Instructional Consultation

Teamsand

Universal Design for Learning

By PresenterMedia.com

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Problem Solving Stages

∆ Contracting▪ Inform ▪ Purpose ▪ Focus ∆ ▪ Collaborative Nature ▪ Problem Solving Process ▪ Time/Date ▪ Gain Agreement

∆ Problem Identification & Analysis▪ Specific and Observable Terms▪ Instructional Assessment to establish MATCH▪ Prioritize▪ Baseline▪ Goals (3-6 weeks)

∆Strategy/Intervention Design▪ What? ▪ When? ▪ How Often? ▪ Conditions? ▪ Who?

∆ Strategy/Intervention Implementation▪ Have we done what we planned?

∆ Strategy/Intervention Evaluation▪ Weekly Data Collection ▪ Relate to Baseline & Goals▪ Connect outcomes to classroom expectation ▪ Conduct IA

∆ Follow-Up/Redesign▪ Revisit ▪ Revise ▪ Refine ▪ Re-try

∆ Closure▪ Goals Met ▪ Teacher’s Comfort ▪Strategies

Embedded/Faded

∆ Contracting▪ Inform ▪ Purpose ▪ Focus ∆ ▪ Collaborative Nature

▪ Problem Solving Process ▪ Time/Date ▪ Gain Agreement

UDL Guidelines Integrated(for teacher’s learning)

1.3 Offer alternatives for visual informationUsing the instructional match triangle

2.1 Clarify vocabulary and symbolsUsing ICT and UDL “vocabulary”Modeled during IAs, built into Strategy/Design

6.3 Facilitate managing information and resourcesUsing SDF, built into Strategy/Design

7.3 Minimize threats and distractionsNon-evaluative nature, building rapport with student

8.3 Foster collaboration and communicationWorking shoulder-to-shoulder

9.1 Promote expectations and beliefs that optimize motivationUse of reflective communication skills

∆ Problem Identification & Analysis▪ Specific and Observable Terms▪ Instructional Assessment to establish MATCH▪ Prioritize▪ Baseline▪ Goals (3-6 weeks)

UDL Guidelines Integrated1 Provide options for perception2 Provide options for language, mathematical expressions, and symbols3 Provide options for comprehension4 Provide options for physical action5 Provide options for expression and communication6 Provide options for executive functions7 Provide options for recruiting interest8 Provide options for sustaining effort and persistence9 Provide options for self-regulation

Assess during PID through reflective communication skills, model during IA, build into Strategy/Design

Strategy/Intervention Design▪ What? ▪ When? ▪ How Often? ▪ Conditions? ▪ Who?

UDL Guidelines Integrated1 Provide options for perception2 Provide options for language, mathematical expressions,

and symbols3 Provide options for comprehension4 Provide options for physical action5 Provide options for expression and communication6 Provide options for executive functions7 Provide options for recruiting interest8 Provide options for sustaining effort and persistence9 Provide options for self-regulation

Assess during PID through reflective communication skills, model during IA, build into Strategy/Design

Strategy/Intervention Implementation

UDL Guidelines Integrated(for teacher’s learning)

6.2 Support planning and strategy development6.3 Facilitate managing info and resources6.4 Enhance capacity for monitoring progress

Using Student Documentation Form provides teacher with a guide to break up long term goals into reachable short term objectives and manages the data.

9.3 Develop self-assessment and reflectionReflection piece for teachers to focus on fixing the “broken match” not the child.

∆ Strategy/Intervention Evaluation▪ Weekly Data Collection ▪ Relate to Baseline & Goals

▪ Connect outcomes to classroom expectation ▪ Conduct IA

UDL Guidelines Integrated(for teacher’s learning)

6.2 Support planning and strategy development6.3 Facilitate managing info and resources6.4 Enhance capacity for monitoring progress

Using Student Documentation Form provides teacher with a guide to break up long term goals into reachable short term objectives and manages the data.

9.3 Develop self-assessment and reflectionReflection piece for teachers to focus on fixing the “broken match” not the child.

∆ Follow-Up/Redesign▪ Revisit ▪ Revise ▪ Refine ▪ Re-try

UDL Guidelines Integrated(for teacher’s learning)

6.2 Support planning and strategy development6.3 Facilitate managing info and resources6.4 Enhance capacity for monitoring progress

Using Student Documentation Form provides teacher with a guide to break up long term goals into reachable short term objectives and manages the data.

9.3 Develop self-assessment and reflectionReflection piece for teachers to focus on fixing the “broken match” not the child.

Closure▪ Goals Met ▪ Teacher’s Comfort ▪Strategies Embedded/Faded

UDL Guidelines Integrated(for teacher’s learning)

6.2 Support planning and strategy development6.3 Facilitate managing info and resources6.4 Enhance capacity for monitoring progress

Using Student Documentation Form provides teacher with a guide to break up long term goals into reachable short term objectives and manages the data.

9.3 Develop self-assessment and reflectionReflection piece for teachers to focus on fixing the “broken match” not the child.

UDLICT

CLASSROOM

The Student Who Has Everyone

S/L PathologistOccupational Therapist

Classroom Teachers

Reading Interventionist

Friends Group Coordinator

Special Education Teacher

ClassroomTeaching Assistant

Special Ed Teaching Asst.

Autism Coordinator

Family

What if the Classroom Teacher Controlled the Resources?

•Speech Therapy•Occupational Therapy•Autism Support•Teaching Assistants•Special Education Support•Reading Interventions•Team Teachers

Classroom TeacherSpeech Therapy

InterventionistUDL Principles

UDL Prin

ciples

UDL Principles

UDL Principles

Teaching Assistants

Special Ed. Assistant

Friends GroupAutism

Coordinator

Family

Special Education

Occupational Therapy

What Game Does Your Classroom Sometimes Remind You Of?

My Classroom

Group or Class Wide CaseHow is it different from an individual case?What will the instructional assessment look like?5 Day PlansCollecting Data

Group average or chart individualsRandom samplingDecision criterion

5 Day Plan

Long Raidans

Long raidians were forming when Matthew arrived. He tried to phindate the amount of time it would take to get to the conrvorster. Vort it would be too long, plast he would miss the game. He varaxated for a moment until the radians became even longer. He decided that he would ordrul in the radian opet see vort it would start moving more expeditiously.

No sooner had he started fleedjuul, when it began mostulag quite hard. Matthew became disgusted, zipped up his ornaforger, and walked back opet his car. He drove home in the mostul. By the time he put the car in the garage, the mostul was droim and the faedos was out. Matthew was doubly disgusted now. Suddenly, he went inside to watch the game. He turned on the television set but nothing happened. Matthew said to himself, “What a lousy frol.”