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

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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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A buffet of options.

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This is an example that connects the UDL principles and guidelines to the T-TESS rubric

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Work with a partner to complete this exercise, OR try the next slide below to complete this activity online, on your own.

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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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Model what you expect to see in your classrooms!

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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.

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EXTRA RESOURCES - Professional Development that Models UDL Principles

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EXTRA RESOURCES - 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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EXTRA RESOURCE: UDLeadership: applying UDL to systems and schools

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EXTRA RESOURCE: 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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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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This is not exactly what we mean when we say that we provide options for our students! Nice try though!

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How would you respond to these potential barriers?

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IT'S NOT A SPED THING...UDL removes barriers and helps ALL STUDENTS!

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IT'S NOT A SPED THING...UDL removes barriers and helps ALL STUDENTS!

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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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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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Create your own UDL wheel!
From: UDL Center

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Click Here! To Join the ACentral Community

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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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National Center on UDL Director David Rose explains how UDL helps meet the most pressing issues facing educators today. Drawing on brain research and the latest learning sciences, Dr. Rose describes the three UDL principles and what they mean for classroom practice.

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UDL Principles and Practice | National Center On Universal Design for Learning

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The UDL Guidelines have a new home! Check 'em out at udlguidelines.cast.org! The UDL Center site will remain as-is until June 30, 2018, so please update your links accordingly. This summer, look for a new UDL Center! Follow us on social media to find out more.

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VIDEO