UDL Harvard Institute - District 13: A US/International Perspective

Comment

Comment by Chia-Wen CHANG on September 1, 2012 at 12:12pm

Dear all,

I would like to share some of my teaching and some information about the school administration structure in my school. Please see the link below:

https://docs.google.com/open?id=0BxB-Jzvn7Hh1X2N2by1YWWVnSWs

 

Comment by Ashley Deck-States on July 22, 2012 at 10:11pm

Hi Diane,

Did you log into the iSites website?  The presentations are posted there. 

http://isites.harvard.edu/icb/icb.do?keyword=udl

Hope that works for you!

Ashley

Comment by Diane M. Shaw on July 22, 2012 at 4:21pm

Hi everyone - For some reason, I'm unable to log into udlcenter.org. I would like to access the PowerPoint presentations from our week-long session.  Is anyone else able to get in, and if so, could you email me the PowerPoint presentations? I'm dshaw@southbridge.k12.ma.us. 

 

Thank you,

Diane Shaw

Comment by Katherine Poynton on July 13, 2012 at 10:13pm

I just watched the video link............Kevin you ROCK :) Nice meeting everyone at the program this week, be great to keep in touch.

Comment by Chia-Wen CHANG on July 13, 2012 at 12:39pm

Dear all, it's so nice to meet you. If you guys need some support in translating English into "traditional Chinese", please don't hesitate to contact me. I will do my best to help.

Comment by Chia-Wen CHANG on July 12, 2012 at 4:30pm

Hi all, I will try to visualise how a Taiwanese school life is like after I go back to Taiwan in Aug. I will use photos, tables or graphs to illustrate a (1) typical school administration structure, (2) school daily teaching sessions, (3) special class lesson structure and (4) some photos of my favourite lesson (cooking lesson). I am a certified special education, mainstream education and teaching Chinese as a second language teacher in Taiwan. More strangely, I am a certified Tawanese funeral servant and part-time lecturer at one private uni. If you guys have any interesting questions regarding Taiwan, just msg me.   

Comment by Ashley Deck-States on July 12, 2012 at 3:45pm

I am sure you all have this already, but it is fantastic and I had to share it again.

http://www.udlcenter.org/implementation/examples

Comment by Michael Silvestri on July 12, 2012 at 3:00pm

Learning Style Inventories:

http://ttc.coe.uga.edu/surveys/LearningStyleInv.html

http://people.usd.edu/~bwjames/tut/learning-style/

http://www.learning-styles-online.com/inventory/questions.php?cooki...

http://www.engr.ncsu.edu/learningstyles/ilsweb.html

http://www.howtolearn.com/learning-styles-quiz

More Links:

http://www.oucom.ohiou.edu/fd/learning_style_inventories.htm

Comment by Kevin Gray on July 12, 2012 at 11:20am

Common Core and UDL in the Secondary Classroom

Lori DiGisi

Handout – Portrait of Students who are College and Career Ready

Handout – Educator Resources

Handouts should be posted to website.

Kids are getting to college but 53% are not completing college.

Check out THE WEEK publication.

What is college and career ready?

• Meeting the common core standards.
• It’s not about one answer; it’s about many answers and presenting it to others.
• EX – Students learn science through experimenting, but scientists write and communicate.  We need to bridge the GAP.

Common Core State Standards

• Emphasizes inquiry
• Math practice standard ask students to model with mathematics.
• ELA and math standards refer to perseverance and repeated analysis.
• Math and ELA standards refer to constructing and critiquing arguments.
• Math, reading, writing, speaking and listening refer to understanding.
• Communication is key.

Where do we start?

• Shifts need to be made:              
  • Math
    • Focus
    • Coherence
    • Rigor
    • Math Practice Standards
• ELA/Literacy
  • Build Knowledge
  • Evidence from text
  • Complex text and its vocabulary
  • Integration of standards

 

 

Key principles of UDL

• Engagement: Why are students doing this? Motivation, interest, and challenge.
• Representation: How to provide multiple ways for students to access information? Or, what scaffolding do I need to provide to help all students access the sam complex texts?
• Action/Expression: How am I differentiating ways that students can access what they know?

 

 

Comment by Kevin Gray on July 12, 2012 at 10:31am

Identification, Placement and Performance of Students with High Incidence Disabilities

 NOTES

Tom Hehir

 

Rates of Identifaction

 

• In categories where there is little discretion in identifying (deafness, blindness, etc) we are at national average.
• In other instances where there is some degree of judgment involved, (intellectual, autism, emotional and developmental delay) we are much higher than national average.  This could be true-incidence.
• Numbers may be high because parents have access to resources, as opposed to states without a large medical infrastructure like Massachusetts.
• In categories such as neurological, multiple disabilities, communication health and specific learning, there may be overrepresentation in MA.
• The specific learning disability category in MA is growing, but it is shrinking nationally.

 

 

Identification and Low-Income Students

 

• In a district with a high percentage of low-income students, kids are 80% more likely to be indentified if they have free and reduced lunch.
• You are twice as likely to be identified if you are a low-income student in affluent communities.

 

Inclusion and Low-Income Schools

 

• When 80% - 100% of kids are included in a school 53% are low income and 69% are not.
• When 40% - 79% of kids are included in a school 23% are low income and 15% are not.
• When less than 40% of kids are included in a school 20% are low income and 8% are not.
• Without inclusion, students are twice as likely to be separated.

 

MCAS by Inclusion and Low Income

 

• On average if a student is included only 0%-40% they fall in Needs Improvement category.
• On average if a student is included only 40% - 79% they still fall but scores are higher.
• On average if a student is included 80% - 100% of the day they are at or in Proficient.
• Kids who are not included are more likely to not pass MCAS and therefore not graduate.
• General Ed MCAS scores predict special ed MCAS scores.

 

Recommendations

 

1. Intervene if low-income students are highly disproportionately eligible for special education.
2. Intervene if too many students re segregated in substantially separate settings.
3. Require better practices in General Education.

 

 

 

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