Ortiz S TPDP 2

TPDP Sydney Ortiz 2023 1
TPDP
Sydney Ortiz
California State University Fullerton
2023
Table of Contents
Purpose
Target Population
Technology Access and Use
Professional Development Practices
Needs Analysis
Survey Development and Administration
Survey Results
Needs Statement
Literature Review
Research Support for UDL in an Online Environment
The Characteristics of UDL
Ways of Using UDL Effectively
Professional Development
Conclusion
ISTE Standards for Educators
Goals, Learning Objectives, ISTE Educator Standards, and Assessments
Instructional Strategies
Scope and Sequence
Budget
2 Hour Professional Development
Planning
Implementation
Day one
Day Two
Evaluation
Day one
Day two
Reflection
Reference Section
Appendix A
Appendix B
Appendix C
Appendix D
Purpose
California Connections Academy (CalCA) is an entirely virtual charter school with
a mission to provide students with every opportunity to be successful. Technology is an
integral part of live lessons taught through Zoom. However, a percentage of teachers
still feel they need more confidence in differentiating instruction for those who need it
and need more confidence in accommodating all student's needs in an online
environment. This is unacceptable for a school heavily reliant on technology and has a
large percentage of students with disabilities and language barriers.
This professional development plan will focus on universal differentiated learning
(UDL) while growing in empathy and expanding inclusion. Teachers will be able to
identify the causes of a student’s turbulent social-emotional environment and apply the
different accommodations that can be provided by the online softwares we use. This will
build our educators confidence to identify and implement new programs innovating their
virtual classroom.
Target Population
California Connections Academy is a fully online school with students across
California. It is divided into six regions: Southern California, Central Coast, Central
Valley, Northern California, and Monterey Bay. A majority of students are located in
Southern California. Our total enrollment is 8351 students. Demographics range from
American Indian or Alaskan Native 5.40% Asian 8.95% Black/African American 13.87%
Native Hawaiian or Other Pacific Islander 1.95% White 58.22% preferred not to disclose
this information 0.10% Multiple 11.51%. As of the 2021-2022 school year, there are over
200 English learners and many students with IEPs and 504 plans.
Currently, we have 275 general education teachers and 39 special education
teachers from kindergarten to high school. High school teachers average around 250
students a semester. The average ratio is 30:1 students to teachers.
The vision of our school is: “California Connections Academy Schools educate
to empower compassionate global citizens by leveraging 21st century education
resources on behalf of students who need a more personalized approach to learning to
maximize these students’ potential and meet the highest performance standards.”
According to the WASC CDE Self Study Report, these needs are met through our
Schoolwide Learner Outcomes (SLOs), becoming effective communicators, critical
thinkers, technology users, and self-motivated learners while excelling in their academic
achievement. Our school has prepared student for a technology-driven world while
introducing them to a driven curriculum in a virtual environment.
Technology Access and Use
All students are required to have access to the internet and a computer. They
can use their personal devices, but if requested, the school will provide a Chromebook
for free. Students are expected to log in daily to complete assignments, attend live
lessons, and complete coursework. Teachers are given work-provided computers,
including a monitor, laptop, headphones, and document camera devices. Teachers can
choose between a PC or a Mac device and can access programs like Office, Google
Suite, and other staff-related materials. Our staff have been introduced to softwares like
Nearpod, Kahoot, Edpuzzle, Class, and are encouraged to research new materials to
enhance our live lessons for our students.

Professional Development Practices
In addition to weekly mini-trainings that take place each Tuesday as a 30-minute
session that presents a variety of topics from any department, we also have
professional development (PD) that has focused on a variety of topics. Our school
currently partners with Pearson to provide our curriculum. This also allows us to take
advantage of their synchronous and asynchronous professional development
recordings. This usually means taking a topic like technology usage, leadership, best
practices for an online classroom, equity, inclusion, app applications, and more then
recording them and making them available for asynchronous viewing. Each PD
averages an hour or so and can be completed at the staff’s leisure. Our school expects
us to complete about 6-8 PD trainings a school year. In addition to this, we have
scheduled professional development with a program known as Capturing Kids Hearts.
We adopted their EXCEL model- engage, x-plore, communicate, empower, and launch.
They focus on best practices with students and building a better classroom: Engage-
focuses on interacting personally with your students by building connections that help
reduce their anxieties and feel welcome in your classroom. X-plore- allows teachers to
learn more about them through journal and self-reflection activities. Communicate-
focusing on making your lessons relevant. Empower- giving students opportunities for
autonomy and leadership. Launch- sending them off with a meaningful end to each
class. At the beginning of each school year, there is a featured speaker and focused
theme. Based on this theme, all live professional development done over the
back-to-school week retreat is focused on them and carried throughout the year.
Needs Analysis
Many accommodations are intrinsically embedded into Connections Academy.
However, there is still a need for the best Universal Differentiated Learning for all
students. After consulting with the inclusion and equity officer at Connection Academy,
she observed that teachers need help implementing UDL. As the school transitions into
a new curriculum and learning softwares, there must be an innovation in their ability to
reach all students.
In order to get a better understanding of where Connections Academy can grow in
equity and inclusion when it comes to UDL, a survey has been administered that looks
qualitatively at their needs regarding technology ability and usage and, based on their
department, how supported they feel in providing all the accommodations their students
need.
Survey Development and Administration
This needs analysis survey was conducted with 40 teachers working in SPED,
EL, and the Electives department within Connections Academy (see Appendix A for the
full survey). Twenty-eight teachers voluntarily took the survey. The thirteen questions
focused on the following themes: How confident teachers are with technology and
getting the support they need, the needs of students with accommodations and
challenges in an online classroom, and how well teachers feel the school is meeting
their needs. Based on their answers, it can be ascertained what area of focus needed
the most attention when it came to creating a Universally Designed Learning

environment and what level of preparation teachers would need to feel confident when
applying new technology to accommodate those needs.
Survey Results
For clarity, some questions were omitted from these results as they were found
not to be well-worded or relevant to the goals of the survey. Question numbers in each
presented figure are not correlated to their place in the form (See Apendix A).
All those who responded to the survey felt confident in their knowledge of online
tools (See Figure 1). Teachers felt they knew other teachers they could contact, such as
supervisors and others in their department, if they needed guidance on what to do next.
They are also used to having trainings on a regular basis and are open to learning new
things(Figure 2.1).
Figure 2.1
Do you feel intimidated to use the technology required for this job?- Why or why
not?
I feel comfortable learning new tools.

I'm confident in my abilities to learn how to use them.
I do not feel intimidated, partly I think because I grew up coding for my MySpace page
and then my second job was at a business management software company so they
trained me really well on basic tech organization, shortcuts, and troubleshooting.
I don't feel intimidated because I am supported by my admin and PLC team. If there is
something that I don't know I can always ask questions.
I feel comfortable working with technology because I've grown up with it. I also used a
lot of different tech tools during my teacher Ed program and student teaching, due to
the pandemic.
I feel like I have been trained in the skills that I need to complete most of my required
tasks. The one area that I would like more training is in using Excel/Google sheets:
there is more usability there than I know how to use.
I have been here for 4 years and feel fairly confident in the things asked of me. My first
year, I was very overwhelmed and stressed but that comes with the territory of learning
a new thing and new job really.
Some things. People explain quickly like everyone understands.
I have used technology tools quite often before teaching here so I am confident in my
skills and abilities.
I have up to date skills and am comfortable asking colleagues for help.
We do receive a lot of training. However, we're in a transitionary period and because of
that we are dealing with a lot of new tech and procedures. It's going to take some use
to, but I know we have a great staff where we can lean on one another for support.
I love technology and any opportunity to learn how it can make me more effective
and/or efficient at my job :D
We tend to change/add systems a lot. It can be too much to keep up with.
People willing to help.
Most of it is intuitive, and there are lots of people I can reach out to for support.
I have a lot of personal experience with technology and can generally apply that
knowledge to most professional challenges.
Most of the tech used is familiar to me and I feel comfortable asking questions if I need
help.
The technology required for this job is standard for online education.
It's all pretty intuitive, and through trying it, can usually figure it out
I always get help if I have tech problems but that is rare.

Anything can be learned with enough effort and the right attitude.
I am comfortable in my ability to use various technology. I also have a background in
edtech.
For the most part the actual teaching for art I am already comfortable with the tools,
and the changes we are presented each year generally have a fairly quick ramp up
time.
I feel everything is working for me at the moment.
If I don't know how to use something there are plenty of tutorials to help.
I feel like the trainings are usually good, and there are point people to ask who will walk
me through when I am struggling who are well trained. I have even received help from
staff when I didn't yet know I needed it (thank you John Sturdivant for monitoring Class
links!)
I've been in online learning for several years so I'm comfortable with the technology.
When asked about the challenges students face in an online school, teachers
found that students who struggled to understand where information was located, were
disorganized, or lacked time management struggled greatly. Those with SPED or EL
accommodations found a significant need for alternative assessments and curricula to
meet them where needed. The inability to be physically present in front of students
allows avoidance behavior and challenges ELs or SPEDs who could benefit from
immersion in a brick-and-mortar classroom (See Figure 4 & Figure 5.1).
Figure 4
Question 4: Based on your profession what do you find to be the most common
challenge your students have with their academics?
Reading and writing
In this virtual setting, the most challenging thing is students keeping themselves
accountable at times.
For my 9th graders: spending too long trying to figure something out all by themselves
so that by the time they know what they are supposed to do, they're already an hour
into their efforts and they have less energy to actually complete the assignment.
Students overcome this by knowing where to find correct information on message
boards/ lessons on their own and/or reaching out to their teacher who typically explains
everything they need in 10-15 minutes and then students are able to focus all their
energy on performing well on the academic task.
The most common challenge is self discipline.
Organization of information
Setting aside an appropriate amount of time to complete their work.
Consistency, motivation and someone at home consistently checking on them and
holding them to a higher standard of accountability.
Discipline to get it done
Often I see a lack of motivation and students not knowing how to push past it or
remotivate themselves
Accountability - students don't always log in.
Time management
Staying organized to complete all work/assignments on time
The assignments we give our Diploma-bound SPED kiddos are, generally, too difficult.
We need an alt curriculum which still meets diploma requirements without being
extremely too much for our students
Accomodations and modifications for each student
EL students face a unique challenge in high school of having to learn complex content
in a language that they are not fully proficient in.
Learning independently can be difficult and students most often struggle to advocate
for themselves and determine what supports they may need to seek out to be fully
successful.
executive functioning and study skills
My students who need literary pieces translated have to perform extra steps so they
can learn.
since it's independent study, how to set/organize and schedule their day, and school
time, to be effective in learning and staying on top of everything
Advocating when they need help and understanding their accommodations.
Lack of support at home when working on assignments, either due to the CT/Parents
not knowing HOW to help (not having the background knowledge or education to do
so) and/or them simply not being AVAILABLE to help.

Understanding content, completing lessons day to day.
Teaching online the greatest challenge for students I think is learning self-motivation,
once we can get them to embrace that they do terrific. If they can't, they generally do
better in a brick-and-mortar school where they have in person guidance and every
step.
Being able to be on track
The biggest challenge ST's face is engagement.
There are often barriers to submitting assignments, especially with the dropbox. My
class is video based, and almost all portfolios are too big for the dropbox. I also think
that reteaching is harder in the online environment when students don't get the content
because they are moving through so quickly.
Logging in regularly to complete work and having sufficient support/encouragement at
home.
Figure 5.1
Do you find that those challenges change/or are heightened when they are in an
online school? - If yes, in what way?
In an online setting, students are reading material on their own versus hearing others
read. For writing, students can submit a blank response for a writing assignment and
we as teachers will reach out but it is not always possible to reach the student or the
student will not always complete the assignment.
Theoretically our setting should make this easier, as students do not have to compete
for teachers attention IRL - they can text or set up a specific 1:1 time to ask questions;
however, I find some students (especially 9th graders who were with our school in 8th
grade when they had back to back live lessons with teacher instruction most of the
day) avoid reaching out because their teacher is not present with them (either virtually
or physically). It is a quandary!
There is no outside party that is meeting face to face and making the student work. It is
all on them and their parents.
Students have a lot to keep track of, and I think that they often aren't taught how to stay
organized
The students aren't actually sitting in class; they can easily be distracted by family
obligations, video games, or other activities.
Its a lot easier to put things off, ignore calls, etc. When in person, they are in front of
you daily.
Noone is there making them work
Not physically able to stand in their proximity.
They have a lot of freedom at home and those that need supervision do not receive it.
Sometimes they just give up or start turning things in unfinished
Since our EL students are doing school at home, they aren't always getting exposed to
the oral components of the English language on a daily basis. This presents an
additional barrier to them acquiring important language skills.
In an online school students are not left on their own without support but it can be more
difficult for them to make the decision to reach out when they need help. The distance
in physical proximity from staff adds an extra challenge where students will need to self
manage and reach out for help.
In brick-and-mortar schools there is more freedom in the modification of curriculum.
Most schools have developed Sheltered English classes to help newcomers and EL
1/2 learners acquire their English language skills.
Students are often at home working on their lessons alone, and for students with
Special needs that can be not only challenging, but defeating when they cannot get the
work done and in turn fall behind - then are faced with trying to catch up.
Because many ST's are on their own with little accountability much of the time it's on
them to work on their courses
If I was using dropboxes in a brick and mortar, I would have more control over which
platform I'm using to accept those docs. I also would be able to make time in a daily
schedule for a reteach. I often reteach in LiveLesson, but as we know not a lot of
students attend.
Students who have accommodations typically need alternative portfolios,
extended work time, audio and visual representation, text-to-speech, graphic
organizers, or transcripts (See Figure 6).
Figure 6
Question 6: What types of accommodations do your students typically need?

Alternative portfolio-sources provided, sentence starters provided
Extended time
Audiobooks, speech to text, text to speech, sentence frames, graphic organizers,
alternate portfolios, color mapping, calibrated language during instruction and feedback
(ex. an EL student may not know what a 'canoe' is but they do know what a 'boat' is -
so calibrate that language).
text to speech and untimed tests.
Shortened responses, text-to-speech, speech-to-text, translation, captions, etc.
Use of bullet point answers, graphic organizers, and retelling or oral explanations of
instructions.
Most of mine need to do retakes, need help scaffolding, finding key and main ideas,
organization, time management.
Longer time, shorter assignments
One-on-one help, no timed assessments, alternative options for certain assessments
Extra time, teacher provided notes, use notes on test, test corrections for up to full
credit.
We have simplified portfolios that do not require students to read as much or produce
as much writing. However, they are still covering the content of the unit. Either through
instructional videos to analysis of political cartoons.
Chunked assignments, writing reduction (ie. 5 paragraphs to 3 paragraphs), extended
time, text to speech
Some that really help include alt assessment options (like giving answers to teachers
over the phone). Unfortunately not all gen ed teachers understand the challenges
faced by SPED students and they will not pay attention to the accommodations or
expect these students to perform at the same level as GE students
Mostly more time
Text-to-speech, written translations, alternate or reduced assignments.
More frequent individual check-ins and help with time management skills.
extra time, verbal and visual instructions, asynchronous learning
Graphic organizers, 1:1 instruction; audio materials; translation apps
I don't know, the technology usually has some embedded options, that can be helpful if
needed
*Student may use notes (e.g. Formulas) for assignments, quizzes, and tests
*When available, student will be provided with alternate assessments to demonstrate

mastery (Caretaker, Learning Coach, and Student will communicate with General
Education teacher(s) to determine appropriate alternatives)
*When available, student will be provided with alternate portfolios to demonstrate

mastery (Caretaker, Learning Coach, and Student will communicate with General
Education teacher(s) to determine appropriate alternatives)
*Assessments/Assignments untimed (not to exceed 24 hours) *Bullet Responses
Allowable for Non-Essay Responses
*Teacher will drop non-standards based lessons as appropriate, or lessons in which

student has already demonstrated mastery of the standard; teacher will communicate
to the team which lessons have been dropped *Upon parent request and teacher
approval, student may turn in corrected assignment for partial credit in all classes,
when it is determined to be beneficial for student.
*Student may use a Calculator
*Text-to-Speech
*Speech-to-text
Calculator, Text-to-Speech, Extra Time, Corrected Work, Note Guide, Alternative
Portfolios/Assessments, Graphic Organizers, and Check for Understanding.
writing, understanding meaning of text
Students with accommodations outlined in a 504 plan or IEP are easily addressed, but
sometimes students need adaptations to software or hardware they prefer to use.
Sometimes students present an idea for an independent study and that I usually will
work with as well since they are even more self-motivated.
They just need to go over the assignments for them to be succesful.
Reduced work load
graphic organizers, portfolio scripts, clear examples.
Coming up with a schedule together or requiring more than one call/check-in a week.
Overall, teachers feel that the school provides a good amount of
accommodations to these students as their case managers are the ones that tailor it to
their needs. Additionally, EL and SPED teachers find that because of the flexible nature
of our online school, it reduces the number of additional accommodations necessary.
Those who have more mixed feelings on the amount of accommodations given feel that
some teachers are not providing enough alternative portfolios or giving the wrong type
of accommodations that can distract more than help (see figures 7 & 7.1).
Figure 7.1
Do you find that our school provides enough accommodations for the needs you
listed?-Why or why not?
Teachers create the extra resources but it would be nice to have more programs
available for students who need more support.
In a lot of ways, our school is independent study, so students have extended periods of
time to complete work built into the program.

Because we, teachers, have created all of the accommodations listed above ourselves!
Our school is more structured to support students that require accomodations.
We have a lot of tech built in, which is helpful for making the content more accessible
to students.
I do not know how much of this other students are doing.
We do a great job supporting students and are very accommodating and generous with
our time.
Not sure
Our school already implements many accomodations as schoolwide policies.
We are an independent study school.
Every department has alternatives for our 504/IEP kids
Our students need far fewer accommodations due to the flexibility that our environment
allows both for students to complete work but also for students to receive assistance
Again, we just need better options for our SPED students who have very low cognitive
skills or struggle especially with certain subjects. The accommodations we offer are not
enough to bridge the gap between what they're expected to do and what they're
actually able to do
Some features like written translations of lesson content and text-to-speech are limited
in our current platform.
We have a variety of resources for students and their teachers to use in order to help
them manage their time effectively and receive one on one support on a regular basis.
It is common for our students to need some accomodations
Although we have improved quite a bit, it is still disappointing that not all content areas
have alternate portfolios to support the educational needs of students in special
populations.
I think there are a good amount of accommodations that can be provided within
technology, and teacher editing or taking into consideration too
All the teachers work with the STs who have accommodations
I feel that some accommodations that are available need to be looked at for their
effectiveness and reasonableness in this setting, such as Note Guide - it doesn't
specifically state that the student can use it on their assessments, and there isn't an
accommodation for notes to simply be provided which could be a great accommodation
for some students with attention issues where following along during a lecture or
watching a video to fill it in, is pushing their limits and at times, just inappropriate.
It would be nice to have add on capabilities for Google Slides to be able to translate the
slides. I have to use powerpoint and then convert. Having the option to have translation
in Zoom/Class work properly. I tried using it the other day and it did not work.
We are built to allow for adjusting our portfolios/assignments in that we do not need to
move the entire class forward at the same time as we would have too in person, we
can allow some to work ahead and some that need extra guidance we can provide it.
Sometimes is hard to get a hold of some TEs to help sts
Most kids with accommodations are able to pass their courses.
I am able to provide most of the accommodations students need on my website. The
addition of cover pages to lessons has been a game-changer, too, in providing
students who don't attend LiveLesson the instructions that they need.
When we put the resources to work they usually work for the students that this is the
right school for them.
Teachers have mixed responses regarding the success of some virtual tools like
Zoom, Gimkit, Nearpod, and others. Zoom is our interface for live lessons for all
classes. Any other tools would be add-ons or supplemental learning material outside of
class. Some find Zoom helpful and provide many accommodations, but the program's
success depends on the individual student. EL teachers find that Zoom alone may not
be enough for their students. Other accommodations integrated into pedagogy may be
necessary (See Figure 8 & 8.1).

Figure 8.1
Do you think our online tools (zoom, kahoot, nearpod, canvas, etc) provide
enough accommodations for your students?- Why or why not?
I use Nearpod for LiveLessons and students can have the slides read to them in many
different languages.
Teachers do their best to learn the tools and offer a lot of variety. Students seems
comfortable using them when they reach the older grade levels -- so it seems that the
tools work.
I think it depends on how the teacher use it. Like Nearpod, you can do virtual field trips
to help all students with descriptive language, but that was just something I found on
my own to help my ELs.
I think these tools do provide enough because the teachers behind these programs are
very hard workers that really want to see growth in our kids.
These tools provide many ways to scaffold content and provide accommodations to
individual students within the larger learning environment.
Zoom has been super helpful working with EL students because I can use gestures,
translate, and modeling to help support my students.
lots of great tools and resources to use, maybe sometimes too many.
Not sure
There are lots of options available and some are able to be custmized
Our curriculum is not amenable to individualizing for students.
Tools are broken and do not enable us to provide the best service at tiems.
Assuming teachers are using online tools to their full capacity, online tools provide a
wealth of opportunity for students to receive accommodations and assistance with their
work
We all need more training on these platforms in order to use them for more
accommodations
They help a lot, but on their own they are not enough for EL students.
The tools can be used to provide resources seamlessly and to model effective practice.
They are varied and easy to learn.
It really depends on the needs of individual students.
if used to their fullest by student (and teachers) then yes. If not used, then sometimes
no.
These are tools to use to improve our Sts learning experience.
I have not used Canvas so I cannot say anything about that platform. Zoom, not really -
I feel that most of the tools are good, but it lacks the ability to drop lessons in the
session directly to the students.
I think there are additional tools that would help our diverse population.
It gives us even more ways to communicate with students and find ways to inspire a
variety of learning styles.
Because the ST's that engage generally pass their courses.
Students don't seem to need additional stuff.
Lots of online resources to do and try different things for different needs.
Teachers do feel supported to try new innovative tools with their students (See
Figure 10) Some look to games, Google add-ons, translation features, Flip, OWL, and
better school user interfaces for daily virtual learning. However, there are many teachers
who aren’t sure what tools are out there and are satisfied with what we have (see Figure
11).
Figure 11
What technology tools would you like to see incorporated in the classroom
more?
Thinking Maps
Games
Google Add Ons!
Honestly, I'm not sure
I don't know.
not sure
Not sure
Peardeck
No more for now
More interactive tools like polls, individual chat boxes to control how ST answer
questions and guide discussions.
Better systems than Connexus - if students had a more up to date class tool (i.e.
Canvas, Google Classroom, etc... ) they would be much more prepared for future
educational opportunities like college
Not sure, whatever helps STs do their work more efficiently
NA
Easy and intuitive translation features.
Written step by step guides can be extremely helpful for complicated tasks and
students can revisit them as much as they need.
I can't think of anything else.
Flip (formerly Flipgrid)
I wish the school would pay for premium versions of educational software for teachers
to use/incorporate (for example w/ kahoot)
Needs Statement
Based on the survey results, the staff at Connections Academy feel open and
interested in innovating our program. Teachers recognize the challenges students face
in an online environment and that it is something that only works for some disciplines,
being the main example. Answers from SPED and EL teachers highlight the work they
are doing to advocate for their students. It shows a need for reinforcement and support
to provide a Universal Designed Learning environment that best meets the needs of all
students. Professional development for the year would be focused on setting students
up for success. This would be looking at informing teachers of the accommodations and
challenges that students face in an online environment and how teachers can best
address their needs. Topics would focus on accommodations, modification to
assessments and pedagogy, and identifying and implementing virtual games and tools
in their classroom.
Literature Review
California Connection Academy is a completely virtual school that provides
elementary through high school education across California. After a discussion with the
Equity and Inclusion officer at our school, she shared with me that she finds the
application of UDL a challenge for staff. Although staff are familiar with the idea, it is a
challenge to find the application of the concept to their online classrooms. My needs
analysis identified that there are many accommodations created by our SPED and EL
staff that can support our students. Staff have shared they feel confident in their
technology abilities and the ability for them to implement new technology. Many feel a
need for innovation and room for growth as we move towards a new curriculum in the
coming year. Teachers are looking for new tools that fill gaps in what can be provided
during live lessons.
This literature review focuses on Universally Designed Learning (UDL) and what
attributes make a UDL classroom. In addition, this literature review will discuss models
of professional development (PD) that will help staff to grasp the technology applicable
UDL findings. The research will be collected from 2012 to present.
Keywords: PD, professional development, virtual schools, online education, technology
integration, technology in the classroom, EL, English learners, UDL, universal design for
learning, UDL online schools, special education, SPED, and secondary education.
Research Support for UDL in an Online Environment
The literature reviewed discusses the concept of UDL and what strategies can be
used by an educator to be effective. The Center for Applied Special Technology (CAST)
defines Universal Designed Learning as a way to be inclusive to a broad range of
learners (Navarro et al., 2016). In some cases, these learners have disabilities that
affect their learning (Simpson, 2009). The Disabilities Education Improvement Act
(2004) states that if the disorder can be mitigated and does not affect their learning, it is
no longer considered a disability thus, teachers and Individual Education Plan (IEP)
teams create modifications and adaptations to help these students with their
schoolwork. According to Simpson (2009), virtual environments and online games, in
some respects, provide alternate learning environments that can be more
accommodating to a student's needs than a typical brick-and-mortar school. Students
with disabilities are not the only ones who face challenges at school, English Learner
(EL) students need accommodations as well. Providing them with the tools they need to
be successful happens to share similar UDL elements with the needs of IEP students.
The Characteristics of UDL
A successful UDL environment presents information in a variety of ways.
Simpson (2009) states that instead of only text-based, UDL presents concepts through
multimedia, including tools like sound, symbol, and immersion to give concepts context.
A virtual classroom that provides online games and activities can stimulate motor
development. These online activities allow for problem-solving resulting in intellectual
development and group participation which, in turn, encourages social development
(Simpson, 2009) Additionally, incorporating students' interests and cultural backgrounds

help students build connection and motivation for learning (Lopes-Murphy, 2012). EL
learners need scaffolding on vocabulary and concepts through multidimensional
instruction these can be written, audio, and kinesthetic, providing a more in-depth
exploration of a concept (Lopes-Murphy, 2012). Incorporating tools like charts and
visuals, supplemental materials, and extra worksheets allows students to collaborate in
small groups to develop concepts more completely (Lopes-Murphy, 2012).
Ways of Using UDL Effectively
In order for these concepts to be used effectively, there are some things teachers
need to consider when introducing them to a classroom. The first is addressing any
possible barriers that a student may have with the curriculum (Hall et al., 2015). Surveys
from staff provide ample first-hand information on current students' needs. The second
thing to address is providing multiple ways to show comprehension. Each student's
learning plan will be different, and thus, the strategy to produce evidence of knowledge
can vary as well (Hall et al., 2015). Besides presenting information in a variety of
different ways, giving students choices when it comes to assessments and
implementing different classroom strategies can help reduce anxiety and reward effort
that can encourage participation (Navarro et al., 2016).
Nave (2021) discusses online tools, like Voice Thread or FlipGrid, as
opportunities for students to provide oral, video, or written responses to assignments.
These can be used as possible solutions for needed accommodations. Students can
also communicate their ideas through creativity, like memes, comics, drawings, and
other fine art media. Tools like text-to-speech, dictation, and grammar checkers can also
be useful. Identifying the type of assessments teachers use to of what teachers are
assessing for student knowledge allows them to provide the correct tools that will be
needed for each student to accomplish that. Note-taking, templates, and study guides
are also helpful in practicing management and organization skills.
Professional Development
Now that the foundations of UDL have been collected, we must find a format for
presenting professional development on the concept. These training sessions will need
to be done online as our school is virtual. Higgins & Spitulnik (2008) found that although
technology is used by many, teachers’ formal training can still be lacking. Additionally,
acknowledging and questioning a teacher's beliefs helps teachers to recognize areas of
their teaching that may need to be reformed based on this new concept. In order for
teachers to be willing to approach these new ideas, they must also feel supported
(Higgins & Spitulnik, 2008). Using Kopcha’s (2010) Systems-Based Model (Figure 1),
we can reduce management issues that teachers experience before introducing new
technology concepts and build a support system within the staff. The first step is to
identify the needs of the teachers and staff and then create short and long-term goals
based on their needs. As this develops, staff move to stage one-the initial setup.
Mentors prepare teachers for the new concept by reducing obstacles like technology
issues and prior beliefs that may obstruct progress. Stage two, teacher preparation,
gears the use of the technology to be student-centered. This uses a mentoring model
between staff to get the support they need. Stage three, curricular focus, teachers are
using the technology while the mentor is monitoring for any system challenges and is
more removed from the daily process. Stage four- community practice- Mentors train
staff to be technology leaders in their own school. In Figure 2, Kopcha (2010) presents
the concepts described in a written table in greater detail.

Figure 1
Systems-Based Model (Kopcha, 2010)
Figure 2
Stage Progression Matrix (Kopcha, 2010)

Using this model, I can integrate PD that mentors staff to feel confident in their ability to
master the concept of UDL and how they can use it in their classroom.
Other research provides insight into how staff can question and analyze technology
tools for their application qualities.
Conclusion
Based on the information found in this literature review, UDL is not solely based
on accommodations but on how well-designed and differentiated instruction can be.
Considering that the needs of IEP and EL students overlap in many categories, many
online tools provide accommodations that will make virtual instruction more universally
accessible (Lopes-Murphy, 2012; Simpson, 2009). Technology can help improve
education by simplifying tasks and making learning more efficient (Lawless & Pellegrino,
2007). Based on the technology tools that are possible to create a UDL classroom, this
will be the driving “why” for our professional development. My staff are willing and open
to learning new concepts to help the betterment of their students. With that in mind,
although they are confident in their abilities, it would still be beneficial to cover all
aspects of UDL tools in each PD training because there could still be missing prior
knowledge due to many being self-taught (Higgins & Spitulnik, 2008). Part of my staff’s
confidence comes from the amount of support they feel they get from their peers and
superiors. They feel comfortable asking questions and getting help. This is why
Kopcha’s (2010) System-Based Approach that uses mentorship as a guide will create a
sense of community among staff as they gain first-hand experience. These educators
become leaders throughout the PD as they develop their knowledge about UDL
(Kopcha, 2010). Staff will follow the steps of the System Based Approach model by first
removing obstacles that could make using our current tools challenging by establishing
the base knowledge (Kopcha, 2010). With the goal of creating a better UDL
environment, staff will work with mentors to understand and identify successful
accommodations for a UDL classroom and be able to identify what tools based on this
newfound knowledge would meet the needs of our students in our online school. Based
on their experiences with this PD training, I will be able to reform the design and step
back, allowing staff to guide each other through new technology tools they may find that
are UDL applicable.
ISTE Standards for Educators
Change Agent
● 4.1.b- Facilitate equitable use of digital learning tools and content that meet the
needs of each learner.
Collaborator
● 4.3.d- Personalize support for educators by planning and modeling the effective
use of technology to improve student learning.
Learning Designer
● 4.4.c- Collaborate with educators to design accessible and active digital learning
environments that accommodate learner variability.
Professional Learning Facilitator

● 4.5.a-Design professional learning based on needs assessments and
frameworks for working with adults to support their cultural, social-emotional, and
learning needs.
Goals, ISTE Educator Standards, and Assessments
Learning Objectives ISTE Educator Standards Assessments/ Evaluation
(3-5) (1-5)
Through the creation of 4.5.a-Design professional Teachers will work in small groups,
a slideshow learning based on needs creating individual slideshow
presentation, teachers assessments and presentations listing ways to
at CalCA will be able to frameworks for working with promote a healthy social-emotional
identify methods and adults to support their environment and examples of how
principles of a cultural, social-emotional, it can be applied as homeroom and
social-emotional and learning needs. Live Lesson teachers. I will be
classroom. looking at how many features
teachers can list in their
presentation and how many tools
in zoom they can use in their live
lessons.
Teachers will be able to 4.4.c Teachers will create a short

create accessible Collaborate with educators to introductory demo recording,
recordings for their live design accessible and active including the different
lessons through the use digital learning environments accommodations available in
of captions and that accommodate learner Zoom.
transcripts in order to variability. Teachers will work with a partner to
foster a UDL 4.1.b identify two pieces of software that
environment. Facilitate equitable use of could be used in Live lessons and
digital learning tools and create a graphic organizer of the

After exploring two content that meet the needs pros and cons of each software’s
educational software for of each learner. accommodations. I will be
live lessons, teachers assessing their level of
will be able to locate comprehension of UDL tools by
accommodations how many they are able to identify
available with 90% in each software they assess and
accuracy. list in their pros and cons graphic
organizer.
After exploring two
educational software for
live lessons, teachers
will be able to list the
pros and cons of each
software’s Universally
Designed Learning
(UDL) abilities.
Given a list of 4.3.d Teachers within a department will

recommended Personalize support for pick one piece of software (used in
educational softwares, educators by planning and the accommodations section) to
teachers will be able to modeling the effective use of demo and record their integration
use at least one technology to improve of the new tool. I will assess how
software and their student learning. many accommodations were used
included accomodations to identify their understanding of
in their live lesson each what constitutes UDL software.
month.
Instructional Strategies
● Computer-based instruction- digital tools, recordings, and tutorials to allow
staff to have access to information at a later time and review it as needed.
● Graphic Organizers- template tools to organize notes and prompt questions
about topics covered in PD.
● Group work- collaborating with peers to build on individual knowledge and share
ideas to build confidence in their learning and teambuilding and divide workload
effectively.
● Guided Practice- The instructor leads by example, walking through software.
Students can follow along in tandem to allow for immediate questions.
● Peer Feedback- Students have a platform to receive constructive feedback to
improve their work.
● Problem-Solving- Students share ideas to find a solution to an issue,
Timeline
The goal of the PD is to build on prior knowledge to build confidence in CalCa
teachers to provide an equitable environment for students, giving them access to all
resources available and provide a technology-rich environment.
September
Topic/Content: Introduction 5 min

Discuss goals for PD for the year.
● (See listed objectives)
● Share the calendar with agenda and copy of notes and

presentations with all staff.
Body 40mins
Topic of the year - Empathy
● What is empathy?
● Why is it important?
● How do we make an impact?
TED talk on empathy
● How does this translate into our school?

● Where are there areas we can show more empathy?
● Why is it hard to trust?
Presentation on tools we can use to help show empathy
Activity 15 mins: Design a slide that will be easy for you to

remember about the core goals of being an empathetic teacher
to your students.
Closing
Share with your PLC groups later this month about how you
were able to use the tools you learned here today.
Objectives: Through the creation of a slideshow presentation, teachers at

CalCA will be able to identify methods and principles of a
social-emotional classroom.
Assessment: Teachers will work in small groups, creating individual

slideshow presentations listing ways to promote a healthy
social-emotional environment and examples of how it can be

applied as homeroom and Live Lesson teachers.
October
Topic/Content: Introduction 5mins

Presenting staff greet teachers as they walk in and build
connections.
● What kind of environment to we want to have for our
students when they come to class?
Body 40 mins
What does it mean to have a social-emotional classroom
(SEC)? Part 1
● Why does it matter?
● How can we achieve this through what we do already?
● Where do students normally fall through the cracks?
● What are the most common social-emotional issues that
students face?
○ Bullying
○ Depression
○ Exclusion
○ Lack of support or representation
Showcase presentation including statistics of students and
mental health in teens
● How can we help in an online school?
● What practices can we add to homeroom calls?
● Why do homeroom calls matter for SEC?
Activity 15mins Group work- discuss and create a slide about

best practices for SEC and tools and expectations when it

comes to bullying at-risk students
Closing
Spend the next PLC meetings this month deciding what
resources beyond what is provided by the counselor team to
add onto your message boards for students.

Assessment: Group work- in groups of 5, discuss and create a slide about

best practices for SEC and tools and expectations when it
comes to bullying an at-risk students
November

What does it mean to have a social-emotional classroom
(SEC)? Part 2
● What are the most common social-emotional issues that
students face?
○ Exclusion & Lack of support
○ Under-representation
○ Racism and prejudice
Body 30mins
Showcase presentation including statistics of demographics of
students at our school and sexual orientation
● How can we help in an online school?

● What practices can we add to homeroom calls?
● Why do homeroom calls matter for SEC?
Present slideshow on representation

● Showcase tools and resources to make presentations
more inclusive. Diversity exists in stock photos! Story
problem-solving can include other people than John and
Susie.
Activity: 10 mins Group work- discuss and create a slide

about best practices for SEC, including imagery that can make
everyone included.
Closing
Discuss with your PLC times as a kid you felt excluded. Focus
on listening and building a better perspective.

Assessment: Group work- in groups of 5, discuss and create a slide about

best practices for SEC on today's topics.
December

Universally Designed Learning (UDL)-Accommodation types
● What are areas that our school needs accommodations?

● What are the types of accommodations?
Present a slideshow identifying the top needs at our school and
other potential needs students may have.
Body 30mins
● What are some ways we can accommodate students in
our Live Lessons?
Activity: Think Pair Share some ways you found to be more
accessible in your “classroom” to discuss with the group
● What are some ways we use it in Zoom?
● How can make our Live lessons UDL environments?
The class watches a demonstration of the different tools for
accessibility in Zoom.
● Introduce Universal Design Learning (UDL). Talk about
how as simple as using these accommodations at all
times allow us to provide accessibility to everyone. Not
everyone knows they have needs and by not being
selective everyone can benefit.
Activity 15mins: Teachers record an introduction using the

accessibility tools in Zoom and add it to their slideshow.
Closing
Discuss with you PLC ways you can have UDL in your
message boards and work together to be more accessible.
Objectives: After recording a demonstration through Zoom, Teachers at

CalCA will be able to implement the different types of
accommodation tools available for students with 90% accuracy.
Assessment: ● Think pair share ideas for an accessible classroom

● Google Slide with an embedded video showing an
understanding of how to use accommodation tools.
January

● What are the types of accommodations?
● Refresh the types presented last month.
Body 55mins
Introduce a lecture on color theory and colorblindness. Includes
topics on text and formatting.
Activity Have teachers participate in an informal assessment

identifying color combinations and fonts that are accessible.
● What are some ways we can accommodate students in
our message boards/syllabi?
Activity Think Pair Share some ways you found to be more

accessible in your “classroom” to discuss with the group.
Create a slide about Do’s and Don’ts of color theory
Closing
As a PLC go over message boards and reflect on if they meet
the color theory and font standards. Adjust accordingly.
Objectives: After exploring two educational software for live lessons

teachers will be able to locate accommodations available with
90% accuracy.
After exploring two educational software for live lessons

teachers will be able to list the pros and cons of each
software’s Universally Designed Learning (UDL) abilities.
Assessment: ● Think pair share ideas for an accessible classroom.

● Google Slide with a design using color showing an
understanding of how to use accommodation tools.
February

Knowledge check! Based on what we have learned about
accommodations and representation, lets use our skills to find
resources we can use to enrich our live lessons!
Body 45mins
Activity Working in pairs, teachers will find 2 educational

games to analyze, comparing and contrasting each other and
how well they accommodate student needs. (Kahoot and
Blooket will be suggested. Teachers are welcome to do their
own searching)
Teachers will work through a checklist of things to consider.
Pairs will then group with 4 other pairs to share out. A slide of
top choices will be added with brief commentary to the large
slideshow.
Closing 10mins
Teachers will complete a Google form reflecting on the
challenges of their choices and how considering these
accommodations affects their decision.
Objectives: After exploring two educational software for live lessons

teachers will be able to locate accommodations available with
90% accuracy.
After exploring two educational software for live lessons

teachers will be able to list the pros and cons of each
software’s Universally Designed Learning (UDL) abilities.
Assessment: Think pair share Graphic organizer- Educational games

identifying the level of accessibility each game provides and
how it can be applied to your classroom.
Group work Slideshow- top choices among the group to share
with all staff. Each choice should have a rating and a brief
description of its use.
Google form- Survey reflection on experience and what they
gained.
March

There isn’t always a perfect video game that encapsulates
everything we want our students to grasp, in that case, we can
use interactive softwares like Zoom for asynchronous abilities.
Today we will be looking at Edpuzzle.
Body 45mins
Tutorial on software Edpuzzle

Demo highlights the tools for Edpuzzle and the use for
accommodations.
Presentation of out-of-the-box thinking such as virtual field trips
and interactive storytelling.
Activity: Create a 3 min video with a group of 4 people on
what it means to show empathy and use the interactive tools to
test the player's knowledge. Include all possible
accommodations.
Closing 10mins
Teachers' exit ticket is a survey on their opinions of the
software and how they could use it in their own classroom.
Objectives: Given a list of recommended educational softwares, teachers

will be able to use at least one software and their included
accomodations in their live lesson each month.
Assessment: Project- creating their own Edpuzzle example with fellow peers
including all possible accommodations.
Exit ticket survey- google form with their opinions after using
the software and how they would use it in their own
classrooms.
April

We have seen how zoom and edpuzzle can be used. We are
going to enhance our presentations using the knowledge we
have about accommodations and UDL to create fun interactive
presentations.
Body 45mins
Tutorial on software Nearpod
Demo highlights the tools for Nearpod and the use for
accommodations.
Activity: Create and record a Nearpod presentation walking
through your message board (That follows the color theory
accommodations) and identify where the following tools are
located.
Closing 10mins
Teacher's exit ticket is a survey on their opinions of the
software and how they could use it in their own classroom.

Assessment: Record a slideshow presentation of their message board,

including accommodation tools.
Exit ticket survey- google form with their opinions after using
the software and how they would use it in their own
classrooms.
May

You have had the chance to use some outside softwares that
we have demonstrated for you and applied accommodations
and found ways to enrich your classrooms. Now you will be

evaluating softwares from a list we have curated to identify
which would be the most beneficial for the following year to
implement.
Body 55mins
Activity Each department will identify 3 softwares from a list

that would be beneficial to them and potentially other
departments for next year. They will identify its perks and
accommodations. Give an example of how we could use it next
year and a small demonstration of some of the tools.
Allow the opportunity for peers to ask questions and rate the
software on their interest level in pursuing it further.
Upload a recording of the software and how to use it to share
documents.
Closing
Discuss at the end-of-month department meeting what
softwares that other presented seemed worth looking into more
and to make an action plan for next year about which ones to
implement.

Assessment: Group Presentation- Software of choice to enrich live lessons.

Graphic organizers to take notes and rate programs.
Budget
If this school were in-person, materials like paper, pencils, and photocopies
would be taken into consideration. However, due to the virtual nature of our school,
tasks like note-taking, graphic organizers, and other tools are accessible through our
paid for programs like Nearpod and Google Suite.
2 Hour Professional Development
Guided by the areas of growth illustrated to me by our Diversity and Equity
coordinator, I focused my needs analysis on the concerns of Universally Designed
Learning (UDL). According to our coordinator, this was an area that educators were
familiar with but weren’t putting into practice. I conducted a survey that asked our EL,
SPED teachers, and electives teachers their thoughts on the level of accommodations
that we provide our students, their level of access to these in our program, and if they
felt confident to try new technology integration to help grow these areas. Survey
responses included an overwhelming feeling of support and passion to learn new ways
to help our students. This 2-hour Professional Development (PD) will focus on
establishing what we should already know about UDL and how we can access and
identify tools to help make a better social-emotional environment.
Planning
This PD was split into two one-hour sessions. It is a standard practice that
meetings take place over Zoom. Thus, it will be used as our platform. Teachers were
asked to participate if they could in these sessions voluntarily. I presented a slideshow
that included all referenced links and important information. Teachers would get access
to the presentation and a recording made before the live session in the event they could
not make it or wanted to take notes.
The ISTE standards included based on this PD presentation are:
4.1.b- Facilitate equitable use of digital learning tools and content that meet the
needs of each learner.
4.3.d-Personalize support for educators by planning and modeling the effective
use of technology to improve student learning.
4.4.c-Collaborate with educators to design accessible and active digital learning
environments accommodating learner variability.
4.5.a-Design professional learning based on needs assessments and
frameworks for working with adults to support their cultural, social-emotional, and
learning needs.
The original objectives for my TPDP, that spans over an entire year are as
follows:
Through creating a slideshow presentation (Appendix B), teachers at CalCA will
be able to identify methods and principles of a social-emotional classroom.
Teachers will be able to make accessible recordings for their live lessons through
the use of captions and transcripts to foster a UDL environment. After exploring
two educational software for live lessons, teachers will be able to locate
accommodations available with 90% accuracy. After exploring two educational
software for live lessons, teachers will be able to list the pros and cons of each
software’s Universally Designed Learning (UDL) abilities. Given a list of

recommended educational softwares, teachers will be able to use at least one
software and their included accomodations in their live lesson each month.
All of these objectives are achievable over time. However, due to the limitation of 2
hours, this PD will be focusing on the following three objectives:
● Teachers should be able to identify the methods and principles of a UDL
classroom by evaluating their message boards. After exploring two educational
software for live lessons, teachers will be able to locate accommodations
available with 90% accuracy.
● After exploring two educational software for live lessons, teachers will be able to
list the pros and cons of each software’s Universally Designed Learning (UDL)
abilities.
Implementation
Day one
I set up the Zoom meeting, waiting until the start to let in all the participants. I
welcomed each by name and waited about 5 minutes to start. I began by first
introducing myself and identifying today's goals and what we will do in the future. I
identified what ISTE standards they will be achieving that day. Then, we began to
discuss the key theme of our PD. Our administration has used the theme of Empathy as
the driving force for what we do this year. We redefined it and then entered our first
activity, the word cloud. Staff were asked to participate and submit any examples of
accommodations they could think of.
After about 5 minutes, the answers were added to the presentation. This led to
our first discussion, building empathy with our students. Teachers were asked reflection
questions about what accommodations they wished they had. I spent time reading the
chat and pointing out key examples connected to what we were learning such as
extended time, transcripts, access to notes, etc. This brought me to my next slide; I
introduced the survey responses from our EL and SPED teachers, sharing what
accommodations these students need and asking the teachers what things they noticed
from these lists. I looked to see if they could pick up on the topic of UDL. I defined what
it means to have a UDL classroom and how it shouldn’t require much more effort than
we are already expected to.
We had another discussion in the chat about what tools we already have at our
disposal that can help our students. We first look at live lessons that take place in our
Zoom classrooms. I walk through the different tools and show slides of where they can
be found in the application. I then point direction to our message boards- a one-stop
shop for information about our class, similar to a website. I identify the accommodations
we provide that way, as well as how our design choices with these message boards
matter. Then, the teachers are broken up into groups of 3. They are asked to pull up
their message boards and give feedback to each other using sentence structures. They
spend the next 20 minutes looking at and exploring each other's message boards. I pop
into each group and monitor their progress. Afterward, we came back for a discussion of
what we noticed. Teachers shared the things they saw and areas they could improve
on. I thanked them for their reflections and connected them to what we would cover in
our next PD. Teachers were asked to fill out an exit ticket survey (Appendix C) about
their experience before finishing the day.

Day Two
Once all returning participants arrived, we began first by identifying the goals for
the day and what standards we were meeting. We looked at what we know so far and
reviewed the accommodations the EL and SPED leads suggested. We discussed what
makes software for learning good. Teachers chimed in the chat with their opinions as
well. Then, the activity for today was introduced. Teachers will split off in pairs and,
using the link in the chat, slides, and calendar invite, will create a copy of the evaluation
template (Appendix D) to fill out on two softwares of their choice. They will have the next
40 minutes to create an account and explore the software, making sure to hit as many
questions as possible and discuss their findings with their partner. I went into each
breakout room, checking their progress and seeing if they had any questions. After 40
minutes, we discussed their findings by going through the different software. We looked
at what they noticed about the amount of accommodations and tools to make things
accessible and how easy it was for staff to figure out how to implement the software in
their classrooms. The teachers filled out another survey (Appendix C) before finishing
the session.
Evaluation
Day One
As teachers participated in discussion they seemed comfortable to work in the
chat and share ideas. I could visible see the teachers relief when I explained the easy of
application to their current routines. Teachers found breakout rooms helpful and that it
was nice to take a closer look at another teachers message boards without a time
constraint like on the phone with a student. However, there were some areas that
needed clarification. Teachers wanted more clarity on what it means to provide
handouts to students and what that could mean for each different class. This was
discovered from the results of the exit survey so it informed me to make some
adjustments for day two.
Day Two
By the start of day two teachers felt more comfortable and confident with the
material a we reflected on key points from yesterday. Teachers struggled a little with
understanding the purpose of each tool listed in the document (live lesson vs
assignment alternative) I gave some examples of handouts and what that can look like.
As we worked in breakout rooms I stopped in each room to gauge their level of
understanding. Some teachers could use some more direction into which directly apply
to them- especially if they found a tool interesting but didn’t work for their class. I saved
this for when we returned to our large group. As we shared our discussions and findings
teachers were pondering applications for future use when we transition away from our
current curriculum. I made sure to have each group share what software they reviewed
can apply to. In the exit survey the teachers raved about the different tools they found
interesting and the challenges of locating the accommodations if there were any.
TPDP Reflection
The creation of this TPDP was full of depth and learning. I found myself more
connected to the needs of my school through both its teachers and students. Learning
their needs through surveys and research to inform how to guide my professional
development was key. My first impressions of how the staff would react to a technology
driven PD were both right and wrong. I expected teachers to understand that this was a
expectation in our virtual school but not to necessarily like it. However the responses to
surveys both before and after the presentation were positive and receptive to what was
taught. I learned that I need to expand my research when it comes to informing PD as I
think I could definitely do more for the year-long version of this professional
development. Especially with the technology activities planned, they are definitely
achievable in our worksetting. I would be curious to do more research on creative ways
to lead activities online to keep people engaged beyond the general expectations of a
meeting. Perhaps interacting on a different platform such as Gather or using simulation
tools to analyze different aspects of the empathy theme. Overall I felt confident to
present as I have led mini-trainings and other workshops for fellow teachers in the past.
I would say that after spending large amounts of time on this topic it has become
somewhat of a passion to inform others of how we can best accommodate our students.
Reference Section
Simpson, E. S. (2009). Video Games as Learning Environments for Students with
Learning Disabilities. Children, Youth and Environments, 19(1), 306–319.
http://www.jstor.org/stable/10.7721/chilyoutenvi.19.1.0306
Hall, T. E., Cohen, N., Vue, G., & Ganley, P. (2015). Addressing Learning Disabilities
With UDL and Technology: Strategic Reader. Learning Disability Quarterly, 38(2),
72–83. http://www.jstor.org/stable/24570079
Higgins, T. E., & Spitulnik, M. W. (2008). Supporting Teachers’ Use of Technology in
Science Instruction Through Professional Development: A Literature Review.
Journal of Science Education and Technology, 17(5), 511–521.
http://www.jstor.org/stable/41219445
Kopcha, T. J. (2010). A systems-based approach to technology integration using
mentoring and communities of practice. Educational Technology Research and
Development, 58(2), 175–190. http://www.jstor.org/stable/40603155
Lawless, K. A., & Pellegrino, J. W. (2007). Professional Development in Integrating
Technology into Teaching and Learning: Knowns, Unknowns, and Ways to
Pursue Better Questions and Answers. Review of Educational Research, 77(4),
575–614. http://www.jstor.org/stable/4624911
Lopes-Murphy, S. (2012). Universal Design for Learning: Preparing Secondary
Education Teachers in Training to Increase Academic Accessibility of High
School English Learners. The Clearing House, 85(6), 226–230.
Nave, L. (2021). Universal Design for Learning: UDL in Online Environments: The HOW
of Learning. Journal of Developmental Education, 44(3), 34–35.
Nave, L. (2020). Universal Design for Learning: UDL in Online Environments: The WHY
of Learning. Journal of Developmental Education, 44(1), 30–31.
Navarro, S.B., Zervas, P., Gesa, R. F., & Sampson,D.G. (2016). Developing Teachers’
Competences for Designing Inclusive Learning Experiences. Journal of
Educational Technology & Society, 19(1), 17–27.
http://www.jstor.org/stable/jeductechsoci.19.1.17
Appendix A
Appendix B
Appendix C
Appendix D

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TPDP Sydney Ortiz 2023 1

California State University Fullerton

California Connections Academy (CalCA) is an entirely virtual charter school with

a mission to provide students with every opportunity to be successful. Technology is an

and need more confidence in accommodating all student's needs in an online

large percentage of students with disabilities and language barriers.

This professional development plan will focus on universal differentiated learning

California Connections Academy is a fully online school with students across

Currently, we have 275 general education teachers and 39 special education

students a semester. The average ratio is 30:1 students to teachers.

to empower compassionate global citizens by leveraging 21st century education

resources on behalf of students who need a more personalized approach to learning to

Schoolwide Learner Outcomes (SLOs), becoming effective communicators, critical

introducing them to a driven curriculum in a virtual environment.

Technology Access and Use

lessons, and complete coursework. Teachers are given work-provided computers,

enhance our live lessons for our students.

Professional Development Practices

In addition to weekly mini-trainings that take place each Tuesday as a 30-minute

advantage of their synchronous and asynchronous professional development

us to complete about 6-8 PD trainings a school year. In addition to this, we have

scheduled professional development with a program known as Capturing Kids Hearts.

Many accommodations are intrinsically embedded into Connections Academy.

reach all students.

In order to get a better understanding of where Connections Academy can grow in

Survey Development and Administration

the most attention when it came to creating a Universally Designed Learning

applying new technology to accommodate those needs.

I feel comfortable learning new tools.

I always get help if I have tech problems but that is rare.

disorganized, or lacked time management struggled greatly. Those with SPED or EL

accommodations found a significant need for alternative assessments and curricula to

immersion in a brick-and-mortar classroom (See Figure 4 & Figure 5.1).

so) and/or them simply not being AVAILABLE to help.

Students who have accommodations typically need alternative portfolios,

extended work time, audio and visual representation, text-to-speech, graphic

organizers, or transcripts (See Figure 6).

Question 6: What types of accommodations do your students typically need?

*When available, student will be provided with alternate assessments to demonstrate

*When available, student will be provided with alternate portfolios to demonstrate

*Teacher will drop non-standards based lessons as appropriate, or lessons in which

*Student may use a Calculator

Overall, teachers feel that the school provides a good amount of

of our online school, it reduces the number of additional accommodations necessary.

time to complete work built into the program.

necessary (See Figure 8 & 8.1).

address their needs. Topics would focus on accommodations, modification to

California Connection Academy is a completely virtual school that provides

during live lessons.

UDL findings. The research will be collected from 2012 to present.

Keywords: PD, professional development, virtual schools, online education, technology

Research Support for UDL in an Online Environment

defines Universal Designed Learning as a way to be inclusive to a broad range of

schoolwork. According to Simpson (2009), virtual environments and online games, in

some respects, provide alternate learning environments that can be more

accommodating to a student's needs than a typical brick-and-mortar school. Students

The Characteristics of UDL

A successful UDL environment presents information in a variety of ways.

development. These online activities allow for problem-solving resulting in intellectual

development and group participation which, in turn, encourages social development

(Simpson, 2009) Additionally, incorporating students' interests and cultural backgrounds

learners need scaffolding on vocabulary and concepts through multidimensional