To address the performance gap for students with disabilities and students living in poverty, this presentation will share how one school reconstructed learning to align with: (1) visible learning research; (2) universal design for learning (UDL); (3) social justice; (4) and reframing Response to Intervention foster continuous classroom improvement practices- focusing efforts on culturally responsive and inclusive tiers of instruction and support. Objective 1: After engaging with the content and activities during the breakout session, participants will be able to identify and define the 3 principle of UDL in practice. Objective 2: After engaging in the break out session, participants will be able to identify 3-5 ways to use the UDL principles to create a physical classroom layout that is accessible to all students, including those with multiple and/or significant support needs/disabilities. Objective 3: After actively working with fellow participants, attendees will identify 3-5 best instructional practices for teaching collaboratively within a UDL environment that they can immediately implement or share with teachers upon return from the conference.
Objectives: Before leaving, participants will be able to explain how their school leaders could analyze and re-alocate Response to Intervention resources (or other flexible funds) to provide inclusive tiers of instruction and support for all students, including those with significant disabilities within a UDL framed classroom. Session attendees will leave with an action plan that addresses objectives 2-4.
Amy Toson, Patricia Beyers Pelzel, John Flannery