Edison Elementary:

Celebrating our
UDL Efforts
June 4, 2020
 The Overarching Premise UDL
Offer flexibility:
● In ways kids can access content
● In ways kids interact with content
● In ways kids demonstrate what
they know.

Give ALL students what they

need in order to succeed.
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Key Takeaways-
So Far This Week
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E for Equity- The Silent E in UDL

Inclusion vs. Belonging

*Kids need to have a say in how they learn, in
order to establish a sense of BELONGING

*Accommodations can sometimes isolate a

student.

*Focus on what kids CAN do

E for Equity- The Silent E in UDL
 “
People who have the MOST
control in changing systemic
inequity have never
experienced it.

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Other Key Takeaways
So Far This Week?

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 Staff Reflections
- UDL for Reluctant Teacher- Start with reflecting on one problem in
your classroom and making that one change. Use the “Plus 1”
approach- think of one thing that you do, then think of one way to
make it better (by presenting material in another way or offering
another option for students.

- Leveraging Technology to Remove Barriers- Without using the UDL

Framework, technology is just a tool without purpose. Tech tools
should engage students and remove barriers.
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 Staff Reflections

- Unleashing Your Inner Designer- It’s a PROCESS. It take practice.

Practice and focus on one thing at a time, then move on to the next.
Teachers must know that they CAN carry this forward: self-efficacy!

- Amplifying Learning through Innovation and Growth Mindset- Creating

“permission slips” to use as tangible ways for students to ask for
help or take a risk.

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 UDL Design Process:
Problem-Solution-Design-Reflection

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 Access to Assistive Technologies- Tina
Problem: Students are at all reading
levels in our classroom. When designing
lessons for reading we need to be mindful
of meeting them where they are in
regards to those levels.
Solution: Activities in Seesaw have voice
direction to them so the directions can be
either read by the student or played for
them to hear. When designing lessons we
are careful to choose books that are at
different levels, as well as books that are
read to the students in case they are
struggling with the text.
Design/Plan: We have created a collection of
reading materials in Epic related to the topic
assigned for the week and have included books
at the different levels as well as books that are
read to the students. We also have the option of
giving verbal directions in Seesaw which is done
on assignments to assist students that may have
difficulties.
Reflection: Students enjoy having choice not
only in regards to the books they are reading for
free choice, but also for class assignments.
Using Epic has also allowed for all students to
have access to the same books even when we
are not in the classroom together, and books that
are at levels that will most benefit each student.
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 Goal Setting- Nikki
Problem: Students are asked to
set goals all the time and I
wanted a more meaning way for
this to occur to see results.
Solution: Each week, students set
goals for themselves. This can be
either academic or life skills
based.
Design/Plan: During our morning meetings, we sit in a
circle and everyone has the opportunity to set goals for
themselves. The students are in total control of what
their goal is and because this is done weekly, it is easier
for them as well as myself to monitor and achieve. During
our Friday morning circle, we go around the circle again
and discuss whether we met our goals or not. If we did
not, we figure out how to alter it for the next week.
Reflection: Students enjoy being in control of they
own goal. I also see them going between academic
and life skills each week. Sometimes it matches with
what we are learning that week or an upcoming test.
Others use the Positivity Project as their goal for the
week. I enjoy this much more than a trimester goal!
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 Disengaged in Online Learning- Silvia
Problem: Some students didn’t
seem engaged in online
learning.
Solution: Give students choices
to demonstrate their learning.
Design/Plan: After each concept taught in Zearn, I created
a couple of assignments in Seesaw that students could
choose from to demonstrate their understanding. For
example, after they learned about volume, students could
choose either: MinecraftEdu Volume Project, in which they
had to record themselves building something in Minecraft
Edu and give the total volume of the figure; or Build a
Robot Project, in which students had to build a robot out of
materials of their choice and calculating the total volume.
Each assignment had a recording of the instructions, along
with example to assist students.
Reflection: Participation in math seems to have increased
since I have offered choices, which leads me to believe
that students have enjoyed being able to choose which
assignment they would like to complete. 15
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 Options for Presenting Research- Liz
Problem: I felt students were
limited in their options for how to
present a researched informational
report completed during 2nd
trimester.
Solution: I created a choice board of
platforms for students to explore.
This gave students choice in how to
present their information in a way
that fit with their personality!
Design/Plan: As a class, we took a day or two to go through each
of the platforms and discuss their capabilities and the advantages
they each held. Once students had been exposed to these different
tools, they had to choose one that best fit their creative needs.
They had the choice to create tangible or digital products that
included: imovie, book creator, Poplet, pages, pic collage, paper
book, keynote, or a poster. I also told students they could choose
something not on the choice board, as long as they were able to
include all aspects of the report’s rubric.
Reflection: The students loved having the power to choose how
they could present their researched learning. We had a wide range
of student work from artistic poster board projects, to well
connected Poplets, to organized and detailed slideshows! It
definitely increased the motivation and enthusiasm surrounding the
overall task of researching and reporting!
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 UDL Cohort 1:
Celebrating Tina and Nikki

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 Thank you for your
continued efforts!
Key Overarching Takeaways- How has this experience
impacted you as a teacher?
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 UDL Cohort 2:
Celebrating Silvia and Liz

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 Keep it up!
Year One Reflection- Is there anything that you learned
this year that you might want to build/expand upon
next year?
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 Thank you ALL STAFF
● For your willingness to continue
learning

● For taking risks

● For being intentional in your

efforts to engage your learners

● For trying to break down barriers

to reach ALL students!
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 MISC:
Information/Reminders

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 K-3 IRIPS-

● Need to be signed by teacher and myself.

● Be sure info listed is the most up-to-date data that
we had on the student.
● Parent signature should have “Covid-19 Closure”
written on it.
● Need 2 Copies of Final Document- One goes in Report
Card envelope and one goes in CA-60s

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 MISC
6th Grade Celebration- Sign up here. Please bring lawn
chairs, sit 6+ feet apart, park in the sub, consider bringing
a sign.

Field Day- Information pushed out to families tomorrow.

Live Kickoff GTM on Tuesday, June 9th- 10:00AM

Report Cards- Be sure to separate Special Ed report cards

and leave envelopes unsealed.
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 MISC
Finding Closure This Year- Consider planning a special
virtual meeting to close out the year; Possible idea-
Figuring out a way for this year’s classes to come
together momentarily at the beginning of next year for a
little bit of closure.

**Staff Meeting Next Thursday- 9:00AM**

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 Debrief From Webinar

Committee Sign Up- Please consider joining a committee

for Fall 2020 planning. It’s important to have ample
Edison representation!
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A Summary of 2020
(in 12 seconds)

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