Phase 2: Starting (Planning and Piloting)

Start by watching the brief introductory video below or reading its transcript, then explore helpful resources on this page. To download a customizable work plan, please click here.

Watch the video or read the transcript

Examine the driving questions and suggested steps

Explore the resources on this page

Download a customizable work plan

INTRODUCTORY VIDEO

Read the transcript (PDF) 

District Leadership through the Domains of the UDL-SICC

Support Recommendations for Phase 2

DOMAIN 1: SCHOOL CULTURE AND ENVIRONMENT

In this phase, districts start operationalizing the cultural norms and definitions they’ve created in phase 1. Additionally, district leaders should start to share the data gathered in phase 1 to show the initial bright spots and areas of growth regarding where the culture is taking root and where there needs to be strategies to drive cultural changes.

DOMAIN 2: TEACHING AND LEARNING

In this phase, district and school leaders continue to use the UDL framework to design learning experiences that support the variability of educators and students. Schools identify additional educators who are invested in using the UDL framework as they design their learning experiences and environments. District and school stakeholders will start to explore and catalog how instructional practices are changing a site and district levels.

DOMAIN 3: LEADERSHIP AND MANAGEMENT

In this phase, districts ensure their policy aligns with and facilitates schoolwide UDL implementation and identifies pilot schools to use the UDL-SICC to implement schoolwide. Additionally, school and district leaders begin to identify who the early adopters are of UDL and find who within these groups is interested in broader spheres of influence to drive UDL change efforts.

DOMAIN 4: PROFESSIONAL LEARNING

District and school leaders provide professional learning opportunities that are multi-faceted, job-embedded and designed using the UDL framework. They offer flexible learning opportunities to support educators at levels of UDL knowledge. Educators designing professional learning seek ways to partner with district, school, and community stakeholders to create authentic activities that make UDL clear, actionable, and contextualized to educators’ given content areas.

Driving Questions and Suggested Steps

  1. To support change and ensure that UDL takes root in your system, set goals and a corresponding theory of action that target the key areas that support the domains and elements of the UDL-SICC. Remember to tie these efforts to your new inclusive vision, mission and values. Use the areas of growth identified in Phase 1 to guide your goal setting and theory of action. Below are some possible examples of places where goal and strategy development may be helpful:
      1. Student and staff perceptions of belonging and inclusion within the district
      2. Growth in educator understanding and ability to implement UDL across all levels of the system
        1. Chief executive 
        2. District teaching and learning staff 
        3. Site leaders 
        4. Support providers 
        5. Teachers 
      3. Policy and procedural shifts aligning to UDL - resource allocation protocols, student referral practices, classroom design, etc. 
      4. Goals for district transformation and student achievement - what new systems do you want UDL to usher into the system? How will UDL implementation align with inclusion rates for students with IEPs, English learner programmatic design, discipline data, student achievement achievement, and SEL integration?
  1. Develop plans for rolling out UDL within your district that have built in progress monitoring strategies. Areas of planning may include, but are not limited to:
    1. Communication cycles for key stakeholder groups:
      1. Internal messaging timelines for when and how UDL will be rolled out- How will people learn about the UDL movement and its application to their roles?
      2. External messaging to your community about UDL -  how will your community learn what UDL is? How will you listen to them to learn their thoughts on implementation? 
      3. Global messaging on implementation progress to school board and greater district
      4. Strategies for gathering feedback from internal and external stakeholders regarding elements of your district’s UDL rollout
        1. Establish communication plans for sharing these learnings and changes coming from your internal and external stakeholders
    2. UDL implementation and expert learner practice expectations from chief executive to school leader to teacher to students - Are we asking each other what we are learning? When faced with a challenge, do we give up or blame others or do we see it as an opportunity for learning? When are we calling out behaviors and language that exemplifies having a growth mindset personally?  
    3. UDL Team - gather a team of site and district leaders who craft a theory of action and corresponding rollout plan for UDL. 
      1. Within the plan, name how UDL integrates with other initiatives within the district supportive of expert learning, equity, and inclusion values. 
    4. Gather and empower a cohort of schools committing to pursuing UDL-SICC to support schoolwide implementation. What is our theory of action and/or strategy for supporting these schools to change their practices? 
      1. Interview these school leadership teams to find the conditions they need from their district to feel supported and equipped for their journey to pilot using the UDL-SICC to support schoolwide implementation and use what you learn to create these structures and systems.
    1. Survey the landscape of UDL training options and find trainers to support your district’s UDL journey. Also identify and equip individuals within your district to develop internally as UDL experts. Some examples of professional development to adopt or develop may include, but are not limited to:
      1. Trainings equip educators in the following ways:
        1. Application of universally designed goal setting values, theory, and strategies 
        2. Implementation of lesson success criteria tied to state standards - including rubric building 
        3. Integration of CAASPP accessibility support strategies in daily lessons
        4. Strategies for weaving UDL with other equity based initiatives such as MTSS
        5. Finding UDL within learning experiences
        6. UDL based changes to site and district improvement processes 
        7. Data driven continuous improvement strategies
      2. Professional development is multi-faceted and models UDL continuously:
        1. Goal driven but flexible in how participants achieve learning expectations 
        2. Aligned with UDL-SICC criteria 
        3. Ties to the UDL principles, guidelines, and checkpoints 
        4. Answers staff’s questions and addresses staff concerns related to UDL integration
        5. Refers to staff as expert learners
        6. Included options which are job-embedded and applicable to real life lesson design
        7. Offer staff members opportunities to set their own goals, develop their own strategies, and monitor their own progress related to UDL implementation
        8. Provides mastery oriented feedback related to areas of educator strength and growth
    2. Support schools to use the growth areas identified in Phase 1 using the UDL-SICC Self-Assessment to set goals and integrate implementation plans with their improvement processes. Supports schools to customize the UDL-SICC Goal Setting and Planning Tool to meet their needs.
    3. Based on the audit of systems done in phase 1, consider needed changes to policies, and procedures to determine alignment with comprehensive UDL implementation. 
      1. School and district communication strategies
      2. Assessment and grading policies and practices
      3. Discipline policies
      4. District data systems
      5. Professional development and instructional resources
        1. Quality of professional learning
        2. Quality and/or opportunity for job embedded coaching
        3. Training and time for peer to peer collaboration 
        4. Curriculum resource review and acquisition processes
        5. Policies behind technology both for learning and district infrastructure
        6. Initiative crosswalking for coherence
      6. District fiscal practices and policies
      7. Human resource policies
      8. Communication practices
      9. Family partnership practices
      10. Teacher evaluation processes
      11. ***This list can and should grow. Remember part of the expert learning process is seeing how one’s knowledge and skills related to UDL grow when applied to new contexts. 

 
  1. This step is all about establishing how your district will measure UDL integration and growth within your district. Remember it is important to have visible and actionable data and to build continuous revision cycles into your planning. First, empower schools to use and customize tools that accompany the UDL-SICC like the Self-Assessment, and the Goal Setting and Planning Tool. The UDL-SICC process is an especially helpful way to empower principals and school leadership teams to start their own individualized journey with UDL integration. Next, work with district leadership teams to capture ways elements from the above tools can be generalized to district levels. Some examples of considerations for progress monitoring include:
    1. Identifying and measuring UDL implementation indicators based on the UDL-SICC - how will you equip teams to know what UDL looks like within your district? 
    2. Assessment audits - how do you measure the degree your assessment practices align with UDL? 
    3. Identify a cadence for feedback cycles and protocols for making changes to your district plans based on what is working and what isn’t 
    4. Data dashboard creation - how will you create a way to visualize district and site progress in implementation of UDL? 

Collaboration and Community:

Many folks in your position seek to speak with others in the same situation – if that’s true for you, consider joining a greater community of practitioners driving UDL implementation in their schools and districts across California. Reach out to Udl@ccee-ca.org to find a network near you or look below to find county offices leading this work within California! 

The CA UDL Coalition

The California UDL Coalition, a grassroots consortia of state programs, county offices of education, and nonprofit organizations. The Coalition runs the CA UDL Network, a community of practitioners and organizations across the state that are either implementing UDL or supporting the implementation efforts of others. They meet virtually several times a year.

To learn more about the CA UDL Coalition and how they individually and collectively support UDL, you can email CAUDLCoalition@gmail.com 

Markers Showing You’re Ready for Phase 3:

Clear goals and related data metrics defining where you would like your district to be related to UDL implementation

       Metrics targeting growth goals in student achievement, LRE placement, etc. and the ability to disaggregate data based on student identification factors (e.g. race, socioeconomic status, foster homeless, IEP, home language, etc.)

       Establishment timelines for progress monitoring and decision making based on predetermined data metrics

       Establishment of a data dashboard housing data that is utilized regularly within UDL implementation planning conversations (meetings, town halls, professional development, etc.)

 A Theory of Action aligned to your UDL goals outlining your district’s strategy for UDL integration

Data establishing your district baselines for staff and student perceptions of belonging within the district

 District policies and procedures showing shifts toward UDL – e.g. new resource allocation protocols, student referral practices, classroom design based on flexibility and options

  UDL along with the term “Expert Learner” is built into both internal and external district communications

  Clearly established communication and idea gathering strategy and correspondingly assigned personnel tasked with gathering feedback and revision ideas on the UDL rollout

 Establishment of a district UDL Team tasked with rolling out and monitoring UDL theory of action and supporting school sites working toward UDL-SICC certification and those who are not

 A gathered set of school leadership teams using the UDL-SICC to improve UDL implementation

      A plan for supporting these school leadership teams based on needs they have communicated to the district regarding UDL-SICC implementation

      These teams have completed the process defined by the UDL-SICC Goal Setting and Planning Tool

  A completed survey of UDL trainings done within your district that align with UDL-SICC criteria and utilized a range of instructional methods, allowing for educators and your district community to have options in how they are equipped with UDL understanding

      An identified list of key district personnel most knowledgeable in UDL to be thought leaders for district wide implementation and serve on district UDL team

All schools in your district have completed the UDL-SICC Self-Assessment 

RESOURCES

Resources to Help You:

We’ve gathered resources from a variety of sources, both here in California as well as nationally. Our intent is to provide you with options that you can choose from to best suit your needs and context. 

Creating Goals and Success Criteria; Plan Development

Cast Logo

Your UDL Journey: A Systems Approach to Transforming Instruction

  • “The authors provide a guide - not a rigid step-by-step manual - for acopting UDL as the conceptual framework for an entire system, not just individual classrooms”
  • Chapter 5 works through this stage of implementation, guiding you to:
    1. Map resources
    2. Create goals
    3. Connect UDL to your vision
    4. Debunk myths and foster buy-in
Learn About the Book
Cast Logo

The Assessment Playbook: A UDL Approach

This Playbook supports K–12 educators in planning and implementing assessments in order to inform the design of instruction. Effective design and implementation of assessments help ensure that all students are able to grow and develop as learners—so they are empowered to build on their strengths and improve on areas of challenge.
Learn About the Book
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Supporting Inclusive Practices

The Supporting Inclusive Practices (SIP) program supports education agencies to become inclusive environments for all students. This grant program provides multi-year technical assistance and professional learning support, including the development of a logic model, action plan, and measurable goals and objectives.
Learn About the Program

UDL-SICC Guide

This guide outlines the purpose and use of the UDL-SICC to support effective school-wide UDL implementation.
Learn About the Program

UDL-SICC Goal Setting and Planning Tool

This tool supports school teams to set goals and create an implementation plan.

Learn About the Program

UDL Initiative Alignment Tool

This tool helps site and district leaders create more coherent systems by aligning the UDL Framework with other initiatives happening within the district.
Learn About the Program

 Professional Learning

UDL for Educator Empowerment

This learning path’s goal is to empower California educators with the needed knowledge and skills to apply Universal Design for Learning (UDL) holistically to their practices as professionals. Designed in partnership with teachers, for teachers, this path contains 6 modules of multimedia content, opportunities for reflection and community, and links to resources to deepen your learning and practice.
Learn About the Training
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UDL 101: Learn the Basics of Universal Design for Learning

OCDE provides in-person, virtual, and asynchronous options to help you:
  • Understand the connection between UDL, differentiation and the California Multi‐Tiered System of Support (CA MTSS);
  • Learn about the three principles of UDL (Representation, Action/Expression, Engagement);
  • Explore strategies and resources for utilizing UDL to support all students across content areas.
Learning Opportunity
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UDL in Under 60 Minutes

Interested in UDL but pressed for time? Well, the Los Angeles County Office of Education (LACOE) has you covered! This introductory course has been designed to succinctly and effectively communicate why UDL is so important to 21st-century education, the core tenets of what UDL is and is not, and how to begin your UDL journey.
This course is hosted on LearningDesigned.org and is provided at no cost.
Learning Opportunity
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UDL Boot Camp Online

Based on the Los Angeles County Office of Education's 2-day in-person workshop, this course will support participants to learn everything they need to begin their UDL journey. The course contains content in a variety of formats, review exercises to reinforce learning, and quizzes to ensure you have the foundational knowledge to move through the sections.
Learning Opportunity

Inclusive Literacy by Design

LACOE's Inclusive Literacy by Design unit builds capacity among educators to universally design learning experiences to be inclusive and promote student agency, while maintaining rigor and grade-level expectations. They offer a variety of professional learning resources and experiences for implementing UDL.
Learning Opportunity

UDL Basics

From SJCOE:
Our UDL Basics Modules provide a complete overview of the Universal Design for Learning Framework.
Learn how this framework can transform learning opportunities for all students.
Learn About the Training

UDL for Admins

From SJCOE: The Site Administrators’ Network connects site administrators with current topics and helpful resources in an atmosphere of co-learning, support, and collaboration
Learn About the Training
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UDL Implementation

From FCOE: Once schools understand the concept of “designing to the edges” and the foundational principles of UDL, then it is time to make a plan for implementation. Where should a district begin in this journey? Where does a school site or teacher start on this mission? These are the questions that will be answered during this 1-day professional learning opportunity surrounding the implementation of UDL at multiple levels.

Learning About the Training
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Design to the Edges: UDL 101

From FCOE: This session will cover foundational knowledge of UDL, lesson planning with a UDL lens, and what UDL looks like and feels like in the classroom.
Learning About the Training
Fresno County Superintendent of Schools Logo

Design to the Edges: UDL for English Learners

From FCOE: This session focuses on the needs of English Learners and Long Term English Learners and will cover foundational knowledge of UDL, lesson planning with a UDL lens, and what UDL looks like and feels like in the classroom.
Learning About the Training

UDL Now! A Teacher’s Guide to Applying Universal Design for Learning in Today’s Classrooms

UDL Now! by Katie Novak is an extremely helpful guide for teachers and school leaders that provides clear and actionable strategies for implementing UDL right away within classrooms. It is a must read for any educator seeking to apply UDL within their practices.
Learning About the Book

Five ways to Drive Professional Learning the UDL Way

Use UDL to guide professional learning. Move from one-size-fits-all PD to professional learning designed to meet the variable strengths and needs of your staff.
Learning About the Training

Supercharge your Professional Learning

Use this book as a tool for applying UDL to your professional learning and technical assistance practices. Supercharge your Professional Learning equips PD developers with the skills for making UDL tangible within adult learning experiences.
Learn About the Book

 

Engagement and Communication

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Why you should be an expert learner (for Kids!)

This video speaks directly to students about the value of expert learning.
Watch the Video
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6 Myths About Universal Design for Learning

From internationally recognized UDL expert Katie Novak, this blog sets out to debunk, “several myths and misconceptions about UDL that are common among educators. Addressing these myths may be helpful in implementing the framework in your school or district.”
Read the Artcile
Shelley Moor Cartoon

Transforming Inclusive Education

In this funny, insightful video, Shelley Moore uses the analogy of bowling to describe how educators need to change their aim to better support students in the margins.
Watch the Video

 

Progress Monitoring

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UDL Look-Fors

This resource was developed by the Open Access, an initiative led by Placer County SELPA and funded by the California Department of Education and the California Collaborative for Educational Excellence.
Learn About the Assessment
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Fidelity Integrity Assessment

The SWIFT-Fidelity Integrity Assessment (SWIFT-FIA) is a self-assessment tool schools and local educational agencies (LEAs) can utilize to monitor their progress in relationship to the SWIFT domains and features.
This tool may be familiar to you if you’ve already been implementing MTSS as part of the CA MTSS Initiative.
Learn About the Assessment

The UDL-SICC Self-Assessment

The UDL-SICC Self-Assessment is a robust tool for guiding decisions and supporting ongoing schoolwide growth, whether your team is just getting started or has experienced many years of successful UDL implementation.
Learn About the Assessment

WORK PLAN

Download a Customizable Work Plan

Enter your information below to download a work plan you can customize to your needs. 

Download the Phase 2 Work Plan

UDL School Implementation & Certification Criteria (UDL-SICC) by CAST, Inc. is licensed under CC BY-NC-ND 4.0 

UDL-SICC Goal Setting and Planning Tool by CAST, Inc. is licensed under CC BY-NC-ND 4.0 

UDL-SICC Guide by CAST, Inc. is licensed under CC BY-NC-ND 4.0 

UDL Initiative Alignment Tool by CAST, Inc. is licensed under CC BY-NC-ND 4.0 

UDL-SICC Readiness Indicators by CAST, Inc. is licensed under CC BY-NC-ND 4.0 

UDL-SICC Self Assessment by CAST, Inc. is licensed under CC BY-NC-ND 4.0 

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