Uma Center for Global Education Innovation

Module 1: Foundations of UDL Hello, I joined the class late, so I am catching up with all the outstanding learning and discussion. I also chose the self-assessment and was interested to see how most of my answers were in the process of getting there. I am a special education director and was thinking about how teaching is often curriculum-focused and directed at students rather than grounded in an understanding of student variability and student interests. Universal Design for Learning helps facilitate individualized experiences based on students' interests, and I find the idea of giving students choices for representing their learning so powerful. I am still trying to understand the role of MTSS and DI in UDL. The concept of MTSS is compelling and should be the norm in most schools; however, I see a group of students pulled out from English and Math and given specialized instruction for many grades without proper assessments and transitions back into the classrooms. Most schools' schedules make the interface between general and special education particularly challenging. Module 2: Inclusion and Learner Agency As educators, we want to create inclusive and equitable classrooms, or at least that is our intention. However, the impact on students is much different. It is much harder to dismantle institutional structures that continue to perpetuate power, privilege, and discrimination. Replicating exclusionary systems is much easier, as they do not challenge the status quo and feel “good enough.”From the slides of Module 2, the idea of learner agency spoke to me. Meeting individual needs and giving students choices promotes equity, engagement, and involvement. A pretty little lie article highlights the inequity of separate classrooms for students with disabilities and compares it to segregation. UDL, as a framework in the school with a focus on student variability and on teaching students how to learn, set goals, and share in multiple ways, is a powerful strategy to dismantle the one-size-fits-all idea. Family buy-in is essential, as children can thrive at home and school only when family support is present. Parents need to feel comfortable asking teachers questions and sharing home life at school, and students need to see their home cultures valued in the classroom. The ACT resource highlighted the importance of continued adult learning. Adult learning helps us understand why lifelong learning matters, why funding is necessary to sustain it, and why its application at work is essential. UDL can help create more equitable and inclusive classrooms and workplaces by accounting for learner variability and offering multiple modes of demonstrating learning. Applying UDL to a 9th Grade ELA Standard Standard: Analyze complex texts, identify central ideas, and support conclusions with evidence. Option 4: Creative Expression: Module 3: Standards and Lesson Design English Language Arts (ELA) Reading: Analyze complex texts, identify central ideas, and support conclusions with evidence. Writing: Write effectively in various genres (e.g., argumentative, informative, narrative), using clear organization and strong supporting details. Speaking and Listening: Engage in discussions, present information effectively, and respond thoughtfully to others. Language: Demonstrate understanding of grammar, vocabulary, and conventions. Mathematics Number System: Understand and apply properties of operations on rational numbers. Algebra: Graph linear equations, solve systems of linear equations and analyze functions. Geometry: Understand congruence and similarity, apply the Pythagorean Theorem, and solve problems involving right triangles. Statistics and Probability: Summarize and analyze data sets, understand probability concepts, and make inferences. Science Physical Science: Explore forces, motion, energy, matter, and waves. Life Science: Investigate cells, heredity, evolution, ecosystems, and human body systems. Earth and Space Science: Study Earth's systems, the solar system, and the universe. Social Studies History: Analyze primary and secondary sources, understand historical causation, and evaluate historical arguments. Geography: Analyze maps, understand geographic patterns, and explain human-environment interactions. Civics and Government: Understand the principles of government, analyze political systems, and participate in civic life. Economics: Analyze economic concepts, understand economic systems, and evaluate economic decisions. Additional Considerations Individualized Education Programs (IEPs): IEPs outline specific goals and accommodations for students with disabilities to support their learning. Differentiated Instruction: Teachers may use a variety of strategies to accommodate diverse learning styles and abilities. Technology: Incorporate technology tools to enhance learning and access information. Collaborative Learning: Promote teamwork and peer support to foster a positive learning environment. Please consult your local education department or curriculum guidelines for more specific standards and resources. Would you like more information on a specific subject or aspect of learning support? Part 2 Understanding the IEP Before designing a lesson, it's crucial to carefully review the student's Individualized Education Program (IEP). This document outlines the student's unique needs, goals, and accommodations. Key elements to consider include: Present Levels of Performance (PLPs) describe the student's current academic and functional abilities. Annual Goals: These are specific, measurable, achievable, relevant, and time-bound (SMART) objectives. Accommodations: modifications or adjustments to the learning environment or materials that help the student access education. Related Services may include speech therapy, occupational therapy, or counseling. Lesson Planning Considerations Align with IEP Goals: Ensure the lesson directly supports the student's annual goals and addresses their specific needs. Consider Accommodations: Incorporate appropriate accommodations based on the student's IEP. This might involve: Presentation: Using visual aids, verbal instructions, or assistive technology. Response: Allowing extended time, providing graphic organizers, or using alternative response formats. Setting: Seat the student quietly, provide frequent breaks, or use small group instruction. Differentiate Instruction: Offer multiple ways for students to access and demonstrate their learning. This might involve: Content: Providing different levels of complexity or depth. Process: Offering various activities or strategies. Product: Allowing students to choose how they will demonstrate their understanding. Provide Explicit Instruction: Break down complex tasks into smaller, manageable steps and provide clear, concise explanations. Use Visuals: To aid comprehension, incorporate visual supports such as diagrams, charts, or graphic organizers. Offer Frequent Feedback: Provide ongoing feedback to help students monitor their progress and adjust as needed. Involve the Student: Encourage students to take ownership of their learning by setting goals, monitoring their progress, and advocating for their needs. Example Lesson Plan Subject: Math Topic: Fractions Goal: Students will be able to identify equivalent fractions. Introduction: Review basic fraction concepts (numerator, denominator). Activity 1: Use manipulatives (e.g., fraction circles) to model equivalent fractions. Activity 2: Provide worksheets with fraction pairs and ask students to determine if they are equivalent. Accommodation: Provide a visual aid with fraction models to help students visualize the concepts. Differentiation: Offer a choice of activities: either a worksheet or a game involving matching equivalent fractions. Remember to: Monitor progress: Regularly assess the student's understanding and adjust the lesson as needed. Collaborate with the IEP team: Work closely with the student's teachers, specialists, and parents to ensure a cohesive and effective learning experience. Would you like to create a lesson plan for a specific subject or topic? Using UDL Understanding UDL Universal Design for Learning (UDL) is a framework that aims to create learning environments that are accessible and engaging for all students. It focuses on providing multiple means of representation, expression, and engagement. Integrating UDL into 9th Grade Special Education Standards Here's how UDL principles can be applied to 9th-grade special education standards: Multiple Means of Representation Provide options for perception: Use visual, auditory, and tactile representations to cater to different learning styles. Offer flexible materials and formats: Provide options for textbooks, worksheets, and assessments, such as audiobooks, digital versions, or large-print materials. Highlight critical information: Use visual cues, such as bold or italics, to draw students' attention to key points. Multiple Means of Expression Provide options for communication and interaction: Students should be able to express their understanding through various methods, such as writing, drawing, or using technology. Offer options for executive functions by providing tools and strategies to support planning, organizing, and self-regulation. Provide options for vocabulary and symbols: Use visual aids, graphic organizers, and vocabulary lists to support understanding. Multiple Means of Engagement Provide options for recruiting interest: Tap into students' passions and interests to motivate them to learn. Offer options for sustaining effort and persistence: Provide opportunities for students to set goals, monitor their progress, and receive feedback. Provide options for self-regulation: Teach students strategies for managing their emotions and behavior. Example: Applying UDL to a 9th Grade ELA Standard Standard: Analyze complex texts, identify central ideas, and support conclusions with evidence. Multiple Means of Representation: Provide a graphic organizer to help students visualize the text's structure and main ideas. Offer a text-to-speech option for students who struggle with reading. Multiple Means of Expression: Allow students to visually represent the text, such as a timeline or diagram. Provide options for writing formats, such as a traditional essay or a digital presentation. Multiple Means of Engagement: Connect the text to real-world examples or current events to make it relevant to students' lives. Offer opportunities for peer collaboration and discussion. Additional Considerations Individualized Education Programs (IEPs): Ensure that UDL principles align with the student's specific needs and accommodations outlined in their IEP. Professional Development: Provide teachers with training and support in implementing UDL strategies. Collaboration: Work with a team of professionals, including special education teachers, general education teachers, and related service providers, to create inclusive and effective learning environments. By incorporating UDL principles into 9th-grade special education standards, you can create more equitable and accessible learning opportunities for all students. Understanding Choice Boards A choice board is a learning tool that offers students multiple options for demonstrating their understanding of a topic. This strategy aligns well with the Universal Design for Learning (UDL) framework, which emphasizes providing multiple means of representation, expression, and engagement. Example: 9th Grade ELA Choice Board Topic: Analyzing complex texts Options: Create a visual organizer (e.g., a Venn diagram, timeline, or graphic novel) to illustrate the text's critical elements. Develop a character map to analyze the main characters and their relationships. Option 2: Written Response: Write a text summary, including the main ideas and supporting details. Analyze the author's purpose and tone. Option 3: Multimedia Presentation: Create a multimedia presentation (e.g., slideshow, video) highlighting the text's main points. Interview a classmate about their interpretation of the text. Option 4: Creative Expression: Write a poem or song inspired by the text. Create a piece of artwork that represents a key scene or theme from the text. How this Choice Board Aligns with UDL: Multiple Means of Representation: Students can represent their understanding using a variety of visual, auditory, and kinesthetic options. Multiple Means of Expression: Students can express their learning through different formats, such as writing, visual arts, or multimedia presentations. Multiple Means of Engagement: The choice board offers options to cater to different interests and learning styles, motivating students to engage with the material. Additional Tips for Creating Choice Boards: Clear Expectations: Clearly define the learning objectives and criteria for each option. Differentiation: Consider your students' individual needs and abilities when designing the options. Flexibility: Allow students to choose options that align with their strengths and interests. Feedback: Provide timely and specific feedback on students' work. By using a choice board framework, you can create engaging and inclusive learning experiences that cater to the diverse needs of your 9th-grade special education students. Would you like to create a choice board for a specific subject or topic? Upload an image This prompt requires an image that you need to add. Tap the image button to upload a photo. Got it Reflections on Practice In drafting my first AI-enhanced lesson plan using the UDL framework, I realized that while educational content often remains static, our methods for comprehension must be dynamic. Traditionally, dense primary sources in history can feel inaccessible and disconnected from students' lived experiences. To bridge this gap, I am committed to evolving content to meet the needs of the current generation. Moving forward, I will prioritize student well-being and agency by offering two to three meaningful choices for research projects—such as podcasts, multimedia presentations, or research essays—to prevent choice paralysis while maintaining firm learning goals. Collaboration with our technology department will be essential to ensure all readings are accessible through assistive tools like Brisk for level adjustments and digital annotation. By scaffolding instruction at every step, I aim to respect student variability without individualizing the entire curriculum, ensuring that our teaching methods are as diverse as the learners in our classrooms.

Providing family and one-on-one counseling as well as curriculum-based seminar courses for juniors in their spring semester.
Guiding students and families in creating a list of schools that will fit the student's unique talents and interests and that will be a great fit academically, socially, and financially.
Advising students and parents on standardized testing, college essays, the application process, interviews, college visits, and financial aid.
Working closely with and assisting seniors as they complete their essays and applications, ensuring they meet all deadlines and submit top-notch applications.

Financial Aid Resources

International Student Cof