Earlywood Educational Services and Goalbook partnered to explore how perceptions of educators’ self-efficacy influence educator practice in applying UDL strategies to support specially designed instruction (SDI) and foster collaboration with general educators in supporting ALL students with MTSS-appropriate tier 1 best practices. 

This interactive session will dive into the findings from years 1 and 2 of this mixed-methods inquiry. The successes, challenges, and findings of UDL strategy implementation by special education personnel provide valuable insights into the connection between special educator efficacy as an “expert learning specialist” to the utilization of UDL strategies as a co-contributor to teaching and learning in the general education classroom to address learner needs.

Session Video Recording
Padlet

This session dives into an impact study Goalbook conducted in conjunction with WestEd and DC Public schools, using a mixed-methods approach to answer the following research questions:

• What impact does the UDL framework have on teacher classroom practice?
• How can districts support teachers’ use of UDL in classrooms?

This study examined how the UDL framework is used to design instruction and facilitate differentiated lesson planning through instructional coaching at the K-12 level. The findings support the body of research that suggests the UDL framework aids educators in designing differentiated learning experiences accessible for all learners. Both teachers and instructional coaches cited Goalbook Toolkit as a critical tool in utilizing the UDL framework within their instructional design and coaching. Ongoing evaluations following this initial study reveal promising applications of increased teacher efficacy in understanding and applying UDL principles and strategies to support diverse learner needs. 

Session Video Recording
Video Transcript
Slide Deck
Narrative
Interactive Notes Document

This session dives into an impact study Goalbook conducted in conjunction with WestEd and DC Public schools, using a mixed-methods approach to answer the following research questions:

• What impact does the UDL framework have on teacher classroom practice?
• How can districts support teachers’ use of UDL in classrooms?

This study examined how the UDL framework is used to design instruction and facilitate differentiated lesson planning through instructional coaching at the K-12 level. The findings support the body of research that suggests the UDL framework aids educators in designing differentiated learning experiences accessible for all learners. Both teachers and instructional coaches cited Goalbook Toolkit as a critical tool in utilizing the UDL framework within their instructional design and coaching. Ongoing evaluations following this initial study reveal promising applications of increased teacher efficacy in understanding and applying UDL principles and strategies to support diverse learner needs. 

Session Video Recording
Video Transcript
Slide Deck
Narrative
Interactive Notes Document

Solely focusing on teacher knowledge of UDL and classroom implementation isn't enough. This workshop dives into the critical need for understanding, valuing and celebrating the variability of learners by addressing intersectionality, identity, perception and implicit bias. It is from this point educators can mitigate disabled environments and curriculum design fraught with barriers to learning. In the same vein, it is the responsibility of educational leaders to increase their expertise around the UDL framework as it applies to the classroom setting and the system as a whole within which they function. In order to fully realize an educational vision of equity for all and supporting enabling environments for teaching and learning to occur, the UDL mindset must permeate all levels of the system; hiring, mentoring, family engagement, data analysis and use, initiative alignment, culture/climate, etc. The fidelity, scale, and sustainability of UDL implementation requires it.

Session Video Recording
Padlet
Interactive Notes Document

Goalbook, in conjunction with WestEd and D.C. Public Schools, conducted an impact evaluation to examine how the Universal Design for Learning (UDL) framework influences instructional design and facilitates differentiated lesson planning utilizing instructional coaching support. UDL is a framework that guides educators to differentiate instruction by designing lessons that offer multiple means of access to rigorous learning objectives. Goalbook provides instructional resources within a technology platform that empower teachers to align their planning to rigorous learning standards. Goalbook uses the principles of the UDL framework to guide the support and resources provided to educators. This investigation addressed the following questions: (1) What impact does the UDL framework have on classroom practice and (2), how can districts support teachers’ use of UDL in classrooms?