The UDL- SICC Goal Setting and Planning Tool can be used to turn data from the UDL-SICC Self-Assessment into meaningful, realistic implementation goals. School teams may choose to build on areas of UDL implementation strength or focus on areas of needed growth. Setting goals across several domains helps ensure a global, holistic approach to UDL school improvement.

Click here to view the UDL School Implementation & Certification Criteria (UDL-SICC)

The self-assessment is designed to help school teams map their school’s current UDL practices to determine where they are and what next steps they can take on their UDL journey. Leadership teams use school data to identify areas of strength and growth related to schoolwide UDL practices and to identify potential entry points for improving UDL implementation. School teams can use the outcomes of this self-assessment to:  

• determine an area of focus;
• set an improvement goal;
• identify ongoing data that can be used to substantiate progress toward the goal;
• develop an action plan; 
• determine a timeline for revisiting and revising the plan and goal; and
• determine readiness for UDL School Certification

Click here to view the UDL School Implementation & Certification Criteria (UDL-SICC)

The UDL-SICC Full Criteria document provides a comprehensive description of the SICC. The UDL-SICC is built around four domains; School Culture and Environment, Teaching and Learning, Leadership and Management, and Professional Learning. They provide an organizational structure for thinking about schoolwide UDL implementation. Each domain is defined by its four elements, which guide implementation and are measured during certification. It includes grounding information about the criteria organization and structure, and provides detailed information, by domain, for all elements. Each element is defined by intent, indicator, and level. 

• Intent describes the purpose behind the element and its significance to school-wide UDL implementation.
• Indicators define and set the standard for full implementation of each element, and are used to monitor progress toward implementation. 
• Levels describe the continuum of practices that improve implementation, leading to certification of the element.

Click here to view the UDL School Implementation & Certification Criteria (UDL-SICC)

The UDL Implementation Readiness Indicators Tool supports school teams with determining a school’s readiness for UDL Implementation, helps teams avoid the potentially costly mistake of launching implementation efforts prematurely.

It’s important to recognize that readiness is contextual. A school team may be ready to scale up one initiative while still exploring readiness for another. All schools have unique qualities and needs. Understanding your school’s attributes will help your team determine where to begin your UDL implementation journey.

Click here to view the UDL School Implementation & Certification Criteria (UDL-SICC)

Classroom educators from around the world share their stories of UDL implementation during the podcast, UDL in 15 Minutes.

This resource will highlight a previously published phenomenological study that explored the understanding, experience, and application of UDL methodology among teacher candidates enrolled in a special and elementary education dual licensure program. The emerging themes from the study demonstrated that teacher candidates’ understanding and application of UDL were promoted by the UDL training received through modeling and implementation in supervised clinical field experiences. This resource will focus on UDL tools that are ready to be demonstrated, modeled, and implemented in K-12 classrooms and higher education classrooms. 

The University of Vermont's Designing for Learning Program is a unique collaboration between the Center for Teaching and Learning, the Writing in the Disciplines Program, and the College of Arts and Sciences. A cohort model is used each semester as part of building the community of Universal Design for Learning (UDL) knowledge. In each semester cohort, up to 10 College of Arts and Sciences faculty work to redesign their courses, using UDL principles in concert with backwards course design. The intentional application of UDL and backwards design helps to reinforce “tight goals and loose means” of infusing UDL into Higher Education course work. Each faculty member in the program participates in a series of five workshops on Universal Design for Learning and backwards course design. In addition, each faculty member has a teaching observation by a CTL staff member who guides them through the existing UDL components of their teaching and identifies places for improvement.

The University of Vermont's Designing for Learning Program is a unique collaboration between the Center for Teaching and Learning, the Writing in the Disciplines Program, and the College of Arts and Sciences. A cohort model is used each semester as part of building the community of Universal Design for Learning (UDL) knowledge. In each semester cohort, up to 10 College of Arts and Sciences faculty work to redesign their courses, using UDL principles in concert with backwards course design. The intentional application of UDL and backwards design helps to reinforce “tight goals and loose means” of infusing UDL into Higher Education course work. Each faculty member in the program participates in a series of five workshops on Universal Design for Learning and backwards course design. In addition, each faculty member has a teaching observation by a CTL staff member who guides them through the existing UDL components of their teaching and identifies places for improvement.

Learning about UDL is essential for pre-service teacher candidates to be prepared to support all learners in their future practice. Seeing UDL modeled by instructors and engaging directly with UDL principles offers candidates the chance to experience the power of UDL for themselves. Two university instructors in a teacher education program modeled the Principles of UDL in a course about inclusive classroom practices. Their curriculum design decisions are described. The emerging Pedagogical Implementation of UDL model illustrates how two university instructors teach and model UDL Principles as an avenue for their candidates to implement UDL into their future practice.