In these lessons, you will learn about the numerous pieces of legislation that impact students with disabilities, including Perkins V. You will also learn strategies to support students with disabilities in secondary CTE through appropriate CTE program placement.

This agenda is to accompany the 2nd workshop in the UDL and WiSSS series.  Facilitators may use the agenda to divide the half-day workshop into smaller meetings.  Participants will find all resources linked in this one document.

 This agenda for "WiSSS Building Background" makes it easy for facilitators and participants to quickly access the presentation, linked resources, and share ideas in one place.

This agenda is to accompany the 3rd workshop in the UDL and WiSSS series.  Facilitators may use the agenda to divide the half-day workshop into smaller meetings.  Participants will find all resources linked in this one document.

The UDL Look-fors Guide provides descriptions of implementation in the classroom.  This guide may serve as a key document in setting goals for instructional coaches and teaches.  Leadership teams may also use the descriptors on this document to determine areas of focus for instructional rounds.Note:  this document is meant to be used for early adopters of the UDL framework and is by no means an exhaustive list strategies.

This second workshop in the series builds upon participant understanding of UDL and introduces the value of coaching.  Using key points from recent research, participants will understand the impact of coaching on their own practice and on student outcomes.  Participants identify an area of the UDL design framework to focus on with a coach and develop a plan.  The learning targets for this second workshop are...I can explain the role of coaching when implementing change in instruction.I can explain the varied support.I can determine my next step in building knowledge about and implementing UDL.

Establishing the "why" of both Universal Design for Learning and curriculum mapping is the focus of the first workshop in this series.  During this first workshop, participant learning targets include... I can explain the concepts of UDL.I can describe expert learning.I can explain why clearly defined learning goals are important to both students and teachers.I can apply UDL lesson planning approaches to remove barriers for students.I can contribute to building a respectful, active, collaborative, and growth-oriented learning environment.This presentation could take place in a half-day workshop or broken down into shorter timeframes based on the learning targets.  

Instructional coaches and teachers can use this documentation approach to set goals, archive feedback and conversations, communicate asynchronously and monitor data.

Access the resources on this document to build background knowledge of UDL, determine goals for implementation, review instructional design tools and examples of UDL and specific strategies.

This collection of UDL resources is meant to accompany the "Introduction to UDL Coaching" workshop in this series along with coaching conversations that follow.

The UDL Modules were developed to support educators across Wisconsin in building background knowledge of Universal Design for Learning. Each module was designed with the intent of learning about UDL by experiencing UDL. At the end of each module is a Try-it for learners to apply their learning to their context.

This video provides an example of how educators can provide learners with multiple means of accessing content through LiveBinder.

The resource was developed as an introductory activity to a Shakespeare unit within a 9th grade English class . Using the Universal Design for Learning (UDL) Guidelines, students have the choice to listen to one (or more) of four TED Talks exploring the relevancy of Shakespeare in our current time. Students are working toward answering the question, "Why are Shakespeare and his works still important?" The lesson learning targets are:
1. I can understand how Shakespeare’s works are still relevant today.
2. I can activate my background knowledge about who Shakespeare was and why he is important.
3. I can analyze a speaker’s message about Shakespeare and make connections to it.

This presentation takes can be used as a facilitation process to complete the WiSS gap analysis for middle school.  This 3rd workshop in the "UDL and WiSSS" is a deep dive into the Wisconsin Standards for Social Studies and includes the launch of a gap analysis.Learning Targets:I can identify the key shifts in the Wisconsin Standards for Social Studies.I can analyze the Anytown social studies curriculum for alignment to the Wisconsin Standards for Social Studies.