JAMES D. BASHAM, PH.D.UNIVERSITY OF CINCINNATI

Emerging UDL Practices Within Cincinnati

In a nutshell…

Provide a quick overview of the school system

Snapshot of the UDL STEM initiative Share specific practices Quick Lessons learned Our future focus

Overview of the Schools

Cincinnati Public Schools (CPS) is a large urban public school district in southwestern Ohio with 58 schools.

Average daily student enrollment is roughly 33,700. Student population: students who are culturally

diverse (76.2%), students who are economically disadvantaged (59.9%), and/or students with disabilities (20.3%).

In 2007-8, CPS met 9 out of 30 state indicators and received a “continuous improvement designation”.

Currently, 9.7% of our core academic elementary and secondary teachers not being taught by highly qualified teachers (SY 2007-08).

Snapshot of the STEM InitiativeScience, Technology, Engineering, & Mathematics (STEM) Through a regional partnership (University of Cincinnati,

FUSION Center, lead partner) Short-term: Redesign two schools (1- PK-8, 1-HS) to have an

innovative STEM Focus Both are public and open to all students. Taft STEM Elementary is a UDL based STEM School

(Opened August 2008) Hughes STEM High School utilizes UDL in practice

but is not the “foundation” (Opened August 2009) Identify and learn from “things that work” Long-term: Grow beyond the two schools (CPS and the

region)

UDL in Practice

Taft STEM Elementary: UDL and Inclusion in Practice

Professional Development Professional Development (PD):

Foundational (intensive multi-week two summers- numerous topics)

Continuous Just-in-Time OR Embedded PD (On-Site Support)

Technology Resources Foundational Technology: Interactive whiteboards, laptops,

desktops, wifi, etc. Modular Technology: Software, iPods Touches, Apps, iTunes

U, digital probes, Mindstorms Legos, Digital Backpacks, etc.

UDL and Inclusion in Practice

Instructional Practice UDL at foundation.. “Let’s think through the three

principles…” Project- and Problem-based learning Use of various evidence-based practices & strategies Co-teaching, small group, differentiated instruction,

and flexible service delivery

Snapshot of Lessons LearnedLessons Taft STEM (Year One):

UDL works well as a foundational framework Teachers (and students) have shown continuous growth

and understanding Integrates well with STEM, problem-/project-based learning

PD was needed & successful Teachers felt “just-in-time” PD was most useful

Resources are needed: Teachers felt mobile and flexible technologies are core

components of the school and essential to instruction. iPod Touches (with apps); extremely useful individualizing

and differentiating. Need access to “research databases” for locating

scientifically-based (evidence-based) practices

Future Plans…

“Elementary Initiative” 16 lowest performing elementary schools Some early targeted “turnaround” efforts

underway. Starting to coordinate various district entities

and resources to provide for all students In early planning with Department of Student

Services to rollout a larger UDL focus throughout the Elementary Initiative. Professional Development Resources On-going facilitation and support

Contact Information

James D. Basham, Ph.D.Special Education and Instructional Design & TechnologyUC|FUSION STEMM Research and Outreach CenterUniversity of Cincinnati

Contact Information: Phone (513) 556-9135E-mail: james.basham@uc.edu511D Teachers College (ML 0022)2610 McMicken CircleCincinnati, OH  45221-0022