Universal Design for Learning (UDL) Implementation Activity Guide

Your school.	

	
Your name (and the names of your team members).	

	
Overall goal or objective.	

	
Schools need to share the UDL information at the beginning of the school year.  Estimate when (date) you tentatively will schedule your professional learning.	

How will the team share the information at the school (PLCs, Pre-Planning, PD after school, etc.)?	

	
Description of the activity (including how you will incorporate the UDL principles in your presentation/PD).	

	
What tools and resources will you share?	

	
What outcome(s) will you be looking for after you redeliver the information from this training? 	

	
Lesson plans, walk-throughs, agendas, etc. should reflect UDL principles are being implemented.  Principals will be provided a UDL ‘Look fors’ observation form that may help determine whether or not teachers are implementing the principles. Principals will share at the monthly principals’ meetings successes, barriers, solutions, etc. with UDL implementation. If requested, schools should be able to provide evidence of UDL implementation.

When will you share your outcome/result(s) with your school administrators and determine next steps (How many weeks/months out from when your team redelivers the information?)?

	
Create an outline, graphic organizer, slide or chart that reflects and summarizes your plan. Each school will share their plan at the end of the day.	

Types of Outcomes

Systemic Outcomes
•	Changes in instructional materials.
•	Changes in availability/use of technology tools.
•	Changes in use of instructional strategies.
•	Changes in how lesson plans are developed.
•	Changes in how instructional activities are designed.

Student Outcomes

Academic Outcomes
•	increase in formative assessment results
•	increase in test scores

Instructional Behaviors
•	increased instructional on-task behavior
•	increased participation in cooperative learning activities
•	increased active communication within the context of the learning objective (asking questions, responding)
•	increased active listening within the context of the learning objective (attention, engagement)
•	increased self-progress monitoring

Expert Learner Indicators (Goal Directed)
•	Formulate plans for learning
•	Devise effective strategies and tactics to optimize learning
•	Organize resources and tools to facilitate learning
•	Self-monitor progress
•	Recognize their own strengths and weaknesses as learners
•	Abandon plans and strategies that are ineffective