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This chapter told a multi-year tale, including initial mis-steps and learnings of how to move beyond forced compliance to buy-in. There was structured and sustained learning with direct application to classrooms and stipends, there was a leadership move to align all initiaves under one umbrella "The Chavez Circle" (p 109). The PD, visits elsewhere, using UDL practices in designing the PD all led to lots of concrete data and some inroads into culture / language shift (aligned carbon copy sentence steps about UDL practices for teachers from coaches, administrators and teacher colleagues that was immediate feedback and data about implementation and needs), integrating with evaluation system, visit to another school system and a 2 week August institute for everyone about the "Chavez Circle" that was explicit and concrete.
Talked about a school tragedy resulted in a change / ownership of the beliefs undergirding UDL.

One other question was - what is their student academic data showing?

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How do we reflect upon the relationship between UDL implementation and student outcomes? Chapter 6 (Chavez) mentioned graduation and demographic data in the introduction and there was no follow up at the end of implementation. Chapter 9 (Baltimore) discussed the importance of assessment but with no student outcome data. 

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How do we reflect upon the relationship between UDL implementation and student outcomes? Chapter 6 (Chavez) mentioned graduation and demographic data in the introduction and there was no follow up at the end of implementation. Chapter 9 (Baltimore) discussed the importance of assessment but with no student outcome data. 

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UDL is a lens that acknowledges that people young and old are more successful if they have a variety of options to be engaged, represent themselves, and to be active and express themselves. The chapter gave an example of how UDL philosophies were applied to a professional learning community. One of the ways they offered a variety of learning opportunities offered throughout the year was by providing monthly meetings. The administration provided UDL professional development opportunities. Educators had continuous collaborative support opportunities that built interest in the process. In order to anticipate and design to reduce barriers, they encouraged risk taking and provided incentives as motivation.

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Strength was the spiraling of bringing new cohorts on while current cohorts sustain. Next steps entailed current and new cohorts collaboration.

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Goals and timeline were outlined. PLCs learned to meet regularly, time and risk taking was given and encouraged by admin. Biggest downfall was whole faculty was not included.
Questions...
New framework was introduced for evaluating teachers that blended nicely for UDL but how does that impact those not included in the UDL PLC?
Shouldn't all staff members have a choice to have an edge?
How were teachers chosen to represent the PLC and how did other teachers not chosen feel about it?
We expect teachers to include everyone and include choice, why wouldn't we?

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The principal had mindset of learning, listening, and allowing for mistakes. The school implemented a PLC to provide professional learning for staff. Their school's next steps are to allow for planning time, provide support for inclusion, and administrator modeling and taking risks in all interactions with staff.

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I'm curious to understand the support, if any, the site leadership team received from the district in light of the number of district-wide initiatives that Chavez was working to address.
At the end of the chapter there was a brief mention of the responsibility for 'leading' the PLCs was being transferred from the service agency to the site leadership team. I'd like to know more about how the service agency and site leadership interacted over time and what the logistics/support for the transfer looked like.

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One 'mis-step' really resonated because it is such a common challenge for large districts. "The early road to UDL implementation at BCPS was paved with one shot workshops that focused on foundational knowledge, ad the district was essentially stuck in the exploration stage for almost a decade" 

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One 'mis-step' really resonated because it is such a common challenge for large districts. "The early road to UDL implementation at BCPS was paved with one shot workshops that focused on foundational knowledge, ad the district was essentially stuck in the exploration stage for almost a decade" 

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The Bartholomew Consolidated School Corporation went through five phases: explore, prepare, integrate, scale and optimize

Highlights:
+ Builds upon PBIS, changing intervention to instruction, focus on UDL instruction
+ Aligns stakeholders in education from teachers to administrators, even in their evaluation.

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Chapter 5

LMS school took on the huge task of implementing UDL. They approached it in a way that created interest. The admin was trained and on board as were the members of the instructional leadership team. They started small. By celebrating small successes, faculty that wasn’t involved became interested and wanted to learn more. Though many changes and with support, students were able to take control of their learning, being upset when they weren’t able to be. Their garden started small and grew to include much of the staff. Seeing the success and student involvement led to more success.

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UDL Ch 8 (BCSD)

Our Key Takeaways...

Organically shifted to UDL (as they addressed needs for supporting students with special needs == explore)

Shift = Utilizing UDL as a framework where all other “initiatives” filter and align through this UDL framework (== preparation)

Shift = letter “I” in PBIS (positive behavior intervention supports) becomes-- positive behavior instruction supports

Self assessment rubric used to continue growth = speaks to the iterative process of UDL (== integration)

As shift occurs, outside support from CAST to provide the transformational support and on-going coaching to create sustainability and move to internal infrastructure (==scaling)

Moves to include evaluations centered around UDL practices, via a collaborative process between union-UDL-admins - this seems like an instrumental shift!

Professional Growth Planning all around UDL and having a district UDL coordinator aligning all district initiatives (== optimize)

Some Wonderings….

Would be interesting to know about the district leadership - were there changes in superintendent? Will UDL survive leadership changes?

Would be interested to hear more about the “real talk” challenges that they faced in this 10 year journey