Calendar

Mar
20
Wed
Multiplication Fact Fluency Series: More than Just the Basic Facts: Model, Monitor, and Master @ Hampton Inn Conference Center
Mar 20 @ 9:00 am
Multiplication Fact Fluency Series: More than Just the Basic Facts: Model, Monitor, and Master @ Hampton Inn Conference Center | Colchester | Vermont | United States

Instructor: Christian Courtemanche (Chittenden East District Math and Science Instructional Coach and longtime CVEDC presenter)

Dates:   March 20 and April 17, 2019  Time: 9:00 am – 3:00 pm  Coaches Corner: 3:00  – 4:00 pm    Location: Hampton Conference Center, Colchester, VT

Target Audience: Grades 2-6 educators, special educators, coaches and school/district-based teams

Mastery of multiplication facts is a key component for further work with larger numbers, fluency with division, and application to fractions and proportional reasoning. So many students fall into traps of anxiety around mastering their basic facts. Others quickly memorize and then forget, leaving little strategy to fall back on when problems get more complex. How can we guide students toward fluency without fear or temporary shortcuts?

Over the two days, participants will focus on three areas for developing strong multiplication fact fluency that will last for years:

Modeling
– Structure a routine for using 5-minute Number Talks that allow students to “discover” mental strategies for mastering facts
– Develop your own bank of Number Talks specifically tailored to multiplication fact mastery
– Connect various models for multiplication that both illustrate conceptual properties and help students visualize their mental strategies

Monitoring
– Incorporate a system for using quick formative assessment that provides individualized student feedback and targets specific instructional goals

Mastering
– Compile a bank of powerful targeted games and instructional tools that support fact mastery
– Learn to match formative instruction with specific games
– Become familiar with math menu as a model for differentiating instruction

COACHES CORNER: The last hour of each session will be reserved for coaches and administrators interested in bringing the approach to a more systematic implementation: incorporating these structures into data team PLC systems, creating a vision and timeline for school- /district-wide implementation, and supporting teachers who are just getting started.

* cost includes game materials (e.g. dice, cards, bingo chips) and meals for both days

FactFluency Series.19 Flyer
FactFluency Series.19 Flyer
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Apr
2
Tue
Standards-Based Learning: Structures, Systems, and Strategies for Transformation @ Hampton Inn & Conference Center
Apr 2 – Apr 3 all-day
Standards-Based Learning: Structures, Systems, and Strategies for Transformation @ Hampton Inn & Conference Center | Colchester | Vermont | United States

Facilitated by:  Emily Rinkema and Stan Williams


Date: April 2 & 3, 2019

*includes 2-day institute, meals and the book:  The Standards-based Classroom.

Target Audience: Grades 5-12 Classroom Teachers, Special Educators, Administrators, Instructional Coaches, and other Educational Leaders

All schools in Vermont are currently grappling with what it means to be proficiency-based. One of the great things about our state’s approach to this progression is the autonomy our schools have to define learning in the context of their communities while staying true to the central tenets of Standards-Based Learning (SBL). Whether just beginning the transition, or a few years in, schools and teachers are quickly realizing that SBL is much more than how we grade, report about, and graduate our students. While these elements are essential, the true power of SBL comes in transforming what learning looks like in our classrooms and schools.

A transformation in learning requires more than understanding and intent; it also requires practical systems, structures, and strategies that support both teachers and students. In this two-day institute participants will explore the practices related to curriculum, instruction, and assessment that are essential to make learning the goal for every student in a standards-based classroom, and they will leave with systems, structures, and strategies to adapt and implement within their unique school and classroom settings.

Each day will consist of a balance of multiple structures:

  • Full Group Time: This will be used in order to establish common knowledge, build group understanding, and reflect on learning in order to plan next steps.
  • Breakout Time: This will be used throughout each day in order to let people have choice based on interest, readiness, and goals.
  • Team Time: If you came with a team from your school, you will have the option to work collaboratively towards your goals.

Participants will set goals early in the institute that will guide their learning and doing throughout the two days. While all will get an overview of the four components of a standards-based system (Articulate Desired Results, Develop Targeted Assessments, Design Effective Instruction, and Monitor &  Communicate Learning), each will have the opportunity to explore one or more areas in depth and with facilitation. Options for exploration will include KUDs, Learning Targets, Learning Scales, Collaboration with Special Educators, Summative Assessments, Formative Assessments and Practice, Direct Instruction, Differentiated Instruction, Grading and Reporting, and Communication with Families and Community.

StndsBasedClassroom
StndsBasedClassroom
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About our Presenters:

Emily Rinkema is a Proficiency-Based Learning Coordinator in the Champlain Valley School District in Vermont, spending half of her time supporting standards-based instruction and learning at the high school, and half supporting the middle schools…..

Stan Williams has taught and worked in the Champlain Valley School District for over twenty years. Currently, he is a Proficiency-Based Learning Coordinator for the district and spends his time supporting standards-based learning and instruction at the high school and the four district middle schools….

Apr
5
Fri
VTCLA Meetings 2018-2019 (Choose to attend all or some) @ Barre/Montpelier Area
Apr 5 @ 9:00 am
VTCLA Meetings 2018-2019 (Choose to attend all or some) @ Barre/Montpelier Area | Colchester | Vermont | United States

Vermont Curriculum Leaders Association

Target Audience:  Vermont Curriculum Leaders
Meeting Dates and Time: Sept 7, Nov 2,   Feb 1, April 5, May 3 (1st Friday of the month)  – Meetings will start at 9:00 with food and drinks available at 8:30 am
 
Cost:  $400 for all five meetings or $90 for individual meetings (includes breakfast and lunch)
 
Location:  The first three meetings will be at the Capitol Plaza in Montpelier.  The last two will be held at the AOE or another location in the Barre/Montpelier area if numbers are too big for the AOE conference room.

Theme and structure for 2018/19: “How equity drives instructional shifts within our systems of proficiency and personalization.”

The steering committee felt that last year’s theme of equity was interrupted by the need to understand the new expectations in the grant writing process. While the changes in the meeting content were helpful as we all figured out the new guidelines and systems it did turn us away from discussions that impacted student learning. This year we are hoping that there will be few changes in the grant preparation process but we want to build in time for each meeting for updates from the AOE. The first two hours of our meetings will be focused on the theme with time for updates before lunch. Professional growth and learning is a central component of the VT Curriculum Leaders Association mission.  The afternoon portion of our meetings is devoted to professional development through discussions and activities targeted at building capacity to build a proficiency-based system of education.  This time is a great chance to learn from others and expand your conceptions of curriculum leadership. This year we will use short articles and/or videos to guide the afternoon discussions. (It is always OK to participate if you haven’t read the article.)

September 7th Meeting:

am:  Guest Speaker Vermont’s NEW Secretary of Education:  Dan French

pm:  Professional Learning:

Overview:  Professional growth and learning is a central component of the VT Curriculum Leaders Association mission.  The afternoon portion of our meetings is devoted to professional development through discussions and activities targeted at building capacity to build proficiency-based system of education.  This time is a great chance to learn from others and expand your conceptions of curriculum leadership

Designing for Equity: Leveraging Competency-Based Education to Ensure All Students Succeed: Article Link

  • How can proficiency-based learning provide equity for all students?
  • How do we ensure that our systems of proficiency do not create yet another “game of school”?

Meeting facilitator:  Stuart Weiss

To register, go to the registration form below and choose the number of sessions you wish to attend. If you choose all five, there is a discount!  If you are choosing to come to some, not all, please indicate which sessions you will be attending in the “Other Things We Should Know” section of the registration form.  Thanks!

Cancellation Policy
No Refunds will be given. You may send someone else in your place if you cannot attend a session you have registered for– simply notify VTCLA (link below) of the attendance change.

If you have questions about VTCLA programs for this year or membership arrangements, contact Andy Kepes at the following email address.
 For questions, contact: Andy Kepes (eMail)

About VTCLA

Vision

The Vermont Curriculum Leaders Association is a professional organization focused on effective teaching and learning practices in Vermont schools and school systems. VTCLA partners with agencies, organizations, policy makers, and educators to provide expertise, leadership, and advocacy regarding issues of curriculum, instruction and assessment to enhance learning in Vermont’s schools.

Mission

  • Improve PreK-12 student learning and outcomes.
  • Collaborate effectively with other organizations that are within and beyond Vermont.
  • Maximize support and sustainability of our membership by providing opportunities for professional growth and networking.
  • Expand the network of Vermont curriculum leaders in our organization.
  • Increase our advocacy efforts in the State of Vermont.
May
3
Fri
VTCLA Meetings 2018-2019 (Choose to attend all or some) @ Barre/Montpelier Area
May 3 @ 9:00 am
VTCLA Meetings 2018-2019 (Choose to attend all or some) @ Barre/Montpelier Area | Colchester | Vermont | United States

Vermont Curriculum Leaders Association

Target Audience:  Vermont Curriculum Leaders
Meeting Dates and Time: Sept 7, Nov 2,   Feb 1, April 5, May 3 (1st Friday of the month)  – Meetings will start at 9:00 with food and drinks available at 8:30 am
 
Cost:  $400 for all five meetings or $90 for individual meetings (includes breakfast and lunch)
 
Location:  The first three meetings will be at the Capitol Plaza in Montpelier.  The last two will be held at the AOE or another location in the Barre/Montpelier area if numbers are too big for the AOE conference room.

Theme and structure for 2018/19: “How equity drives instructional shifts within our systems of proficiency and personalization.”

The steering committee felt that last year’s theme of equity was interrupted by the need to understand the new expectations in the grant writing process. While the changes in the meeting content were helpful as we all figured out the new guidelines and systems it did turn us away from discussions that impacted student learning. This year we are hoping that there will be few changes in the grant preparation process but we want to build in time for each meeting for updates from the AOE. The first two hours of our meetings will be focused on the theme with time for updates before lunch. Professional growth and learning is a central component of the VT Curriculum Leaders Association mission.  The afternoon portion of our meetings is devoted to professional development through discussions and activities targeted at building capacity to build a proficiency-based system of education.  This time is a great chance to learn from others and expand your conceptions of curriculum leadership. This year we will use short articles and/or videos to guide the afternoon discussions. (It is always OK to participate if you haven’t read the article.)

September 7th Meeting:

am:  Guest Speaker Vermont’s NEW Secretary of Education:  Dan French

pm:  Professional Learning:

Overview:  Professional growth and learning is a central component of the VT Curriculum Leaders Association mission.  The afternoon portion of our meetings is devoted to professional development through discussions and activities targeted at building capacity to build proficiency-based system of education.  This time is a great chance to learn from others and expand your conceptions of curriculum leadership

Designing for Equity: Leveraging Competency-Based Education to Ensure All Students Succeed: Article Link

  • How can proficiency-based learning provide equity for all students?
  • How do we ensure that our systems of proficiency do not create yet another “game of school”?

Meeting facilitator:  Stuart Weiss

To register, go to the registration form below and choose the number of sessions you wish to attend. If you choose all five, there is a discount!  If you are choosing to come to some, not all, please indicate which sessions you will be attending in the “Other Things We Should Know” section of the registration form.  Thanks!

Cancellation Policy
No Refunds will be given. You may send someone else in your place if you cannot attend a session you have registered for– simply notify VTCLA (link below) of the attendance change.

If you have questions about VTCLA programs for this year or membership arrangements, contact Andy Kepes at the following email address.
 For questions, contact: Andy Kepes (eMail)

About VTCLA

Vision

The Vermont Curriculum Leaders Association is a professional organization focused on effective teaching and learning practices in Vermont schools and school systems. VTCLA partners with agencies, organizations, policy makers, and educators to provide expertise, leadership, and advocacy regarding issues of curriculum, instruction and assessment to enhance learning in Vermont’s schools.

Mission

  • Improve PreK-12 student learning and outcomes.
  • Collaborate effectively with other organizations that are within and beyond Vermont.
  • Maximize support and sustainability of our membership by providing opportunities for professional growth and networking.
  • Expand the network of Vermont curriculum leaders in our organization.
  • Increase our advocacy efforts in the State of Vermont.
May
14
Tue
Restorative Communication @ Hampton Inn & Conference Center
May 14 @ 9:00 am – 3:30 pm
Restorative Communication @ Hampton Inn & Conference Center | Colchester | Vermont | United States

Presenter Info: Annie O’Shaughnessy, M.Ed in Mindfulness


Date: May 14, 2019   8:30 registration  9:00-3:30 light breakfast and lunch included

Includes: Resource Binder

Target Audience: All educators K-12

Although restorative practices have been used in schools in the U.S. for over 20 years, it has only recently experienced a big uptick in popularity. This is due in large part to the enthusiasm educators have brought to the movement based on the real, day-to-day benefits the practices bring to their lives. The dreaded task of “classroom management,” for example, transforms when we add structures for collaboration and processes to access student voice. Our stress decreases as we do things “with” students rather than “for” them or “to” them.

 

One of the most powerful things we can do to transform a school culture and climate is to shift the way we communicate that aligns with restorative principles, mindfulness, and trauma informed care. During our day together we will look at a model for restorative communication, share our own experiences, and practice what we’ve learned in real-life scenarios. Throughout the day we will explore how to use restorative communication to build relationships, respond to disruptive behavior, and collaborate in and out of the restorative circle process.

Achievable Outcomes:

  • Examine and reflect on the theory and psychology that informs restorative communication.
  • Learn and use the circle process to practice mindful presence and share our thoughts on restorative communication.
  • Reflect on our own effective and ineffective default communication styles and those of the staff we work with.
  • Explore and practice a mindfulness and trauma informed approach to restorative communication.
RestorativeCommunication
RestorativeCommunication
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About our Presenter: Annie O’Shaughnessy has an M.Ed in Mindfulness for Educators, Level I & II Training in Modern Mindfulness, Level 1 & 2 Restorative Justice, CircleWork Leadership Training and Restorative Justice Summer Institute and has taught Mindfulness, Restorative Practices and Rites of Passage to K12 Educators.

May
17
Fri
Using Restorative Practices to Respond to Harm @ Hampton Inn & Conference Center
May 17 @ 9:00 am – 3:30 pm
Using Restorative Practices to Respond to Harm @ Hampton Inn & Conference Center | Colchester | Vermont | United States

Presenter Info: Annie O’Shaughnessy, M.Ed in Mindfulness


Date: May 17, 2019   8:30 registration  9:00-3:30 light breakfast and lunch included

Includes: Resource Binder

Target Audience: All educators K-12, Leaders, Behavior Coaches and Planning Room Teachers

The “Zero Tolerance” policies put into place in the 1990s to combat school violence, blossomed into rigid exclusionary discipline policies for many different student behaviors from tobacco, weapon, and drug possession to vandalism and disrespect. While suspension and expulsion rates rose, the policies did not have the intended effect of making schools safer and more supportive places to learn. In fact, as stated in Vermont’s Agency of Education resource book on restorative practices, “Trying to achieve safe school environments that promote learning through compliance and exclusion have been ineffective and such efforts have disproportionately negatively affected specific populations that are typically marginalized”.

The current popularity of restorative practices in schools has risen up out of the need for an alternative to exclusionary discipline policies. From the VT AOE guide: “Restorative approaches promote social engagement and connection (1) proactively to build community and connection (Tier I), (2) when things go wrong and relationship need repair (Tier II), and (3) when an individual needs more intensive support to feel a sense of belonging (Tier III). Research shows a clear connection between outcomes and students’ sense of connection, belonging, and being part of the school community”.  This workshop explores Tier 2 processes—how to respond to harm in schools in a variety of restorative ways.

Achievable Outcomes:

  • Examine how we know we are ready for Tier 2 work—when to proceed, when not to and why.
  • Explore what is the right process and why—restorative “chat” or conversation, circle, conference.
  • Practice and debrief all of three processes.
RestorativeResponsestoHarmflyer
RestorativeResponsestoHarmflyer
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About our Presenter:  Annie O’Shaughnessy has taught since 1990 in public, alternative and therapeutic settings.  She pursued her M.Ed. in Mindfulness for Educators in 2016 and has taught in multiple settings, both workshops and classes throughout Vermont.

 

 

About our Presenter: Annie O’Shaughnessy has an M.Ed in Mindfulness for Educators, Level I & II Training in Modern Mindfulness, Level 1 & 2 Restorative Justice, CircleWork Leadership Training and Restorative Justice Summer Institute and has taught Mindfulness, Restorative Practices and Rites of Passage to K12 Educators.

Jun
24
Mon
Differentiation through Math Menu: Meeting the Needs of All K-6 Students @ CVEDC Classroom
Jun 24 – Jun 27 all-day
Differentiation through Math Menu: Meeting the Needs of All K-6 Students @ CVEDC Classroom | Colchester | Vermont | United States

Instructor: Christian Courtemanche

Dates:       June 24-27, 2019; 8:00 am – 4:00 pm plus 2 follow up classes 10/3 and 11/5; 3:30 pm – 6:30 pm

This 3 credit graduate course explores a menu model for differentiation, reframing Tier I math instruction in order to meet the ongoing range of instructional needs. Learn how to manage a ‘centers’ approach to your teaching and restructuring your math block to allow for small group and individualized lessons. Embedded in the coursework will be examining lessons through the lens of the Common Core Math Standards of Practice, as well as how to utilize technology as a direct tool for math instruction.

Explorations include:

  • How can I keep up with my curriculum map AND make accommodations in time for students struggling with math concepts?
  • What do I do with students who consistently finish their math assignments early?
  • How do I maintain a pace that matches different students’ needs?
  • How can I maximize integrating technology with limited resources?
  • When do I use a Tier II intervention and when do I support students in the classroom?
  • How can I find time to incorporate the great games and resources that are part of my math program?

Texts:

  • Jorgensen, J. and M. Murray. (2007). The Differentiated Math Classroom: a guide for teachers, K-8
  • Hoffer, Wendy Ward (2012). Minds on Mathematics: Using Math Workshop to Develop Deep Understanding in Grades 4-8
Math Menuflyer.19
Math Menuflyer.19
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Math Menu 2019 Syllabus
Math Menu 2019 Syllabus
Math-Menu-2019.syllabus.pdf
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Vermont Core Teaching Standards Addressed:
Standard 1: Learner Development: The teacher understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Standard 2: Learning Differences: The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards
Standard 3: Learning Environments: The teacher works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self motivation.
Standard 7: Planning for Instruction: The teacher plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Standard 8: Instructional Strategies: The teacher understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
Standard 9: Professional Learning and Ethical Practice: The teacher engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community) and adapts practice to meet the needs of each learner.

Aug
5
Mon
Proficiency-Based Learning: A Framework for Clarity & Equity @ South Burlington School District
Aug 5 – Aug 9 all-day

Instructor: Michael Martin, Ed.D.

Dates: August 5 – 9, 2019   Time: 8:00 am – 3:00 pm

Includes the book: Understanding by Design (Wiggins & McTighe, 2005, 2nd Expanded Edition)

 

Target Audience: K- 12 Educators

Despite a great deal of innovation and hard work by Vermont educators, the current transition to proficiency-based learning (PBL) has raised a number of important questions about unit design, assessment, and grading. The purpose of this course is to provide structures and strategies that help clarify next steps for teachers and school leaders who are engaged in this work and are responsible for communicating this change to students, families and the wider community. The operating assumption is that proficiency-based learning will improve equitable student outcomes through greater precision, transparency, and relevance thanks to intentionally structured learning activities and assessment. The course will examine the importance of habits of learning, growth mindset, and how feedback practices can either help or hinder future growth. This course will incorporate a variety of resources, including Understanding by Design (Wiggins & McTighe, 2006) as a framework to help teachers create purposeful units driven by authentic assessment and inquiry. Participants will have time to learn through professional dialogue, examine their own assessment strategies, and apply PBL principles to their own work during the course meeting time.

Course participants will learn how to:
● explain the purpose of PBL in simple terms to students, families & community members
● assess transferable skills in concert with content-area proficiencies
● create a hierarchy of standards in order to simplify and clarify unit planning, assessment & reporting
● develop formative assessment strategies that are manageable for teachers

PBL Framework Summer19
PBL Framework Summer19
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Michael Martin, Ed.D. is the Director of Learning for South Burlington School District and a Senior Associate with the Rowland Foundation. read more
Aug
12
Mon
Reading Aloud to Discover Author’s Craft @ CVEDC Offices
Aug 12 – Aug 16 all-day

Instructor: Hilary Kissel, M.Ed. and M.A.

Dates: August 12 – 16, 2019 Time: 8:30 am – 4:00 pm

Reading Aloud and Beyond: Fostering the Intellectual Life with Older Readers by Cyndi Giorgis and Frank Serafini and         

Learning Under the Influence of Language and Literature: Making the Most of Read-Alouds Across the Day by Lester Laminack and Reba M. Wadsworth

Target Audience: Grades 3-5 educators

Reading aloud to students often stops in the primary grades; but reading aloud is a powerful instructional tool for students in the upper elementary grades as well.  Through the lens of the read-aloud, participants will learn about the specific elements of author’s craft, ways to help students think and talk about them, how these elements build from grade 3 to grade 5, and various resources, both print and digital, for finding text to investigate author’s craft.   Both fiction and nonfiction will be discussed, and although the focus will be on the skills listed below, others may be included. Planning time for implementation of ideas in the classroom will be included in class time. Time will also be spent exploring the use of the read-aloud in grades 3-5, the importance of reading aloud to students in the intermediate grades, and how the read-aloud fits into the structure of the reading workshop and the school day.

Learning Outcomes:
1. Participants will become familiar with the reasons for, and research that supports, reading aloud to students.
2. Participants will become familiar with various types of read-alouds, including interactive read-alouds.
3. Participants will learn how to use picture books and novels to study author’s craft with students.
4. Participants will understand, and learn to facilitate, discussion and response to text about the following elements of author’s craft: form and organization, perspective, use of techniques to build suspense, and figurative language.
5. Participants will keep a reader’s notebook in which they will practice ways of responding to text.
6. Participants will build a 4 week plan for using read-alouds to explore author’s craft in their own classrooms which will include: specific read aloud lessons that facilitate discussion and response to text and help students build an understanding of author’s craft, a bibliography of read-aloud texts, a daily plan for using read-alouds, and a long-term plan for using read-alouds.

ReadAloudAuthorsCraft
ReadAloudAuthorsCraft
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Syllabus-Reading Aloud To Discover Author's Craft
Syllabus-Reading Aloud To Discover Author's Craft
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Hilary Kissel is a reading specialist, educator, and enthusiastic connoisseur of children’s literature who enjoys helping teachers to see the essential role that well-written children’s books play in reading and writing development read more
Universal Design for Learning: A Framework for Inclusion @ South Burlington School District
Aug 12 – Aug 16 all-day

Instructor: Michael Martin, Ed.D.

Dates: August 12 – 16, 2019   Time: 8:00 am – 3:00 pm

Includes the book: UDL Now! A Teacher’s Guide to Applying Universal Design for Learning in Today’s Classrooms (Novak, K. (2016)

 

Target Audience: K- 12 Educators

Many schools are now turning to Universal Design for Learning (UDL) as a powerful framework for inclusion that also unifies important initiatives including but not limited to proficiency-based learning (PBL), social emotional learning (SEL), and a multi-tiered system of support (MTSS). Universal Design for Learning has been nationally recognized as best first instruction for all learners with its basic precept being to first remove barriers in learning environments before resorting to curriculum modifications and accommodations. UDL is a framework to advance equity because its research-based, learner-centered approach emphasizes engagement, access, and expression for all learners. But as a classroom teacher, where to begin? This course will provide teachers with a foundational understanding of UDL and actionable strategies for making their classrooms more inclusive. Course participants will deepen their understanding of UDL through course readings, professional dialogue, peer observations, and classroom practice.

Course participants will learn how to:

  • make meaningful connections between various school initiatives and the UDL brain-based guidelines
  • exhibit an understanding of how UDL strategies can improve outcomes for all learners
  • reexamine classroom norms & routines through an equity lens with an eye to engaging all learners
  • develop specific UDL classroom strategies for inclusion
  • improve learner agency through intentional strategies to foster expert learners
UDLflyer Summer19
UDLflyer Summer19
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Michael Martin, Ed.D. is the Director of Learning for South Burlington School District and a Senior Associate with the Rowland Foundation. read more