January UDL Connections

Each month this periodical will 1) highlight critical UDL practices, 2) make connections to the UDL guidelines and checkpoints, 3) connect you with great tools and resources, 4) share some ways schools are putting this practice into action and 5) offer additional approaches to utilize this highlighted practice.

This month we are focusing on Intentional Planning for Learner Variability and to Remove/Reduce Barriers.

*Subcomponent 3.6 falls within the subsection titled "During Instruction" and requires teachers to collaborate to remove barriers.

But how might you do this during instruction?

We have some ideas!

When cultivating empathy and restorative practice, CAST guides us to think about being intentional with our learning environments and consider using practice such as restorative circles or discussing terms like empathy.

When collaboratively planning to remove barriers and address empathy, educators might not know where to start so we have included some tools and resources below that might help.

1. Parlay Ideas | AI Powered Class Discussions. Parlay is an AI generated platform that supports class discussions. When you log into your free account, select teacher or student. There is a video that takes you step by step to learn how to get started.

We love how Parlay prompts discussion in a safe way. Parlay masks student names and gives them the name of a famous historical person so they can keep their anonymity as shown in the picture below.

The images below highlight some of the great features of Parlay such as prompt selection, student name masking, and the teacher data menu. This provides really nice data too to help improve proactive design.

2. Padlet.

While this resources isn't a new resource, there are ton of great improvements to Padlet that are highlighted in their ABCs of Padlet padlet. Check them out! A great way to use Padlet to collaboratively plan for our learning environments is through a working agreements board like the one linked in the examples below. These are great for both classroom and the workplace team meetings.

3. Classroom Strategies that Support SEL, from Reading Rockets, offers a plethora of activities and resources that align with the UDL Guidelines and Design Cycle. A personal favorite (Cherie) falls under Questioning Techniques. Research shows that asking students to ask questions can be so powerful- and, bonus! ~ can help to develop empathy and consider other viewpoints.

This middle school classroom used Parlay's lesson titled, "What is Empathy." Parlay is nice tool that both helps students communicate with each other through specific topics but provides multiple means and allows custom displays of information through word clouds and videos. This address Ohio's Social Emotional Standard: D1. 2.c Offer and acknowledge constructive feedback to strengthen connections and improve communication outcomes with others.

Check out the student view: https://go.parlayideas.com?invite_code=rKkSDqyq5 (you might be prompted to log in via your Google Account).

We have copied this lesson so you can test it out as a student by clicking on the link and following the prompts.

Some images are not made accessible. This might be a good opportunity to have the class describe the image. For example, in this Parlay lesson, the image provided by Grammarly shows a blue creature who has a damaged toy bear and a pink creature who is both sympathizing by stating "that's too bad" and empathizing by understanding the problem and prompting action by attempting to help repair the bear with a needle and thread.

Describing images that do not have an "alt text" or image description during class has many benefits:

1. The conversation is helpful for classmates with limited vision or those that do not understand the imagery

2. The conversation models how to compose Alt Text for images

3. The conversation supports understanding and differentiation between the terms sympathy and empathy.

This is collectively removing barriers during the lesson.

Before teachers shared the lesson above, they discussed it among themselves in their Teacher Based Team. Some of the leaders actually cried during the video and expressed how they are "empaths."

The team reviewed the prompt options, selected those that were the best match for their classrooms, and planned for ways to utilze the Parlay materials in their lessons.

The Padlet linked below was created for leaders but a very similar approach can be used in classrooms. Asking learners to weigh in on what is needed for success is something that promotes belonging through Universal Design!

Adult meeting/working/learning expectations example using Padlet (Created through Padlet's Canvas Layout feature).

CAST specifically states this consideration:

• Co-create and facilitate classroom agreements. Specifically ask learners to add to the agreements the things they need to feel safe in the classroom.

Remember, this type of care for one another in adult professional learning is important.

Use this or a padlet like this the next time you meet. Adopt these workging agreements for your team and invite them to add to them- OR co-create them. It is important to revisit (and revise if needed) these agreements as often as you can to show their value and set clear expections.

IT's FREE!! Register HERE for a calendar invitation to our 1 hour UDL Chat!

JANUARY 30, 2025

11:00 - 12:00 EST

Dont' miss out on the great webinars from CAST! Click HERE to learn more.

Finally, save the date for the OETC Conference Feb. 11-13

Consider completing this short survey to let us know:

• what UDL 3.0 topics you'd like to learn more about and
• which day/times work best for you.

Everyone who completes the survey and attends the January session will be put in a drawing for a FREE UDL Book!

We have several free resources to share in the upcoming year!

Cherie Smith began working at State Support Team Region 6 in July 2015. She has a Master of Education in Educational Leadership and the Inclusive Classroom. Most of her experience has been in special education as a supervisor and an Intervention Specialist at the secondary level. She has taught students wtih disabiliteis in both Florida and Ohio.

Cherie is currently a co-chair of Universal Design for Learning Implementation and Research Network's Implementation Special Interest Group and is a member of the Ohio UDL Collaborative.

As an SST6 Consultant, she supports districts in the Ohio Implementation Process as a Regional Data Lead. She leads Universal Design for Learning and supports districts with IDEA Internal Monitoring, Postsecondary Transition, PBIS, and College and Career Readiness.

Email: csmith@sst6.org
Website: https://www.sst6.org/UniversalDesignforLearning.aspx
Location: 1045 Dearbaugh Avenue, Wapakoneta, OH, USA
Phone: 419-739-0170
Facebook: facebook.com/SST6ohio
Twitter: @Smith43326

Heidi Orvosh, Ph.D., is an instruction and technology integration specialist/consultant/coach with Northern Buckeye Education Council. She works with schools around the region to build the capacity of local educational agencies to engage in systemic and sustainable improvements for students. Her primary focus is in the area of technology integration and Universal Design for Learning. She has over 20 years of professional expertise in the area of education. Her previous experience includes consultant with State Support Team Region 7, administrator, and teacher at the secondary and post-secondary level. Her doctorate is in Curriculum and Instruction from New Mexico State University.

Email: orvosh@nwoca.org

Website: https://www.nwoca.org
Phone: Cell (575) 202-5856
Facebook: facebook.com/SST6ohio
Twitter: @HeidiOrvosh

Jenny (she/her) is an educational consultant and Regional Data Lead for SST 16. In addition to her membership in the Ohio UDL Collaborative, her work involves supporting leadership teams with the Ohio Improvement Process, assisting with attendance work, and co-leading regional Each Child on Track initiatives. Prior to joining SST, Jenny spent thirteen years as a secondary science teacher. She holds a Bachelor of Science in Earth Science Education and a Master of Education in Cultural Studies in Education.

Email: jenny.lang@sst16.org
Website: https://www.sst16.org/
Location: 21 Birge Drive, Chauncey, OH 45719, USA

Phone: 740-797-0150

Favorite Dinosaur: Parasaurolophus