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Registration Closed.
Last Date to Register: 4/19/2013 12:01 AM
Last Date to Cancel: 4/17/2013 12:01 AM
Agency: CESA 3
Agency Contact: Kate Hennessy
Location: CESA 3
1300 Industrial Drive
Fennimore, WI 53809
Facility: Conference Room C/D
Date/Time:
4/19/2013 12:00 PM - 03:00 PM
Attachments:

Universal Design for Learning framework
Friday, April 19, 2013
12:00 p.m. to 3:00 p.m.
Lunch Provided from 11:30 to 12:00

Location: CESA #3

No Cost to Attend

Universal Design for Learning (UDL) is a set of principles for curriculum development that gives all individuals equal opportunities to learn. UDL provides a blueprint for creating instructional goals, methods, materials, and assessments that work for everyone – not a single, one-size-fits-all solution but rather flexible approaches that can be customized and adjusted for individual needs.

This training will focus on:

· understanding the history, purpose, and research behind the UDL framework

· exploring the UDL principles, guidelines, and checkpoints

· exploring multiple ways of access, assessment, and engagement using digital media and tools

· utilizing current resources available to support UDL

About the presenter:

Jolene Troia is the Education Consultant for Universal Design for Learning and Assistive Technology on the Special Education team of the Wisconsin Department of Public Instruction. She holds a Bachelor's degree in occupational therapy from UW-Madison and a Master’s degree in Adaptive Education from St. Norbert College. She has extensive experience serving students with disabilities from ages 3 to 21. Jolene is a nationally certified ATP (Assistive Technology Professional) through RESNA (Rehabilitation Engineering and Assistive Technology Society of North America). Jolene has over 14 years experience in the field of special education.

 

Teacher Standards
WES1The teacher understands the central concepts, tools of inquiry, and structures of the disciplines he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for pupils.
WES2The teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development.
WES4The teacher understands and uses a variety of instructional strategies, including the use of technology to encourage children’s development of critical thinking, problem solving, and performance skills.
WES6The teacher uses effective verbal and nonverbal communication techniques as well as instructional media and technology to foster active inquiry, collaboration, and supportive interaction in the classroom.
WES7The teacher organizes and plans systematic instruction based upon knowledge of subject matter, pupils, the community, and curriculum goals.
WES8The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social, and physical development of the pupil.
Administrator Standards
WAS1The administrator has an understanding of and demonstrates competence in the teacher standards under s. PI 34.02.
WAS2The administrator leads by facilitating the development, articulation, implementation, and stewardship of a vision of learning that is shared by the school community.
WAS4The administrator ensures management of the organization, operations, finances, and resources for a safe, efficient, and effective learning environment.
WAS5The administrator models collaborating with families and community members, responding to diverse community interests and needs, and mobilizing community resources.
Pupil Services
WPS1The pupil services professional understands the teacher standards under s. PI 34.02.
WPS2The pupil services professional understands the complexities of learning and knowledge of comprehensive, coordinated practice strategies that support pupil learning, health, safety and development.
WPS4The pupil services professional understands and represents professional ethics and social behaviors appropriate for school and community.
WPS6The pupil services professional is able to address comprehensively the wide range of social, emotional, behavioral and physical issues and circumstances which may limit pupils’ abilities to achieve positive learning outcomes through development, implementation and evaluation of system-wide interventions and strategies.
Special Education
Graduation Ratespercent comparison of youth with and without IEP's graduating with a regular diploma
Dropout Ratespercent comparison of youth with and without IEP's dropping out of high school
Participation and Performance on statewide assess.for students with disabilities
Suspension/Expulsion Ratesdiscrepancy between the rate of students with disabilities being suspended or expelled from school more than 10 days
EnvironmentPercent of children with IEP's removed from regular class
Participant Cancellation Policy: You must contact CESA #3 at least one week prior to the scheduled event to cancel and receive a full refund of your registration fee. Cancellations not received at least one week prior to the registered event will be charged the full registration fee. CESA #3 reserves the right to cancel any workshop due to insufficient enrollment. Participants will be notified by e-mail or phone if a workshop is cancelled. If a participant is a 'no show' the school will be billed for the registration fee, or loss of the 'free' attendance slot. Accommodations: If you need an accommodation to participate including interpreter services (sign language or other spoken language) please email the workshop contact to set up these services. A two-week notice is appreciated. CESA #3 is handicapped accessible.