It’s been dubbed “the million dollar” question: what does a UDL classroom really look like? Truly, there isn’t one correct answer to that question. However, all successful UDL classrooms make use of common elements. A Practice Profile includes those common elements and helps teachers implement and refine UDL practices. At the organizational level, a Practice Profile helps districts define what makes up UDL classrooms and what UDL classrooms look like across their different educational settings. The Profile’s success stems from its ability to create empowering dialogue between educators as they share and build upon one another’s teaching experiences and UDL principles. This session explores what a Practice Profile is, ways they are used, and how to go about personalizing a Practice Profile template to improve instructional UDL practice.

The UDL-PLC series consists of 15 modules that guide the development of a UDL professional learning community. Each module has 2 segments: Learn and Discuss. 

While UDL-PLC modules can be viewed in any order, we suggest viewing the following module which serves as introduction to the series. 

• Introduction To Developing A PLC: UDL-PLC Module Series

This module reviews critical protocols for maintaining, scaling and advancing annual UDL implementation.  The discussion focuses on multi-year planning in order to grow and sustain UDL school wide.  

Teacher preparation professionals, or those delivering professional development may find useful this Innovation Configuration (IC) matrix when introducing and teaching the UDL guidelines.  

In consideration of the UDL Critical Elements, educators implementing UDL should use a reverse design instructional process that incorporates the establishment of clear goals, anticipates learner variability, measurable assessment and outcomes, instructional experience, and reflection and understanding.  The article contains a link to a downloadble version of the resource.  

It is easy to get stuck in the exploratory and planning phase of UDL. Whether you are implementing UDL as a district-wide mandate, or growing UDL from the ground up one school at a time, making the shift to real-world UDL implementation requires attention to logistics. This conference proceeding discusses the variables affecting the early phases of UDL implementation. It then describes the preparation phase in one school district where UDL was implemented school by school. It covers the selection of schools and school-based leaders, as well as the role of UDL consultants and principals. Additionally, a timeline of preparation tasks is outlined.