Intent: To ensure all students become expert learners, educators proactively and intentionally design learning experiences and curricula that anticipate individual variability and reduce barriers. Goals, assessments, methods, materials, and environments are designed to consider all aspects of variability, including cultural, social, emotional, cognitive, perceptual, physical, and sensory.
Indicators:
Educators use the UDL Guidelines to:
design lesson goals, assessments, methods, materials and environments that flow from an intentional, iterative design process; anticipate learner variability; and identify and reduce potential barriers; and
reflect on lesson outcomes and redesign lesson goals, assessments, methods, materials, and environments in response to data.
Schools just beginning UDL implementation will:
gather baseline data that reflect how the current design of learning experiences (goals, assessments, methods, materials and environment), anticipates learner variability and reduces barriers to learning.
analyze and articulate how the current design of learning experiences anticipates variability and reduces barriers to learning.
set goals and develop a plan to support educators to use the UDL framework* to design learning experiences.
develop a process to monitor the effectiveness of the plan to support educators to use the UDL framework* to design learning experiences.
*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 in the intermediate stages of UDL implementation will:
demonstrate that at least half of all educators design learning experiences using the UDL Framework*.
use data to monitor the impact on student learning when using the UDL Framework* to design learning experiences
Iterate on the plan to support educators to use the UDL framework* to design learning experiences.
Schools in the advanced stages of UDL implementation will:
demonstrate that a significant majority of educators are designing learning experiences using the UDL Framework*.
use data to demonstrate the impact on student learning when
Educators design learning experiences using the UDL Framework*.
Iterate on the plan to support educators designing learning experiences using the UDL Framework*.
Schools in the highest stages of UDL implementation wil:
demonstrate that a significant majority of educators are designing learning experiences using the UDL Framework*.
use data to demonstrate the significant impact on student learning from designing learning experiences using the UDL Framework*.
serve as leaders to advance UDL design practices:
mentor other schools or the UDL community at large.
Develop and share innovative UDL design practices.
Intent: To ensure all learning experiences are goal-driven and support expert learning for all. Clear goals reflect the purpose behind the learning experiences, which in turn helps guide the design of teaching plans and practices that engage learners. They allow educators to align curricular assessments, methods, and materials effectively. Learners are empowered to make meaningful choices that support their strengths and needs, encouraging them to take ownership and agency of their learning. Clear goals set achievable expectations for all and should be separate from the means required to achieve them, when possible.
Indicators:
Learning goals are designed to be:
clearly defined;
communicated in ways that are accessible, perceivable, and understandable, and can be expressed by learners and families;
separated from the means to achieve them, which allows multiple paths to achievement; and
expressed in ways that highlight their relevance to learners and families.
Schools just beginning UDL implementation will:
gather baseline data on degree to which goals are designed to be clear, flexible, meaningful, and support high expectations for all learners
analyze and articulate the degree to which goals are designed to be clear, flexible, meaningful, and support high expectations for all.
set goals and develop a plan to support educators to design goals that are clear, flexible, meaningful, and support high expectations for all, using the UDL Framework.
Develop a process to monitor the effectiveness of the plan to support educators as they design goals that are clear, flexible, meaningful, and support high expectations for all, using the UDL Framework.
Schools in the intermediate stages of UDL implementation will:
demonstrate that at least half of all educators design goals that are clear, flexible, meaningful, and support high expectations for all learners
use data to monitor the impact on student learning when goals are clear, flexible, meaningful, and support high expectations for all learners
Iterate on the plan to support educators as they design goals that are clear, flexible, meaningful, and support high expectations for all learners
Schools in the advanced stages of UDL implementation will:
demonstrate that a significant majority of educators design goals that are clear, flexible, meaningful, and support high expectations for all learners.
use data to demonstrate the impact on student learning when goals are clear, flexible, meaningful, and support high expectations for all learners
Iterate on the plan to support educators as they design goals that are clear, flexible, meaningful, and support high expectations for all learners.
School educators in the highest stages of UDL implementation will:
demonstrate that a significant majority of educators that are clear, flexible, meaningful, and support high expectations for all learners.
use data to demonstrate the significant impact on student learning when goals are clear, flexible, meaningful, and support high expectations for all learners
serve as leaders to advance UDL goal design practices:
mentor other schools or the UDL community at large.
Intent: To ensure curriculum methods and materials are intentionally selected and/or designed to anticipate learner variability and reduce unintended barriers. The materials and methods should be flexible, accessible, and support the learning goals. Methods and materials provide multiple means for learners to access learning, build understanding, encourage internalization, and develop expert learning.
Indicators:
Methods and materials are intentionally selected using the UDL Guidelines that:
are flexible and allow for optional pathways,
support all learners in becoming expert learners,
align to the intended learning goals.
Schools just beginning of UDL Implementation will:
gather baseline data on the degree to which flexible methods and materials are incorporated into learning experiences using the UDL Framework*.
analyze and articulate how educators currently incorporate flexible methods and materials
set goals and develop a plan to support educators as they incorporate flexible methods and materials into learning experiences using the UDL Framework*.
develop a process to monitor the effectiveness of the plan to support educators as they incorporate flexible methods and materials into learning experiences using 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 in the intermediate stage of UDL Implementation will:
demonstrate that at least half of all educators incorporate flexible methods and materials into learning experiences using the UDL Framework*.
use data to monitor the impact on student learning of flexible methods and materials incorporated into learning experiences using the UDL Framework*.
Iterate on the plan to support educators incorporating flexible methods and materials into learning experiences using the UDL Framework*.
Schools in the advanced stages of UDL Implementation will:
demonstrate that a significant majority of educators incorporate flexible methods and materials into learning experiences using the UDL Framework*.
use data to demonstrate the impact on student learning of flexible methods and materials incorporated into learning experiences using the UDL Framework*.
Iterate on the plan to support educators incorporating flexible methods and materials into learning experiences using the UDL Framework*.
School educators in the highest stages of UDL implementation will:
demonstrate that a significant majority of educators incorporate flexible methods and materials into learning experiences using the UDL Framework*.
use data to demonstrate the significant impact on student learning of incorporating flexible methods and materials into learning experiences using the UDL Framework*.
serve as leaders to advance UDL design practices:
mentor other schools or the UDL community at large.
Develop and share innovative UDL method and material design practices.
Intent: To ensure all learners gain the intended skills, habits, and knowledge from learning experiences. Curriculum formative assessments are intentionally designed to align with and measure the intended goals. They are integrated throughout the learning experience and are designed to anticipate learner variability and reduce barriers to learning. Flexible assessments inform instruction and support the development of expert learners.
Indicators:
Assessments are intentionally designed using the UDL Guidelines to be:
flexible and include optional ways for learners to demonstrate competency;
aligned to intended learning goals;
accessible to all learners; and
used to inform future instruction.
Schools just beginning UDL implementation will:
gather baseline data about how educators currently design assessments to align to intended goals, inform instruction using the UDL Framework*.
analyze and articulate how educators currently design assessments that align to intended goals, inform instruction using the UDL Framework*.
set goals and develop a plan to support educators as they design assessments to align to intended goals, inform instruction using the UDL Framework*.
develop a process to monitor the effectiveness of the plan to support educators as they design assessments that align to intended goals, inform instruction using 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 in the intermediate stage of UDL implementation will:
demonstrate that at least half of all educators design assessments that align to intended goals, inform instruction using the UDL Framework*.
use data to monitor the impact of assessments designed to align to intended goals, inform instruction using the UDL Framework*.
Iterate on the plan to support educators designing assessments that align to intended goals, inform instruction using the UDL Framework*.
Schools in the advanced stage of UDL implementation will:
demonstrate that a significant majority of educators design assessments that align to intended goals, inform instruction using the UDL Framework*.
use data to demonstrate the impact of assessments designed to align to intended goals, inform instruction using the UDL Framework*.
Iterate on the plan to support educators designing assessments that align to intended goals, inform instruction using the UDL Framework*.
School in the highest stages of UDL implementation will:
demonstrate that a significant majority of educators design assessments that align to intended goals, inform instruction using the UDL Framework*.
use data to demonstrate the significant impact of assessments designed to align to intended goals, inform instruction using the UDL Framework*.
serve as leaders to advance UDL design practices:
mentor other schools or the UDL community at large.
Develop and share innovative UDL assessment design practices.