• Well-articulated and sustainable frameworks of MTSS and Universal Design for Learning both reflect the understanding that a single practice may be effective for one student yet may not be effective for other students.

• The UDL and MTSS frameworks embrace assessment as something that should inform instruction and intervention.

• In a Universally Designed MTSS framework, poor achievement does not necessarily reflect a disability.  Rather poor achievement may reflect the presence of barriers within the instructional environment, which prevent access to instruction.

If you have questions or want additional information, please contact your regional PaTTAN office. Follow @pattanupdates and #PaTTANUDL for key UDL concepts and resources.

Helpful tips for parents: As a parent, you are a powerful change agent who can advocate for making the curriculum accessible for your child. As a result of your efforts, all students benefit due to minimizing barriers to learning and maximizing learning opportunities.

Take the time to learn about UDL, a framework for a fully accessible curriculum so you can advocate for its adoption in curriculum, teacher training, and district- and statewide assessments. 

1. UDL is a framework to optimize learning for all learners

2. UDL practitioners share these fundamental core beliefs:

Variability is the rule, not the exception.

All students can work toward the same firm goals and grade-level standards.

All students will become expert learners if barriers are removed

3. UDL isn’t a checklist or a chunk of time set aside on the master schedule when we all “UDL”. UDL is a framework that allows us to consider:

What is it that all learners need to know or be able to do? 

What barriers may prevent students from learning?

How do I design flexible pathways for all learners to learn and share what they know?

The UDL Guidelines are an essential tool that will help us identify options such as how to recruit and sustain student interest with the learning (Engagement); how to help learners perceive and make sense of the learning (Representation), and how to provide options so that learners can demonstrate their learning (Action & Expression).  

Consider exploring the guidelines on the CAST website to further your knowledge of how to provide multiple means of Engagement, Representation, and Action & Expression.   If this tool is new to you, you may also want to read more about the Guidelines Structure or watch this brief video by David Rose on how to best interpret the UDL Guidelines.  

Designing from a UDL perspective takes practice. As we refine and strengthen these habits, we will be able to design learning experiences that provide equity and access for all. We’ve been building these habits by creating clear goals (Habit #1) and predicting barriers that may interfere with achieving the goal (Habit #2). Now we’re ready to build Habit #3, recognizing and embracing learner variability. Research shows that there is no such thing as an average learner. UDL recognizes learner variability as the true norm and reminds us that variability can change based on context. By recognizing learner variability, we will provide options so all learners can find success with the learning goal. 

Barriers are not found in people. Barriers are found in the environment, which include the materials, the methods, the assessments, and even the curriculum. Perhaps you’ve heard someone say, “the students aren’t paying attention in class.” This makes it sound like the barrier is the students. The more accurate identification of the barrier would be to state that “there are distractions in the classroom that interrupt students’ attention.” Or…maybe you’ve heard a statement such as, “a student is failing science because he/she can’t read.” However, the student is not the barrier. The barrier is the text. Therefore, a more accurate statement would be, “the text level is too challenging for students to comprehend.” When the barrier is accurately identified, it becomes easier to determine possible options for overcoming or removing the barrier.

You’ve practiced “Plus-1 Thinking”, now let’s dig into the 4 UDL Habits. The first habit is to get clear on the goal. To effectively implement UDL, we need to establish goals that clearly answer the question - What do we expect all learners to know?  Keep the rigor of your goals in check by using your school’s curriculum and/or the PA State standards to ensure you are on target.

To learn more about developing UDL Habits by setting clear, rigorous, and flexible goals, consider this resource CAST - UDL Tips for Designing Learning Goals.

At first, Universal Design for Learning may feel overwhelming.  So, let’s start small because, in simplest form, UDL is about removing barriers and providing flexibility in how a goal can be achieved. 

Instead of thinking about an entire lesson, build UDL habits through moments in time. Focus on identifying a specific moment in your day such as greeting students, completing a “warm up” activity or completing an exit slip. 

Ask yourself, what’s one OTHER way to reach this goal?  “Plus-1 Thinking” is a great way to start applying the UDL design process. Take just one daily moment, think of a potential barrier to success in that moment, and then provide one more way for students to achieve the goal in addition to what you planned.   

Looking to build your knowledge and understanding of Universal Design for Learning (UDL)? Look no further.  Listen to Nicole Tucker-Smith explain UDL and the importance of building strong UDL Habits

UDL is about making learning accessible for ALL learners. It is a framework designed for ALL learners to find success with rigorous learning goals when barriers are removed from the learning environment and when learners are provided with flexible methods, materials, and means for demonstrating their learning.