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UDL: From Student Intersectionality to Leadership Efficacy

This workshop dives into the critical need for understanding, valuing and celebrating the variability of learners by addressing intersectionality, identity, perception and implicit bias.

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Solely focusing on teacher knowledge of UDL and classroom implementation isn't enough. This workshop dives into the critical need for understanding, valuing and celebrating the variability of learners by addressing intersectionality, identity, perception and implicit bias. It is from this point educators can mitigate disabled environments and curriculum design fraught with barriers to learning. In the same vein, it is the responsibility of educational leaders to increase their expertise around the UDL framework as it applies to the classroom setting and the system as a whole within which they function. In order to fully realize an educational vision of equity for all and supporting enabling environments for teaching and learning to occur, the UDL mindset must permeate all levels of the system; hiring, mentoring, family engagement, data analysis and use, initiative alignment, culture/climate, etc. The fidelity, scale, and sustainability of UDL implementation requires it.

Session Video Recording
Padlet
Interactive Notes Document

Authors/Creators
Kevin Schaefer
Kristin Brooks

Resource Quick Find
Implementation

Resource File Type
Document
Video

Accessibility
WCAG v2.0 A

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Posted date:

December 15, 2020

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Technology Leadership in Practice

With unexpected challenges in education around every turn, the need for technology teams to have a resilient plan and collaborate grows more important each day. What makes the difference between technology planning that consistently meets challenges head-on versus plans and teams that flounder?

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Moderators
Alise Crossland & Kristin Ruedel, American Institutes for Research (AIR)

Presenters

  • Janna Greathouse
    District Special Ed Coordinator for AT at Jenks Public Schools
  • Sarah Harris
    Instructional Supervisor of Technology at Wethersfield Public Schools
  • Tiffani Brown
    Director of Instructional Technology at Grossmont Union HS District

Audience
All educators and families, technology leaders (InfoTech, EdTech and Assistive Tech)

Level of Expertise
All levels

Description

With unexpected challenges in education around every turn, the need for technology teams to have a resilient plan and collaborate grows more important each day.  What makes the difference between technology planning that consistently meets challenges head-on versus plans and teams that flounder?

This webinar will discuss what the Center on Inclusive Technology & Education Systems (CITES) has learned from our CITES Framework development work with districts across the nation. CITES is building a Framework to bring together education technology (EdTech), information technology (InfoTech), and assistive technology (AT) for the benefit of all students, including students with disabilities.  The ongoing challenges that are facing education has emphasized the importance of inclusive technology planning and the difference leadership and collaboration can make in successful pivoting and resiliency of district technology implementation to meet the needs of students. Join us for a panel discussion with some of our CITES Framework Development districts to discuss technology leadership in practice.

Webinar Recording

Webinar Slides (PowerPoint)

Organization/Publishers:

Center for Inclusive Technology & Education Systems (CITES)

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Posted date:

December 8, 2020

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Using Remote Learning to Turn Emergency into Opportunity

The COVID-19 emergency school building closures have highlighted the importance of technology planning and contingency planning. For districts around the country, the “impossible” had to quickly become “possible”. The rapid shift to remote teaching and learning exposed areas of significant need in schools and districts, such as access to technology and addressing the needs of students with disabilities. In the context of these challenges, building a strong and inclusive technology ecosystem that incorporates assistive technology, educational technology, and information technology is more critical than ever. In this webinar, leaders at the Center for Inclusive Technology and Education Systems (CITES) will discuss identifying the challenges uncovered by the shift to emergency remote learning, and how school systems can use best practices in technology planning to convert the discovery of challenges into an opportunity to develop innovative solutions.

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Presenters
Janet Peters from CITES at CAST & Alise Crossland from AIR

Audience
All educators and families, technology leaders (InfoTech, EdTech and Assistive Tech)

Level of Expertise
All levels

Description

The COVID-19 emergency school building closures have highlighted the importance of technology planning and contingency planning.  For districts around the country, the “impossible” had to quickly become “possible”. The rapid shift to remote teaching and learning exposed areas of significant need in schools and districts, such as access to technology and addressing the needs of students with disabilities. In the context of these challenges, building a strong and inclusive technology ecosystem that incorporates assistive technology, educational technology, and information technology is more critical than ever. In this webinar, leaders at the Center for Inclusive Technology and Education Systems (CITES) will discuss identifying the challenges uncovered by the shift to emergency remote learning, and how school systems can use best practices in technology planning to convert the discovery of challenges into an opportunity to develop innovative solutions.

Webinar Recording

Webinar Slides (PowerPoint)

Digital Handout (PDF)

Organization/Publishers:

Center for Inclusive Technology & Education Systems (CITES)

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Posted date:

December 8, 2020

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We're All in This Together: Coordination in the Trenches

In this webinar, CITES leaders host a conversation with CITES advisors and colleagues in-the-trenches to take a closer look at Coordination. We will discuss services that may be available through school and community organizations. The session will provide examples of services that enable students and families to participate and achieve while learning at a distance. There will be time for questions at the end of the presentation.

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Presenters
Janet Peters and Joy Zabala, CITES

Guest Panelists
Janice Carson, Director, Idaho Assistive Technology Project (IATP)
Susan Hardin, Assistive Technology Consultant and UDL Coordinator, Macomb ISD 
Angela Lindig, Executive Director, Idaho Parents Unlimited

Audience
All educators and families, technology leaders (InfoTech, EdTech and Assistive Tech)

Level of Expertise
All levels

Description

In this webinar, CITES leaders host a conversation with CITES advisors and colleagues in-the-trenches to take a closer look at Coordination. We will discuss services that may be available through school and community organizations. The session will provide examples of services that enable students and families to participate and achieve while learning at a distance. There will be time for questions at the end of the presentation.

Webinar Recording

Webinar Slides (PowerPoint)

Digital Handout (PDF)

Organization/Publishers:

Center for Inclusive Technology & Education Systems (CITES)

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Posted date:

December 8, 2020

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Image of the title slide of the powerpoint. Title reads we're all in this together" communication and collaboration in the trenches, april 14 2019

We're All in This Together: Communication and Collaboration

In this webinar, CITES leaders host a conversation with CITES advisors in-the-trenches to take a closer look at Communication and Collaboration–two of the essential elements for working together to support students and their families during the COVID-19 crisis. The discussion will include examples of how communication and collaboration are helping to ensure that students with disabilities and their families have the opportunity to participate in and benefit from learning opportunities using technology and other strategies. There will be time for questions at the end of the presentation.

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Presenters
Janet Peters & Joy Zabala, CITES, with Chris Bugaj (Loudoun County, Virginia), Dr. Drew Hinds (Silver Falls, Oregon), and Jessica McKay (Ysleta ISD, Texas)

In this webinar, CITES leaders host a conversation with CITES advisors in-the-trenches to take a closer look at Communication and Collaboration–two of the essential elements for working together to support students and their families during the COVID-19 crisis. The discussion will include examples of how communication and collaboration are helping to ensure that students with disabilities and their families have the opportunity to participate in and benefit from learning opportunities using technology and other strategies. There will be time for questions at the end of the presentation.

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Organization/Publishers:

Center for Inclusive Technology & Education Systems (CITES)

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Posted date:

December 8, 2020

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Image of the title and first paragraph of attached document. Title reads, how an Inclusive technology ecosystem supported the shift to remote learning.

Inclusive Technology Ecosystem Supported the Shift to Remote

Tomball (TX) Independent School District (TISD) recognized the need for an inclusive technology ecosystem when district data indicated that struggling students could benefit from supportive and accessible technology resources even though they did not have an individualized education program (IEP) or 504 plan.

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Tomball (TX) Independent School District (TISD) recognized the need for an inclusive technology ecosystem when district data indicated that struggling students could benefit from supportive and accessible technology resources even though they did not have an individualized education program (IEP) or 504 plan. As a result, district leadership worked together to lay the foundation for building an inclusive technology ecosytem. This involved bringing together leadership and staff from education technology (EdTech), information technology (InfoTech), and assistive technology (AT) to collaboratively plan for technology to meet the needs of all students. Although the team acknowledged the challenges of responding to school building closures during the COVID-19 pandemic, and identified areas for improvement, they credited the leadership practices implemented as instrumental in supporting the district’s transition to remote learning.

Organization/Publishers:

Center for Inclusive Technology & Education Systems (CITES)

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Posted date:

December 8, 2020

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Image of title and first paragraph of text of attached document. Title reads, Buiding an Inclusive Technology Ecosystem through stakeholder Engagement and professional development

Building an Inclusive Technology Ecosystem

Bartholomew Consolidated School Corporation (BCSC), in Columbus, Indiana, was interested in developing and implementing a technology plan that supports their community-wide vision of providing deeper learning for all students.

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Bartholomew Consolidated School Corporation (BCSC), in Columbus, Indiana, was interested in developing and implementing a technology plan that supports their community-wide vision of providing deeper learning for all students. Grounded in the Universal Design for Learning (UDL) framework, the district aims to use technology as a tool to remove barriers to learning and address individual learning needs of each student. In order to create an inclusive ecosystem that brings together education technology (EdTech), information technology (InfoTech) and assistive technology (AT), the leadership team in BCSC has focused on enhancing the leadership practices of 1) engaging all stakeholders, including families, in collaborative activities and 2) developing clear outcomes for professional learning. The remainder of this document shares the story of how BCSC leadership is building capacity among diverse stakeholders to meet their goals.

Organization/Publishers:

Center for Inclusive Technology & Education Systems (CITES)

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Posted date:

December 8, 2020

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Document Title:

Building an Inclusive Technology Ecosystem through Stakeholder Engagement & Professional Development

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Investigating UDL as a System-wide Decision Making Framework

This paper will highlight the need for administrators to use a variety of quantitative and qualitative information to identify strengths and needs in the district before preparing for implementation. The importance of completing meaningful research on “best in class” districts to guide appropriate goal setting will also be highlighted.

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The majority of this paper is excerpted from the book Universally Designed Leadership (Novak & Rodriguez, 2016). The paper will focus on two important aspects of the Explore Phase: investigating UDL as a system wide decision making framework and building awareness with key players. This paper will highlight the need for administrators to use a variety of quantitative and qualitative information to identify strengths and needs in the district before preparing for implementation. The importance of completing meaningful research on “best in class” districts to guide appropriate goal setting will also be highlighted.

Authors/Creators
Katie Novak, Kristan Rodriguez

Resource Quick Find
Teaching Resource
Professional Development

Accessibility
WCAG v2.0 A

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Posted date:

January 17, 2019

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Universally Designed Leadership

This resource will cover the basics of Universally Designed Leadership and provide strategies for universally designing professional development.

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As educational leaders, we aspire to build great systems in a landscape of barriers. Universal Design for Learning (UDL) allows us to do that, and universally designed leadership allows us to apply proven principles of learning to successful leadership practices in the 21st Century. This resource will cover the basics of Universally Designed Leadership and provide strategies for universally designing professional development.

Authors/Creators
Kristan Rodriguez

Resource Quick Find
Implementation
Professional Development

Accessibility
WCAG v2.0 A

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Posted date:

March 25, 2019

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Cases of UDL Implementation: A Principal’s Perspective

This resource will highlight the journey of four principals who successfully helped support teachers moving from UDL exploration to implementation.

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This resource will highlight the journey of four principals who successfully helped support teachers moving from UDL exploration to implementation. The principals will share a summary of their UDL journey, as well as outline specific steps that school leaders can take to support building level implementation.

Authors/Creators
Brett Boezeman, Nicole Norris, Jacqueline Enright, Rene Sanchez

Resource Quick Find
Implementation

Accessibility
WCAG v2.0 A

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Posted date:

January 31, 2019

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