UDL – Rethinking the Design and Implementation of Individualized Education Programs Through
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UDL – Rethinking the Design and Implementation of Individualized Education Programs Through

SPEAKER 1: How can universal
design for learning revive our family engagement? Barbara Boone, @bononebbuzz,
[email protected] Ron Rogers, @ronbrogers,
[email protected] RON ROGERS: Welcome
to our webinar, how can UDL revive
our family engagement? The webinar is by OCALI and
the Ohio State University. And Barbara Boone
and I are your hosts. This webinar is only
30 minutes long. However, we like to
say at 60 minutes of learning in 30 minutes. BARBARA BOONE:
Well, hi, everyone. It’s a privilege
to be facilitating this webinar with Ron
and all of you today. I’m Barbara Boone. I’m a program
director at Ohio State at the Center for
Education training for employment here at OSU. And I’ve got the opportunity to
work with a permanent education and OCALI, and our
regional teams here in Ohio to support partnerships
between home and school. And I’m really excited to
be with all of you today. So let’s get started. RON ROGERS: If you
would like to tweet, feel free to use the hashtag
Ohio family engagement. And there is a huge
benefit to having a conversation in the
background and answering each other’s
questions, or telling your own personal stories
in this back channel. And Barbara and I,
we’re going to be sure to try to
peek at the tweets but probably not
going to answer them until after this
is over if there are some things on Twitter. But we will go to hashtag Ohio
family engagement after this and try to hit those. Otherwise, feel free to put
things in the question box. And we will try to
get back that way. Or we’ll actually read some of
those things that are in there. BARBARA BOONE: OK,
just in case you’re listening to this webinar
on the run in your vehicle, or just aren’t able to be
viewing your screen right now, we’d like to take a moment
and try to read the goal and the I can
statement for today. So the goal for
this half hour is that families will have
information, and skills, and enthusiasm for partnering
with their child’s teachers. And that’s going to be
expressed at home, at school, and in the community. The I can, the I can,
for all of us is, I can understand how universal
design principles for learning can improve my design of
family engagement strategies to provide access for
all students families. That’s where we’re headed today. So we’d like to start with some
interaction with all of you, and hearing from all of you. So please remember to put
your answers in the questions, in the question box that
Ron showed you earlier. So our first question
for you is when you think about
feeling each year, what comes to mind for you? So you might be thinking
about, what do teachers do? What do families do? Go ahead and jump in the
question and answer boxes there, and share what
you’re thinking about. RON ROGERS: As people are
putting their answers in there, I did want to share that there
is one or two people out there with eight or more
people with them. I had missed it earlier. But that’s pretty cool. It looks like there’s
some things going up. One person said, some kind of
meeting generally at school. BARBARA BOONE: We’ve got
Facebook, using Facebook. Positive phone calls home. RON ROGERS: Parent
teacher conferences. BARBARA BOONE: Homework,
special events, families coming to listen. RON ROGERS: Two
way communication, that’s a nice one,
good job, Linda. BARBARA BOONE: Host families
and schools work together to support learning, what
they do at home and school separately. RON ROGERS: Child and
families together. Sorry about my. BARBARA BOONE: No, participating
in school functions. Student led IEPs,
that’s a great idea. RON ROGERS: Yeah. BARBARA BOONE: Families
designing family engagement as well, and
information sessions about employment transitions. RON ROGERS: Participation
within school functions. Thanks, Josh. BARBARA BOONE: I like
what Carly said here. I’m a school social worker. To me, it means
making families feel comfortable at school by
listening to their concerns, needs, et cetera. Well said, Carly. Part of the decision
making process, yeah. RON ROGERS: They’ve
got some great ideas. BARBARA BOONE: Yeah,
those are great ideas. Yeah, and sports and
extra curricular as well. Yeah, thanks for pointing
that out too, connecting. As those keep coming, go ahead
and switch to the next slide for us, please. SPEAKER 1: Photo of a woman and
a young boy walking hand hand. BARBARA BOONE: So many of you
brought up that this really is a two way thing here. We’ve got what our teachers,
our school staff are doing, and what families are doing. The definition that I
have here on the screen is sort of the family
side of the piece. And so I just want
take a look at it here. It talks about the various way
that a child’s adult caretaker, and various ways. And you listed some
of those various ways. And we know that not all
families really tap into and are engaged
in the same ways. And if you’re a parent
and you think of yourself, you’ll know that that’s
true for you as well. So there are the various ways
that a child’s adult caretaker, and we’re going to talk
about families today. We’re going to probably
use the word parents. Just want to be explicit
here that we mean all those adults who are
taking care of kiddos, and playing that parent role. So that could be their
biological parents. In many cases, it’s
grandparents, foster parents, so folks who are
caring for kiddos and playing that role for them. And so it’s how they are
supporting a child’s learning and they’re healthy development. We’re really thinking about
whole child, whole family, when we do this work. And it doesn’t just
happen in schools. Many of the examples
that you gave were things that were in school,
but also outside of the school. Families are engaged at home. And I think that’s probably
some of the most powerful family engagement we’re going to
see, is happening in the home, also in the community,
and at school. So here’s one definition. But I think the examples that
you all gave sort of also describe that really well. SPEAKER 1: Engagement–
simple illustration of the human brain with portions
of the temporal and parietal lobes highlighted in green. Representation–
simple illustration of the human brain with portions
of the temporal and frontal lobes highlighted in purple. Action and expression–
simple illustration of the human brain with portions
of the parietal and occipital lobes highlighted in blue. BARBARA BOONE: Ron,
let’s go ahead move on. RON ROGERS: So as we
look at this chart, this chart becomes
very important. And everybody
online looks like– I’d say most of we’re
pretty familiar with UDL, because I’ve noticed a lot of
your names have been on before. And as you look at this,
Katie Novak always says, the big picture is
the UDL is thoroughly knowing the concept
you’re going to teach, and presenting that
concept in different ways while engaging the
students and encouraging them to express their
knowledge in different ways. So as you consider looking at
this sheet, which hopefully you downloaded earlier because
it was on the mailers that went out, think about these
things as we talk about– and Barbara is going to
take it through some things to think about engagement
representation in the three principles, in the guidelines,
and things like that. And always keep in
mind how you know this is all research based,
and things like that. So with that said,
we’re going to move into the better pieces of
breaking this down just a hair bit more. And that is, when you look
at the multiple means, and you look at those
three UDL principles, we see representation
as providing information in different formats. And Barbara is going to
walk you through some things that you can do with
that, and action and expression with
the alternatives for demonstrating knowledge. And, again, engagement then, is
tapping into those interests. And Barbara and I are going
to– it’s not so much that we’re trying to read the
slides, because we’re giving you other things also. But we know that 20%
of the participants are usually in their cars,
and not looking at the slides, at least hopefully not,
when they’re driving. So we are going to mention
what’s on the slides as we do this. I know she’d said
something earlier. But I just want to
remind everybody. SPEAKER 1: Simple illustration
of the human brain. The corpus callosum has
been highlighted in green. Simple illustration
of the human brain. The temporal, parietal,
and occipital lobes are highlighted in purple. Simple illustration
of the human brain. The frontal lobe is
highlighted in blue. BARBARA BOONE: Sure, so when
we think about these principles that Ron was just sharing, these
principles for universal design for learning, we think about,
how do we take that lens, and use it to help us
really think differently, or maybe think in a
new way about the work that we do to really
partner with families? So as we think about stimulating
interest and motivation, so that’s such a
key piece of UDLs is stimulating interest
and motivation, that hook that we talk about. So when we think about
families, stimulating interest and motivation for engaging
with your child’s education, your school, with the
district, for interacting with that teacher,
what’s the motivation? How are we really
stimulating interest? And this brings to mind, for
me, our high school families. I often think about how,
sometimes at high school, we’re thinking kids
are more independent. We all of a sudden,
families are having to interact with
multiple teachers. And the subjects get a
little more complicated. Life gets a little
more complicated. But how is it that
we grab a hold of, and motivate, and stimulate
that interest for families in the high school level? How do we think about
that single father, those males that play
such a important role in kids’ education? So how are we tapping
into and motivating them? Or grandparents, who are
oftentimes kind of sometimes feel like they’re
done raising kids. And here they are
again raising kids. How do we tap into their
interest and motivation for what they need? So that’s a way for
us to think about, as we’re planning strategies,
so we have goals around reading. We have goals around behavior. We have goals that we’re
trying to meet, and really support learning and
behavior at school. How are we tapping into
and engaging families to be our partners in that? And Ron and I really hope
that we’re doing this for you today, that we’ve kind of
got your interest peaked. And, clearly, you
joined even because you were interested by the things
that we sent out earlier. So then also thinking about
presenting information in different ways. Oftentimes, we might
see one evening event that is really important. And I know that we’ve put
a lot of effort and time into planning an evening
event, because we want families to have information, whether
it’s about transitioning to high school, whether it’s
about the importance of reading at home, whether it’s about the
science in interactive things. But sometimes, if
families aren’t able to come to that event,
they don’t get the experience and don’t get the information. So as we think about presenting
information in different ways, how do we take those
sort of one shot events and create multiple
ways for families to tap into, and hear, and
receive that information in a way that they can
understand it and act on it? So we might think about, are
we videotaping those events? Are we taking sort
of the summary and putting it out
in print for folks? Are we making sure it’s
translated for families? So we need to sort
of think about, what are the different ways
that our families need us to present information,
and opportunities for them? And then allowing for
multiple roles, multiple ways, that families can be engaged. So families are going to
express their engagement in different ways. And there are many
ways that families do that that are going
to support student learning and positive behavior. We see that in the research. So how do we allow for
those multiple roles so that our definition
of being engaged in what we want families
to do isn’t so limited that many families either
will not be able to access it, or won’t be able
to fill that role? Either because of lack of
interest, or lack of a sense of like, boy, that I could
do that, or even just the time, the energy. We’ve talked about
that motivation piece. So we can take these lenses
and apply them to the work that we’re doing families. So it’s just like UDL. One size does not fits all. And that’s really
where we’re looking at here is, how do we create
these multiple opportunities, multiple ways of expression,
so that more families are recognized for their engagement,
are valued in their engagement? But also there’s lots of
opportunities for them to tapping in to
be active in that. This is why so many people
come to the webinar. It’s because of
folks like Barbara who give her time
to these webinars. My goodness, Barbara,
that was excellent. And people will, I think,
keep in mind after this that when barriers
are removed, there’s a higher chance of
success with our parents. I think they’ll walk away. And that’ll be a
big takeaway also. SPEAKER 1: Three photos of
UDL educators holding up brainstorming posters. One reads, math
night re-imagined. BARBARA BOONE: So
what we’d like to do with really the meat
of our time here together is to really
work together, and really sort of apply some
of these ideas and learn from each other. So Ron and I recently met
with some colleagues of ours and tried this out together
with them in the room. And so we thought about some of
those fairly common activities, those strategies that we
use to engage families. We thought about IEP meetings. We thought about math
nights, and family nights, and conferences,
and different events our means of communication,
different ways we communicate. We thought about those sort
of concrete things that we do, those practices that we have. And we thought, how can
we apply these concepts, these principles of
UDL, to those things? And you’ll see here,
some of our colleagues are sort of showing the
different work that they did. But we’re going to just move
past this and dive in with you into a scenario that Ron and
I prepared for you that we could all think about together. SPEAKER 1: A person molds
a small ball of clay and a potter’s wheel. BARBARA BOONE: So we’re
going to think together about transition planning
for those students moving from middle to high school. We know this is a critical time. I often think that we need to
provide the care and attention to our high school
families as much as we do our incoming
kindergarten families, because, boy,
during high school, that’s a whole new
world for families. And so how do we
take our transition planning family
engagement strategy to help families support
those students who are moving from middle to high school? So here’s our challenge. Ron, you want to give
everyone directions about how we’re going to do this? RON ROGERS: Yes, I
would love to do that. So originally you had received
you know the emails and stuff from the Go To Meeting,
or from us, however you’d like to think of that. And within there,
there was a link. And it was the
scenario page link. And it’s not going to
let me copy and paste it. But, Barbara, if you
could on your side, if you could copy and
paste that link, just in case someone
may not have it, we would invite you to click
on the link, and go to this. And you’ll see in this
link that Barbara was so kind to put little bullets. And beside those bullets,
you can add your thoughts on those questions. BARBARA BOONE: So let’s
look at our scenario here. At the top of the
page, Ron and I thought about that
transition planning. We thought of
something sort of– if you could think about a
typical, average, common sort of event, family
engagement event for that transition planning. So, oftentimes,
you see something that might happen on a
Wednesday evening, from 7 to 8, in the school
auditorium for families. And it’s in December. And there might be a
PowerPoint presentation. Perhaps the school counselor
and the high school principal speak. And parents are asked to
complete a form requesting, say, high school
courses for their child. And maybe they have an option
to take it home and return it the next Wednesday. So for our folks who are
just listening in, maybe driving their car, we’re
looking at a scenario together. And there’s the
description of it there, this Wednesday evening
event for parents from 7 to 8 in the auditorium. PowerPoint, school counselor,
principal speak, and parents are completing a form. So there is our scenario. So what we’re asking here, we’ve
got some questions for you. We’d like to dive into those. And you all can just
sort of keep typing, because what we’re
hoping is that you all are going to walk away with
all of these ideas that are being shared. And maybe this is
going to springboard for you a conversation as
you go back to your school. Or if you’re listening
in as a parent and you want to take this back
and share with parent group or others, that
would be great too. So we’re looking here. So what we want to do,
just like if you’re thinking about your instruction,
and you’re using UDL to frame and think about
your instruction, we want to start with the goal. So what’s the goal for
this student in transition planning from middle
to high school? So let’s see here. Some of you are saying,
to fit in, not be lost. We want socialization. The goal might be,
someone says here, to involve families in
the scheduling process. Sure, knowing that they’re
going to be providing coaching and counseling
kind of to their child, and direction for them. They might know their
child’s goals after school. And so they might
be helping them to pick classes that are
going to help them get there. To receive information, to
get the classes they need, what will the first day
of school look like? So we’re wanting kiddos to be
prepared, to have information. We’re wanting these
students to feel comfortable making that move from
middle to high school. And we’re typing in questions,
even those middle school questions of, oh my
goodness, what if I forget? What if I have questions? And here’s another way of
thinking about it too, I like, it we want to
identify interests. We want to build relationships. We want to develop independence. So we have goals
for the student. And this is an important
conversation to have, to come back and reflect. Sometimes we can get
kind of caught up in the process of
planning this great event, when, let’s start with, why? Let’s start with the why. So goal for the
student, let’s look at the goal for the family. So what some folks
have typed in here are information and assistance
with paperwork, sure. Meeting and discussing with
other families and parents, learning insider knowledge. Oh, great, doesn’t everyone
want insider knowledge about their child’s school? Yes, absolutely. RON ROGERS: I like
that, productive gossip. I’ve never heard that term. BARBARA BOONE: Yes, what’s
expected of their child, what’s expected of them. What resources are needed? Absolutely. Understanding what that
new high school is like, absolutely, because
a lot of folks, especially if it’s
their first child, or they’re concerned about
their child’s needs being met in that high school,
there’s some fear there. To have communication with
students regarding their wants and needs. And things like, what
supplies do we need? Are there dual enrollment
things, AP tracks? Oh my goodness, you
guys are starting to show how sort of
complicated high school can be sometimes for families. But also, basic
things like, we want people putting names
to faces, absolutely, and putting families at
ease about high school. So thinking about these
goals that we have, coming together
around, hey, we want kids to feel like they fit in. They’re not going to be lost. They know where to go. They know what classes
they’re taking. And then with their families,
that they know what’s expected. They know about all
the opportunities, different things that are
going on at the school. So as we think about
the particular scenario that we presented, Ron and I
said a Wednesday night event from 7 to 8 at the auditorium
in the high school, what sort of barriers? Who would not have access? So just like you would consider
your lessons in your classroom, think about, who’s going
to be able to access that? What are the barriers
to kids really being able to access
this information? So let’s think now
about families. So one barrier, of
course, transportation– if it’s happening at the
high school, and child care. Absolutely, because we kind
of said, let’s invite parents. So that then poses the,
oh, OK, so families can’t bring the kids. What are they going to do? We’re going to need child care. Fear of not knowing
the basics, absolutely. That is a very real thing
that I think we really need to consider frequently
when we’re thinking about engaging families, is
the fear for both educators and for families. Other competing events– oh
my goodness, so many of you gave up time, even right now,
to participate in this webinar. And you could’ve been
doing something else. And we know that that
doesn’t stop in the evening. So families do have
other competing events. Language, if they’re non-native
English speaking families, if they’re new to US
schools, absolutely. These are all great examples of
the really practical barriers that get in the way. Or maybe having all
been ready through it, they feel like they’ve
kind of got it figured out. Maybe that’s why
they won’t come. New to the area,
we have families who have not graduated from
high school themselves. And the idea of, how
can I help my child? That’s the educators job. So people with many
different reasons. So we need thinking about this. How are we going to set
these parents at ease? How are we going to
hook them and motivate them to do this thing that may
be difficult or frightening for them? How are we going to try to
remove some of these barriers like transportation
and child care? No room in the parking lot,
that definitely happens. So you all have some great
examples here about the goals. So now, let’s look at, what
would motivate families to attend this meeting? And I know that our time is
really going quickly here. But I just want to keep– so what would motivate families? Food, of course,
food motivates me. That’s for sure. I always tell the
story of my principal who invited me to coffee
with the principal, and there was no coffee. And I said, I came
for the coffee. So food is important. Meeting teachers,
actually having us face to face, having
fun activities. Those are all ways
to motivate folks. We like to enjoy ourselves. We like to eat together. Meeting people, those
are all very motivating. And then what would
motivate families to talk to their child
about high school? Hold their own experiences,
having someone scaffold and start topics
of conversation. These are great,
great examples, yes. And so how do we
revive our plan? You all are adding some
great ideas in here. Thinking creatively, absolutely. Let’s make the night
interactive, yes. Let’s have an orientation
to the whole building so people get inside. Talking with families
about their fears, let’s just address those. And the social changes
that have happened since they were
in school, parents like to hear these things
and have a good understanding of what school is like now. And asking students and
parents for ideas, letting them have a say, helping
them make the decisions. Instead trying to guess what
their ideas are, let’s ask. Let’s include those
in our planning. What are different options we
have to eliminate barriers? OK, so folks are putting
up great ideas here. Multiple times and dates,
providing childcare, providing transportation, video. Absolutely, video,
send it out so folks can view it on their phone. Absolutely. Those are great ideas,
providing interpreters. These are wonderful ideas that
you all are just coming up with very quickly here. Live streaming it, absolutely,
what a fabulous idea. Nice, and then what are
some ways we can communicate with families about
high school, and how they can support their
child’s making the transition? So I see some of you mentioned a
social media page for families. Absolutely, people are
tapping into social media for all sorts of information. Personal calls– I
like that someone included the personal calls
as a way of connecting with families. Those are truly important. And it’s not something
we should forget about. We have our sort of universal
ways of reaching folks. Those go out to a large group. But we still want
to pay attention to when we need to do
personal limitations. And those could be some of
our most vulnerable families, those families for whom that
personal call is going to make a world of a difference. And so what hooks? We’re still working
our way down. But as you work
your way down, we’re going to think about those
motivators, those hooks, and options that families
will have to express, because we do want them
to have opportunities. Not every family needs
to go about supporting their high school student in the
exact same way in order for us to value that and think
about that as engaged. Families are going to support
their child differently. RON ROGERS: And it’s 3:58. BARBARA BOONE: Oh, wow,
that time went fast. This is exciting. I’m just so excited about this. So I’ll be quiet now. And we’ll keep moving. And folks can have this
information, this Google document, can’t they? RON ROGERS: Oh yeah, they
should keep writing it. This is a 24/7 document. And you think about it, if their
whole district did this right before as they’re planning
something like this, look at all the great ideas. And real quick,
too, Barbara, you did a great job getting
them through there. Real quick, though, let’s– and I’ve been trying
to answer questions too as we’ve been going. But the next webinar is
going to be coming up. It’s called universal design
for learning practice profiles. And everybody’s going to
want to join us for that, because that’s going to be fun. It’s going to be great. And there’s a link there. And the next thing that
we have talk about too, is don’t forget to join one
of the best chats on Twitter, hashtag UDL chat,
9:00 PM eastern time every first and third Wednesday. And a lot of people from
around the world are on that. And a lot of professionals that
can answer questions and move us right along with universal
design for learning. SPEAKER 1: Screenshot of Ohio
State University family school community partnerships
support website. BARBARA BOONE: And Ron, I just
wanted to share this page. This is a web page we have
here at Ohio State University. And if folks want
to connect with us, or connect with some
of the resources that we’re creating here
this is a great place to go. RON ROGERS: And one of the
things, Steve, the CEO of this, is online with us right now. And that’s the UDL IRN,
the Great Lakes event, a focus on UDL coaching
and implementation is October 23rd and 24th form
8:30 to 3:30 in Michigan. And there’s a link
there to register. So that’s another
great opportunity for folks to get
some more UDL in. SPEAKER 1: Center of the page. Thank you. How can UDL revive
our family engagement? Barbara Boone @bonebbuzz,
[email protected] Ron Rogers, @ronbrogers,
[email protected] RON ROGERS: So with
that said, as always, it’s our hope that you’ve gained
some more knowledge on how can UDL revive our
family engagement, and that you can
reflect on all of that. We know your time is precious. And we want to make every
minute worth your time. Be sure to download the
different things with the links that we’re in. And keep this link, because
you’re going to like it. Barbara? BARBARA BOONE: Sure, Ron, thanks
so much for this opportunity to be here with
all of you today. I’m excited. I just want to
encourage all of you to just persist in this
work, and connecting with families around
student learning, and supporting their behavior,
and just that whole kiddo. And so if you’re a
parent or caregiver that’s been listening, we just
want especially thank you. And we hope that you all
will share these ideas today with your friends
and your colleagues so that you can continue
the conversation. so much.

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