Loading…
This event has ended. Create your own event → Check it out
This event has ended. Create your own

 Welcome Letter with Pre-Conference Details
 Session Evaluation
 Goal Setting Organizer

View analytic

Sign up or log in to bookmark your favorites and sync them to your phone or calendar.

Monday, July 31
 

8:00am

Registration, Breakfast
Monday July 31, 2017 8:00am - 8:30am
Ballroom A&B

8:30am

Keynote: UDL for Social Justice
In this session, we will explore social justice through windows and mirrors to determine how we may have contributed to the world we live in, and how we can take action to transform it, using a foundation of Universal Design for Learning (UDL). 

Speakers
avatar for Katie Novak

Katie Novak

An internationally-recognized leader in Universal Design for Learning (UDL) implementation, Katie Novak is currently a CAST Professional Cadre member and the Assistant Superintendent of the Groton-Dunstable Regional School District in Massachusetts. | With 14 years experience i... Read More →



Monday July 31, 2017 8:30am - 9:15am
Ballroom A&B

9:30am

Keynote: A Personal Journey
Speakers
avatar for Mirko Chardin

Mirko Chardin

Founding Head of School, The Putnam Avenue Upper School
Mirko J. Chardin currently serves as the Founding Principal of the Putnam Avenue Upper School in Cambridge, MA, a new middle school established as part of the city's Innovation Agenda to bring greater equity to middle school aged children. While Mirko's work has involved all areas of school management and student support, his greatest experience and passion revolves around culturally connected teaching and learning, the implementation of technology, restorative practice, and school culture. Prior to being at the Putnam Ave Upper... Read More →


Monday July 31, 2017 9:30am - 10:15am
Ballroom A&B

10:30am

Creating Courageous Conversations & Actions Steps for Equitable Learning in Co-Taught Inclusive Classrooms

What does it take to create a truly meaningful inclusive classroom setting? How can we apply moral courage in the classroom? Through a process of awareness and collaboration, educators can mindfully make ANY inclusive setting a place where each learner feels a sense of belonging that can transcend learning beyond the moments of instruction.

Universal Design for Learning (UDL) provides the language, concepts, research, and mindset necessary to guide teachers to co-create a shared mission as they eliminate barriers in the curriculum and create a dynamic learning process. According to Linda Darling-Hammond (1997), educators must engage in democratic discourse to create a harmonious learning ground. Singleton (2015) stated this democratic discourse can only occur when the time and space for courageous conversations occur. This workshop will explore how co-teachers, administrators, professors, and all learners can use a courageous conversations framework to reveal equitable, inclusive learning experiences.

Participants will:

  • Connect with the narrative of inclusion from a students' perspective to empower your advocacy steps. 
  • Engage with the four agreements and consider how the courageous conversations structure may pave the way for meaningful inclusive experiences.
  • Consider how the courageous conversation compass can be a powerful navigation tool for you--as a champion of learners in inclusive settings!  

References

Darling-Hammond, L. (1997). The Right To Learn: A Blueprint for Creating Schools That Work. San Francisco, CA:  Jossey-Bass.

Singleton, G. E. (2014). Courageous conversations about race: A field guide for achieving equity in schools.
     Thousand Oaks, CA:  Corwin Press.

 

 

 


Speakers
avatar for Elizabeth Stein

Elizabeth Stein

Special Education/UDL Instructional Coach, Smithtown Central School District
Elizabeth Stein’s career spans early intervention, grades k-12, and undergraduate and graduate level courses. Elizabeth is a special education teacher for more than 25 years, and is currently a special education and Universal Design for Learning Instructional Coach in Long Isla... Read More →



Monday July 31, 2017 10:30am - 10:48am
Bayview Room

10:30am

Danger of Teaching from a Dominant Cultural Narrative
Session Goal:
  •  I want folks to walk away inspired to discover the internal narratives (hopes, joys, fears, and worldview) of their learners and use those to create amazing lessons. 
We all have a culture. Think about your background, heritage, and world view. Think about your story. Our stories are cornerstones to what creates variability and in a large part what make us beautiful as a people. The danger of our stories is when we assume everyone else we come in contact with shares the our same story. This is of paramount importance in the classroom which is litered with historical examples of the dominant narrative underpowering and undervaluing the perspective and worldview of people groups that fall outside of it. UDL gives us the tools to both recognize that our own values and preferences may not be the same as our students and to start to look for ways to better understand our students' worldview in our quest to make concepts we need to teach matter to our students.  

Session Prezi: http://tinyurl.com/Narratives-UDL

Speakers
avatar for Zach Smith

Zach Smith

Instructional Specialist, Sanger Unified School District
Hi! My name is Zach Smith. I am one of the folks heading up Universal Design for Learning within Sanger a small town in the heart of California. I can't wait to tell you about all the exciting things happening in Sanger Unified around UDL! I am also super excited to learn from y... Read More →


Monday July 31, 2017 10:30am - 10:48am
Ballroom C

10:30am

Investigating our Own Variability: Beliefs and Behavior
The theory of dynamic systems states that all behavior, including learning, occurs based on an interaction between the context and the individual. Since neither is a
constant (context changes moment to moment as do the affective and physical aspects of being human), variability is an expected outcome. Using a trajectory of this
theory, if how we come to knowledge and skills varies (the input), logic would hold that how we design and instruct (the output) would also be variable. In addition, part of
that variability is informed by our beliefs and subsequent behaviors which are determined by our own experiences.
According to Gay and Kirkland (2003), one premise of accountable, culturally responsive teaching states "teacher accountability involves being more self-conscious,
critical, and analytical of one's own teaching beliefs and behaviors" (p. 181). From that premise, the UDL-focused question becomes, how do we apply our variable
beliefs and behaviors in light of culturally responsive teaching? This talk will introduce the concept of being a variable educator and suggest ways we can all become
more self-aware of our beliefs and behaviors and use that awareness to incorporate culturally responsive teaching practices in our instruction.

Speakers
avatar for Loui Lord Nelson

Loui Lord Nelson

UDL Specialist, RAISE, Inc
Loui Lord Nelson, Ph.D. is the UDL Specialist for the School Wide Integrated Framework for Transformation (SWIFT). She is also an educational consultant whose work focuses on Universal Design for Learning. A former special education teacher, she is a member of CAST’s cadre, has b... Read More →



Monday July 31, 2017 10:30am - 10:48am
Founders room

10:30am

J's story, A Journey Through Addiction and Back
A young teen walks a dark path through addiction and recovery. From a very young age this child struggled with learning disabilities and anxiety, for which he was medicated most of his life. Trying to succeed within the structure of the traditional classroom was not possible for him. As a result, this combined with other factors of his personality, lead him down the dark path of drug use. This journey spiraled for a number of years, culminating in a last ditch effort by his family to save him by forcibly committing him to in-patient rehab. This treatment took more than a year in order for him to be well enough to be released. After this, there was discussion about how to best address his learning issues and the decision was made for him to work one-on -one with professionals who would have the freedom to be creative and help him gain aware of his learning style and generate strategies that work best for him. UDL-based approaches are very effective here as we use many modes of representing the content and summative and formative assessments are done in creative ways.
The journey continues... Inevitably, seeking this help privately, comes at a large financial cost which most families could not manage. The fact that these approaches are highly effective for students at-risk, means that this type of approach should be available to all, regardless of financial status. The consequences are dire for those not able to access such support...dropping out of high school, falling deeper into addiction and criminal behavior ultimately with possible incarceration and even death.
The fact that there is a way to turn this around in a positive direction, makes it imperative that we address the needs of all students and their diverse learning styles and learning disabilities, which should be readily available to all those in need.

Speakers

Monday July 31, 2017 10:30am - 10:48am
Alumni Lounge

10:30am

Follow Up Discussion with Keynote Presenter
Speakers
avatar for Mirko Chardin

Mirko Chardin

Founding Head of School, The Putnam Avenue Upper School
Mirko J. Chardin currently serves as the Founding Principal of the Putnam Avenue Upper School in Cambridge, MA, a new middle school established as part of the city's Innovation Agenda to bring greater equity to middle school aged children. While Mirko's work has involved all areas of school management and student support, his greatest experience and passion revolves around culturally connected teaching and learning, the implementation of technology, restorative practice, and school culture. Prior to being at the Putnam Ave Upper... Read More →


Monday July 31, 2017 10:30am - 11:00am
Ballroom A&B

11:00am

Introduction to UDL

Universal Design for Learning (UDL) is a framework to improve and optimize teaching and learning by removing barriers in the environment. Participants in this session will understand the foundational assumptions of Universal Design for Learning (UDL) and learn how the UDL guidelines addresses learner variability.


Speakers
avatar for Ari Fleisher

Ari Fleisher

UDL Implementation Specialist, CAST
As an Implementation Specialist, Ari Fleisher supports educators in exploring how UDL can help to further meaningful learning in their classrooms. She facilitates small and large teams as they identify barriers and design strategic, intentional ways to make learning more effective and inclusive. | | Through her previous work with curriculum, school climate and culture, and social-emotional learning, Ari has loved to see learning environments come alive, both in and out of classrooms. Ari believes that UDL can help to deepen... Read More →



Monday July 31, 2017 11:00am - 11:55am
Bayview Room

11:00am

Locating Unconscious Bias in our UDL Practice
Implicit bias appears as a part of every teacher's practice, both from one's own unconscious preferences and from the dominant culture that surrounds us. There are ways to interrupt this implicit bias that take intentionality, conscious thought and pre-planning. This session will give participants the opportunity to examine ways that their own implicit bias might be shaping their teaching and unknowingly imposing their bias on students. Students from the dominant culture are bolstered by this unconscious work and will remain unconscious as they move through the world. Students who are targeted by oppression experience disempowerment daily through witnessing the advantages presented to students in the dominant culture. By locating implicit bias in daily teaching practices, teachers can use the UDL framework to more accurately and effectively reflect the power, beauty, intelligence, and potential of all students.
In this 55 minute session, we'll begin by connecting to each other and developing a shared understanding of unconscious/implicit bias and its negative impact on students. We will use a very short, closed captioned video to support our examinations of awareness in relation to bias. We will follow with a series of small- and largegroup discussions to support building connections, developing awareness, and shared meaning.
Through a collaborative activity, participants will have the opportunity to reflect on examples of how their own bias appears in their daily teaching practice. Participants will consider where elements of the dominant culture in the US might appear in their use of UDL and in specific activities. As a group, we will work together to create alternative pathways and possibilities for engagement, representation, action & expression that don't rely on unconscious bias. Participants will leave with resources and strategies that they can immediately use to adjust their own teaching practice to align with UDL principles and to create learning spaces that honor the strengths of each student.

Speakers
avatar for Safire DeJong

Safire DeJong

Pedagogical Technologist, Collaborative for Educational Services
Keri “Safire” DeJong, Ed.D. is a researcher, educator, organizer, and consultant focusing on social justice education, racial justice work, intergroup dialogue, technology in education, and critical digital citizenship for all ages. Safire holds a doctorate in Social Justice... Read More →
avatar for Suzanne Judson-Whitehouse

Suzanne Judson-Whitehouse

Director of Educator Licensure and Credentialing, Collaborative for Educational Services
Everything I do comes back around to the idea that connecting people and creating strong relationships (whether in person or online) brings about the best outcomes. I believe that everyone comes from a different experience and perspective. When you can bring all of those perspect... Read More →



Monday July 31, 2017 11:00am - 11:55am
Founders room

11:00am

Social Justice 101: All Means All
What is Social Justice and why is this lens so necessary to teach all students?

In this session, you will learn how your own life has been affected by the dominant culture. You will begin to think about unequal power relationships and your place in these relationships. Finally, you will reflect on the individual actions that you can take to achieve deeper learning and a more just society.

Speakers
avatar for Jennifer Levine

Jennifer Levine

CAST
As Director of Professional Learning, Jennifer Levine oversees the design and delivery of products and services related to the implementation of Universal Design for Learning in schools, districts, and states. | | Jennifer is passionate about teaching students in the margin... Read More →



Monday July 31, 2017 11:00am - 11:55am
Ballroom C

11:00am

Social Justice, One Brain at a Time!
As educators interested in social justice, we are driven to look for means to level the playing field for our disadvantaged students. We have come to view UDL as the means with which to address the strengths and needs of all students. As teachers, we are aware of data that point to academic achievement gaps between the wealthy and those living in poverty. Anecdotally, we know that students who come to us laden with the toxic stress of living in poverty need more from us instructionally. We search for instructional tools and practices that will help these students achieve. But, the answer has been in front of us the whole time – a large body of research indicates that the instructional gap between the have and have not may be explained by differences in executive function.
Executive function is an umbrella term for cognitive skills such as inhibition control, working memory, and flexible thinking. Executive function is what allows students to act on and demonstrate learning. This important set of skills is developmental in nature and is impacted by genetics and the environment. Research indicates that poverty is highly correlated with executive dysfunction. However, as a developmental skill impacted by the environment, executive function can be both supported and developed by strategic and purposeful teachers. Research has already demonstrated that instructional programs that focus on executive function in students living in poverty can not only improve those specific skills, but also provide broad academic and social benefits. When teachers focus on executive function, they level the playing field for their most vulnerable students and provide them with the skills they need for success.
This session will explain the links between poverty and executive dysfunction with a close focus on linking research to UDL implementation. Additionally, the presenters will provide a foundational understanding of the neurodevelopmental nature of executive function. Educators will be given concrete and actionable ways to support and develop executive function skills as well as additional resources to help them continue to learn about this critical skill set.

Speakers
avatar for Lisa Beth Carey

Lisa Beth Carey

Senior Education Consultant, Kennedy Krieger Institute
Lisa Carey is the Senior Education Consultant at the Center for Innovation and Leadership in Special Education (CILSE) at Kennedy Krieger Institute and a CAST Cadre Member. Lisa was part of the CILSE’s first fellowship cohort, where she studied neuroscience, behavior science, s... Read More →



Monday July 31, 2017 11:00am - 11:55am
Alumni Lounge

11:00am

Taboo Talk: Discussing the Undiscussables about Parent Teacher Collaboration
Join Katie Novak for a discussion of her latest book, Let Them Thrive. The goal of this workshop is to talk about the not-always-recognized or talked about barriers that get in the way when parents and teachers work together. Those barriers can make it hard for each “side” to realize what's in the way for a teacher or a parent and why it can make us feel like we're not all trying to help the student. In discussing those barriers, looking at them from the other perspective and brainstorming ways to move forward to remove or mitigate for them, we’re giving people the opportunity to effect change. 

Speakers
avatar for Amanda Morin

Amanda Morin

Education Writer/Advocate/Author, Understood.org
I'm an author, education writer, parent advocate, former teacher, early intervention specialist and mom to kids of learning and attention issues. | | Since 2007, I've been working as an education writer and, more recently, as a parent advocate to empower parents and aff... Read More →
avatar for Katie Novak

Katie Novak

An internationally-recognized leader in Universal Design for Learning (UDL) implementation, Katie Novak is currently a CAST Professional Cadre member and the Assistant Superintendent of the Groton-Dunstable Regional School District in Massachusetts. | With 14 years experience i... Read More →



Monday July 31, 2017 11:00am - 11:55am
Ballroom A&B

12:00pm

Lunch
Monday July 31, 2017 12:00pm - 12:55pm
Ballroom A&B

1:00pm

Empowering Underserved Youth Through an EdTech Design Challenge
CAST developed an EdTech Design Challenge & Incubator program specifically for underrepresented youth who might not typically gravitate to these kinds of programs or see their future selves in roles as technology innovators, designers or developers. Building upon a strength-based mindset and through their variable and diverse strengths, the youth moved from passive recipients to empowered and passionate designers of their own learning systems.

With respect to the workforce, we believe there is enormous untapped potential for enriching and catalyzing innovation in our economy by harnessing the talents of these youth who think from a variety of vantage points and “outside of the box."

One of CAST’s internal goals was to use the Universal Design for Learning (UDL) framework to design the program so that all participants were engaged and supported throughout. Our ultimate goal was to enact a paradigm shift in these youth. In this session, we'll share with you how it went.

Speakers
avatar for Kim Ducharme

Kim Ducharme

Director of Educational User Experience Design, CAST
As Director of Educational User Experience Design, Kim Ducharme heads up design strategy and user experience for the development of interactive learning environments and tools that expand learning opportunities for all individuals through Universal Design for Learning. She leve... Read More →
avatar for Janet Gronneberg

Janet Gronneberg

Development Officer, CAST
As a Development Officer at CAST, Janet helps identify and secure funding and partnerships to advance CAST’s mission. Sometimes, however, she gets to be more deeply involved in a project, particularly if one of the goals of the project is to secure additional and new types of p... Read More →



Monday July 31, 2017 1:00pm - 1:18pm
Alumni Lounge

1:00pm

How to Move from Access to Community
All learners must have equitable opportunities to achieve their greatest potential. The long-term impact of social justice pedagogy on learning can potentially be achieved through framing Universal Design for Learning (UDL) through a disability studies lens.
Inclusion is often conceived of as a program focused specifically on serving students with disabilities in the general education classroom. The UDL framework has been promoted as an effective approach to this end for two decades. Some scholars, particularly within the field of Disability Studies in Education (DSE), have suggested that this view of inclusion may be limited, and that inclusion is more appropriately considered as an enterprise to achieve a democratic education for all students, not just those with disabilities. This latter perspective aligns with DSE claims that UDL can serve to reconceptualize the meaning of inclusion toward a social justice framework for education.
One potentially critical dimension to moving inclusion forward to embrace the social justice possibilities of UDL is teacher preparation. Further, preparing teacher educators to effectively convey and model these concepts is prerequisite to shifting theory and practice.
This session makes the case for embedding the tenets of DSE into a faculty learning community on UDL and within special education teacher preparation. Drawing on findings from a recent study that explored the efficacy of training in UDL for helping pre-service teachers see the difference between including students with disabilities in general education settings and creating communities of learners in socially-just classrooms, this UDL Spotlight will outline strategies for enhancing the relationship between UDL and social justice pedagogy within teacher preparation and the faculty learning community. Finally, the presenters will invite participants to engage in an introspective evaluation of their own applications of UDL in relation to the findings conveyed in this presentation and to consider possible incorporation of these concepts in their own practice.
Descriptions and explanations of the supporting, illustrative slides will be embedded into the dialogue of the presenters. The slide presentation, replete with tagged images and charts, will be made available to CAST for sharing with symposium participants.

Speakers
CL

Chris Lanterman

Principal Lecturer, Northern Arizona University



Monday July 31, 2017 1:00pm - 1:18pm
Founders room

1:00pm

Toward Emotionally Accessible TTS Delivery of Online Learning
Until audio support for reading has the option for emotional expression we may not unlock the learning potential for all learners. There is a very small study that has indicated that people are affected by the choice between human voice verse synthetic voice during learning tasks. One potential explanation for this is that the human voice can carry with it a prosodic expression of emotion. Given that some students have performed better with a human voice the emotional expression could be a contributing factor. When looking at the visually impaired population we can examine preference as an entry into researching this topic. According the the Perkins school for the blind website when listening to an audio book a human voice is the preference even to the point of forgiving the pronunciation mistakes of the reader. So in long form text an emotional delivery may be better. In order to further investigate this question text from online courses have been analyzed for their emotional expression. This helps to understand that across various courses the text material inherently has different levels of emotional expression. 3 courses are sampled from 3 platoforms (EdX, FutureLearn, Coursera). In the three samples three different content areas are included (Physical Science, Social Science, and Personal Development). From these three samples 2 different voice options are used to read the text and these readings have been recorded. The recordings have been analyzed for the potential presence of prosodic detection of 5 emotions (Neutral, Happy, Anger, Sadness, Frustration). The detection technology has a predicted 66.5% accuracy when analyzing human voices. The predictions of this technology across the two voices will be compared with the emotional detection of the source text. Finally a recording on the source text will be read using a technology designed to express emotion so that we can compare the 2 recordings to an alternative option of synthetic speech that is attempting to appropriately express the emotion detected in the text. This will provide the audience with an experience of what an upcoming study will do when asking the question "how does emotional expression of synthetic voice impact reading comprehension?". This upcoming pilot study will use methods that are applicable for learning at scale as the goal of this research is to better understand how emotional speech impacts our learning outcomes to investigate a potential for personalized learning at scale. Outside of the content analysis that sparked the upcoming pilot study, the progress on the pilot work will also be detailed at the time of this presentation.

Speakers
avatar for Garron Hillaire

Garron Hillaire

Graduate Student, The Open University



Monday July 31, 2017 1:00pm - 1:18pm
Bayview Room

1:00pm

The UDL Journey Begins with One Step
Implementing the UDL framework can be intimidating, but every journey begins with just one step. Although our journeys are as highly variable as our students, the journey is a process of changing the world one student at a time. Join Matt Bergman as he shares his UDL journey and how it impacted students living in poverty. Matt will share a variety of strategies, tools, and ideas for helping address the learning gaps that often exist with students living in poverty.

Speakers
avatar for Matt Bergman

Matt Bergman

Learning Technologies Specialist, Milton Hershey School
Matt Bergman is a full-time teacher and technology coach at the Milton Hershey School in Hershey, PA, where he works with students living in poverty.  He is a graduate instructor and co-course designer of a graduate course on UDL for teachers in Pennsylvania, Maryland, and New J... Read More →



Monday July 31, 2017 1:00pm - 1:55pm
Ballroom C

1:00pm

UDL Implementation: A Story from Chavez, Texas
Speakers
avatar for Liz Berquist

Liz Berquist

Assistant Professor, Towson University
Dr. Liz Berquist received a B.A. in history from Washington College, a Masters Degree in Special Education from Towson University, a certificate of administration from Goucher College and a doctoral degree in Instructional Technology from Towson University. Liz is currently an As... Read More →
avatar for Juan Gallardo

Juan Gallardo

Chavez High School
Originally from Almería (Spain) Juan is the UDL/Magnet Coordinator in Chavez HS (Houston, TX) and a published fiction writer.
avatar for Rene Sanchez

Rene Sanchez

Principal, Houston ISD, Cesar E. Chavez High School
Rene Sanchez is from Edinburg, located in the Rio Grande Valley of Texas. Upon graduating from high school, he attended the University of Notre Dame for his undergraduate degree, the Ohio State University for law school, and the University of Texas for educational administration... Read More →



Monday July 31, 2017 1:00pm - 1:55pm
Ballroom A&B

1:30pm

Mitigate Stereotype Threat
Surprisingly simple strategies can mitigate the effects of stereotype threat- a subtle, but impactful fear that you might be confirming a negative stereotype about a group to which you belong. Learn about a study conducted by CAST research and piloted as a professional development online program for educators to reduce the effects of stereotype threat in middle school inquiry classrooms.
Access materials for this session using this Padlet link.

Speakers
avatar for Allison Posey

Allison Posey

Curriculum Design Specialist, CAST
Allison Posey participates in curricular design, online instruction, and leads professional learning programs. She works with educators to integrate and apply brain research about learning into instructional practices so all learners can access, integrate, and become expert learn... Read More →


Monday July 31, 2017 1:30pm - 1:48pm
Founders room

1:30pm

UDL for Preventative Juvenile Justice
With all the debate on school testing, schools fail to collect data on the skills that can often most effectively predict who will struggle in school and how to help those learners before they fail. Learn how data on cognitive skills can improve your approach to UDL and outcomes for all learners. Our case study will clearly demonstrate the importance of cognitive data in serving all populations, most particularly at-risk youth. The data is likely to astonish you! Most importantly, you will leave this session with free and efficient methods to evaluate cognitive skills and have strategies to support your learners. These 18 minutes will empower you to significantly improve outcomes for all your learners, particularly those most at risk.

Please make use of our free attention screener and free toolbox here. Social justice starts with accurate understanding of all learners. 
https://mindprintlearning.com/get-started-with-mindprint/

Speakers
avatar for Nancy Weinstein

Nancy Weinstein

Founder, Mindprint Learning
Evidence-based learning approaches: -technology-enabled cognitive assessments, minimizing cognitive load for each unique learner, offering best fit options for educators and learners, maximizing learner engagement, using UDL standards to make choices. My teacher workbook with CAS... Read More →



Monday July 31, 2017 1:30pm - 1:48pm
Alumni Lounge

1:30pm

What Does UDL Look Like in Higher Education Learning
Higher education faculty frequency complain that their students come to them ill-prepared to engage in the coursework offered in college. Students enter college with varied skill-sets and experiences regardless if they have a disability. If the professors' goal is to have students be successful and achieve their greatest potential, then the opportunity and engagement into the coursework they prepare, deliver and assess must first ensure accessibility to the learning for all students no matter how they arrive in our classrooms. UDL strategies, when incorporated into the higher education learning environment, ensures adherence to high standards while also providing opportunities for accessibility, student engagement and perseverance towards course completion for students from varied backgrounds, experiences, and who may have a disability. The responsibility to provide fairness and opportunities for all aligns with Democratic Professionalism (Ayers, 2008) , a role that higher education faculty must assume if they are committed to promoting fair, mindful, active participation in college-level learning for all students regardless of their backgrounds, learning gaps, or disabilities. It is my hope that this introduction into what UDL looks like and can do to foster success and goal attainment for all students in the higher educational setting will inform and solicit the commitment by higher education faculty to learn more on the responsibility and need to incorporate UDL strategies in each course that they teach.


Monday July 31, 2017 1:30pm - 1:48pm
Bayview Room

2:00pm

Accessibility: What it Means and Why it Matters

There are legal, practical and social justice reasons for materials and technologies to be “accessible.”  However, there is a great deal of misinformation about what it means for a material or a technology or even a built space to be “accessible.”Accessible materials are designed or converted in a way that makes them usable across the widest range of student variability in any format (print, digital, graphical, audio, video).  

The goal of this session is to encourage leaders to ask meaningful questions about the accessibility of a material or technology so that information gained is accurate and useful.

Big Ideas addressed include: 

  1. A functional definition of accessibility
  2. The moving target of accessibility
  3. The importance of recognizing the barrier(s) that need to be lowered or removed for a material to be accessible to an individual
  4. The importance of redundancy for broadening accessibility
  5. Resources to assist individuals, families and educators with identifying materials and technologies that are useful to all and necessary for some

Speakers
avatar for Joy Zabala

Joy Zabala

Co-Director National AEM Center, CAST
Joy Smiley Zabala is Co-Director of the National Center on Accessible Educational Materials (AEM Center). She is strong supporter of UDL as the foundation for participation and achievement for all students and of accessible materials and technologies as complementary supports for... Read More →


Monday July 31, 2017 2:00pm - 2:18pm
Ballroom C

2:00pm

2:00pm

Designing for Cultural and Linguistic Variability
Learner variability is derived from one's neurological makeup and experiences within various learning environments. As expert teachers and UDL enthusiasts, we know that effectively addressing learner variability makes a difference for all learners. We also recognize that our cultural experiences and linguistic development impact how we all learn. As cultural and linguistic variability increases in our schools, designing successful classroom instruction can challenge our creativity.

This session will use a case-based approach to examine how implementing an instructional design based on UDL can help educators to effectively address cultural and linguistic variability. By applying the UDL lesson planning process, we will identify options for engagement, representation, and action and expression that support English or second language learners in achieving both language and content standards. You will be actively engaged as you explore a variety of UDL lesson planning strategies and resources, including video classroom examples and lesson plan design templates.

I've identified two specific learning outcomes for this session: (1) participants will apply at least three UDL guidelines to support the second language development of English learners; (2) participants will identify at least three UDL strategies to engage learners who are culturally and linguistically diverse. To increase the relevancy of your take-aways, however, you will also define your own personal goals for this session.

Speakers
avatar for Patti Ralabate

Patti Ralabate

Faculty, UDL Implementation Specialist, PKR Professional Learning, LLC
Dr. Patti Ralabate is the author of “Your UDL Lesson Planner: The Step-by-Step Guide to Teaching All Learners” and co-author of "Culturally Responsive Design: The UDL Approach." After completing a Boston College - CAST UDL postdoctoral fellowship, she served as CAST Director... Read More →



Monday July 31, 2017 2:00pm - 2:55pm
Founders room

2:00pm

Three Teachers' Journey: A General, Special and ELL Pilot
This session will discuss a pilot investigation that involves the journey of one middle school, designated as a "focus school" by the State's Department of Education. It was referred to the Delaware ACCESS Project for support related to implementing UDL to meet the needs of all its learners, including English language and special education students.
Within the school of approximately 500 students, it is reported that 18% of their students are ELL and 20% are special education eligible. 58% of the students were identified as "low income". Additionally, 53% of students were Hispanic/Latino, 27% African American, and 17% white. 25% of the students have been suspended over the course of one school year.
The goal of the pilot is to provide coaching and professional development in the area of UDL in order to increase student achievement, engagement and accessibility. The pilot looks to answer the question, "How does the use of the UDL framework impact achievement, engagement of all learners, and Tier-1 instruction including lesson planning and accessibility to the general education curriculum?"
The session will examine the pilot outcomes, milestones, potholes and our map for the future. We will be guiding you along on our journey, incorporating our timeline, coaching sessions and evaluation tools. We will be making pit stops along the way to elicit feedback and to help you plan your own journey to UDL implementation. We will invite you to join us on this road trip as we look to uncover the potential of underserved learners.

Padlet is available at  https://padlet.com/amylynbrown/UDLThreeteachers2017


Speakers
avatar for Amy Brown

Amy Brown

Instructional Coach, University of Delaware
Amy Brown is an instructional coach for the DE ACCESS Project in the Center for Disabilites Studies at the University of Delaware. The project, Adapting Curriculum & Classroom Environments for Student Success, promotes access to the general education curriculum and strives for in... Read More →
avatar for Megan Conway

Megan Conway

Instructional Coach, University of Delaware
Megan Conway is an instructional coach for the DE ACCESS Project. The Project, Adapting Curriculum & Classroom Environments for Student Success, promotes access to the general education curriculum and strives for inclusion of all students. Megan is also the project coordinator fo... Read More →
avatar for Esley Newton

Esley Newton

ACCESS Project Program Manager, University of Delaware



Monday July 31, 2017 2:00pm - 2:55pm
Ballroom A&B

2:00pm

Understood: Through Your Child's Eyes
1 in 5 kids have learning and attentions issues. Have you ever wished you could better understand what they experience? Have you wanted to know what their parents experience and how to partner with them? Parents can be an ally to both you and their child if they have the skills that they need to help their child succeed.  In this session, Understood.org will provide an interactive presentation focused on how to use Understood.org as a UDL tool to break down barriers to parent engagement.

Speakers
avatar for Amanda Morin

Amanda Morin

Education Writer/Advocate/Author, Understood.org
I'm an author, education writer, parent advocate, former teacher, early intervention specialist and mom to kids of learning and attention issues. | | Since 2007, I've been working as an education writer and, more recently, as a parent advocate to empower parents and aff... Read More →



Monday July 31, 2017 2:00pm - 2:55pm
Alumni Lounge

2:30pm

UDL Coaching
Goal: Explain how the UDL framework can be used as a guide for instructional coaching.Description: In this session participants will be introduced to Coaching with a UDL lens. We will explore the top ten strategies for UDL coaching.


Monday July 31, 2017 2:30pm - 2:48pm
Ballroom C

3:00pm

Pursuing Social Justice through Collaboration and Autonomy
As a team we will tell the story of the Berkowitz School's commitment to social justice and how UDL has been the foundation of our growth both personally and as a school in enacting social justice work. The session will have three parts. The first part will be comprised of an overview particularly focused on creating spaces for educator autonomy, along with an overview of the planning and structures that need to be in place to implement the teamwork that has become the backbone of our social justice/UDL work. We will also explore our belief that collaboration allows individuals to adopt and customize UDL in order to most successfully enact social justice in each unique context. Second, we will share a concrete example of an idea that was developed to reflect this autonomy and teamwork. This segment will focus on how the Instructional Support Team uses UDL as the foundation and catalyst to make positive gains. Lastly, we will share the successes and challenges of this work from the perspective of a classroom teacher, as well as how UDL has impacted her ability to provide access to the curriculum in an inclusion classroom. More specifically, this section of the presentation will follow the story of one or more individual students and how the success of teamwork and structures at a broader school level eventually funneled down to benefit them as learners who had traditionally been underserved. Resources can be found on our Padlet by clicking https://goo.gl/58HEup , including the presentation, which can be found by clicking https://goo.gl/jMXvoP . 

Speakers
avatar for Adam Deleidi

Adam Deleidi

Principal, Chelsea Public Schools
I am an urban elementary principal that has seen the power of UDL as a school and district-wide framework for increased access for ALL learners.



Monday July 31, 2017 3:00pm - 3:18pm
Ballroom A&B

3:00pm

Breaking Down Barriers with BreakoutEDU Boxes
Stretch your thoughts on classroom margins and learn about the history and current implementations of inclusive environmental classroom design though a team activity- BreakoutEDU!  You will have the opportunity to breakout of a box or experience the challenge digitally.  Come work with your team or work through the challenges with new friends.

Presentation Link:  https://docs.google.com/presentation/d/1lFHgQltyWhNB8ZRCznQAsyHThDt259li1MwKjgK5Xrw/edit?usp=sharing



Speakers
avatar for Katie Putnam

Katie Putnam

UDL Instructional Coach, Bartholomew Consolidated School Corporation
avatar for Nick Williams

Nick Williams

Coordinator of Instructional Technology, Bartholomew Consolidated School Corporation
I am very excited to be presenting and attending my first CAST UDL Institute! I was lucky to attend the Harvard UDL Institute last year and I have been actively involved in our BCSC Institute the past 3 years. | I have a passion for UDL and educational technology. I am a CETL... Read More →



Monday July 31, 2017 3:00pm - 3:55pm
Ballroom C

3:00pm

Closing the Achievement Gap through Universally Designed Leadership

As educational leaders, we aspire to build great systems in a landscape of barriers. Universal Design for Learning (UDL) allows us to do just that and universally designed leadership allows us to apply proven principles of learning to successful leadership practices to support the success of all students.  After this session, you will:

  • Understand WHY universally designed leadership is an effective framework to achieve success for all students
  • Have at least one a-ha moment about WHAT Universally Designed Leadership looks like in practice
  • Self-reflect on your own practice to identify a personalized strategy for HOW you will incorporate universally designed leadership to address an issue of inequity in your district

 


Speakers
avatar for Kristan Rodriguez

Kristan Rodriguez

Administrator and Educational Consultant, CREST and RECA
Kristan Rodriguez, Ph.D. is a highly successful K-12 administrator and college professor with twenty years experience in the field of education. Kristan is the founder of Rodriguez Educational Consulting Agency and has presented nationally on leadership and learning for the pas... Read More →



Monday July 31, 2017 3:00pm - 3:55pm
Founders room

3:00pm

Expert Artist, Expert Learner: Exploring the Artist Practice
Demonstrating from experiences within our urban art classroom – participants will gain a deeper understanding of the practices of artists and the authentic experiences that can be created for learners within any classroom. Participants will engage in Visual Thinking Strategies to develop curiosity; videos and interviews with students will supplement the context. We will demonstrate the range of students we serve daily as well as how UDL supports their learning and engages them into content they might not initially choose to participate in. Participants will broaden their view of social justice as a way of inclusive education, negating the idea of students must be worthy of taking art or any content area, and find ways to expand their courses to include more students.

Speakers
avatar for Elizabeth Fortin

Elizabeth Fortin

Visual Art Educator, Worcester Public Schools
Lizzie Fortin is a high school art teacher in the Worcester Public Schools. Lizzie believes whole heartedly in students leading their own learning and supports them in a variety of ways - UDL, student centered, choice based visual art.
avatar for Timmary Leary

Timmary Leary

Visual Art Curriculum Liaison, Worcester Public Schools
Timmary Leary received a B.A. in Design/Biology from Providence College, an M.A.T. in Art Education from Rhode Island School of Design, an M.A./C.A.G.S. in Rehabilitation Counseling from Assumption College, and a certificate of administration from Worcester State University. Tim... Read More →



Monday July 31, 2017 3:00pm - 3:55pm
Alumni Lounge

3:30pm

Supporting Social Justice through UDL Credentialing and Certification
Highlighting a collaborative effort across multiple organizations, the UDL Credentialing and Certification Initiative (UDLCCI) is a field driven initiative that is focused on supporting voluntary and scaled recognition of UDL knowledge, implementation, and field advancement. Starting Spring 2018, the initiative will support individuals, schools, and vendors who want to be recognized for their work in UDL. This talk will introduce the UDLCCI and provide you information on how to become more informed and potentially engaged in the  initiative. 
James Basham, Ph.D., KU and IRN,Jose Blackorby, Ph.D., CAST

Speakers
avatar for James Basham

James Basham

Assoc. Prof & Founder/CEO, University of Kansas/UDL-IRN
avatar for Jose Blackorby

Jose Blackorby

Senior Director of Research and Development, CAST
As Senior Director of Research and Development, Jose Blackorby, PhD, leads CAST’s research, project development, and technical assistance efforts. Dr. Blackorby joined CAST in 2016 after nearly 25 years at SRI International, where most recently he was Co-Director of the Center for Education and Human Services. He has extensive experience in the design and implementation of large-scale, multifaceted studies with research, policy, and practice... Read More →


Monday July 31, 2017 3:30pm - 3:48pm
Ballroom A&B
 
Tuesday, August 1
 

8:00am

Breakfast
Tuesday August 1, 2017 8:00am - 8:30am
Ballroom A&B

8:30am

Keynote: Cross-Pollinating Culturally Sustaining Pedagogy and UDL Towards an Inclusive Pedagogy
Speakers
avatar for Federico R. Waitoller

Federico R. Waitoller

Federico R. Waitoller is an assistant professor in the Department of Special Education at the University of Illinois at Chicago. His research focuses on urban inclusive education and, in particular, examines the role of teacher learning and interdisciplinary pedagogies in develop... Read More →


Tuesday August 1, 2017 8:30am - 9:45am
Ballroom A&B

10:00am

How can UDL help close the gender gap in Computer Science?

After reaching the peak of 37% in 1984, the number of women studying Computer Science has steadily declined to 18% by 2014.  This session will explore current gender differences in education as well as employment.  How can UDL help close the gap in Computer Science? Be ready to discuss tips, ideas and suggestions. #ILookLikeAnEngineer


Speakers
avatar for Lynn McCormack

Lynn McCormack

Software Engineer, CAST


Tuesday August 1, 2017 10:00am - 10:18am
Ballroom C

10:00am

The Global UDL Virtual Classroom: Researching Cultural Perspectives
This session will spotlight the design, development, implementation and results from a multi-year project that built the Global UDL Virtual Classroom for faculty and educators in the US and Jamaica (Smith, Reed & Arnold, 2015). US educators were able to maximize opportunities to teach and share UDL best practices and in turn, expand their own understandings in how these aligned with Jamaican culture. Using the open platform Wordpress, this virtual classroom was designed to make learning visible, constructive, accessible and applicable through an exchange of online dialogue, demonstration, resource curation, and shared reflections about application to classroom practices. 
Educators explored this dual lens educational model and web-based approach for expanding understanding and application of UDL practice-based evidence across varied instructional and cultural contexts. UDL provided a new way for educators to understand learner's variability, leverage this as a strength, and build flexibility into instructional practice, thus expanding their adaptive expertise. Jamaican educators' perspectives captured within the virtual classroom will be shared that highlight approaches considered, successes realized, and changes made to current practices. To illustrate the value of adaptive expertise and UDL-based dialogue for building knowledge about effective instruction, we explored how inservice educators considered these frameworks as they reflected on their current practice. 
Applying innovation and problem-solving about individual environment interactions are critical skills for 21st century educators (National Research Council, 2012). The development of adaptive educator/practitioner expertise through the lens of UDL offers a transformative framework for developing responsive educators who can in turn design and deliver instruction that meets the expected variability of learner in any classroom (Meyer, Rose & Gordon, 2014). 
Classroom-based lessons learned from this international online community of practice and collaborations between practicing teachers and university faculty exploring the application of the effectiveness of UDL (Meyer et al, 2014) and adaptive expertise frameworks (De Arment, Reed, & Wetzel, 2013) proved to be invaluable. Understanding pedagogical practices and exploring new approaches allowed educators to enrich their perspectives through an iterative exchange of considering the dimensions of learner variability and test their own teacher adaptive practice. In designing this classroom, sensitivity to the economic restraints of this culture were paramount and guided best practices.
Deeper understandings shared from Jamaican educators allowed faculty and doctoral researchers to customize and personalize the online classroom into one that was responsive and culturally appropriate. As a tool, this online classroom was designed with several digital elements that allowed researchers to simultaneously capture comments and perspectives that could be analyzed to determine overall effectiveness. Responses from both emerging doctoral faculty and Jamaican educators echoed the value this classroom offered as a free and open opportunity for learning.

Speakers
avatar for Serra De Arment

Serra De Arment

Assistant Professor, Virginia Commonwealth University
After teaching in special education (early childhood through fifth grade) for 10 years, I now thoroughly enjoy preparing future special educators through my faculty role at VCU in our Early Childhood Special Education and Richmond Teacher Residency programs. I am as passionate ab... Read More →
avatar for Frances Smith

Frances Smith

Educator/Consultant, Recognizing Differences
Dr. Frances (Fran) G. Smith, CVE (http://recognizingdifferences.com) has taught graduate coursework in UDL at GW University since 2003. She was a 2011-12 UDL post-doctoral fellow at CAST and Boston College Lynch School of Education. Dr. Smith represents The Vocational Evaluation... Read More →



Tuesday August 1, 2017 10:00am - 10:18am
Alumni Lounge

10:00am

Integrating UDL and Culturally Sustaining Pedagogy
Speakers
avatar for Federico R. Waitoller

Federico R. Waitoller

Federico R. Waitoller is an assistant professor in the Department of Special Education at the University of Illinois at Chicago. His research focuses on urban inclusive education and, in particular, examines the role of teacher learning and interdisciplinary pedagogies in develop... Read More →



Tuesday August 1, 2017 10:00am - 10:55am
Ballroom A&B

10:00am

The Case of Mountain View Elementary: A pilot of a case-based approach to tackling school-wide dilemmas

In this session, participants will become a part of a CAST pilot study to explore how a case-based teaching approach can be used to support educators to explore the complexities of UDL implementation. Participants will be asked to read the case of Mountain View Elementary and offer a brief reflection prior to the session. During the session, participants will assume an active role in wrestling with the real-life challenges and dilemmas that Mountain View Principal Kathy Thomas and her colleagues are facing as they wrestle with how to support diverse learners at their school. We ask that participants come willing to engage with us as co-researchers! We are excited to explore the potential of a case-based approach, and we will save time at the end of the session for your feedback.

This session will be capped at 20 participants. Please email Jenna Gravel (jgravel@cast.org) if you are interested in joining us. We are hoping to videotape this session and take field notes. We will ask all participants for their consent to be included in this data collection prior to the start of the session.


Speakers
avatar for Jennifer Dee

Jennifer Dee

Implementation Specialist, CAST
As an Implementation Specialist, Jen Dee supports educators in their use of Universal Design for Learning to provide the best learning experiences for all students.  She coaches teams of educators as they work to bring the principles of UDL to life in their classrooms, schools, and districts. Prior to joining CAST, she worked as a high school math and special education teacher... Read More →
avatar for Heather Francis

Heather Francis

Implementation Specialist, CAST
Heather Francis facilitates the implementation of Universal Design for Learning by supporting school and district-level teams in integrating the use of UDL guidelines into classroom practices, and monitoring progress and effectiveness of UDL implementation. Prior to joining CAST... Read More →
avatar for Jenna Gravel

Jenna Gravel

Director of Research and Curriculum for Professional Learning, CAST
Jenna works to connect research and practice by supporting educators to apply UDL to the classroom in order to engage all learners in rich, sophisticated learning opportunities. Specifically, Jenna’s research explores the intersections of UDL and disciplinary thinking in English Language Arts (ELA) and the ways that these intersections can promote diverse... Read More →



Tuesday August 1, 2017 10:00am - 10:55am
Founders room

10:30am

Empowering Diverse Learners Through Technology
Over 60% of students in the US today score below proficiency in reading. This includes a wide range of students, including those with varying backgrounds and ethnicities, disabilities, English Language Learners, and students who have simply fallen behind due to lack of support at home or other factors.
 
Technology can help however. By creating smart, easy to use products that support students with diverse backgrounds and abilities, technology can be the equalizer that helps all students succeed.
 
Join Jason Carroll, Global Product Manager at Texthelp, to learn more about how technology can help level the playing field for all learners.

Presentation link - https://goo.gl/9A7c4K



Speakers
avatar for Jason Carroll

Jason Carroll

Product Manager, TextHelp
Jason is the Product Manager for North America at Texthelp Systems. He has trained thousands on the effective use of Assistive and Instructional Technology throughout the United States and beyond since his start with Kentucky Education Cooperatives over a decade ago. His focus is... Read More →


Tuesday August 1, 2017 10:30am - 10:48am
Ballroom C

10:30am

UDL in Chile, an international perspective
Chile, as everywhere, is a Country with challenging barriers for learners. This year, Chile started to implement UDL at our schools. In this fun presentation, I will tell you our input to this task working along with CAST, which barriers we have found up to now, how we overthrew them and our results. But more importantly, how UDL has shown to be an effective framework to lever social justice towards our learners. Don't miss our talk! See you there.

Speakers
avatar for Boris Alvarez

Boris Alvarez

Executive Director, Fellow Group


Tuesday August 1, 2017 10:30am - 10:48am
Alumni Lounge

11:00am

Design Thinking Workshop for Culturally Responsive Teaching
OVERVIEW

This workshop will help attendees put the "design" in Universal Design for Learning. Our essential question for workshop will be the following:

How can educators leverage design thinking to create classrooms that affirm and validate ALL students?

We will explore this essential question by engaging in a hands-on user-centered design thinking experience. We will apply UDL to the challenge of empowering teachers to create more culturally responsive, relevant, and equitable classrooms.

AGENDA

Our workshop will focus on three primary objectives. We will spend the bulk of our time engaging in a hands-on application of design thinking and CRTL (i.e. culturally responsive teaching and learning).

1. Design Challenge: Teacher-Coach Scenario
Participants will begin by stepping into the shoes of an instructional coach. As a coach, you will be tasked to support a teacher facing challenges with a classroom of students who are socially and culturally different than him/herself.
Key Question: How would you support a teacher to create a more culturally responsive lesson?

2. Design Thinking and CRTL Classroom Strategies
Design thinking and CRTL share a critical common thread of practice. Shara and Daniel will briefly share three concrete strategies that support teachers to use a design thinking approach as they apply two core principles of culturally responsive classrooms: affirmation and validation.
Key Question: What does a well-designed culturally responsive practice actually look like in the classroom?

3. Design Prototyping and Testing: Sketch it out!
We'll revisit the design challenge that kicked off the workshop and apply our learnings by sketching out solutions. We'll conduct a three-step user interview to get objective and actionable feedback that can improve our design. We'll conclude by reflecting on key takeaways that can support educators in designing culturally responsive and equitable classrooms for ALL students.
Key Question: What enduring principles of design thinking and CRTL can inform our future work in classrooms?

BACKGROUND/CONTEXT

The challenge that educational leaders face in creating culturally responsive and equitable districts, schools, and classrooms are what designers refer to as "wicked problems." These problems cannot be solved using classical methods of organization, planning, and analysis.

We believe that the Universal Design for Learning framework holds the key to helping educational leaders ensure that the institutions they lead bend society toward social justice rather than replicate the status quo. That is, "How do we design solutions to make learning more universal?"

This 50 minute workshop is modeled after a two-day Design Thinking Institute Goalbook facilitates for district and school leaders twice annually. Our most recent conference focused on applying UDL to Culturally Responsive Teaching and Learning.

Additional Links/Resources


Speakers
avatar for Shara Watkins

Shara Watkins

District Success Manager, Goalbook
avatar for Daniel Jhin Yoo

Daniel Jhin Yoo

Co-founder, Goalbook



Tuesday August 1, 2017 11:00am - 11:55am
Ballroom C

11:00am

Developing Online Courses with UDL for Students with Learning Disabilities
Providing students with learning disabilities with robust content and appropriate delivery of that content as the educational world moves further into online coursework is vital. The Equity Matters Report clearly delineates the dearth of suitable online offerings and the need to address this population, now. Taking the body of knowledge that we currently have in successfully educating students with LD, the presentation will offer a plan for creating coursework online that strives to meet the distinct needs of students with LD. From initial planning to design, the presentation will offer a narrative of collaboration between subject matter experts (SME's) and the instructional designers (ID's) who made the shift from face-to face instruction to online learning.

A review of the course blueprint co-developed by the SME's and the ID's will explain the foundational underpinnings of the coursework. The blueprint reveals where and how UDL principles were inserted into the delivery of the content and how this blueprint guides the design work of the course. The back and forth between the SME's and ID's in examining accessibility issues guided the design of the course. These issues were fleshed out on the blueprint well before online construction began. This energetic discussion was essential to the successful completion of the course.

The participants will also be afforded a demonstration of an online course (grade 8-11) that was constructed specifically for students with LD. During this demonstration, the participants will follow design from the blueprint to the actual online content as they discover the UDL principles built into delivery of the course.

Finally, attendees will be taken through a guided experience where they identify a traditional face-to-face activity and consider how to present it in the online environment with specific UDL engagement, representation, and action & expression approaches in mind.

All attendees will receive an overview document that highlights what critical issues they must address in regards to UDL and online courses if they were to undergo this type of significant effort and an infographic on the process of developing effective learning for the online space.

Speakers
avatar for Annesa Hartman

Annesa Hartman

Lead Instructional Designer and Technologist, eLearning Innovation
Presenter Ms. Annesa Hartman is an experienced instructional designer, graphic designer, technologist, teacher and author who has been working in the field for over 20 years with firms such as American University, Southern New Hampshire University, Kaplan University, and Landmark... Read More →



Tuesday August 1, 2017 11:00am - 11:55am
Founders room

11:00am

Stay Woke: Learning Without Limits
In this session, you will discuss theory and practice of culturally responsive teaching, how the process of reflective thinking and reflective writing provide introductory steps to increase cultural awareness, and what it means to adapt your learning environment to remove cultural learning barriers for your students. Learn to 'stay woke' as you examine your current level of awareness of cultural and learning barriers and the impact that awareness has on student outcomes. Learners will participate in simulations, activities, reflections and discussions and will be provided with options for action and expression.

Speakers
avatar for Dr. James-Etta Goodloe

Dr. James-Etta Goodloe

Culturally Responsive Teaching Consultant, Kentucky Department of Education
Dr. James-Etta is a critical thinker specializing in cultural awareness and reflective writing along with equity and personalized learning. She is a life-long learner who is open to opportunities to collaborate and empower others to reflect, problem-solve, and reach their goals... Read More →
avatar for Jennifer Pusateri

Jennifer Pusateri

Education Consultant, Kentucky Department of Education
Before joining the Kentucky Department of Education (KDE) Jennifer Pusateri taught at a nationally-recognized school for students with specific learning disabilities (SLD) in Louisville, Kentucky, where she implemented the UDL framework with students in grades K-8. At KDE, Pusat... Read More →



Tuesday August 1, 2017 11:00am - 11:55am
Ballroom A&B

11:00am

UDL in the IB

In this interactive session, three staff members from the International Baccalaureate (IB) will share how the IB show a commitment to social justice for all students and specifically in this session for language and learning and assessment. Language Learning is at the core of the IB mission and this session will help participants to understand how the IB plans for language learning from the implementation of its programmes to their delivery: making spaces for people and their multilingual diversity and for social justice. Universal design is incorporated into the development of summative IB assessments and the presenter will discuss this process and share examples with the audience. The presentation will be underpinned by two questions ‘What are the opportunities and challenges that arise for the IB in terms of increasing access and participation for underserved learners?’ and ‘What is and could be the role of UDL in removing barriers to learning for IB students?’ Participants will be challenged to consider who the underserved learners may be in the context of an IB education and will be invited to share their expertise in helping to shape how UDL could be used in the future.   


Speakers
avatar for Kala Parasuram

Kala Parasuram

Access and inclusion manager, International Baccalaureate
avatar for Jayne Pletser

Jayne Pletser

Curriculum manager for inclusive education, International Baccalaureate



Tuesday August 1, 2017 11:00am - 11:55am
Alumni Lounge

12:00pm

Lunch
Tuesday August 1, 2017 12:00pm - 12:55pm
Ballroom A&B

1:00pm

Tech-based UDL to Address Non-Academic Barriers, Both Personal and Social
In this session, participants will have mutli-sensory opportunities to expand their understandings of social justice beyond traditional categories of race, class and religion; will understand better: 1)  why learner-driven, meaning networks - not ideology, nor "white bread" content - must drive social justice framing in UDL; 2) how what is missing from representation too often enforces an unwritten code of denial and cultural silence that perpetuates oppression, and 3) how designed-in strategic networks (the differentiated "how" of learning)  can help address - or else perpetuate - implicit bias; and 4) how thoughfully designed technology can meet some of these challenges. Stories, pair sharing, interpetation of images and coloring exercises will help participants experience first-hand how learning needs are created out of the particularities of intersecting identities and how each educator's particular background may impact their preceptions of color,  normal behavior", language and symbols, and through that, what they offer thier students - -  all in 18 minutes!
  "In their own words."

Speakers
avatar for Alice Ray

Alice Ray

CEO, Ripple Effects
Alice Ray is a long time child advocate, social activist and media producer. She is CEO and Chief Creative Officer at Ripple Effects. Ripple Effects uses emerging technologies to address non-academic barriers to school success, from individual vulnerabilities of all kinds to so... Read More →



Tuesday August 1, 2017 1:00pm - 1:18pm
Ballroom C

1:00pm

UDL for Social Justice: Teaching strategies that respect socio-economic-based stress

UDL for Social Justice: Teaching Strategies That Respect Socioeconomic-Based Stress


Speakers
avatar for Jana Marcette

Jana Marcette

Assistant Professor of Biology, Harris-Stowe State University



Tuesday August 1, 2017 1:00pm - 1:18pm
Founders room

1:00pm

Eye to Eye: Students Diplomats Share
In this session, hear from students directly about their own learning challenges and opportunities. You will have the opportunity to ask questions and share in discussions about meeting the learning needs of all students. Please visit the Eye to Eye website to learn more.


Tuesday August 1, 2017 1:00pm - 1:55pm
Alumni Lounge

1:00pm

Learning for All: Wisely Using Data through the lens of Universal Design for Learning (recommended for leadership)
Education can and must be the great equalizer. The idea of equal educational opportunity is central to who we are as a country. The best way to provide that kind of opportunity is through equal opportunity in education. Understanding the complexities of an equity agenda was informed by our work with the Harvard Data Wise Improvement Process.
During this session, participants will learn about McGuffey School District's journey from data rich and information poor, to framing strong problems of practice, and forming instructional practices aligned with the Universal Design for Learning Framework. In addition, participants will learn about how we found time within our system's infrastructure for professional learning and set consistent expectations for meetings, following the Meeting Wise guidelines. Our own administrative staff meetings shifted from checks of compliance and information sharing, to learning experiences focused on research-based learning and leadership. Initial focus centered around book studies of Visible Learning, Universal Design for Learning, and Data Wise Improvement Process. Currently, meetings are focused on monthly modeling that aligns Meeting Wise, Data Wise, and UDL.
Following the UDL framework, this session will share not only how these three intersected at McGuffey, but will also engage participants in an opportunity to consider how their own leadership teams might model learning for all!
What did change look like? The instructional core and the tasks changed traditional student engagement to students having choice and autonomy, leading to expert learners.
*Session is recommended for leadership

Link to Presentation: https://goo.gl/jC85qf 

Speakers
avatar for Dr. Erica Kolat and Megan Marie Van Fossan, M.A., M.Ed.

Dr. Erica Kolat and Megan Marie Van Fossan, M.A., M.Ed.

Superintendent and Director of Special Services, McGuffey School District
Dr. Erica Kolat is Superintendent of McGuffey School District,which is located in rural Pennsylvania. Upon taking the district helm, it became evident that traditional instructional practices were not meeting the needs of ALL students. She has led the district-wide study and i... Read More →



Tuesday August 1, 2017 1:00pm - 1:55pm
Ballroom A&B

1:30pm

Healing School Wounds- Executive Function through a UDL Lens
In classrooms around the world we can find learners who struggle with accomplishing series of tasks to prove their ability in the classroom or at home. Previously feeling successful across learning experiences, these individuals may begin to feel stuck or inefficient in their approach to completing tasks or work. After years of struggle, learners are often relieved to find out that there are skills and strategies to help them navigate through complex situations. Executive function challenges tend be described as struggles that specific groups of learners have, rather than a set of skills that all individuals should learn, strengthen, and grow. Understanding the EF needs of adolescents with neurocognitive and mental health challenges, through a UDL lens can help to provide opportunities to activate and inspire struggling learners. Understanding how strategies and supports can bolster learning equity often reignites learner passions to help them find their purpose.

This session will explore the construct of executive function (EF) through a UDL lens. As advocates for equitable educational opportunities through the utilization of the UDL framework to create more flexible learning environments, we may not always recognize how traumatic experiences and mental health challenges impact executive function during learning experiences. Neurocognitive stages of development can be influenced by traumatic experiences, lack of skill development, as well as other biological or physical delays. Such influences can impact the way in which learners interact with new knowledge and increasingly demanding work over time. The expectations that learners should "know what to do" as they pass through to different grades may not only be determined by their previous successes.

During this session we will explore executive function, executive dysfunction, and potential vulnerabilities that often exist across learning environments. We will primarily focus on early adolescence through emerging adulthood to discuss EF development through a neurocognitive, mental health, and UDL perspective. Participants will learn about options to support these populations of learners to succeed. This will be accomplished while connecting skills and strategies to how all learners could benefit from the teaching, practice, and process around how to best support, and thus activate executive function skills.


Speakers
avatar for Alexis Reid

Alexis Reid

Director of Executive Function Coaching & Educational Services, Boston Child Study Center
Trained at Loyola University in Baltimore, MD and Boston College, Alexis has worked in many different educational settings throughout her career. Most recently she taught in the Boston area and is now the Director of Executive Function Coaching and Educational Services for the Bo... Read More →



Tuesday August 1, 2017 1:30pm - 1:48pm
Founders room

1:30pm

Music as a means for advocacy for immigrant children and families


This session will provide a brief introduction on the use of music therapy for immigrant children and families and music as a means of advocacy.  

Cynthia is a board certified music therapist and child advocate for immigrant children and families. She currently works for the center of community health improvement at MGH Cheslea as a program coordinator for newly arrived children and families.


Tuesday August 1, 2017 1:30pm - 1:48pm
Ballroom C

2:00pm

Empowering Teachers to Enable Social Justice with UDL
Link to students' projects poster: https://www.smore.com/4szm9-udl-for-special-ed



The goal of our presentation is twofold. First, we will share with the audience how we built a graduate course on how to apply UDL in the classroom. This part is relevant to audience members who are aware of UDL and are looking for new ways to teach it in their communities and will enable more educators to leverage UDL in their day-to-day teaching. We will share specific example of how we actually used UDL approaches to teach about UDL and how our graduate students reacted to these approaches. These approaches can be leveraged later by the audience as part of a large program to train educators on how to leverage UDL, or they can pick and choose from several small activates that we applied in our course and use them in more specific and short opportunities to teach about UDL (for example, using a Lego model to teach about "multiple ways of delivery" of instructions).
Second, we will share the examples and results of the final projects our graduate students did. As part of our course, students worked in groups of two and translated one of their traditional class activities to a UDL-based activity and tested it with their students. Our class included 19 special education teachers and their students' backgrounds included: 1) high to low functioning with autism, 2) hard of hearing or deaf, 3) moderate to severe intellectual disabilities, 4) attention and learning disorders. These 10 examples include very creative usage of UDL and will be relevant to the audience as tangible examples of how UDL can be leveraged to enable better learning experiences for the above audiences.
We are planning to have a presentation that will first inspire the audience and will encourage them to go back to their communities and teach/practice UDL. But we also want the session to give very tangible examples and ideas that people can adopt immediately in their classes.
While the presentation will be given by two people (Amir Bar and Betty Schreiber), it represents the work that was done by 21 people (2 instructors + 19 students) over an entire semester, and there is a lot of good information to share. During the session we will also apply technological methods for our audience to select the examples they are most interested in (given that we have many examples and not much time). Once the audience chooses the examples they want to see we will show a demo of the UDL activity, share pictures/ video from the class, and the feedback from the teachers who created it and used it. It will be an exciting, engaging, and informative presentation, with two enthusiastic UDLers!

Speakers
avatar for Amir Bar

Amir Bar

Lecturer, Kibbutzim College



Tuesday August 1, 2017 2:00pm - 2:18pm
Founders room

2:00pm

Bring it on: Cultural and Linguistic Variability
How can we lower barriers to learning and respond to the variability of culturally and linguistically diverse (CLD) students and second language learners? Using a problem-based approach (e.g., the use of scenarios, protocols, and/or posed questions), this session will focus on how the UDL framework applies to learner variability among CLD and second language (L2) learners. In small group discussions, participants will clarify aspects of learning that are shaped by culture and impacted by L2 development. Through examination of the UDL guidelines, participants will (1) explore elements of learner variability relevant to CLD students and L2 learners and (2) identify options for engagement, representation, and action and expression that allow CLD students and L2 learners to achieve academic standards. Participants will have time to reflect on their current environments and what steps they will take to enhance their learning environments and lessons using the information gained during this session.

Speakers
avatar for Loui Lord Nelson

Loui Lord Nelson

UDL Specialist, RAISE, Inc
Loui Lord Nelson, Ph.D. is the UDL Specialist for the School Wide Integrated Framework for Transformation (SWIFT). She is also an educational consultant whose work focuses on Universal Design for Learning. A former special education teacher, she is a member of CAST’s cadre, has b... Read More →
avatar for Patti Ralabate

Patti Ralabate

Faculty, UDL Implementation Specialist, PKR Professional Learning, LLC
Dr. Patti Ralabate is the author of “Your UDL Lesson Planner: The Step-by-Step Guide to Teaching All Learners” and co-author of "Culturally Responsive Design: The UDL Approach." After completing a Boston College - CAST UDL postdoctoral fellowship, she served as CAST Director... Read More →



Tuesday August 1, 2017 2:00pm - 2:55pm
Ballroom A&B

2:00pm

Diverse Literacies: Tech for Voice and Choice
Futurist Alvin Toeffler stated that "The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn." To this end, we as educators must give our students the empowerment and voice to ask questions, demonstrate multiple literacies, and learn in multiple ways. This is especially important with high-need learners who are often silenced in schools and asked to demonstrate learning in only one way.

During this session, examples will be shared of how digital tools are being used to develop multiple literacies in a range of learning environments, from a high need elementary school to first year college courses. These strategies are widely applicable and easily adjustable to almost any learning environment. You will learn from the experiences of students and teachers at a 100% free lunch, high need elementary school where transience is high and performance is historically low. The same tools and strategies used with these learners can also be applied in college level courses through creative online discussions and interactive in-class activities.

In this session, participants will also have a chance to actively participate using the digital tools discussed and complete several small activities to experience the empowerment through voice and choice that can be given using the affordances of digital tools.  By teaching students to make choices in how them demonstrate their learning and empowering them with a range of digital tools to give them increased voice, we are working to improve flexibility, grit and resiliency in these students to encourage their success in elementary school, college and beyond.

NOTE:  Bring your devices along!  This session will be highly interactive.

Speakers
avatar for Sarah Schroeder

Sarah Schroeder

Assistant Professor, Field Service, University of Cincinnati
Sarah serves as a k-12 consultant for school districts and an elearning coach for the School of Education at the University of Cincinnati. She coordinates e-learning improvement initiatives for the undergraduate Teacher Education program and undergraduate educational technology... Read More →



Tuesday August 1, 2017 2:00pm - 2:55pm
Alumni Lounge

2:00pm

Pouring out the Crayons: A UDL Recovery Story

Session Goals:

  • We would like participants to identify the underserved populations in their systems.
  • We would like participants to define the ways the inclusion of these underserved populations would make their system better.
As an artist needs tools, teachers need strategies. This session is all about how UDL is helping us see our student populations differently in Sanger Unified. We are living in the analogy of a box of crayons. Rather then trying to make the students fit the system and catering to only a few different tools and strategies (colors of crayon) that work for "most" students, we let the student needs drive the strategies and are seeing how our dynamic students are giving our system all these new colors to create great lesson experiences. We will share specifically where we are in our UDL rollout as a district, giving lessons learned a long the way and where we eventually would like to be. 

For our Prezi: http://tinyurl.com/UDL4justicePrezi



Speakers
avatar for Melissa Aaron

Melissa Aaron

District Instructional Specialist, Sanger Unified School District
Hi! My name is Melissa Aaron and I am a District Instructional Specialist for Sanger Unified in the Central Valley of California. Sanger is a rural community serving many agricultural needs of our population. Before working for our district, I was at Washington Academic Middle Sc... Read More →
avatar for Daniel Cuellar

Daniel Cuellar

8th Grade Math Teacher, Sanger Unified School District
Hello, my name is Daniel Cuellar. I have been teaching middle school math at Washington Academic Middle School in Sanger Unified in Central California for 4 years now. Our town is a small community with a majority of our students being English Learners from a low income status... Read More →
avatar for Zach Smith

Zach Smith

Instructional Specialist, Sanger Unified School District
Hi! My name is Zach Smith. I am one of the folks heading up Universal Design for Learning within Sanger a small town in the heart of California. I can't wait to tell you about all the exciting things happening in Sanger Unified around UDL! I am also super excited to learn from y... Read More →


Tuesday August 1, 2017 2:00pm - 2:55pm
Ballroom C

2:30pm

Advocating for Preparation Programs for Students with Learning Differences as they Transition to High School
What is successful UDL Implementation? Advocating for preparation programs for students with learning differences as they transition to high school
This presentation will highlight how creating a summer preparation program founded upon the 3 guiding principles of UDL can ease the high school transition experience of students with learning differences. Presenter will share results from the collaborative process of the teaching staff. Participants will leave with ideas on how to implement a similar program in their school sites to ensure that students who learn differently are given choices to access the curriculum and to express knowledge gained. Research from Hattie's work on Visible Thinking and Collective Teacher Efficacy will be introduced. According to new findings by Professor John Hattie, a strong sense of Collective Teacher Efficacy (d=1.57) can yield over three years of student growth over one school year. Now ranked the most powerful influence on achievement in the Visible Learning research, Collective Teacher Efficacy is a belief that together teachers can positivity impact student learning. This body of research combined with the universal framework of Universal Design for Learning may be a powerful combination for exponential change in our schools.

Speakers
avatar for Jude Wolf, Ed. D.

Jude Wolf, Ed. D.

Director of the Center, Kehillah Jewish HS
Jude Wolf is a seasoned educator with more than 15 years of teaching in the K-12 school system and higher education institutions. She has worked with students with disabilities in inclusive classrooms and special day classrooms in private, public, and independent schools. Dr. Wo... Read More →



Tuesday August 1, 2017 2:30pm - 2:48pm
Founders room

3:00pm

Co-creating a Learning Community: UDL in a Post-Secondary Access Program
This session will describe our experimentation with UDL in a long running Toronto-based post-secondary transitional program that is designed to support students who identify their mental health and/or substance use as barriers to further education. Our reflections on the intersection of UDL and social justice in this specific context, and our passion for this practice, will be used to engage participants in reflective experimentation regarding their own practices.

As faculty in this program, we are aware that in co-creating a learning environment that includes ourselves along with learners, we are able to dispense with the need to be 'experts' and instead become allies in relational processes that have the potential to meet the variability and needs of all members of the community.

Through an interactive activity, we will invite participants to experiment with a process of co-creating a just and equitable learning environment and to reflect upon their own learning needs and preferences, as well as experiencing the self-advocacy and community-building that develops when we state clearly how we learn best.


Speakers
avatar for Johanna Petite

Johanna Petite

Faculty, George Brown College
Jo Petite (MSW, RSW) is an educator, social worker, and program coordinator for the Transitions to Post-Secondary Education program at George Brown College in Toronto, Canada. She develops and teaches curriculum designed to support marginalized adult learners to articulate and ac... Read More →
avatar for Tracy Whitfield

Tracy Whitfield

Faculty Counsellor, George Brown College
Tracy Whitfield is (MSW, RSW) identifies as a woman with a disability and has done graduate work in Critical Disability Studies. She has worked in community mental health and in educational settings, with a focus on anti-oppression and social justice. She has developed technology... Read More →



Tuesday August 1, 2017 3:00pm - 3:55pm
Founders room

3:00pm

Creating Space for Social Justice
Education is an environment ripe for the seed of social justice to be planted. Classrooms serve as the first social settings for most young children and continue to be the core means for social development. These learning environments must include opportunities for learners to experience the basic need of belonging to a group void of exclusion and inequities.
Universal Design for Learning serves as a means through which educators can dispel the myth that the average learner exists. Designing to the middle no longer exists as an acceptable way to provide education for students with disabilities, students of color, and students who come from low income areas. Understanding the neuroscience and learning science behind UDL and designing a learning environment using the principles of UDL, educators can welcome learners who have been marginalized into a micro-society that values their individuality and allows them a voice.
In this session, offering the relevance of using the UDL framework and social justice through the creation of safe spaces will engage participants. Participants will interact with scenarios to contemplate and define what "safe spaces" means for the learners in their classrooms or in their districts in this interactive session. They will actively explore multiple ways in which to provide safe spaces to students who have been unheard due to marginalization. Participants will leave with a new perspective to sieve through the UDL frame and an action plan to move forward.

Speakers
avatar for Stephanie Craig

Stephanie Craig

Doctoral Student, University of Kansas



Tuesday August 1, 2017 3:00pm - 3:55pm
Alumni Lounge

3:00pm

Students First: Re-Imagining Education in NH

New Hampshire has determined that it is possible to develop a deeper understanding of how to use the principles of Universal Design for Learning to educate underserved learners, and to embrace new philosophical ideas from which to design for social justice based on concrete plans to put into action in which networks of educators will unite to ensure that learning has no limits for every student.

The New Hampshire Department of Education’s NH Vision 2.0: - A Blueprint to Scale Competency-based Education across a PreK-20 System,” is a culmination of intensive planning where we pushed ourselves to answer the question: What would need to be true in New Hampshire to prepare all of our students for the complex future that awaits them?

Within the New Hampshire Department of Education, the NH Office of Student Wellness is committed to the development of the whole child. The Office of Student Wellness works, in collaboration with local communities, school districts, and individuals, to support students as they become fully productive members of society.

Student Wellness is the recognition by which schools, districts, and educational professional concur that there are many factors that impact a student’s academic attainment. The dimensions of wellness include: Emotional, Personal, Intellectual, Physical, Environmental, Occupational and Social factors.   

The New Hampshire Department of Education promotes family and student voice via meaningful partnerships between school/district personnel, parents, students, and community members. This is   based on evidence based and culturally responsive practices that include principles of effective partnerships.  

The New Hampshire Department of Education’s Frameworks for Universal Design for Learning and Family and Student Voice build the foundation to continue to engage districts to implement  current initiatives including the New Hampshire Accessible Educational Materials (NHAEM); the New Hampshire Universal  Design (UDL) Academy; The New Hampshire Assistive Technology Initiative; The New Hampshire UDL Rural Teacher Literacy Project, and the New Hampshire State Pyramid Model activities to improve outcomes for preschool children with disabilities and their families.

In order to leverage change and to maximize and sustain state and local efforts in all of this justified work, the New Hampshire Department of Education created a Universal Design for Learning State Plan Network to provide technical assistance and training to educators and families regarding federal statues, policy guidance, and evidence based practices based on the implementation of the principles of Universal Design for Learning and the five phases of Universal Design for Learning implementation based on the National Center for Universal Design for Learning.  The Network builds  state and local capacity to implement Universal Design for Learning (UDL) principles based on a valid framework for guiding educational practice that provides flexibility in the ways information is presented, in the ways students respond or demonstrate knowledge and skills, and in the ways students are engaged; and reduces barriers in instruction, provides appropriate accommodations, supports, and challenges, and maintains high achievement expectations for all students, including students with disabilities and students who are limited English proficient and those with accelerated learning needs.

Measureable Goals: Examples of anticipated outcomes and UDL Considerations

Participants will be asked prior to the conference questions they might have about how to implement a UDL State plan that addresses social justice to support youth as they become fully productive member of society. 

Participants will learn the essentials of identifying stakeholders, generating common goals and collaborating to explore , implement and sustain work to connect  UDL and Family ad Student Voice to be the vehicle design for social justice based on concrete plans to put into action, and networks of educators who will unite to ensure that learning has no limits.

Participants will acquire information about the UDL State Network and Office of Student wellness and the Family and Student Voice Project so they can explore both entities  potential to be implemented in their schools, districts, and states.

Participants will actively engage with a staff from the New Hampshire Department of Education: New Hampshire Commissioner of Education Frank Edelblut, Mary Steady Administrator of the Office of Student Wellness and Mary Lane from the Bureau of Special Education to hear their successes, struggles, and problem solving solutions  to promote and sustain change  designed to unite social justice and UDL to ensure that learning has no limits.

Participants will increase their knowledge of UDL and Student wellness to identify their needs and develop goals and processed to begin their journey.


Speakers
avatar for Kirk Behnke

Kirk Behnke

Director of Business & Partnership Development, CAST
As Director of Business and Partnership Development for CAST, Kirk develops partnerships with school districts and other entities to support CAST's Professional Learning and technical assistance to national and international customers regarding Universal Design for Learning... Read More →
avatar for Frank Edelblut

Frank Edelblut

Frank Edelblut was sworn in as Commissioner on February 16, 2017. The commissioner is responsible for the organizational goals of the department and represents the public interest in the administration of the functions of the department of education. The commissioner is responsible to the governor, the general court, and the public for such administration. Frank Edelblut is an American businessman who formerly served as a Republican member of the New Hampshire House of Representatives. During his term in the House, he served on the Finance Committee, Special Committee on Pensions and the Child and Family Law Committee. Edelblut started as a Certified Public Accountant with a large international accounting firm many years ago and briefly worked as a Chief Financial Officer for a public company. In 1990 he started his own company that was sold to a French firm in 2009. Since then he has been creating jobs as an active investor in early stage companies across a range of industries including technology, med-tech, and even a wine company Edelblut attended the University of Rhode Island where he earned a Bachelor of Science, Business Administration... Read More →
avatar for Mary Lane

Mary Lane

Educational Consultant, New Hampshire Department of Education
Mary Lane is the liaison to the implementation of IDEA, regarding accessibility for all students, and to support schools and families. She also is the NH NIMAC Coordinator, working with the NH American Printing House for the Blind (APH) Ex-Officio, and various projects such as the NHAEM Center, the NH Connections Project, the Deaf Education Accessibility Initiative, and the New Hampshire Universal Design for Learning Academy. Her liaison roles within the Department of Education include her collaboration with the Bureau of Certification, the... Read More →
avatar for Mary Steady

Mary Steady

Mary Steady is the Administrator of the Office of Student Wellness at the NH Department of Education. In that role, Ms. Steady acts as the Project Director of both Safe Schools/Healthy Students initiative and Project AWARE. She has over 20 years of experience in the collaboration and coordination of services for students at risk and children with disabilities. Ms. Steady has earned a graduate degree from Plymouth State University in Education with a focus in Special Education. She sits on the state management team for School-Wide Information Framework for Transformation (SWIFT), State Rehabilitation Council (SRC), the Smarter Balanced Team, the Governor's Commission on At-Risk Youth Services, and the... Read More →



Tuesday August 1, 2017 3:00pm - 3:55pm
Ballroom C

3:00pm

UDL Implementation in Revere, MA

“A great teacher understands that not all students learn the same way. Gives their students options in learning and in class work.” 8th Grade Student from Susan B.Anthony Middle School, Revere, MA.

Middle school students can be bold and opinionated, but too often they feel like no one listens to what they have to say. Failing to listen to our students' voices creates barriers between students and teachers and causes learners to become passive participants in their own education.  Instead, what if we learned from students to hear how we can better engage them in their own learning?

With Universal Design for Learning as our school's focus, we began incorporating student voice in different areas of our school with the goal of creating more engaged learners and citizens. During this session we will share our UDL journey and provide examples of how we increased student voice in three major areas: in staff-wide professional learning, in individual classrooms, and in school-community activities.  Participants will have opportunities to share their own ideas, reflect on current practices and personal goals, and hopefully gain ideas for next steps in their own implementation process.



Speakers
avatar for Christine Gray

Christine Gray

Literacy Coach, Revere Public Schools
Christine Gray is currently a Middle School Literacy Coach in Revere, MA, where she taught ELA in grades 6-8 for 11 years. She has presented at the National Council of Teachers of English Conference and is the co-author of Grade 6 Test Practice for Common Core (Barron’s Publish... Read More →



Tuesday August 1, 2017 3:00pm - 3:55pm
Ballroom A&B

4:00pm

Arts-Integration and UDL: Learning for ALL

Speakers
avatar for Dr. Heather Duncan

Dr. Heather Duncan

Coordinator of Clinical Education, University of South Florida


Tuesday August 1, 2017 4:00pm - 5:00pm
Poster session

4:00pm

Bridging UDL and Culturally Responsive Practices at the Middle Level
Speakers
avatar for Kristine Choate

Kristine Choate

Special Education Teacher & Department Chair, South Middle School
As a special education teacher for over 20 years, I have seen firsthand the positive results that come from effective instructional and environmental design. In addition, by merging UDL and culturally responsive practices, educators better ensure that all students will be positi... Read More →
avatar for Lana Leonard

Lana Leonard

Instructional Coach, South Middle School
I have taught at South Middle School in Eau Claire, WI for two years. Going into my 3rd year, I will be an Instructional Coach. Prior to South, I taught 8th grade Literature and English in Fall Creek, WI for 15 years. Learning and implementing UDL concepts has been a great exp... Read More →
avatar for Colleen Morgan

Colleen Morgan

Gifted/Talented Coordinator, South Middle School
I am the Gifted/Talented coordinator and also teach math at South Middle School in Eau Claire, WI. During the past 3 years, our school UDL team has been very successfully implementing UDL strategies in our classes and are extending our knowledge to other staff members in both... Read More →
avatar for Diana Zeegers

Diana Zeegers

Principal - South Middle Schoot, South Middle School



Tuesday August 1, 2017 4:00pm - 5:00pm
Poster session

4:00pm

Creating PBL projects using UDL for Issues of Diversity and Social Justice
In order for educators to prepare students to be successful in life, there must be a focus on providing an educational experience that motivates and inspires students to become productive members of society. Two separate learning philosophies, Universal Design for Learning (UDL) gives educators the tools to make curriculum more accessible and engaging, while Project Based Learning (PBL) provides a format that allows students to dive into authentic, real world problems and work together to present solutions. One of the most crucial and timely topics educators face is introducing culturally responsive lessons to introduce and educate students on people from diverse backgrounds; people who likely live in their own community. By applying the principles of UDL to a PBL project, students would have the ability to create without barriers, and focus on challenges of diversity in their own communities. By using these two philosophies in conjunction with each other, all students would not only have access to an engaging and enriching experience, but also be able to witness the positive outcomes of collaboration as well as the rewards of being a contributing member of their community and society.

Speakers
avatar for Alex Chambers

Alex Chambers

Assistant Professor, William Paterson University



Tuesday August 1, 2017 4:00pm - 5:00pm
TBA

4:00pm

Implementation of UDL for Social Justice in Chile
Since 2017, Chile has begun the task of systemically implementing the UDL as a legal right, which would guarantee access, progress and graduation to every person, in an educational system which focuses on placing people in a fair, empathetic and collaborative community. Within this frame, our team will present:
- The main historical references that lead to the country's adoption of the UDL as a public policy and the strategies being used in order to develop and implement it.
- A developed study in 5 neighborhoods in the country that show the perceptions of faculty and management members in regards to the strengths and weaknesses that applying the system to public policy might present. Feasibility and pertinence of the implementation of UDL in Chile. 
The audience will be engaged through: A practical and reflexive workshop (individual or group) about the inclusiveness and social justice factors, using the same method of evaluation applied in the study in Chile.
The analysis will be presented, and will consider:
a) The description and analysis of the dimensions that characterize a school that works towards social justice.
b) Description and analysis of the macro and minor dimensions of development that characterize the schools that participated in the study.
c) Description and analysis of the proposals that the educational communities have put forward towards the implementation of the UDL in Chile.
A critical analysis will take place along with the audience, which will refer to the interpretation of the results in the study in regards to: - Their own practice. - Or the results obtained in Chile. Audience suggestions and opinions on the projection of the study and the implementation of the UDL system in Chile.

Speakers
avatar for Paulina Godoy

Paulina Godoy

Director, Consultora Incluir
Educator. specialist in Public Policy. Educational Consultant. | My current interests are in UDL and Inclusive Public Policies. 
avatar for Pamela Yañez

Pamela Yañez

Special Needs Teacher, Incluir
I´m interested in inclusive education and all about UDL.


Tuesday August 1, 2017 4:00pm - 5:00pm
Poster session

4:00pm

4:00pm

One Size Does Not Fit All
The core take away message is to provide training to currently practicing teachers in UDL so that their lesson plans can integrate UDL principles. When lesson plans are integrative of UDL principles, strategies and supports are are a forethought, not an afterthought. This gives students the opportunity to access learning irregardless of socioeconomic or other barriers to learning that exist

Speakers
avatar for Hillary Goldthwait-Fowles

Hillary Goldthwait-Fowles

Assistive Technology Specialist, Regional School Unit 21
I am passionate about providing strategies and supports to teachers, stakeholders, and ALL learners as a forethought, not as an afterthought!



Tuesday August 1, 2017 4:00pm - 5:00pm
Poster session

4:00pm

Pedagogy of Inclusion: UDL in the PSCI College Classroom
There are deep inequalities in youth civic knowledge and engagement across socioeconomic levels that must be addressed to strengthen American democracy. Democratic governments are founded on the premise of citizen participation, and likewise, citizenship entails full expression of the rights and responsibilities inherent in societal membership. Unfortunately, studies have shown social class differences in political participation and community engagement in the United States persist, along with patterns of political behavior, trust in government, and public hope.
From a developmental perspective, some scholars argue that historical shifts in the nature of the transition from adolescence to adulthood and other social changes affecting youth indicate that social inequalities in civic engagement among young people have increased in recent years. Changes in the American education system, such as the implementation of No Child Left Behind, have forced secondary education to focus on basic subjects and deemphasize civic education (Kahne and Middaugh 2008). A 2006 study by the Center of education policy found that 71% of districts reported cutting back time on other subjects to make more space for reading and math instruction. Social studies was most frequently cited as the place where these reductions occur.
For a generation of youth who are exposed to less civic education in secondary education and who do not plan to attend college, institutional opportunities for civic engagement may be increasing important as a matter of social justice. Political Science programs at universities and other institutions of higher education now play an important role in closing this gap. Political Science instructors in the 21st century college classroom recognize that learner variability is not the exception; it's the rule. Universal Design for Learning (UDL) offers a framework that guides the design of learning goals, methods, and assessments to create an engaging environment for all students.
The UDL framework assists instructors in designing more accessible learning environments to foster skills for life-long learning. Political Science professors often share the same goal of designing a learning environment to foster skills for life-long civic engagement. In this presentation, I will provide an overview recent research on learner variability in the College classroom, recent research illustrating the civic engagement and knowledge gap, and examples and data from my own experience applying the framework to 200- and 300-level Political Science college courses. My hope is that this research on the application of UDL in higher education will engender conversations about how instructors can anticipate learner variability and provide every student with equal opportunities to become engaged members of our local and national democratic communities.

Speakers
avatar for Erika Cornelius Smith

Erika Cornelius Smith

Chair, Interdisciplinary Studies, Nichols College


Tuesday August 1, 2017 4:00pm - 5:00pm
Poster session

4:00pm

Planning and implementing UDL lessons for diverse population
The presentation will demonstrate class activities that were created by special education teachers who use UDL to improve learning engagement of pupils with unique needs. These pupils are usually asked to use verbal product. The UDL lessons are allowing them to compensate of their difficulties and enable them to choose their best priority way of learning.

Speakers

Tuesday August 1, 2017 4:00pm - 5:00pm
Poster session

4:00pm

Planning for Social Justice with Mindset and UDL
Moderators
avatar for Susan Granquist-Steinhauser, Ed.D.

Susan Granquist-Steinhauser, Ed.D.

Field Experience Supervisor, University of St. Francis
At the elementary level I have taught general and special education in MN. Moving to IL I served as a Special Services Coordinator for a district of about 12,000 students and taught special education classes in a Master's program at Lewis University for ten years. Currently, I am... Read More →



Tuesday August 1, 2017 4:00pm - 5:00pm
Poster session

4:00pm

Supporting Learners with Special Needs through UDL Framework
Participants will develop their understanding of different technological tools that can be used to support learners with special needs in the teaching and learning process. Multiple opportunities for participants to engage with the presentation content through active learning opportunities will be provided.

Speakers
KD

Karen DeAngelis

Faculty Member, Fitchburg State University
I have extensive experience in higher education, a Ph.D. in Education, M.S. in Special Education, and B.A. in Elementary Education and Communications. I served as a Special Education Teacher in Winchester, Massachusetts from 1997 – 2001 and currently hold professional Massachus... Read More →


Tuesday August 1, 2017 4:00pm - 5:00pm
Poster session

4:00pm

4:00pm

That True Feeling Of Belongingness: A True Story
Speakers
avatar for Ricki Sabia

Ricki Sabia

Senior Education Policy Advisor, National Down Syndrome Congress
Ricki Sabia is the parent of a 25 year old son with Down syndrome and a son who is a 4th grade teacher. Ricki was the Associate Director of the National Down Syndrome Society Policy Center for 11 years and is now the Senior Education Policy Advisor for the National Down Syndrome... Read More →


Tuesday August 1, 2017 4:00pm - 5:00pm
Poster session

4:00pm

UDL and Assistive Technologies for Students with ADHD and SLD

The contribution of UDL (Universal Design for Learning) and assistive technologies for participation of pupils with attention and learning disorders in learning processes

Dr. Betty Shrieber and Suzi Weintraub

A LINK TO OUR DIGITAL POSTER

The research examined the contribution and the impact of Universal Design for Learning (UDL) approach along with assistive technology, on the participation of students with attention and learning disorder in the learning process.

From the observations of the pupils with learning disorders, the pupils' reflections, and the other findings, it seems that the pupils' choosing possibilities, inherent in the UDL approach, contributed to enhance the pupils' motivation and positive experiences of the learning process. Integrating assistance technologies enabled the participation of pupils having learning and attention disorders, and it reinforced the learning motivation of them.

The joint learning created responsibility and mutual involvement, in order to create a joint product. The parents' response reflected satisfaction from the process that their children had gone through. They reported that their children's good experience and their feeling of success in the learning process had  been continued all day long, even when they had arrived home.

Motivation Questionnaire findings showed improvement for all students in the classroom especially for students with attention and learning disorder, however, no statistical significance was find between the groups (with and without learning disorder).

There is great significance in learning technologies for students with attention  and learning disorder that can significantly improve their participation in the class learning process.  





Speakers
avatar for Betty Shrieber

Betty Shrieber

Kibbutzim College of Education, TECHNOLOGY AND THE ARTS
Lecturer at the School of Education, Kibbutzim College, Tel-Aviv | Expertise in the field of: | Learning Disorder and ADHD | Assistive technology | Planning functions for adults with learning disabilities and ADHD | Executive Functions | Dancing Irish dance -strugell... Read More →



Tuesday August 1, 2017 4:00pm - 5:00pm
Poster session

4:00pm

UDL in BCSC
BCSC has adopted UDL as our district instructional framework for nearly 10 years.  Learn about our district's structure and values in this poster session.

Speakers
avatar for Nick Williams

Nick Williams

Coordinator of Instructional Technology, Bartholomew Consolidated School Corporation
I am very excited to be presenting and attending my first CAST UDL Institute! I was lucky to attend the Harvard UDL Institute last year and I have been actively involved in our BCSC Institute the past 3 years. | I have a passion for UDL and educational technology. I am a CETL... Read More →



Tuesday August 1, 2017 4:00pm - 5:00pm
TBA
 
Wednesday, August 2
 

8:00am

Breakfast
Wednesday August 2, 2017 8:00am - 8:30am
Ballroom A&B

8:30am

Keynote: A Touch of Light
Speakers
avatar for Luis Perez

Luis Perez

Inclusive Learning Evangelist
Luis Pérez is an inclusive learning advocate based in St. Petersburg, Florida. He has more than a decade of experience working with educators to help them integrate technology in ways that empower all learners. Luis holds a doctorate in special education and a master’sdegree in instructional technology from the University of South Florida, where he was on the staff of the Florida Center for Instructional Technology. At FCIT, Luis was program manager for Tech Ease for All, a collection of videos and other accessible materials for developing competency in assistive technology among faculty and students. Luis also developed content for... Read More →


Wednesday August 2, 2017 8:30am - 9:30am
Ballroom A&B

10:00am

Follow Up Discussion with Keynote Presenter: Luis Perez
Speakers
avatar for Luis Perez

Luis Perez

Inclusive Learning Evangelist
Luis Pérez is an inclusive learning advocate based in St. Petersburg, Florida. He has more than a decade of experience working with educators to help them integrate technology in ways that empower all learners. Luis holds a doctorate in special education and a master’sdegree in instructional technology from the University of South Florida, where he was on the staff of the Florida Center for Instructional Technology. At FCIT, Luis was program manager for Tech Ease for All, a collection of videos and other accessible materials for developing competency in assistive technology among faculty and students. Luis also developed content for... Read More →


Wednesday August 2, 2017 10:00am - 10:18am
Ballroom A&B

10:00am

Integrating UDL and SIOP to Pursue Social Justice.
• This highly interactive, hands-on workshop will explain how integration of Universal Design for Learning with the SIOP model improves teaching and learning for ESL and all students in inclusion classrooms.
• Time will be provided for participants to plan one or more lessons using a template created by session facilitators, to apply technology tools and to discuss implications for future work.
• Participants will be encouraged to seek social justice in education, being committed to learning more about best practices for ESL and all students in inclusive classrooms.

Participants in this workshop will:
• Learn more about the SIOP model for teaching English Language Learners in Inclusive Classrooms AND Universal Design for Learning.
• See examples of lessons created using a combination of SIOP and UDL
• Create their own lessons using an original template provided by the facilitators
• Discuss how unleashing the synergy of SIOP and UDL can lead to more meaningful assessment of both academic knowledge and skills and language proficiency
• Learn to use specific web-based programs, apps for iPads and other tablet computers, and Smart Board technology to facilitate multiple means of representation, engagement and expression for English Language Learners and all students in an inclusive classroom.
• Join in discussions related to the challenges inherent in preparing teacher candidates for work with linguistically diverse and multicultural students in grades K-12 and ways teacher educators can work together to meet those challenges

Speakers
avatar for Dr. Amber Gentile

Dr. Amber Gentile

Assistant Professor, Cabrini University
Dr. Gentile is an Assistant Professor of Teacher Education at Cabrini University where she serves as the Coordinator of the Middle Level and Post Bac Secondary Education programs. Her research areas include small learning communities, K-12 and Higher Education professional develo... Read More →



Wednesday August 2, 2017 10:00am - 10:55am
Bayview Room

10:00am

Personalized Learning Fosters Social Justice for All Students
Speakers
avatar for Dr. Winsome Waite

Dr. Winsome Waite

Senior Director, AEE
As Senior Director of Policy to Practice (P2P) at the Alliance for Excellent Education, my role is to direct and support a body of work that bridges policy to practice (and vice versa) at the state, district or secondary school levels. People should talk to me about how to suppor... Read More →


Wednesday August 2, 2017 10:00am - 10:55am
Alumni Lounge

10:00am

Symposium, a gathering of ideas. Open time for discussion.
Bring your team and/or new-found colleagues and brainstorm! The goal for this session is to provide an open opportunity for dialogue. What did you learn at the symposium? What ideas are you wrestling with that you want to discuss and share? This is a great opportunity for team time or CAST staff will be available to facilitate or answer questions.

Speakers
avatar for Jennifer Levine

Jennifer Levine

CAST
As Director of Professional Learning, Jennifer Levine oversees the design and delivery of products and services related to the implementation of Universal Design for Learning in schools, districts, and states. | | Jennifer is passionate about teaching students in the margin... Read More →
avatar for Allison Posey

Allison Posey

Curriculum Design Specialist, CAST
Allison Posey participates in curricular design, online instruction, and leads professional learning programs. She works with educators to integrate and apply brain research about learning into instructional practices so all learners can access, integrate, and become expert learn... Read More →


Wednesday August 2, 2017 10:00am - 10:55am
Ballroom C

10:00am

UDL to Enhance the Learning Journey for a Fellow with Dyslexia

There are many challenges for those wishing to pursue further academic studies, at fellowship and doctoral level, for example.  However, students who have Dyslexia, or other so-called disabilities, meet further challenges which are not recognised in the system, nor countered imaginatively and fairly using UDL perspectives and strategies to allow equal access and expression for all students. The label of ‘dyslexia’ can get in the way of acknowledging the ability and potential success of individual students, particularly in the context of fulfilling their educational promise.

This presentation sets out to chart the journey of a Marie Curie Fellow with Dyslexia and shows how he has successfully overcome unnecessary barriers throughout his educational journey, from primary to tertiary level. The session will ground our thinking theoretically in the fields of UDL and Social Justice.  It also provide practical strategies for supporting all students and suggestions about the professional development of teachers.

 

 

Speakers
avatar for Marian McCarthy

Marian McCarthy

Director, Centre for the Integration of Research, Teaching and Learning, University College Cork , Ireland
I am influenced by the work of Project Zero (PZ) at Harvard and its focus on Multiple Intelligences Theory and Teaching for Understanding. I find that the work of CAST in Wakefield and its focus on UDL complements and expands PZ ideas. I also draw on the literature of the scho... Read More →
avatar for James Northridge

James Northridge

Marie Curie Fellow, Shriver Center, UMass Med
I'm a research fellow in UMass Med, currently looking into how technology can improve the lived experience of kids with Autism that are non-verbal or pre-verbal. | Having dyslexia myself, I fully understand the challenges of an educational environment that may not work for all... Read More →


Wednesday August 2, 2017 10:00am - 10:55am
Founders room

10:30am

Using Peer-Mediated Literacy Instruction to Promote Inclusion
Attendees will experience our district's story of inclusion, with a specific focus on the power of peers in literacy instruction. Those interested in the historical disenfranchisement of students with low-incidence disabilities, who are interested in making education more inclusive are encouraged to attend. We will root ourselves in the "WHY" behind inclusion, and give concrete examples (pictures, videos, snapshots) of HOW we use UDL to achieve inclusion in our classrooms. Participants will be given resources such as adapted lesson plans, UDL templates, and peer mentoring materials that can be used immediately in literacy classrooms or modified to specific content areas to allow them to put UDL peer-mediated practices into work in their classrooms this fall! The strategies will be applicable to all content areas and a hyperlinked resource will be provided.

Speakers
avatar for Allie Tasche and Katy Hayes

Allie Tasche and Katy Hayes

Learning Strategists, Oconomowoc Area School District
Katy and Allie are learning strategists from Wisconsin who are passionate about inclusion of students with autism and low-incidence disabilities. | As leaders in UDL, they design curricular, sensory, and social supports within the building and provide coaching to peers with... Read More →



Wednesday August 2, 2017 10:30am - 10:48am
Ballroom A&B

11:00am

Final Reflection: The World Cafe
Final reflections and ideas for action from CAST's new CEO, Linda Gerstle, related to this year's UDL symposium theme: UDL for Social Justice. Stay tuned for more details to come!

Speakers
LG

Linda Gerstle

Linda Gerstle was named CAST’s Chief Executive Officer in 2016. She came to CAST from From the Top, a national arts education program and the preeminent showcase for pre-collegiate musicians, where she was part of the senior management team, overseeing all education and outreac... Read More →


Wednesday August 2, 2017 11:00am - 11:45am
Ballroom A&B