Defining UDL AT and RTI Designing Positive Learning

Defining UDL, AT, and RTI Designing Positive Learning Environments Framework for Technology Integration

Today’s Agenda q Tk 20 q RTI Foldable q RTI Tiers Socrative Space Race q Defining AT q AT Mystery Game q Break q UDL KWL Chart q Story Time q Introduction to UDL q UDL at a Glance q Principles, Guidelines, and Checkpoints q UDL and Positive Learning Environments q Technology Integration and Frameworks q Represent What You have Learned q Reminders for Next Week

Syllabus Schedule Changes & Tk 20 A subscription to Tk 20 can be purchased online at https: //towson. tk 20. com/campustoolshighere d/shib-login OR in the TU Bookstore

SPED 413. 001 G. O. Reading & Lectures • Olivia Luppino • Laura Graziano • Naomi Drehmer • Elaine Shea • Carolyn Smith Week 1 • Ashley Barron • Megan Martin • Anna Melton • Marisa Santos • Carolyn Smith Week 5 Week 2 • Laura Graziano • Courtney Clutts • Shelby Plitt • Elena Puig • Elaine Shea Week 6 • Kelsey Hernandez • Alyssa Broaddus • Elena Puig • Samantha Toursland • Ashley Barron Week 3 • Olivia Luppino • Alyssa Broaddus • Alexis Badovski • Anna Melton • Carolyn Smith • Jennifer Withrow Week 7 • Megan Jager • Alexis Badovski • Kaitlyn Anna • Lianna Rossi • Jennifer Withrow Week 4 g rin Sp Br k a e Week 8

SPED 413. 002 G. O. Reading & Lectures • • • Week 1 • • • Joanna Barney Lindsey Kilpatrick Melissa Mildenberger Ashely Romero-Martinez Ariana Welch Week 5 Kelsey Blanch Kyle Hanes Kristina Massaker Madison Scanlon Pria Walker Week 2 • • • Gregory Clemens Margaret Manley Kerry O’Reilly Elizabeth Puglia Sameen Saberian Week 6 • • • Stephanie Cuccio Chelsea Hunt Lindsey Kilpatrick Elizabeth Puglia Shelby Taylor Week 3 • • • Joanna Barney Kristen Glessner Kyle Hanes Melissa Mildenberger Kathryn Uhl Week 7 • • • Gregory Clemens Kristen Glessner Margaret Manley Sameen Saberian Kathryn Uhl Week 4 g rin Sp Br k a e Week 8

Create Your Foldable Fo ld he re Cut here RESPONSE-TO-INTERVENTION (RTI)

RESPONSE-TO-INTERVENTION (RTI) MODEL Tier 3 : Intensive Interventions and Comprehensive Evaluation Tier 2 : Targeted Interventions Tier 1 : High-Quality Classroom Instruction, Screening, and Group Interventions 5% 15% 80%

High-quality, scientifically based classroom instruction. Ongoing student assessment. Tiered instruction. Parent involvement.

DIFFERENTIATING THE TIERS Tier 3 : Few Students or Individuals Tier 2 : Some Students or Small Groups Tier 1 : All Students

Meeting the Needs of ALL Students Assistive Technology (AT) Accommodations and Modifications Differentiated Instruction Universal Design for Learning (UDL)

Low-, mid-, and high-tech …Increase, maintain, or improve functional capabilities Any item, piece of equipment, or product system (commercial, modified, customized) that is used to… Assistive Technolog y (AT) Umbrella term that includes assistive and adaptive services and devices Technology meets the learning and communication needs of individuals with disabilities

AT Mystery Game • • You will be given a QR code. Scan the code to find out which tool you will research. Find information about your tool online and find it within the materials set out in the classroom. When you’re ready, share what you’ve found at: – 413. 001 https: //padlet. com/jkouo/bw 7 o 9 a 0 soabn – 413. 002 https: //padlet. com/jkouo/ilbit 9 n 4 la 2 f

How familiar are you with Universal Design for Learning? Respond at Poll. Ev. com/JENNIFERKOUO 820 or Text JENNIFERKOUO 820 to 37607

Essential Question(s) 1: What is UDL? How is the UDL framework used to design learning environments? Know Want to Know Learned SPED 413. 001

Essential Question(s) 1: What is UDL? How is the UDL framework used to design learning environments? Know Want to Know Learned SPED 413. 002

UDL at a Glance

Major Influence - Universal Design: applying architectural, accessible, and safe ideas to classrooms

UDL is a scientifically valid framework for guiding educational practice that • provides in the ways information is , in the ways students or , and in the ways students are ; and , provides appropriate , , and maintains , including students with disabilities and students who are limited English proficient. Higher Education Opportunity Act (2008)

UDL provides a blueprint for creating instructional goals, materials, methods, and assessments that work for EVERYONE.

PRINCIPLES OF UDL

Checkpoints Principles

CAST UDL VIDEO COMPETITION

Key Elements of UDL Design curriculum from the beginning to be universal Power to be very flexible Allows choices & different paths Represent information in different ways

Think-Pair-Share: How Can UDL Lead to a Positive Learning Environment?

You Pick 2 Option A Option B Option C

How have you seen technology being integrated into classrooms?

Technology Integration Technology integration is the use of technology resources -computers, mobile devices like smartphones and tablets, digital cameras, social media platforms and networks, software applications, the Internet, etc. -- in daily classroom practices, and in the management of a school. Successful technology integration is achieved when the use of technology is: • Routine and transparent • Accessible and readily available for the task at hand • Supporting the curricular goals, and helping the students to effectively reach their goals https: //www. edutopia. org/technology-integration-guide-description

SAMR Model

SAMR Model A Tool to “Think With”

SAMR Model

Levels of Technology Integration Sparse: Basic: Comfortable: Seamless: Technology is rarely used or available. Students rarely use technology to complete assignments or projects. Technology is used or available occasionally/often in a lab rather than the classroom. Students are comfortable with one or two tools and sometimes use these tools to create projects that show understanding of content. Technology is used in the classroom on a fairly regular basis. Students are comfortable with a variety of tools and often use these tools to create projects that show understanding of content. Students employ technology daily in the classroom using a variety of tools to complete assignments and create projects that show a deep understanding of content.

Create Groups of 3 -5 Students Use the Action and Expression Principle to Demonstrate What You Have Learned Today

Next Week • Readings: • UDL Chapter 4 • Deadlines: • Miscellaneous: • For next week please bring a 1 -subject composition book.