CONFIDENTIAL

Client: John Smith Elementary

Date: Nov. 25, 2016
Grade/Program: EPSE 509

LEVEL 4
Role: District Inclusion Consultant from same district, former CT for 10 years, RT for 7 years, experience implementing UDL
in own class, and building capacity in schools as RT and co-teacher. Now working at district level, intending to promote
UDL, however still working within the system, meaning part of the role involves placing students into segregated special
programs. Has been allocated time to hold Pro D sessions, workshops and provide support for schools who want to
implement UDL.
Our single story: Outside of classroom too long to remember what its really like. Doesnt know what its like to teach in an
inner city school.
Name: John Smith Elementary Grades: K-8 Founded: 1908 Seismic upgrade:
International Ministry Designations: High: 3G, 2D,
Aboriginal students: 5 ELL students: 75
Students: 15 2H, Low: 5Q, 1K, 4P, 5R
Early adopters: Late adopters: Feeder High School:
Jane D. (Gr. 3) TBD Killarney Secondary
John S. (RT)
Parent(s)/Guardian(s): Parent outreach programs, strong PAC, mostly dual income families

Language of instruction: English Languages in School: 10 different, high majority Mandarin

School Programs School Context Coordinated Support Services
Band 4-7 400 students Occupational Therapy
Basketball 6-7 15 divisions Speech Language
Volleyball 6-7 many combined classes Counselor
Cross Country 1-7 Average class size: 25 School Psychologist
Aboriginal Enhancement
Worker
Art Therapist

IEP TEAM (Asterisk * denotes attendance at Stakeholders meeting)

*John S. (Intermediate Resource Teacher)
*Our Role (District Inclusion Consultant)
*Jane D. (Gr. 3 teacher who approached us)
* Jim W. (Principal)

School Strengths Specific Areas of Concern/Needs

Grade 3 Teacher has attended several workshops on grade 7/8 teachers say they have to prepare kids for
UDL high school
o has begun to implement the Three Block Model K/1 teachers say their students are too young to
in her classroom manage in centers on their own.
o other teachers are interested Some resource teachers refuse to collaborate and insists
principal interested in having the staff introduced to on pulling kids out for remediation
UDL during an upcoming PD day
some enthusiastic teachers

GOALS AND OBJECTIVES
Priority Goal: To envision UDL in John Smith Elementary
Curriculum Area(s): All
Assessment Tools/Results
Grade 3 Teacher Jane D. has attended several workshops on UDL
Phone call with grade 3
teacher
Personal research
Meeting with
stakeholders
Objectives
By the end of month 1:
Will determine need for change
Will understand school and school
context
Will envision UDL within the school
setting
Will set sequential goals for
developing capacity for UDL within
school.
Client: John Smith Elementary
Date: Nov. 23, 2016
Grade/Program: EPSE 509
Current Level of Performance
o has begun to implement the Three Block Model in her classroom
o other teachers interested
o has sought help from district inclusion consultant
Strategies/Personnel/Resources Rationale
Discuss school context informally Important to get a feel for whether or
with Jane Doe not she is interested in beginning a
o See attached process for change, or simply
Determine if UDL could help with interested in having you come and
problems identified
speak for a token presentation
Do some personal research to
determine school context, such as
Knowing the goals, the school has
neighbourhood, school growth plan,
already set can help you direct
etc.
conversation during stakeholder
o See attached
meeting, and find commonalities
Plan and hold stakeholders meeting
between goals.
with principal, Jane Doe, and RT who
came forward and expressed interest
Focus on working with early
in model, but does not support Janes
adopters, as they have already
class.
expressed interest in UDL.
o See attached
o Preliminary visioning from
stakeholders: What do they want Keep in mind change curve, and have
for their school? Can UDL help? faith that others will come aboard in
Are they willing to commit to a time.
long-term process?
o Set a goal for the next 2 months Ensure that stakeholders recognize
that change will not come quickly,
and they will need to take on a
leadership role within the school.
Make a plan that will strike a balance
between going too fast and
overwhelming people vs. going too
slow and losing momentum
Determine need for change: Phone call with teacher and personal research
Phone Call Personal Research

How many ELL/Aboriginal/Designated students are there in your Neighbourhood, amenities,

school? High ELL population, 5 indigenous students, 15 high incidence community resources: community
designated students (5 Q, 1K, 4P, 5R), 7 low incidence (3 G, 2 D, 2 H) centre, gentrification is occurring.
Please describe the physical space: 2 floors, elevator, open concept Low-income families alongside
adjoined classrooms wealthier home-owning families
How many different languages are spoken? 10 different, high numbers of SES: Tier 2 inner city
mandarin (international students)? Mission statement: We seek to
Are there significant disabilities? None currently foster in students their finest
Accessibility? yes, elevator, accessible bathrooms etc. intellectual, physical, aesthetic,
How many divisions: 15 divisions, many split classes (hence platooning) social and emotional qualities by
Class sizes: 400 total, average 25 kids, providing a safe, stimulating
What kinds of community resources and services are available for environment, which will enable all
your school? There is a strong PAC, before and after school care, dual children to become life-long learners
income families, parent group and resources available who see themselves as positive and
Parent/volunteer involvement: strong effective citizens.
PAC involvement: strong PAC, parent group once a week, resources Code of conduct: Is it safe? Is it fair?
available Is it kind?
School growth plan: Students will
Can you tell me a bit about the staff at your school? communicate knowledge,
How many teachers? 15 CT 1 Prep 3 RT understanding and opinions
SSWs? 4 effectively using a variety of medias
Other staff? Counsellor 0.5 P/T and formats Aboriginal
Aboriginal enhancement worker? No, available upon request Enhancement Goal: To increase
Youth and Family worker? Yes, PT knowledge, acceptance, empathy,
Teaching style: quite traditional, some new teachers who are trying to awareness and appreciation of
utilize the new curriculum Aboriginal histories, traditions,
Co teaching? Yes, as platooning (There is a misconception about co- cultures and contributions among all
teaching) students.
Specialists? Gym and music
Library? 0.8 PT (0.2 resource)
Integrated unit planning? Besides Jane D.s class, not very much.
Is admin supportive of new initiatives? Yes, the principal was very
excited to hear about UDL, and wants all of the staff introduced to it
Is the schedule flexible? Yes, because teachers are used to moving things
around for platooning

Transitions / Recommendations

Schedule a meeting with principal, RT, and Jane D. to discuss future plans
Envisioning: Meeting with stakeholders (administrator, Jane D. and resource teacher)

Gathering Information Visioning

Does the staff have scheduled collaboration Setting Goals:

time? No
How will you get creative with planning time
access? supervision aids, whole school
assemblies
Is coverage from admin an option? yes
History of pro-d at the school: Strong focus on
literacy and SEL, whole school had mind up
training 4 or 5 years ago, all classes have chimes,
many teachers were trained in FRIENDS
Average length of service for each teacher:
Many experienced teachers, not much turnover
What is your first impression about staff
interest? Do you think they will be on board?
o Many teachers still teach in a very
traditional way; however, some are still
very progressive. One RT is new and
open to new ideas, one is traditional and
likes to pull out only (Jane D.s RT).
o 2 new-hire CTs are very open to new
ideas and excited about UDL (grade 1 &
grade 5)
Education background: varied, many have
diplomas in various specialties
Pro D resources: 60$/teacher, most teachers
dont take advantage
Pro-D committee: not that engaged, allow lots of
self-directed, external workshops, guided in
house pro d is rare
Budget: There is a strong PAC, so there are some
possibilities for funding for Pro-D sessions
What do you want for your school? Staff? Students?
What are your greatest needs?
What challenges does your school face?
will UDL help?
What scale are you looking for?
Ultimately everyone in school is implementing UDL in their
classes.
What challenges do you foresee?
No collaboration
Pull out resource
High school preparation
Managing centres
Explaining Process
Communicate that this process requires at least 30 hours of
Pro D.
Consider change curve, and communicate that while we
encourage everyone to participate, we will not expect
everyone to come aboard immediately, this will allow us to
focus our support and achieve quality over quantity at the
beginning. As such, we will focus our energy at first on finding
and supporting early adopters.
Assure team that concerns such as high school preparation
and primary students managing in centres independently will
not be issues, but that it will take time to communicate those
messages, and that for the time being we wont worry too
much about it (focus on early adopters).
Set first goal as a team, what direction do we want to go for
the first Pro D? Visioning or meat and potatoes of UDL?

Transitions / Recommendations

Plan and schedule Visioning Pro D for all staff to establish common goals among staff, and anchor the process in a
shared vision for what they want for their staff and students, this will hopefully inspire staff, and help them to see that
there are already many things that they are doing well.

GOALS AND OBJECTIVES
Priority Goal: Exploring UDL in John Smith Elementary
Curriculum Area(s): All
Assessment Tools/Results
Student and staff values chart (post-it activity)
Identity statements
Objectives
By the end of month 2:
Determine the pros and cons of
implementing UDL.
Explore core values you wish to
see in the students.
Explore core values you wish to
see in staff.
Determine how you will assess
each core value.
Develop new identity statements
using these core values for John
Smith Elementary.
Create an open invitation to explore UDL through a scheduled book club (with assigned readings)
Designate a core UDL group (early adopters)
Set date for upcoming UDL Pro D.
Client: John Smith Elementary
Date: Nov. 25, 2016
Grade/Program: EPSE 509
Current Level of Performance
Stakeholders have committed to a long-term process
of attempting to implement UDL
Strategies/Personnel/Resources Rationale:
With support of CT and RT: To be assessed by CT and RT
Consultant will arrange a Pro D When staff are given an
workshop on UDL that opportunity to raise their concerns
incorporates the 5 stages of a with implementing UDL, it
presentation: listen, understand, provides the consultant with the
opportunity to address their
believe, retention, and act or do.
concerns.
Consultant will address single
stories in the introduction. Staff By determining the core values for
will have an opportunity to students and staff, it enables not
express their concerns as well as only the creation of a vision, but
their expectations for UDL. also a better understanding of how
Stakeholders will participate in the UDL can support these values.
first group activity to determine:
o Common values you wish to see The creation of identity statements
in the students. will help to solidify a vision, as well
o How to assess each common as open up discussion around how
value. UDL can facilitate this vision.
o What are the barriers?
Stakeholders will participate in the
second group activity to
determine:
o Common values you wish to see
in the staff.
o How to assess each common
value.
o What are the barriers?
Conclusion: Stakeholders will form
identity statements that reflect
their core values
Transitions/Recommendations
 Client: John Smith Elementary
Date: Nov. 25, 2016
Grade/Program: EPSE 509

GOALS AND OBJECTIVES

Priority Goal: Prepare for UDL in John Smith Elementary School.
Curriculum Area(s): All
Assessment Tools/Results Current Level of Performance
Pro-D, Lunch n Learn attendance All staff have agreed upon common staff and student
Direct classroom observations goals
Qualitative Evaluations (questionnaires) Staff established core values and identity statements
Quantitative Evaluations (classroom data: grades,
attendance, etc)

Objectives Strategies/Personnel/Resources Rationale:

By the end of month 3:
Will build a start-up team that runs District consultant, administrator,
effectively and efficiently to achieve counselors, interested teachers,
goals resource teachers, ELL consultants,
Classroom teachers will explore and school psychologists join the
UDL in their own classroom initial team by open invite.
District consultant shows videos of
successful integration of UDL in
high school classrooms as evidence
of its effectiveness to stir interest
among the grade 7/8 teachers.
Use motivational interviewing skills
in initial staff meetings to try and
convince more classroom teachers
to join initial team. (Reinke,
Herman, & Sprick, 2011)
School psychologists and
counselors can assist with SEL
aspect of school inclusion by
assisting with behavioral and
emotional problems.
Classroom teachers, resource
teachers, and ELL consultants work
with academic portion of inclusion.
To remove lack of resources
barrier, a good team has good
variety of people who willingly
combine different expertise and
resources to reach common goals.
For example, the district can lend
laptops and textbooks if needed.
A good team leads to good school
climate that unifies all members
within and maintains high
expectations for everyone.
A good start-up team can stir
interest among reluctant staff as
evidence of plan progressing well.
Reinke et al (2011) describes
change talk as way of guiding
conceptualization and validation to
someones problems and have them
come up with reasons for change.
More guidance is offered to create a
goal and action plan. This is good
for recruiting team members.
 Set schedule for Pro-D including
rough topics for each date.
Will plan time for team meetings,
professional development, and
collaboration.
Will achieve collaboration between
RTs and CTs to create a UDL unit
centered around SEL.
Will collect and share evidence of
UDL effectiveness
Begin integrating plans
Continue to take data and collect evidence
Pro-D schedule, book clubs, lunch n learn continue to be on-going throughout the year
In house pro-D schedule A set pro-D schedule provides long-
Day Topics Covered term direction for the team
1 Visioning - already covered members, which keeps motivations
Intro to UDL - Morning high.
2 Each day of pro-D are connected.
SEL (Block 1) - Afternoon
3 Planning (Block 2) The members know what is coming
4 Implementation Training up and is responsible from the
5 Follow-Up beginning to follow through.
Many chances to seek help and
Members of team and any insight to UDL are provided to
interested teachers can drop in to decrease chances of drop out.
book clubs, Lunch N Learn, team The time barrier is removed by
meetings which will continue for incorporating collaborating time
the duration of the year to keep into the school schedule.
motivation and interest high.
School schedule will change to
incorporate staff collaboration
time. (Example: Once every two
weeks, class times are shortened
which allows teachers about an
hour to share experiences and
collaboratively plan their lessons.)
Assess teachers goals for students Reluctant teachers can see the
and devise a plan to collect relevant improvements and can join the
data to show UDL effectiveness team at any time in the future.
District consultant collects
examples of successful integration
and shares videos and data.
Need to collect data from the team
members including stress
questionnaires, instructional data
(student participation, lecture time,
student outcomes, etc as well as the
students outcomes including SEL
questionnaires (emotional safety in
school), report cards, teacher
evaluations, etc
Transitions/Recommendations
 Client: John Smith Elementary
Date: Nov. 25, 2016
Grade/Program: EPSE 509

GOALS AND OBJECTIVES

Priority Goal: To integrate UDL in John Smith Elementary School.
Curriculum Area(s): All
Assessment Tools/Results Current Level of Performance
Observation rubric Core group of early adopters has begun
Establish core group of early adopters, gauge implementation
interest and commitment Book club has begun meeting every 2 weeks
Book club attendance Still organizing collaboration time logistics
Pro-D attendance
Collaboration time attendance

Objectives Strategies/Personnel/Resources Rationale:

By the end of year 1:
Commit to a 3 year plan of on-
going professional development
sessions
Commit to 30 hours of PD in a
variety of ways which can
including book clubs and time with
district consultants
Invite UDL expert to aid in
building 3-year pro-D plan and
help provide budget.
Potentially bring experts in twice
per year for workshops in year 2
and 3.
Cover lunch for pro-ds and any
lunchtime collaboration time
Pool school pro-d funds to cover
workshop expenses.
Shows dedication to the tenets of
inclusive education
Allows time for implementation
and late adopters/laggards
Sustainable change takes time
Studies show that one-off PDs do
not help with student achievement
Helps with momentum and
confidence

Participate in monthly
collaborative time in groupings (K-
2, 3-5, 6-8) to share ideas and
lessons.
Secure release time for teachers to
meet: Each grade grouping will
meet once per month. One group
before recess, one group after, one
group in the afternoon. 1 TOC per
3 teachers.
Allows teachers to share with each
other and support one another
Teachers teaching/advising
teachers = enhanced credibility

Enrolling and resource staff: book
club using Teaching to Diversity
and Teaching to Diversity:
Resource Teachers.
Designate one staff member as a
teacher leader and submit
proposal to the board to provide
training for him/her.
Purchase staff set of Teaching to
Diversity (teacher and resource)
for all interested teaching staff and
administrator.
Led by a teacher leader. Again,
teachers teaching teachers.
A low budget way to have on-going
discussion and gives strength to
the daily implementation of UDL.
Resource teachers have different
roles.
There may be pushback to
abandoning a long-used model
(pull-out LAC). A book club is a
gentle introduction to a UDL
resource model.

SSAs: professional development We need to make them part of the

around inclusion and the changing inclusion model and not be
role of the SSA. attached to one child.
Paraprofessionals: bring them into What is good for one is usually
the class. good for all. Use OTs/PTs, etc to
work with the whole class, instead
of pulling out one student, who
will then miss class time.
 Introductory parent workshop
followed by monthly check-ins at
PAC meetings.
Present progress at monthly PAC
meetings, advise parents on how
they can support at home.
Parental buy-in is essential. They
may have well-founded worries
that the UDL model means their
child is not receiving direct
service.

After year 1 with initial group, Grow it slowly to ensure

have 1-2 teachers sign on every sustainability and momentum.
year. Fold new teacher into the core
group. Have the core group
mentor them using the 3 Cs.

Integrate at least one block of the Teachers are not overwhelmed

3-block model. with an "all or nothing" mentality.
They will have the time to solidify
the block 1 concepts and
philosophies.

Transitions/Recommendations
Set all professional development dates for the 3 year plan
Sketch out topics for the professional development sessions (EA/RT training, tier 2 and 3 RTI)
Scale the early adopter model, folding in late adopters by way of the following:
Staff meeting
Lunch and Learns
Invite staff to come and observe UDL classrooms
Continue to allocate budget for collaborative time and incentives
Continue book club with other books around UDL and differentiated instruction, with specific learners in mind:
gifted, learning disabled, physical disabilities, etc.
 Client: John Smith Elementary
Date: Nov. 25, 2016
Grade/Program: EPSE 509

GOALS AND OBJECTIVES

Priority Goal: To Scale UDL to the district level.
Curriculum Area(s): All
Assessment Tools/Results Current Level of Performance
Direct Observations Many teachers have successfully implemented UDL
Attendance Some teachers require additional support
Some teachers have become disillusioned
Coaching: Some early adopters have acted as guides to
UDL for late adopters
Late adopters have expressed interest
Laggards remain uninterested

Objectives Strategies/Personnel/Resources Rationale:

By the end of year 2:
To promote ongoing professional First Professional Development New and continuing staff will
growth Day of the school year (Sept.) require a brief introduction to
o 1 day introductory UDL Block 1 and more training on Block
training for all staff, especially 2 and Block 3
new teachers who are
interested
o New staff will fold in with the
others after the workshop
UDL Literacy workshop (1 day)
UDL Numeracy workshop (1 day)
Tier 2/3 Training (1 day)
UDL planning time (1 day)

To expand effective practices,
process, and structures
Staff meeting
o 1 staff member will share his or
her UDL experience for 10
minutes at each staff meeting
Collaboration time throughout the
school year
o Administrator will create a UDL
implementation collaboration
time signup sheet
o Teachers may sign up for a
collaboration block with
another teacher or RT
o Collaboration block can be used
for co-planning or co-
assessment
Provides a chance for staff to hear
about other peoples experience
with UDL
Provides locally relevant material
to persuade late adopters to give
UDL a chance
Teachers will need a specific,
dedicated time to design,
implement, and practice co-
planning, co-teaching and co-
assessing
 To implement parent and
community outreach and
transparency in operations
By the end of year 3:
To enhance integrated UDL
To maintain and adapt UDL
To expand the use of UDL
Parent night(s)
School website/school social
networks
o Create a page on UDL
o Teachers implementing UDL
can use this to post on their
experiences
Monthly School
newsletter/bulletin
o Create a section on UDL to run
in every issue
o Teachers can sign up to write
about implementation in their
classes
June Professional Development
Day
Administrators and teachers will
discussion school growth plan and
rework school mission statement
First Professional Development
Day of the school year
(September)
o 1 day introductory UDL
training for staff, especially new
teachers who show interest
o New staff will fold in with the
others after the workshop
UDL inclusion for students with
significant disabilities (1 Day)
RT training (1day)
EA training (1 day)
Continue to have teachers share
UDL experiences at staff meetings
(10-15 minutes)
Continue to offer collaboration
time throughout the school year
Continue to update School
website/ school social networks
on UDL
Continue to have teachers sign up
to share their experience with UDL
for monthly school newsletter and
bulletin
Tag School District in school posts
on social media networks (e.g.,
Twitter, Instagram)
Increase parent buy-in on UDL
Forestall misunderstandings on
goals and procedures
Promote parental involvement and
PAC support
Promote more awareness of UDL
Establish UDL as a regular and
continuing part of school
operations
Recognize successful
implementers and
implementations
Revisit the school growth plan , if
necessary modifying goals and
mission statement
Ensure these goals and plans are
congruent with UDL
Increase awareness of and
involvement in UDL
Encourage teachers to use UDL,
help create materials and
classroom set-up
Create classroom environment
that accommodates everyone
RTs needs training on Consulting
skills, co-planning, co-teaching, co-
assessing and eco-behavioral
assessments skills
Maintain momentum
Offer face-saving opportunities for
late adopters and laggards to try
UDL if they become interested
 Transitions/Recommendations
Optimization

Review School Action Plan

Create school support system
o Should there be internal or external changes, staff can use the support system to discuss concerns and share
effective responses
Collaborate with other school communities that are implementing UDL
Build community with interested participants
Increase parent, community, school district, union, and Ministry of Education involvement
Anticipate and disarm criticism by transparency and making information public and easily accessed

Expert Training

Create and refine long-term UDL goals

Recommend UDL to the School District
Demonstrate that UDL works in practice by successful implementation and adaptation to local conditions
John Smith Elementary will accept visitors to the school on some Pro-D Days
o Teachers who are implementing UDL can share their experiences with interested visiting teachers
o Teachers may also visit schools which have expressed an interest in UDL to share information and answer
questions
John Smith Elementary UDL Teachers will create an after-school professional development series (5 evenings) on UDL
and make this available to their colleagues elsewhere