How One School Used UDL to Re-engineer Student Learning and Space

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