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

2. 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).

3. 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

4. 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?

5. 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?

6. Next Steps