Update on UDL Implementation Measurement and GD Comparison Districts Dr. Katie Novak Assistant Superintendent of Schools

Our Process Unpacked the district power standards and aligned them to Look-Fors in Inclusive Practice Guidebook Selected look-fors to guide district observation and to use to establish growth of inclusive practice across the district Complete biweekly reviews of observations, double blind Translated these “look-fors” into rubric of strategies observable in short, 2 min walk-thrus. Develop a baseline to measure progress toward our district vision of creating environments for innovation and implementing Universal Design for Learning (UDL).

Element and Look-Fors Alignment Demonstrates knowledge of the developmental levels of students in the classroom and the different ways these students learn by providing differentiated learning experiences that enable all students to progress toward meeting intended outcomes. (I-A-2) Presenting curriculum content through multiple means and providing scaffolds and support for metacognitive processing Providing scaffolds so all students can access instruction and assessments

The Look-Fors As you are observing, choose one or more of the following inclusive practices to target your observation: Is the teacher presenting curriculum through multiple means and/or providing scaffolds so all students can access instruction and assessments? Do students have multiple and varied options to participate, collaborate, and/or express themselves? Is the teacher making frequent checks for each student’s understanding? Are there clear academic goals for the lesson? Is the teacher differentiating their instruction and support for students by providing students with options and choices?

Immersion Experience Is the teacher presenting curriculum through multiple means and/or providing scaffolds so all students can access instruction and assessments? Do students have multiple and varied options to participate, collaborate, and/or express themselves? Is the teacher making frequent checks for each student’s understanding? Are there clear academic goals for the lesson? Is the teacher differentiating their instruction and support for students by providing students with options and choices?

Next Steps