Transforming High School Learning Environments: A Multi-Year Implementation Journey

Elizabeth Berquist

All In! EducationParkton, Maryland, USAlizberquist@allined.com

Kirsten Omelan Kirk Behnke

Region 4 Service CenterHouston, Texas, USA

komelan@esc4.net

Rene Sanchez Ashley Green

Chavez High SchoolHouston, Texas, USA

rsanch10@houstonisd.org

AbstractRegion 4 Educational Service Center, All In! Education and Chavez High School are engaged in a multi-year UDL implementation collaborative project titled: Universal De-sign for Learning, Transforming High School Learning En-vironments (UDL THSLE). With a specific focus on apply-ing UDL as the guiding curricular and instructional frame-work, the UDL THSLE Project draws on research about best practices in instruction to foster success for every learner. Using UDL as the guiding framework, participants in the Year 1 UDL THSLE Teacher PLC received targeted training to support designing classrooms that reach every learner. Professional learning opportunities were designed to support the district Teacher Appraisal and Development System (TADS). Training included technology integration, understanding the connection of campus instructional ini-tiatives, and strategies to improve teaching and learning. In Year 2, all campus staff members were introduced to UDL as the guiding framework for effective first instruction. This paper will describe steps taken by project leaders to sup-port teachers as they moved from UDL exploration to UDL integration. This paper will also highlight experiences of the UDL Leadership PLC as they worked to build personal capacity in the UDL framework in order to support teacher implementation.

KeywordsProfessional Learning Community, Implementation.

INTRODUCTIONThe UDL THSLE Project is a three to five year project de-signed to support teachers and administrators as they build capacity in UDL implementation. Using UDL as the guid-ing framework, participants in the UDL THSLE Teacher PLC have received targeted training to support designing classrooms that reach every learner. Training is designed to support the district Teacher Appraisal and Development System (TADS). Training topics have included technology integration, understanding the connection of campus in-structional initiatives, and strategies to improve teaching and learning. Project goals are to: build campus-wide ca-pacity related to the UDL framework, utilize the UDL framework to create a common language for linking exist-ing initiatives, implement the UDL framework through re-search-based instructional practices across content areas,

model and support the implementation of UDL through PLCs, and demonstrate initial indicators of positive change in educator beliefs, knowledge, and skills related to UDL, show student academic benefit from changes in instruc-tional practices, support Chavez High School in becoming an exemplar of UDL implementation. The project is in its second year. See our UDL Connect site for additional in-formation: http://community.udlcenter.org/group/udl-thsle-project.

BACKGROUNDRationale for ProjectRegion 4 ESC provides a wide range of services and sup-ports to K-12 LEAs and charters to improve student achievement. In the Spring of 2013 a review of regional student performance, drop-out and discipline data for stu-dents with disabilities indicated the need to design more in-tensive supports for high school campuses in implementing evidenced-based practices. Through an invitation to se-lected area districts, and a project application process, Chavez High School was selected as the first campus to participate in a collaborative UDL implementation effort. The state of Texas is currently emerging in reference to UDL Implementation; therefore, Region 4 recognized the need to support campuses, and build capacity at the ESC to support broader regional implementation efforts. To achieve both goals, Region 4 decided to partner with All In! Education to design and support this multi-year imple-mentation project with Chavez High School. UDL was identified as the guiding curriculum and instruc-tional framework for this effort due to its emphasis on im-proving outcomes for all learners. Region 4 ESC recog-nized that successful instructional transformation would only occur through an extended-learning capacity building project. Therefore, a multi-year project was designed to ad-dress this need. The project timeline is tentatively designed to be three-five years depending upon availability of fed-eral/state capacity building funds. The UDL THSLE Project is designed to support campuses in building capac-ity in UDL as it applies across content areas.

For this particular project, the focus is on campus-wide im-plementation of the UDL framework. The project is a multi-year endeavor to build campus-wide capacity for full-implementation of the UDL framework across content ar-

eas. The intent is to develop an exemplar campus by the end of the multi-year project support. The desire to have an exemplar will support the ESC in its efforts to scale UDL Implementation not only at Chavez High School, but throughout campuses across the region. The project follows the UDL Implementation process designed by The National Center on UDL www.udlcenter.org.

Selection of School and DistrictRegion 4 ESC and All In! Education developed an applica-tion process to demonstrate select a campus that demon-strated administrative and staff support to engage in a multi-year implementation effort. An application meeting was held to share project goals, expectations and commit-ments. Chavez High School learned about the application process for the UDL-THSLE Project via email from their central office Special Education Department. Chavez leadership felt that UDL would be a useful addition to their current initiatives: a 1-to-1 laptop conversion (PowerUp) and a re-cent move toward inclusive education. Chavez identified administrators and teachers who were interested in being a part of the project, assigned roles and completed the grant application. As a requirement of the project application, they secured the support of the Assistant Superintendent for Special Education and the Chief of Academics.Once accepted into the project, Chavez held a brief cere-mony with all staff prior to the start of the school year. To our knowledge, UDL THSLE is the only project of its kind at high school level in the state of Texas, and possibly, na-tionally.Chavez High School is a large, urban high school with over 3,200 students. Located in the southeast corner of the Houston Independent School District, it is still mostly a neighborhood school with 2,200 students living within the boundaries and an additional 1,000 magnet and transfer stu-dents attending from other attendance zones within and from outside the district. Chavez is 85% Hispanic/Latino, 13% African American and 2% other, largely Vietnamese students. In recent years, the English Language Learner population has grown to nearly 15%, Special Education is over 10% and Free and Reduced Lunch students comprise more than 85% of the population.

YEAR ONE: EXPLORATION, PREPARATION, INTEGRATIONCAST (2012) has described five phases of UDL implemen-tation: 1) exploration, 2) preparation, 3) integration, 4) scal-ing, and 5) optimizing. This model is based upon the work of Fixsen, Naoom, Blase, Friedman and Wallace (2005) and was designed to be a flexible, iterative process. In ad-dition to learning from the work of CAST, our collabora-tive team from Region 4 and All In Education relied on our own experiences with UDL implementation as well as the lessons learned by the Baltimore County Public School System and the Bartholomew Consolidated School Corpo-ration (see http://www.udlcenter.org/implementation/ four-

districts). All schools are variable and the implementation process is not designed to be lock-step. Chavez has repre-sented this variability, with faculty at different places in the implementation process throughout the past two years. Throughout Year One, the Chavez leadership was explor-ing the UDL framework as a basis for decision making while the teacher PLC was preparing for integration in their classrooms. ExplorationThe purpose of the exploration phase is to investigate UDL as a framework for decision-making, raise awareness about UDL among decision makers and determine interest and willingness to pursue UDL implementation (National Cen-ter on Universal Design for Learning, 2012). The UDL ex-ploration phase at Chavez High School began with a desire to learn more about instructional strategies to meet the needs of diverse learners. The school had recently made a commitment to the inclusion of students with disabilities, and at the same time, began to recognize that instructional shifts had to occur if they were to meet the needs of the vast range of learner variability present in their classrooms. The UDL framework, with its flexibility and focus on proactive options, was seen as a viable way to support ef-fective instruction for ALL learners, not just those with dis-abilities. PreparationWhen preparing for UDL, the focus is on creating a climate that accepts variability. In addition, school leaders are en-couraged to reflect on existing policies that may or may not support UDL, such as organizational and personnel struc-tures. Finally, a vision and action plan for implementation must be established (National Center on Universal Design for Learning, 2012). The project leadership team (All In, Region 4 and Chavez Administrators) introduced UDL to the entire staff during a schoolwide professional develop-ment at the start of the school year. All faculty were given the option of participating in a book study of Universal De-sign for Learning: Theory and practice (Rose, Meyer & Gordon, 2014). Staff who completed the book study and associated learning activities were provided a stipend through district funds. In addition, two professional learn-ing communities were formed, a Teacher PLC (TPLC) and a Leadership PLC (LPLC). The TPLC consisted of teach-ers assigned to the ninth grade inclusion team while the LPLC consisted of administrators assigned to evaluate the 9th grade team. IntegrationCAST suggests providing professional learning opportuni-ties to develop educator expertise during the integration phase. (National Center on Universal Design for Learning, 2012). In addition, Chavez leadership was tasked with cre-ating processes, resources and protocols that support the in-tegration of UDL. Throughout Year one, the TPLC and LPLC met monthly to build capacity in applying the UDL framework to instructional practices and leadership prac-tices. Both PLCS also engaged in professional develop-ment (PD) “Saturday Sessions” which focused on needs as-

sessed during the monthly PLC meetings. As an added in-centive, stipends were provided through the project to TPLC and LPLC members who attended the “Saturday Sessions.” The project leadership team worked to ensure that PLC meetings were focused on discussion and applica-tion and PD sessions were designed to provide Chavez staff with new information. In addition to supporting profes-sional learning communities and providing professional de-velopment, teachers had the opportunity to engage in 1:1 or small group lesson planning sessions. Refining their lessons with a UDL expert was a step toward applying knowledge to instruction. Monthly walk-throughs were conducted as a way to collect formative data on classroom instruction and application of UDL. PLC Coaches and Chavez administrators shared patterns related to the UDL Guidelines. This information drove PLC conversation as well as future PD topics. Year One also included observa-tions to Baltimore County, Maryland, where a UDL PLC project had been underway for three years. These visits al-lowed team members to see UDL in practice and discuss the implementation journey with educators and administra-tors who had participated in a similar process. To support future capacity-building efforts, all content from each TPLC, LPLC and Saturday professional development ses-sions are maintained through a UDL THSLE group located on the UDL Connect Online Community site. See Table 1 for a of Year One feedback from the teacher and leadership PLCs. At the end of Year One, the project leadership team met to review progress toward UDL THSLE goals and de-sign a future plan focused on integration at Chavez. The team also compared Fall and Spring formative feedback from faculty who had participated in the TPLC and LPLC.

Table 1. Fall and Spring TPLC and LPLC sample feedback

Fall Spring

TPLC

-Anxious-Difficulty seeing con-nections to project as a process and not quick

fix-Where does UDL fit

in appraisal-Need explicit UDL

connections

-Moving away from asking what teach-

ers are doing to looking at what the students are doing

-I have a better feel-ing for the expecta-

tions-Those that have

“shown up” are very motivated and opti-

mistic

LPLC

-How does this con-nect with current ini-

tiatives?-What is my role in

this project?

-I feel much more comfortable with

the UDL guidelines and framework.

-I can talk to those that I appraise about how to apply UDL to strengthen in-

struction

YEAR TWO: INTEGRATION AND SCALINGGoals for Year Two included continued integration and scaling. The project leadership team recognized that Chavez staff members would be at different places in the UDL implementation process and thoughtfully designed professional learning opportunities that involved options for those new to UDL and those who had participated in the book study or TPLC. Strategies for integration in Year 2 in-cluded:● Re-establishing commitment from returning TPLC and

LPLC members● Recruiting new TPLC members through an application

process● Two-day UDL Institute for entire campus administra-

tive team● Three-day Co-teaching institute for co-teach partner-

ships● Half-day campus-wide UDL professional development

and break-out sessions during beginning of year staff development

● Sharing of UDL as the guiding curricular framework with community partners at annual “Chavez Partner-ship Breakfast”

● Campus-wide book study on UDL Now! ● Early dismissal professional development sessions on

UDL for non-cohort teachers and leaders● Continuation of TPLC and LPLC in-depth study and

application of UDL● Professional Development “Saturday Sessions” with

the continuation of project stipends● Observations at Bartholomew Consolidated School

Corporation in Columbus, Indiana ● Began “UDL Spotlight” as a way to integrate the UDL

language into the instructional feedback process for all teachers

● Aligned district Teacher Appraisal and Development System (TADS) to the UDL Guidelines

● Teach administrators and teachers outside of the PLCs to conduct ghost walks and provide quality feedback

● Engage campus in social emotional professional devel-opment aimed at developing multiple means of en-gagement strategies

● UDL Instructional Rounds

Scaling UDL involves enhancing effective processes and organizational supports and expanding UDL practices throughout the school or community. As a result of thoughtful preparation and integration of UDL into the leadership team vision, the project leadership team launched the Chavez Circle, which is a visual representa-tion of the alignment of campus initiatives with UDL as the guiding curricular and instructional framework for first in-struction. The Chavez Circle aligns all of the initiatives on

campus with the Teacher Appraisal and Development Sys-tem provided by the district with the priorities of the cam-pus. See Figures 1 and 2 for a depiction of the Circle and related Initiatives. Figure 1. Chavez Circle

Figure 2. Chavez Circle

MOVING FORWARDRegion 4, All In! Education and Chavez plan to expand the project to include an additional cohort of teachers in the coming year. The campus as a whole will take a deeper dive into implementing UDL in classrooms and throughout the school. A primary goal of Year Three will be to design supportive ways for Region 4 and All In! Education to transfer more of the PLC and professional learning leader-ship responsibilities to the campus leadership team. In addi-tion, we would like to develop the capacity of students to serve as UDL expert and evaluators. We envision students coaching students on how to develop choice within the con-text of their own learning. We have held preliminary plan-ning sessions to determine our next steps for Year Three of the UDL THSLE Project. Strategies for integration in Year Three include:

Continued recruitment of staff members for a sec-ond TPLC through an interest meeting and appli-cation process

Inclusion of current PLC members in the recruit-ment process

Celebrations of learning and classroom application from the current TPLC members

Provision of testimonials by current TPLC to the campus regarding UDL implementation in their classrooms

Exploring how the campus leadership team might take the lead in supporting the current TPLC

Exploring and preparing for student involvement in campus-wide UDL Implementation efforts

Continued support for current LPLC & TPLCs dates for the year - one per month

Continued professional learning opportunities “Saturday Sessions”

Continued visits to other UDL Implementation sites

A 1-2 day UDL institute for new staff, or returning staff who would like to extend their learning and application with the current PLC members leading and designing the institute

UDL Instructional Rounds End-of-year campus celebration Exploration creative incentives for participation Exploring how to structure campus scheduling and

assignment of responsibilities in an effort to desig-nate certain staff members as UDL Facilitators

ACKNOWLEDGMENTSWe acknowledge that this project is funded by federal and state grants provided to Region 4 ESC through the Texas Education Agency. The authors would also like to thank the leadership and teachers of Landowne Middle, Prettyboy Elementary, Halstead Academy, Baltimore County Public Schools, MD, and the Universal Design for Learning Staff of Bartholomew Consolidated School Corporation in Columbus, IN, and UDL experts Nicole Norris and Lisa Carey for their contributions to our implementation jour-ney.

REFERENCES CAST, National Center of Universal Design for Learning (2012). UDL Implementation: A tale of four districts. Re- trieved from http://www.udlcenter.org/implementation/ fourdistricts

Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M., & Wallace, F. (2005). Implementation research: A synthe-sis of the literature. Tampa, FL: University of South Flor-ida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network.

Meyer, A., Rose, D.H., & Gordon, D. (2014). Universal Design for Learning: Theory and practice. Wakefield, MA: CAST.

National Center on Universal Design for Learning. (2012). UDL Implementation: A Process of Change [Online semi- nar presentation]. UDL Series, No. 3. Retrieved from http://udlseries.udlcenter.org/presentations/udl_implementa tion.html

Novak, K. (2014). UDL NOW! A teacher’s Monday-morn-ing guide to implementing Common Core Standards using Universal Design for Learning. Wakefield, MA: CAST.

APPENDIX: GOALS, STRATEGIES, SUCCESSES AND BARRIERS

Year 1-Goals Strategy Success Barrier

Goal 1:Build campus-wide

capacity related to the UDL framework

Facilitated Online Course “UDL Theory to Practice”

Teachers throughout the building had the opportunity to engage in

UDL exploration and receive feedback regarding their learning

and application.

Several of the teachers who ac-tively participated in book study applied and were accepted into

the TPLC for Year Two.

Timely submissions of reflec-tions from teachers partici-

pating in book study. Provi-sion of feedback and oppor-tunity to assimilate learning

was diminished.

Participation was limited given the size of campus.

Goal 2:Implement the UDL

framework through re-search-based instruc-tional practices across

content areas

Professional Development Sessions

Teachers have a deeper under-standing of the UDL Framework.Teachers were able to receive specific feedback regarding les-son and environment design.

Attendance and investment of all members of the PLC.

PLCs

Lesson Design Coaching

Goal 3:Model and support the

implementation of UDL through sup-

ported PLCs

Teacher PLC Teacher and leader use of UDL language in their classrooms and in conversations has improved. Leaders have created a walk-

through form rooted in UDL that is used for all teachers to receive

feedback.

Staff attending spotlight campus visits return and are able to inte-grate their learning to their class-room environments as a result of their understanding of the UDL

framework.

Currently, there is not a regu-larly designated time during work hours for teachers in

the cohort to meet.Leadership PLCLearning Walks and De-briefs

Spotlight Campus Visits

Goal 4:Show indicators of

positive change in ed-ucator beliefs, knowl-edge, and skills related

to UDL

UDL THSLE Pre/Post As-sessment (fall & spring)

Beliefs and knowledge of UDL increased from the beginning of the implementation to the end of

year one.

Though more teachers are aware of the UDL cohort and

PLCs, there are still some teachers outside of the PLCs who see it as an infringement of their teaching autonomy.PLC Debriefs