“It’s not the strongest of the species that survive, nor the most intelligent, but the one most responsive to change.”

Elephant in the RoomElephant in the Room

Unprecedented educational changes Unprecedented educational changes led to extreme panic, anxiety, and led to extreme panic, anxiety, and then a true sense of urgency to then a true sense of urgency to fundamentally address our teaching fundamentally address our teaching practices to effectively service our practices to effectively service our diverse students and their varied diverse students and their varied learning styles.learning styles.

EducationReform

Act

CommonCore StateStandards

SchoolProgress

Index

Teacher &Principal

Evaluation

PARCC

PGMS’ School-Wide GoalsPGMS’ School-Wide Goals

Interdisciplinary Instruction (across subject areas)Interdisciplinary Instruction (across subject areas)

Critical Thinking/QuestioningCritical Thinking/Questioning Purposeful WritingPurposeful Writing Active Student Engagement/Student-Centered Active Student Engagement/Student-Centered

LearningLearning Vocabulary Augmentation (WOTD)Vocabulary Augmentation (WOTD) Speaking/Oratory Skill DevelopmentSpeaking/Oratory Skill Development Digital Conversion - Technology InfusionDigital Conversion - Technology Infusion PBIS/Character Ed PBIS/Character Ed

Balancing Act :Balancing Act :BLUEPRINTBLUEPRINT 2.2. and School-wide Initiatives and School-wide Initiatives

Teachers are expected to orchestrate a classroom Teachers are expected to orchestrate a classroom where students are working at different speeds, where students are working at different speeds, using different materials, experiencing flexible using different materials, experiencing flexible groups, and learning to collaborate to produce groups, and learning to collaborate to produce high-quality products or demonstrations of what high-quality products or demonstrations of what they learned. they learned.

System-wide goal- Raising the instructional bar by System-wide goal- Raising the instructional bar by boosting achievement and closing all educational boosting achievement and closing all educational gaps, while equipping all students to be college-gaps, while equipping all students to be college-and-career ready and globally competitive. and-career ready and globally competitive.

Teaching Implications- Teaching Implications- Instructional ConversionInstructional Conversion

No “stand and deliver” /endless teacher talk and teacher-centerednessNo “stand and deliver” /endless teacher talk and teacher-centeredness No “Sage on Stage”No “Sage on Stage” No “Read and answer questions from the text that take half of the class No “Read and answer questions from the text that take half of the class

modmod No “One size fits all” – “Teach to the Middle”No “One size fits all” – “Teach to the Middle” No “Teach for the test only” methodsNo “Teach for the test only” methods No sole reliance on multiple choice testsNo sole reliance on multiple choice tests No decision to avoid tech infusion and outside resourcesNo decision to avoid tech infusion and outside resources No “Lazy Thinkers”No “Lazy Thinkers” No, “Let’s pack up five minutes before the end of the mod”No, “Let’s pack up five minutes before the end of the mod” No overreliance on ditto worksheetsNo overreliance on ditto worksheets No rigidity and lack of responsiveness to students and learning needsNo rigidity and lack of responsiveness to students and learning needs

Recognizing Basic Needs: Recognizing Basic Needs: The Three C’sThe Three C’s

ConnectionConnection

CompetenceCompetence

Control of our learning Control of our learning environment environment

The PANACEA of Teaching The PANACEA of Teaching UDL: An Integrated Approach UDL: An Integrated Approach

To Realized AchievementTo Realized Achievement

The overarching UMBRELLA that The overarching UMBRELLA that connected all initiatives and provided connected all initiatives and provided a solid framework for a solid framework for HOW WE HOW WE TAUGHTTAUGHT!!!!

UDL Immersion – UDL Immersion – Putting the Pieces togetherPutting the Pieces together

Moving UDL from Theory to Moving UDL from Theory to PracticePractice

Invited Liz, our “Cheerleader/Facilitator” to introduce UDL to the entire Invited Liz, our “Cheerleader/Facilitator” to introduce UDL to the entire staff.staff.

Overwhelming responsive to her presentation led to the formation of a Overwhelming responsive to her presentation led to the formation of a core group of “early adopters” representing every discipline in our core group of “early adopters” representing every discipline in our school. school.

These PGMS “UDL Pioneers” delved further into the principles and These PGMS “UDL Pioneers” delved further into the principles and studied the framework during the summer.studied the framework during the summer.

At the start of the school year, they began a strategic way of At the start of the school year, they began a strategic way of disseminating information, resources, and ideas related to UDL to the disseminating information, resources, and ideas related to UDL to the entire teaching staff – including para-professionals and student entire teaching staff – including para-professionals and student assistants. assistants.

They began developing new lessons and/or recreating existing lessons They began developing new lessons and/or recreating existing lessons incorporating the UDL framework. incorporating the UDL framework.

They deliberately began find ways to share their ideas and successes at They deliberately began find ways to share their ideas and successes at faculty meetings, in our school newsletter, and during PD sessions faculty meetings, in our school newsletter, and during PD sessions throughout the year. throughout the year.

Navigating the TransitionNavigating the Transition

Learning From Our UDL Learning From Our UDL ExperienceExperience

Shared Accountability for Student Academic Growth - A Shared Accountability for Student Academic Growth - A Focused Approach for AchievementFocused Approach for Achievement

Marrying UDL to Positive Behavior Intervention Supports Marrying UDL to Positive Behavior Intervention Supports (PBIS) and other initiatives(PBIS) and other initiatives

Full Transparency – Addressing ResistanceFull Transparency – Addressing Resistance Making UDL Relevant and ApplicableMaking UDL Relevant and Applicable Navigating the Transition- Moving UDL from Theory to Navigating the Transition- Moving UDL from Theory to

PracticePractice UDL Immersion – Putting the Pieces togetherUDL Immersion – Putting the Pieces together Utilizing UDL to Transform our Thinking and TeachingUtilizing UDL to Transform our Thinking and Teaching Looking Forward and Celebrating Successes Looking Forward and Celebrating Successes

Shared Accountability and for Shared Accountability and for Student Academic GrowthStudent Academic Growth

Overcoming Barriers Overcoming Barriers Some saw this as just another educational fad that would fizzle out Some saw this as just another educational fad that would fizzle out

so they did not want to invest time or effort.so they did not want to invest time or effort. Negative Nellie’s were trying to convert Doubting Thomas’.Negative Nellie’s were trying to convert Doubting Thomas’. TruthTruth: Meeting every child’s learning needs and individualizing : Meeting every child’s learning needs and individualizing

instruction is the goal, but it is not easily implemented. instruction is the goal, but it is not easily implemented. UDL represented differentiation which translated to “more work.”UDL represented differentiation which translated to “more work.” Teachers were already overwhelmed with trying to absorb/create Teachers were already overwhelmed with trying to absorb/create

the new curriculum and were concerned about being evaluated the new curriculum and were concerned about being evaluated with it. with it.

Election for a low-tech option due to lack of technologyElection for a low-tech option due to lack of technology UDL wouldn’t remove academic challenges, only barriers to accessUDL wouldn’t remove academic challenges, only barriers to access Inform that UDL techniques were just part of the standard Inform that UDL techniques were just part of the standard

delivery of good instruction. delivery of good instruction. Some teachers wanted to be boxed in with a script/written Some teachers wanted to be boxed in with a script/written

curriculum and were concerned about giving up control.curriculum and were concerned about giving up control.

STRATEGIES to Promote STRATEGIES to Promote Buy-InBuy-In

Lay the vision and the need for this progressive and inclusive Lay the vision and the need for this progressive and inclusive initiativeinitiative

Create a core group of early advocates/pioneers and share the Create a core group of early advocates/pioneers and share the good news about its effectiveness.good news about its effectiveness.

Develop a realistic and measurable goals/plan of action/time Develop a realistic and measurable goals/plan of action/time frame for implementationframe for implementation

Instill confidence and competence by showing how it will positively Instill confidence and competence by showing how it will positively impact their teaching, performance, and skills. impact their teaching, performance, and skills.

Provide rewards and material and human resources and supportProvide rewards and material and human resources and support Follow up, stay connected, maintain momentumFollow up, stay connected, maintain momentum Continually nip resistance in the bud with more information about Continually nip resistance in the bud with more information about

the merits of UDLthe merits of UDL Be prepared to take advice, listen to concerns, adjust/tweak plans Be prepared to take advice, listen to concerns, adjust/tweak plans

for the good of the group. for the good of the group.

FFocused Approach for ocused Approach for AchievementAchievement

Anti-Stagnation – Continuous Anti-Stagnation – Continuous improvement improvement

High Expectations for staff and student High Expectations for staff and student growthgrowth

High impact, innovative actions leading High impact, innovative actions leading to progress for all studentsto progress for all students

Relevant organic, school-based and Relevant organic, school-based and university-level PDs, Seminarsuniversity-level PDs, Seminars

Infusion in formal and informal Infusion in formal and informal observationsobservations

Opportunities for reinforcement via Opportunities for reinforcement via coursework and MSDE creditcoursework and MSDE credit

Infusion of IPAD LabInfusion of IPAD Lab Learning WalksLearning Walks Data CollectionData Collection Monitoring and evaluation Monitoring and evaluation

Marrying UDL to PBIS and Marrying UDL to PBIS and Other School-Wide Initiatives Other School-Wide Initiatives

UDL allowed us to guide and set parameters for making UDL allowed us to guide and set parameters for making sound choices that transform the teaching/ learning sound choices that transform the teaching/ learning experiences!experiences!

1.1. Routines & ExpectationsRoutines & Expectations

2.2. RelationshipsRelationships

3.3. ResponsibilityResponsibility

4.4. RespectRespect

5.5. ReflectReflect

Making UDL Making UDL Clear and RELEVANTClear and RELEVANT

Classes/CohortsClasses/Cohorts Use of CAST resources/lessonsUse of CAST resources/lessons Continuation of use of facilitator, mentor, and coachContinuation of use of facilitator, mentor, and coach Enlargement of UDL Cross-Disciplinary Committee to spur discussions, Enlargement of UDL Cross-Disciplinary Committee to spur discussions,

share practices, entice other teachers on effective application of the share practices, entice other teachers on effective application of the framework. framework.

Utilizing UDL to Transform Utilizing UDL to Transform Thinking and TeachingThinking and Teaching

Supporting Equity in Education Supporting Equity in Education - - Giving all students equal Giving all students equal opportunities to learnopportunities to learn

Addressing Multiple Intelligences Addressing Multiple Intelligences – providing a blueprint – providing a blueprint for creating instructional programming that works for all students in a for creating instructional programming that works for all students in a customized manner.customized manner.

Incorporating Brain Research Incorporating Brain Research – The “What”, “How”, and – The “What”, “How”, and “Why” in teaching and learning“Why” in teaching and learning

Looking ForwardLooking Forward

Continuing to offer on-going professional Continuing to offer on-going professional learninglearning

Capitalizing on any and all opportunities to Capitalizing on any and all opportunities to both share and augment our UDL skillsboth share and augment our UDL skills

Increasing awareness of UDL practices Increasing awareness of UDL practices with all of our stakeholders (parents/other with all of our stakeholders (parents/other schools ) schools )

Institutionalizing UDL in our learning Institutionalizing UDL in our learning communitycommunity

Get “Pumped”Get “Pumped”Cheerleaders for UDL Cheerleaders for UDL

We’re ALL in this together for the collective good of ALL of our students.

UDL FruitsUDL Fruits and Testimonials and Testimonials

““UDL has revolutionized my teaching”UDL has revolutionized my teaching” ““UDL has immensely added to my arsenal of UDL has immensely added to my arsenal of

strategies”strategies” ““UDL has made me more open to expanding the UDL has made me more open to expanding the

vision of my classroom”vision of my classroom” ““Incorporating UDL has allowed more student Incorporating UDL has allowed more student

autonomy in my class.autonomy in my class. ““Thanks for UDL, I’m out of my teaching rut - and Thanks for UDL, I’m out of my teaching rut - and

loving it.” loving it.”

Q & A?Q & A?