EnvisionIT

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Universal Design for Learning Tipping Points
from Research to Practice CEC 2008 Strand B,
Thursday, April 3, 2008
Universal Design for Learning Tipping Points
from Research to Practice CEC 2008 Strand B,
Thursday, April 3, 2008
Session 6 Preparing Teachers for UDL
Implementation Lessons from Research and
Practice Session leader Diane Browder,
UNC-Charlotte Presenters Grace Meo, CAST Pat
Previte, Ipswich Middle School Margo Izzo, Ohio
State University Patti Ralabate, National
Education Association Discussant Richard
Jackson, Boston College
If you find these materials useful, heres how to
cite this presentation using the APA style Izzo,
M. (2008, April 3). Preparing teachers for UDL
implementation lessons learned from research to
practice. Presented at the Council for
Exceptional Children National Convention, Boston,
MA.
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Preparing Teachers for UDL Implementation
Lessons from Research and Practice

• Presented at
• Council for Exceptional Children
• April 3, 2008
• Margo Vreeburg Izzo, PhD
• The Ohio State University
• Nisonger Center
• margo.izzo_at_osumc.edu
• http//nisonger.osu.edu/transition

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Study ContextEnvisionIT Curriculum Intervention
Study

• EnvisionIT
• Web-based curriculum
• 40 hour curriculum in Technology or E/LA classes
  in 9 12th grades
• 10 complete units, 8 with GN
• Teaches information-technology skills
• Students create Self-Directed Transition
  Portfolios.
• 6th grade reading level, on average
• Supports available guided notes, review sheets,
  glossary, assistive technology

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EnvisionIT Core UDL Features

• Universal Design for Learning (UDL) builds in
  supports so students can progress through the
  EnvisionIT curriculum.
• Examples
• Guided Notes and Review Sheets
• Pop Quizzes and Unit Quizzes
• Online Glossary and Guided Notes
• Examples of Essays and Power Point Slides
• Movies demonstrating concepts
• Assistive Technology Screen Readers

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Response To Intervention (RTI)

• The AIMSWeb Reading Assessment determines
  intervention/supports
• 1. Meeting Bench Marks Independent 8th grade
  reading level no supports recommended.
• 2. Strategic Supports Monitoring Instructional
  8th grade reading level Guided Notes and Review
  Sheets.
• 3. Intensive Intervention Reading level below
  8th grade
• Students complete Guided Notes and Review Sheets
• Students use Text-to-Speech AT intervention

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Guided Notes

• WHAT ARE THEY?
• Exact content pulled from EnvisionIT
• Key words and phrases missing
• Easy support for students struggling

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Guided NotesWho Uses Them?

• Any student but especially
• Students you identify as needing additional
  supports.
• Students identified as strategic-intervention
  or intensive-intervention by AIMSweb results.
• On third attempt to pass final unit quiz (as open
  book).

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Guided Notes Sample

• Uniform Resource Locator (URL) This is the
  unique ___________________ of a Web page. An
  example of an URL you will use later is
  http//www.onelook.com.
• Browser This is a software program that reads
  Web pages. Internet Explorer and Netscape are
  both browsers. The browser ___________________ a
  Web page in a ___________________ on the desktop
  and has its own menu.
• Hyperlinks Hyperlinks (also called "links") are
  constructed using the ___________________. They
  allow you to jump to another page. Links appear
  on pages as text (usually underlined) or
  ___________________. As you pass your mouse over
  a link, the pointer changes to a different shape.

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Review Sheet SampleUnit 8 Trust and Web
Databases

• Instructions Fill out this worksheet to get
  ready for the final quiz
• 1. What are two important questions you need to
  ask yourself when determining whether or not to
  trust a website?
• Key Words Unit 8
• 2. What is a database?
• 3. Define the term controlled vocabulary.
• 4. How are databases arranged?
• 5. What is a field as it relates to a database?
  Give two examples
• What Should I Trust?
• 7. To make sure the website matches your
  research purpose, you need to know what?
• What is a sites primary purpose?
• 8. What are the three most common purposes of a
  website?
• 9. Explain the difference between an advocacy,
  commercial and reference website and provide an
  example of each

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Single Subject Study2004-2005

• AB Design
• Inclusive 9th grade English Class
• UDL Supports examined
• Guided Notes
• Students were poorly motivated or ESL student
• Dependent Measures
• On-task behavior

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Single Subject Study 2006-2007

• ABAB Design
• 9th and 10th grade English Resource Room
• UDL Supports examined
• Guided Notes
• Students were strategic readers as measured by
  AIMSweb MAZE
• Students identified as CD, LD, SED and OHI
• Dependent Measures
• On-task behavior and
• Academic achievement (Unit Quizzes)

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Guided Notes Mean ResultsOn-Task Behavior by
Treatment
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Guided Notes Mean ResultsQuiz Scores by
Treatment
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MB Guided Notes Results
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TC Guided Notes Results
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EnvisionIT Experimental Group2006-2007

• UDL Supports examined
• Guided Notes(GN)
• Students who used GN N 123
• Students who did not use GN N 32
• Review Sheets (RS)
• Students who used RS N 87
• Students who did not use RS N 68
• Dependent Measures
• Academic achievement (Unit Quizzes)
• EnvisionIT course points

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EnvisionIT Experimental GroupDescriptive
Statistics
only students classified as needing strategic
and intensive intervention in reading were
selected for the following data analyses.
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Student Feedback of UDL Supports

• Of the students who used the supports in 2006-07
• 84.1 found Guided Notes either very helpful or
  helpful
• 76.7 found Review Sheets either very helpful or
  helpful
• 50.4 found Movies either very helpful or helpful
• 73.2 found the Glossary either very helpful or
  helpful

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Guided Notes and Academic Achievement Results

• Students who need intensive and strategic
  intervention who used GN earned significantly
  more course points in EnvisionIT, (M846),
  compared to students who were at benchmark and
  therefore, not in need of GN (M724), F4.411,
  p.05.
• No GN N32 Used GN N123

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Guided Notes and Academic Achievement Results

• Students who need intensive and strategic
  intervention who used GN excelled in three
  EnvisionIT quizzes (remaining units not
  significant) compared to students who never used
  GN.

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Review Sheets andAcademic Achievement Results

• Students who need intensive and strategic
  intervention who used RS earned significantly
  more course points in EnvisionIT (M850) than
  students who never used RS (M780), though not
  statistically significant, F.065, p.174.
• No RS N 68 Used RS N87

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Review Sheets andAcademic Achievement Results

• Students who need intensive and strategic
  intervention who used RS excelled in three
  EnvisionIT quizzes (remaining units not
  significant) compared to students who never used
  RS.

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Single Subject Study2007-2008

• ABAB Design
• UDL Supports examined
• Guided Notes
• Portable open-source assistive technology
• Students were low readers as measured by AIMSweb
  MAZE
• Students all have disabilities
• On-task behavior and academic achievement measures

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Single Subject Study Preliminary Results2007-2008
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What have we learned?

• Guided notes increase on-task performance and
  academic achievement for most students with
  disabilities.
• Assistive technology, specifically Click,
  Speak, an open source portable application,
  increases on-task behavior.
• High school students with significant reading
  deficiencies report that they like AT.

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More information UDL Resources

• FAME UDL for Faculty http//www.oln.org/ILT/ada/
  Fame/udl/f2_11_145.html
• Guided Notes Fast Facts for Faculty
• http//ada.osu.edu/resources/fastfacts/Guided-Note
  s.doc
• Free Assistive Technology
• http//osu.atutor.ca/ATutor/login.php
• Extended Presentation Sat. April 5, 100