Nicole Norris Breakout
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Transcript of Nicole Norris Breakout
Establishing Professional Learning Communities and Embedding UDL into Instructional FeedbackNICOLE NORRIS, PRINCIPAL
LANSDOWNE MIDDLE SCHOOL
BALTIMORE COUNTY PUBLIC SCHOOLS
Baltimore County Participation in CAST/Gates Granthttp://www.bcps.org/
Lansdowne Middle School
708 students in 6th, 7th, and 8th grades
Grade 6-243, Grade 7-234, Grade 8-231
Female-341, Male-367
Student demographics-2 American Indian/Alaskan Native, 57Asian,
212 Black/African American, 109 Hispanic, 29 Two or More Races,
290 White
115 students who receive special education services
115 students who receive ELL services
573 FARMS(85%) (free and reduced meals)-Title I
Attendance is 93.5%
Overview of CAST grant
Opportunity for only 2 schools in BCPS – Lansdowne Middle and Pine Grove Middle Schools
Introduction of UDL to Instructional Leadership Team and Professional Development for selected staff
Support and motivation from Liz Berquist
Meeting CAST staff and continued collaboration
UDL Implementation Process
http://udlseries.udlcenter.org/presentations/udl_implementation.html
LMS PLC
Carrie Reeve – PE/Health (DC)
Lauren Kimble – Math/ESOL
Melissa Wiegner – Special Educaiton
Justin Benjamin – Social Studies (DC)
Amanda Hughes – English/Language Arts
Wendy Prioleau – Reading Resource Teacher
Carol Connor – Reading
Keys to Success
Introduction of UDL PLC to Instructional Leadership Team
PLC Members from each content area – chosen by their peers
Liz Berquist – UDL Facilitator
Nancy Reed – Technology Support
Open-minded; willingness to work with one another, learn and take risks
Professional Development Opportunities
Summer Professional Development for UDL PLC
Our Goals:
By the end of the summer, the PLC will be able to create and upload on UDL exchange one collaborative lesson and one individual lesson or resource for a teambuilding activity.
By winter break, all departments will be introduced to UDL exchange and UDL guidelines through presentations in department meetings.
By winter break , all PLC members will need to create and upload one lesson/resource in their content area on UDL exchange.
By the end of the 2013-2014 school year, PLC members will observe at least one PLC member and co-plan a cross curricular UDL lesson and upload on UDL exchange.
Strategies – Year 1
the right people at the right time – UDL PLC
monitoring and assistance from liaisons (Liz and Nancy) provided time needed for focus and organization
LMS access to technology and knowing which resources were available through BCPS – high tech and low tech
deliverables were an expectation
PLC meetings and monthly meetings with
district level administrators
Strategies – Year 1
Access to UDL Exchange and UDL Studio and sharing of resources
Willingness of PLC to share ideas through collaboration, professional development, and presentations
Barriers- Year 1
Initial anxiety and fear
Time needed to plan
Time needed to experiment with planning resources
Overwhelmed with number of resources
Questioning of current practices and strategies-implementation of UDL in more lessons
Allowing time and helping students process for self-reflection
Allowing proper student processing time without stepping in
Barriers- Year 1
Implementation outside of PLC Teacher mindset
Teacher capacity/time for PD
Teacher personality/beliefs
Internet access at LMS
Believe and Achieve
Overview of TU grantTowson University Presidential Scholar Universal Design
for Learning Professional Development Project
Strategies – Year 2
• Bi-weekly PLC meetings• 3 credit CPD Course
Support from Lisa Carey, Fellow, Center for Innovation & Leadership in Special Education ,The Kennedy Krieger Institute• Just-in-time planning support for small group and
tech integrationTechnology enhances (4 small group sets of
iPads)• Summer 3 Day UDL Institute at Towson University
Strategies – Year 2
UDL as a way to meet highly effective in new evaluation system (Danielson Framework)
Knowing resources that are available by the district, connecting them to the new evaluation, Common Core and UDL – making deliberate connections
Focus on UDL and the learning environment Focus on student-centered learning Continuous reflection on UDL implementation
Assessing and Improving our Learning Environment
Exercise conducted with PLC
Walk-through the building without students present and assess
Use of groups, iPads, and knowledge of UDL
Learning Environment Scavenger Hunt
A LOOK AT UDL AND THE LEARNING ENVIRONMENT AT LANSDOWNE MIDDLE SCHOOL
Flexible seating arrangements allow students to form groups or work independently. Options include mats for sitting on the floor to work.
The floor operates and adds a “fifth wall” and a plane for conducting instruction. This grid was used for a learning activity that incorporated “planned movement.”
Teachers at LMS support executive functioning skills such as self-management and self-regulation through their classroom designs.
Where students place their completed work becomes an opportunity for students to self-reflect on their learning.
What Else is LMS doing well?
Word walls with graphics to support comprehension
Large rubrics hung on walls that include sample products for students to reference for self-monitoring.
Desks arranged to facilitate student collaboration.
Executive Functioning supports built into classroom design. (Color coding and labeled organization)
What should LMS do next year? Recommendations from the UDL PLC:
Create a master schedule of “free-space” and allow teachers to sign up to use free classrooms, the gym, or the halls as flexible work spaces.
Ceiling mountings for the projectors.
Wire management system
EF assistance for Teachers who need help organizing and arranging classrooms.
Visit other schools to see what they do with physical space and furniture.
Materials the UDL PLC would like to purchase for next year:
Folders & Notebooks to keep in class to assist with student organization.
Bins for organization
Magnets to turn chalk boards into manipulative stations
Tape to transform floors into learning spaces.
Quick response sleeves to reduce paper use.
Mini-white boards and many more colored white board markers.
UDL Learning Walks
Barriers year 2
Providing proper differentiated professional development in order to support appropriate teacher growth
Identification of effective PLC members
Continuation of implementation process (explore, prepare, integrate)
Timing of UDL Learning Walks
What’s next for LMS and UDL?
Continued partnership with Liz Berquist and Lisa Carey
Continued professional development with a differentiated approach for all staff
Foster connections between BCPS system-wide initiatives and UDL for LMS staff
Scheduled UDL Learning Walks in October and February
Professional Development Resources
Mind, Brain, Education Science and UDL
https://www.youtube.com/watch?v=LmVWOe1ky8s
Decisions about the Learning Environment
https://www.youtube.com/watch?v=S_LbZ3XcfK4&list=PLvzOwE5lWqhSgJVgg7VfRkBisbmm-BFUL
Student-Centered Learning
http://www2.ed.gov/rschstat/eval/tech/techconf00/mccombs_paper.html
Any questions?
Thank [email protected]