Intent: To ensure systematic, intentional, and sustained UDL implementation across the school community, school leaders actively lead and participate in UDL implementation efforts. School leaders continually develop their UDL knowledge and skills, and they collaborate with the school community to establish, monitor and support UDL implementation goals.
Indicators:
School leaders actively and continually:
lead UDL implementation efforts across the school;
develop their UDL implementation knowledge and skills;
model UDL implementation knowledge and skills in communications, interactions, meetings , processes, etc.;
monitor the application of UDL knowledge and skills across the school environment and throughout the staff; and
provide supportive feedback to staff regarding the application of UDL knowledge and skills across school environments.
Schools just beginning UDL implementation will:
gather baseline data regarding leaders UDL implementation knowledge and skills and the current process for monitoring and providing feedback related to school wide implementation initiatives.
analyze and articulate information related to the leaders UDL implementation knowledge and skills and the current process for monitoring and providing feedback related to school wide implementation initiatives.
set goals and develop a plan to improve and or develop leaders’ UDL implementation knowledge and skills and the process for monitoring and providing feedback related to school wide implementation initiatives.
develop a process to monitor the effectiveness of the plan to improve and or develop leaders’ UDL implementation knowledge and skills and the process for monitoring and providing feedback related to school wide implementation initiatives.
Schools at the intermediate stage of UDL implementation will:
demonstrate how school leaders are developing implementation knowledge and skills and monitoring and providing feedback related to school wide implementation initiatives.
use data to monitor the effectiveness of the plan to develop leaders' UDL implementation knowledge and skills and the process of monitoring and providing feedback related to school wide implementation initiatives.
Iterate on plan to improve leaders’ UDL implementation knowledge and skills and the process for monitoring and providing feedback related to school wide implementation initiatives.
Schools at the advanced stage of UDL implementation will:
use data to demonstrate how school leaders are developing implementation knowledge and skills and effectively using a process for monitoring and providing feedback related to school wide implementation initiatives.
Iterate on plan to improve leaders’ UDL implementation knowledge and skills and the process for monitoring and providing feedback related to school wide implementation initiatives.
Schools at the highest stages of implementation will:
serve as leaders to advance UDL design practices:
mentor other schools or the UDL community at large.
develop and share innovative leadership design practices.
Intent: To ensure that school-wide UDL implementation is intentional, collaborative, iterative, and data-driven across all four domains (Culture and Environment, Teaching and Learning, Leadership and Management, and Professional Learning). Using an iterative design process, school leaders work with the school community to analyze multiple data sources in order to set, plan and monitor UDL implementation goals. UDL implementation goals focus on improving equity, inclusion and expert learning.
Indicators:
School leaders collaborate to design a systematic UDL implementation process and:
create a UDL leadership team;
use school data to identify UDL implementation goals that inform UDL implementation priorities;
develop and carry out strategic plans to address UDL goals;
reassess implementation data and refine UDL goals regularly; and
share UDL implementation process, goals and plans with the school community.
Schools just beginning to implement UDL will:
Create a collaborative UDL leadership team and:
gather baseline data about the status of the school’s UDL implementation related to the four school certification domains (Culture and Environment, Teaching and Learning, Leadership and Management, and Professional Learning).
analyze and articulate the school’s implementation strengths and needs based on the baseline data gathered in the four domains.
set goals and develop a plan to improve and or develop UDL implementation in the school related to the four school certification domains and, as needed, establish new systems that support implementation initiatives.
develop a process to monitor the effectiveness of the plan to improve and or develop implementation progress in the four school certification domains.
Schools at the intermediate stage of UDL implementation will:
demonstrate how school leaders develop and support the UDL implementation goals.
use data to monitor the effectiveness of UDL implementation goals.
Iterate on UDL implementation goals.
Share the UDL implementation progress with the school community.
Schools at the advanced stage of UDL implementation will:
use data to demonstrate how the school community has improved UDL implementation in the four school certification domains.
Iterate on UDL implementation goals.
Schools at the highest stage of UDL implementation will:
serve as leaders to advance UDL practices:
mentor other schools or the UDL community at large.
Develop and share innovative leadership practices related to UDL implementation assessment and planning.
Intent: In order to reduce barriers and support the anticipated variability of the school community, school-wide processes are designed and enacted with learner variability in mind. Procedures, and structures are equitable, inclusive, flexible, accessible and promote expert learning.
Indicators:
School leaders collaborate to:
use the UDL Guidelines and a systematic design process to review and design school procedures, processes, and structures to ensure they promote equity, inclusion, and expert learning; and
regularly monitor and improve the implementation of school procedures, processes, and structures to ensure they promote equity, inclusion, and expert learning.
Schools just beginning UDL implementation will:
gather baseline data about the school’s processes, procedures and structures.
Establish a process for analyzing and articulating the alignment between the school’s processes, procedures and structures and the UDL framework.
set goals and develop a plan to redesign/align the school’s processes, procedures and structures to the UDL framework*.
develop a process to monitor the effectiveness of aligning/redesigning the school’s processes, procedures, and structures with the UDL framework* (identify data that will demonstrate the impact of UDL aligned processes, procedures, and structures)
*The UDL Framework uses an iterative design process and the UDL guidelines to anticipate variability and reduce barriers in learning experience goals, methods, materials and assessments.
Schools at the intermediate stage of UDL implementation will:
demonstrate how the school community aligns the school’s processes, procedures, and structures to the UDL Framework*.
use data to monitor the effectiveness of the alignment of school processes, procedures, and structures to the UDL Framework*.
Iterate on the alignment of school processes, procedures, and structures to the UDL framework*.
Schools at the advanced stage of UDL implementation will:
use data to demonstrate the impact of the alignment of school processes, procedures, and structures to the UDL Framework*.
Iterate, based on data, on alignment of school processes, procedures, and structures to the UDL Framework*.
Schools at the highest stages of UDL implementation will:
serve as leaders to advance UDL practices:
mentor other schools or the UDL community at large.
share innovative
design/redesign of procedures, processes, and structures that align with the UDL Framework*.
advocate for more flexible policies outside of school control.
Intent: To ensure that all learners have equitable access to educational materials and resources. In order to design learning environments and experiences that support the anticipated variability of the school community and reduce barriers to learning, the school community must have access to materials and resources that are accessible, flexible, customizable, and usable by all learners.
Indicators:
School leaders collaborate to:
use the UDL Guidelines and a systematic design process to review and select school and classroom resources (e.g., curriculum and technology) that are accessible, flexible, customizable, and usable by all intended learners; and
design a systematic process to guide teachers through the selection or creation of classroom resources that align with the UDL Guidelines and are accessible, flexible, and usable by all intended learners.
Schools just beginning UDL implementation will:
gather baseline data regarding the degree to which current school/classroom resources align with the UDL framework*.
analyze and articulate the process for how school/classroom resources and materials are identified, purchased and created and the degree to which resources and materials align to the UDL Framework*.
set goals and develop a process for how educators will identify, purchase and create school/classroom resources that align with the UDL Framework*.
monitor the effectiveness of the process use to identify, purchase and create school/classroom resources that align with the UDL Framework*.
*The UDL Framework uses an iterative design process and the UDL guidelines to anticipate variability and reduce barriers in learning experience goals, methods, materials and assessments.
Schools at the intermediate stage of UDL implementation will:
demonstrate how the school community assesses, purchases and creates school/classroom resources and materials aligned to the UDL Framework*.
use data to monitor the effectiveness of the process to identify, purchase and create school/classroom resources and materials aligned to the UDL Framework*.
Iterate on the process used to identify, purchase and create school/classroom resources and materials aligned to the UDL Framework*.
Schools at the advanced stage of UDL implementation will:
use data to demonstrate that the majority of school/classroom resources and materials align to the UDL Framework*.
Iterate on the process to identify, purchase and create school/classroom resources and materials aligned to the UDL framework.
Schools at the highest stages of UDL implementation will:
advocate for UDL aligned materials and resources in the field.
mentor other schools or the UDL community at large.
share innovative resource and material procurement processes that support alignment to the UDL Framework*.