February 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.

1.3.a Break down learning targets into success criteria into multiple pathways/opportunities that allows the learner to develop a clear understanding of the goal(s) and can express expected outcomes that lead to expert learning, which increases the likelihood of learner engagement and reduces stress/anxiety.

Success criteria are directly aligned with and help demonstrate achievement of specific learning targets or objectives. In the Universal Design for Learning framework, learning targets provide clarity about the intended outcomes of instruction, while success criteria communicate the observable ways students can show they are meeting those targets.

1. The Differentiator can be used to help classroom teachers create rigorous learning targets, tasks, goals, and objectives. In the spirit of UDL, be sure your creating firm goals and flexible means!
2. Ludia AI can help you create success criteria that align with your learning targets. Simply type in your learning goal and ask Ludia to create success criteria.
3. Magic ToDo will automatically break a large task into smaller tasks. Use it to help you plan the agenda for your next staff meeting or create a timeline for a big project!
4. Using interactive Standards Walls will help your students monitor their progress towards a learning target. Check out this video from Suzy Pepper Rollins.

What is the connection between learning targets and success criteria? Success criteria are directly aligned with and help demonstrate achievement of specific learning targets or objectives. In the UDL framework, learning targets provide clarity about the intended outcomes of instruction, while success criteria communicate the observable ways students can show they are meeting those targets. Some key relationships between the two include:

• Learning targets are statements of what students will know and be able to do by the end of a lesson, unit, project, etc. They identify the core knowledge and skills students are working to acquire. Here are some additional resources on learning targets: Making Learning Targets Clear to Students (article); The Differentiator (tool to create firm, flexible goals)
• Success criteria outline the tangible, measurable behaviors and products through which students can exhibit their mastery of the learning targets. They translate broader targets into clear guidelines for demonstrations of competency. Here are some additional resources on learning targets: What You Need to Know When Establishing Success Criteria in the Classroom (article); How to Implement Learning Intentions and Success Criteria (video - Fisher and Frey)
• Multiple success criteria should be provided for each learning target to accommodate various student profiles and learning styles. Criteria allow for flexibility in how targets can be met. Ask Ludia AI to create success criteria that align to your learning targets for an upcoming lesson.
• Direct alignment is essential between specific criteria and the associated targets. Evaluators should be able to judge if criteria were fully achieved based on the original targets.
• Developing success criteria with students engages them in the learning process and builds understanding of the targets they are responsible for achieving. Listen to this podcast from Cult of Pedagogy on Co-constructing Success Criteria with Students

Educational leaders can employ success criteria in various ways to enhance their leadership and drive continuous improvement. Here are different ways to use success criteria in educational leadership:

• Staff and Team Meetings: Define success criteria for productive meetings. Success criteria will provide evidence that the meeting accomplished what it was designed to accomplish.
• Professional Development: Outlining success criteria in job-embedded professional learning will provide clarity about expected outcomes of professional growth.
• Observations and Evaluations: Include success criteria discussion in observations and evaluations to highlight and guide constructive feedback and inform future growth.
• Data Analysis: Disaggregate assessment data using success criteria to identify trends, gaps, and areas for improvement among different student groups.
• Inclusive Culture & Practices: Collaborate with stakeholders to develop inclusive success criteria that ensures diverse needs, cultural competence, and student and staff well-being are addressed within a positive and inclusive school culture.
• Decision Making: Inform decision-making processes with success criteria to ensure the use of data-driven insights to guide resource allocation and improvement initiatives.
• UDL Implementation: Guide feedback conversations using this great UDL Look-fors At-a-Glance from Katie Novak! This is a great example of success criteria for UDL implementation! You can find the original pdf version HERE to download a copy.

This school year the UDL Collaborative Implementation Workgroup created a version of the UDL Practice Profile Skill Builders for the Adult Learning Context. These documents align with the Ohio UDL Collaborative's Practice Profile's Ideal Implementation Level, but are written for the adult learning context to make clearer connections for school leaders. In a way, these are success critera for implementing Universal Design for Learning at more of a system-level.

Hopefully these Skill Builders will help you, the leader, think about what it takes to successfully design adult learning at any level, including state, district, or building.

Join us for UDL Theory to Practice Brown Bag Sessions during your lunch once a month, and plan on sharing how you are using, have used, or plan to use the practices and resources mentioned in the UDL Connections.

January's Brown Bag session was a success! There were some great ideas, resources, and feedback shared during one-hour. Remember, no presentations will be planned during these sessions.

Participants are asked to

1) Share a resource/practice from UDL Connections that you've tried OR

2) share and ask for feedback, OR

3) share and ask questions, OR

4) Share what you'd like to try and why.

Everyone is also invited to listen and learn from one another.

Our next Session is Feb 23, 2024 11:00 AM

These sessions occur every month on the Fourth Friday until May 24, 2024

Mar 22, 2024 11:00 AM

Apr 26, 2024 11:00 AM

May 24, 2024 11:00 AM

Join Zoom Meeting

https://sst6-org.zoom.us/j/81521788853

Meeting ID: 815 2178 8853

Please download and import the following iCalendar (.ics) files to your calendar system.

Monthly: https://sst6-org.zoom.us/meeting/tZUodeivpjMiH9efaLqXpBQ94dKUurebRpJn/ics?icsToken=98tyKuGpqzkrHdyduByERpwcGYjod-3xiFxHgvpYmh7JEhhDQDKvYuZpB6dtFdri

We can't wait to see you this February!

Join SST 16 in our virtual book club and community of practice as we Dive Into UDL: Immersive Practices to Develop Expert Learners. Learning alongside other UDL practioners, book clubs and communities of practice are excellent ways to grow your UDL knowledge and practices! If you're just beginning to explore UDL or are well on your way to developing expert learners, you can choose how you want to engage in this learning experience. We will kickoff this virtual PLC on February 6, 2024 with three follow-up sessions on Feb. 20, Mar. 5 and Mar. 19. All dates will be 3:00-4:30 pm. There are multiple options for participation earning up to 25 contact hours. CLICK HERE for more information on participation options. REGISTER HERE

July 30th & 31st, 2024
Pre-conference sessions on July 29th
Online and in-person
Hyatt Regency Sacramento, CA

This year, for the first time, CAST’s Annual Symposium and the UDL-IRN Summit are joining forces to create the world’s largest International UDL Convention. We are excited to bring together these two events to develop and explore how UDL can be used around the world to break down barriers to learning. CLICK HERE for more information.

Lisa coaches educational leaders in the implementation of Universal Design for Learning (UDL) and provides professional learning to build the capacity of UDL practitioners. She is a member of the Ohio UDL Collaborative purposed with building the capacity of regional UDL facilitators in order to build state-wide capacity for UDL implementation. Lisa is licensed as an Intervention Specialist in the state of Ohio and with MA in Counseling she brings a unique skillset to the field of education.

Email: lisa.arthur@sst16.org

Website: https://www.sst16.org/

Location: 21 Birge Drive, Chauncey, OH

Phone: 440-735-8565

Facebook: https://www.facebook.com/sstregion16

***This Newsletter was created in collaboration with Cherie Smith, a fellow UDL Consultant from SST6.

Cherie 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 is part of the Special Education team supporting 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: @SST6