Instructional Consultation Teams and Universal Design for Learning By PresenterMedia.com
Feb 22, 2016
Instructional Consultation
Teamsand
Universal Design for Learning
By PresenterMedia.com
Let's Begin.....
Problem Solving Stages
∆ Contracting▪ Inform ▪ Purpose ▪ Focus ∆ ▪ Collaborative Nature ▪ Problem Solving Process ▪ Time/Date ▪ Gain Agreement
∆ Problem Identification & Analysis▪ Specific and Observable Terms▪ Instructional Assessment to establish MATCH▪ Prioritize▪ Baseline▪ Goals (3-6 weeks)
∆Strategy/Intervention Design▪ What? ▪ When? ▪ How Often? ▪ Conditions? ▪ Who?
∆ Strategy/Intervention Implementation▪ Have we done what we planned?
∆ Strategy/Intervention Evaluation▪ Weekly Data Collection ▪ Relate to Baseline & Goals▪ Connect outcomes to classroom expectation ▪ Conduct IA
∆ Follow-Up/Redesign▪ Revisit ▪ Revise ▪ Refine ▪ Re-try
∆ Closure▪ Goals Met ▪ Teacher’s Comfort ▪Strategies
Embedded/Faded
∆ Contracting▪ Inform ▪ Purpose ▪ Focus ∆ ▪ Collaborative Nature
▪ Problem Solving Process ▪ Time/Date ▪ Gain Agreement
UDL Guidelines Integrated(for teacher’s learning)
1.3 Offer alternatives for visual informationUsing the instructional match triangle
2.1 Clarify vocabulary and symbolsUsing ICT and UDL “vocabulary”Modeled during IAs, built into Strategy/Design
6.3 Facilitate managing information and resourcesUsing SDF, built into Strategy/Design
7.3 Minimize threats and distractionsNon-evaluative nature, building rapport with student
8.3 Foster collaboration and communicationWorking shoulder-to-shoulder
9.1 Promote expectations and beliefs that optimize motivationUse of reflective communication skills
∆ Problem Identification & Analysis▪ Specific and Observable Terms▪ Instructional Assessment to establish MATCH▪ Prioritize▪ Baseline▪ Goals (3-6 weeks)
UDL Guidelines Integrated1 Provide options for perception2 Provide options for language, mathematical expressions, and symbols3 Provide options for comprehension4 Provide options for physical action5 Provide options for expression and communication6 Provide options for executive functions7 Provide options for recruiting interest8 Provide options for sustaining effort and persistence9 Provide options for self-regulation
Assess during PID through reflective communication skills, model during IA, build into Strategy/Design
Strategy/Intervention Design▪ What? ▪ When? ▪ How Often? ▪ Conditions? ▪ Who?
UDL Guidelines Integrated1 Provide options for perception2 Provide options for language, mathematical expressions,
and symbols3 Provide options for comprehension4 Provide options for physical action5 Provide options for expression and communication6 Provide options for executive functions7 Provide options for recruiting interest8 Provide options for sustaining effort and persistence9 Provide options for self-regulation
Assess during PID through reflective communication skills, model during IA, build into Strategy/Design
Strategy/Intervention Implementation
UDL Guidelines Integrated(for teacher’s learning)
6.2 Support planning and strategy development6.3 Facilitate managing info and resources6.4 Enhance capacity for monitoring progress
Using Student Documentation Form provides teacher with a guide to break up long term goals into reachable short term objectives and manages the data.
9.3 Develop self-assessment and reflectionReflection piece for teachers to focus on fixing the “broken match” not the child.
∆ Strategy/Intervention Evaluation▪ Weekly Data Collection ▪ Relate to Baseline & Goals
▪ Connect outcomes to classroom expectation ▪ Conduct IA
UDL Guidelines Integrated(for teacher’s learning)
6.2 Support planning and strategy development6.3 Facilitate managing info and resources6.4 Enhance capacity for monitoring progress
Using Student Documentation Form provides teacher with a guide to break up long term goals into reachable short term objectives and manages the data.
9.3 Develop self-assessment and reflectionReflection piece for teachers to focus on fixing the “broken match” not the child.
∆ Follow-Up/Redesign▪ Revisit ▪ Revise ▪ Refine ▪ Re-try
UDL Guidelines Integrated(for teacher’s learning)
6.2 Support planning and strategy development6.3 Facilitate managing info and resources6.4 Enhance capacity for monitoring progress
Using Student Documentation Form provides teacher with a guide to break up long term goals into reachable short term objectives and manages the data.
9.3 Develop self-assessment and reflectionReflection piece for teachers to focus on fixing the “broken match” not the child.
Closure▪ Goals Met ▪ Teacher’s Comfort ▪Strategies Embedded/Faded
UDL Guidelines Integrated(for teacher’s learning)
6.2 Support planning and strategy development6.3 Facilitate managing info and resources6.4 Enhance capacity for monitoring progress
Using Student Documentation Form provides teacher with a guide to break up long term goals into reachable short term objectives and manages the data.
9.3 Develop self-assessment and reflectionReflection piece for teachers to focus on fixing the “broken match” not the child.
UDLICT
CLASSROOM
The Student Who Has Everyone
S/L PathologistOccupational Therapist
Classroom Teachers
Reading Interventionist
Friends Group Coordinator
Special Education Teacher
ClassroomTeaching Assistant
Special Ed Teaching Asst.
Autism Coordinator
Family
What if the Classroom Teacher Controlled the Resources?
•Speech Therapy•Occupational Therapy•Autism Support•Teaching Assistants•Special Education Support•Reading Interventions•Team Teachers
Classroom TeacherSpeech Therapy
InterventionistUDL Principles
UDL Prin
ciples
UDL Principles
UDL Principles
Teaching Assistants
Special Ed. Assistant
Friends GroupAutism
Coordinator
Family
Special Education
Occupational Therapy
What Game Does Your Classroom Sometimes Remind You Of?
My Classroom
Group or Class Wide CaseHow is it different from an individual case?What will the instructional assessment look like?5 Day PlansCollecting Data
Group average or chart individualsRandom samplingDecision criterion
5 Day Plan
Long Raidans
Long raidians were forming when Matthew arrived. He tried to phindate the amount of time it would take to get to the conrvorster. Vort it would be too long, plast he would miss the game. He varaxated for a moment until the radians became even longer. He decided that he would ordrul in the radian opet see vort it would start moving more expeditiously.
No sooner had he started fleedjuul, when it began mostulag quite hard. Matthew became disgusted, zipped up his ornaforger, and walked back opet his car. He drove home in the mostul. By the time he put the car in the garage, the mostul was droim and the faedos was out. Matthew was doubly disgusted now. Suddenly, he went inside to watch the game. He turned on the television set but nothing happened. Matthew said to himself, “What a lousy frol.”