In a school that uses the UDL framework, the community works together to create a school culture that values equity, inclusion, and expert learning for all. The school community commits to design flexible, goal-directed experiences and environments that anticipate the variability of its members and has high expectations for all.
Element 1: The school community designs a culture that supports inclusion and equity. (D1.E1)
Element 2: The school community designs a culture that supports expert learning. (D1.E2)
Element 3: The school community communicates in ways that reflect a commitment to UDL. (D1.E3)
Element 4: The school community designs school spaces to support variability. (D1.E4)
In a school that uses the UDL framework, educators design learning opportunities that anticipate learner variability so every student can develop learning expertise. The UDL Guidelines are used to proactively and iteratively to design curricular goals, assessments, methods, and materials to reduce barriers to learning. Rather than focus solely on classroom learning activities, a UDL school community views all interactions as learning opportunities and designs each with UDL’s inclusive principles in mind.
Element 1: Educators intentionally design learning experiences using evidence based, high leverage practices to address learner variability and reduce barriers. (D2.E1)
Element 2: Learning goals are clear, flexible, meaningful, and support high expectations for all. (D2.E2)
Element 3: Educators incorporate evidence based, high leverage, flexible methods and materials that anticipate learner variability and reduce barriers. (D2.E3)
Element 4: Educators incorporate flexible assessments that are designed to support learner variability and reduce barriers to learning. (D2.E4)
In schools that use the UDL framework, leaders actively support and monitor UDL implementation across school settings. Using an iterative, data-driven design process, leaders model UDL practices and ensure that all learning environments and experiences, including school processes, procedures, and resources, are designed to anticipate learner variability by reducing barriers and promoting equity, inclusion, and expert learning for all.
Element 1: School leaders actively lead, support and monitor UDL implementation across the school community. (D3.E1)
Element 2: School leaders collaborate to design a systematic UDL implementation process. (D3.E2)
Element 3: School leaders collaborate to design school processes, procedures, and structures that anticipate learner variability and promote equity, inclusion and expert learning. (D3.E3)
Element 4: School leaders procure school and classroom resources that align with the UDL framework. (D3.E4)
In a school that uses the UDL framework, professional learning opportunities are personalized and job-embedded, and they promote ongoing professional growth. Professional learning is designed and facilitated by UDL professionals to be flexible, data-driven, and goal-directed, and to promote the development of educators’ expertise.
Element 1: UDL professional learning is goal driven. (D4.E1)
Element 2 UDL professional learning is flexible in addressing staff variability. (D4.E2)
Element 3: UDL professional learning supports expert learning. (D4.E3)
Element 4 UDL professional learning integrates job-embedded support. (D4.E1)