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

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Interactive Breakout [clear filter]
Monday, July 31
 

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

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

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

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
 
Tuesday, August 1
 

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

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

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

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 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 been an invited facilitator at several UDL institutes, provides guidance in UDL to schools, distric... 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

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
 
Wednesday, August 2
 

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, Alliance for Excellent Education
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