afleisher@cast.org, and/or jdee@cast.org.

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Guideline 2.0 organizer with examples of each checkpoint

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Guideline 2.0 organizer with examples of each checkpoint

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Access Google Sites with a personal Google account or Google Workspace account (for business use).

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Resources to answer our top 7 FAQ's: https://padlet.com/CASTUDL/FAQs

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Please fill out ACOE's anonymous evaluation to help us formatively assess our work together! 

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Please fill out ACOE's anonymous evaluation to help us formatively assess our work together! 

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https://www.surveymonkey.com/r/UDLintroFEB

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Intro to UDL February 6-7, 20-18 at Alameda COE

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