What is Universal Design for Learning

Universal Design for Learning (UDL) is a framework to guide the proactive design of learning environments that are accessible and challenging for all students. The goal of UDL is to support learner agency, defined as the capacity to actively participate in making choices in service of learning goals.

UDL aims to change the design of the environment and instruction rather than to change the learner. When environments are intentionally designed to reduce barriers, it provides the opportunity for all learners to engage in rigorous, meaningful learning across content areas.
An environment or learning task built with the UDL framework provides: 

• multiple ways for students to engage in the learning (the “why”),
• multiple ways for educators to represent the information (the “what”) and,
• provides multiple means for students to demonstrate the learning (the “how”).

Planning with UDL in mind.

The following table may be helpful to compare traditional teaching, UDL, and Differentiation. Differentiation is the reactive process of individualizing instruction to meet individual needs where UDL is the proactive process of designing the environment intentionally to reduce barriers and engage all students in rigorous learning.

Traditional Teaching	UDL	Differentiation
Generalized plans and expectations for all students	Proactive planning for variable learners	Responsive to individuals and small groups
Curriculum and teacher centered	Evaluates fit between students, curriculum, and environment	Evaluates individual students
Teacher follows lesson delivery, pacing, and activities as designed	Designed before students arrive with options and choices built-in for learner variability	Responsive to students’ needs for slower pace, choices etc., after students arrive
Focus on the “average” student	Focus on variability	Focus on individuals and group
Does not consider the margins	Plans for margins	Adjusts to individual margins
Does not plan for barriers	Removes barriers	Works around barriers

Examples of how UDL interacts with the grade level learning standards

• Instruction designed with multiple means of engagement:
  • All second graders during ELA instruction are learning about character traits by either reading a text or listening to it being read aloud. Educators provide options for engagement in small groups, use visuals to match character traits (brave, kind, curious) to specific characters in texts, use drawings or digital media to represent characters, or engage in discussions with a partner to explore visual representations of characters. Educators maximize choice, relevance, and value by curating opportunities for students to choose high-interest texts or customize the complexity of the text/media to support access and sensemaking.
• Instruction designed with multiple means of representation:
  •  All third graders during math instruction are engaged in math content focused on fractions. Educators provide opportunities for students to develop this understanding using paper strip models, colored number blocks, by making granola together with the class, and constructing unit fractions on geoboards. 
• Instruction designed with multiple means of demonstrating the learning:
  • All second-grade students in science are engaged in developing a simple model that mimics the function of an animal in dispersing seeds or pollinating plants. Educators provide choices in how students model their understanding via multiple options such as a labeled sketch or drawing, comic strip showing and explaining the process, creating a physical model, by acting out the process, or using technology to show and explain. 

Resources to Learn More

There is a wealth of evidence-based professional development materials on UDL that can help educators deepen the use of the UDL framework within their teaching practices.

Visit the OSPI Inclusionary Practices webpage for robust guidance, partner resources, and research supporting inclusionary practices and outcomes for all students.

• Reaching Every Learner Document Suite: Use these tools, grounded in Universal Design for Learning (UDL), to design and provide instruction using accessible, inclusive, and appropriately challenging units for all students, including students with significant cognitive disabilities.   

CAST has developed:

• UDL Guidelines that support educators, curriculum developers, researchers, parents, and more to apply the UDL framework to practice. The guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.
• This Key Questions Guide to Consider When Planning Lessons, which is a helpful guide for educators. 

The TIES Center, a state sponsored technical assistance provider in Washington’s Inclusionary Practice Technical Assistance Network (IPTN) has Universal Design for Learning Modules. These modules were developed in collaboration with Washington schools to support educators and systems to collaborate to meet the needs of all students through rigorous learning goals and instruction that reflect high expectations. 

The Department of Education’s 2024 National Education Technology Plan highlights UDL through the use of technology to support learning.
 

What is Cultural Competency, Diversity, Equity, and Inclusion (CCDEI):

CCDEI creates a sense of belonging for every student to feel valued and honored in the learning space. When educators are intentional about facilitating culturally proficient practices, then noticing and actions are identified to address opportunity gaps and build systems of support for all students. 

The Cultural Competency, Diversity, Equity, and Inclusion (CCDEI) standards underscore educators' critical role in advancing equity within educational systems by emphasizing cultural responsiveness and prioritizing diversity, equity, and inclusion (DEI). These standards apply to all educators and serve as foundational in both the initial preparation of future educators and the continuous professional development of current practitioners, with the overarching goal of fostering inclusive and supportive learning environments for all students.  

Washington values cultural competency, diversity, equity and inclusion in our schools and classrooms. This value was reinforced by the Legislature in April 2021 with the passage of ESSB 5044. This bill required the Professional Educator Standards Board (PESB) to review and revise Washington’s educator standards and ensure the alignment of those standards with cultural competency, diversity, equity, and inclusion (CCDEI) practices. The CCDEI Standards for Educators were adopted in March 2022 and are now included in teacher preparation programs and on-going professional development.

• “Cultural competency” includes knowledge of student cultural histories and contexts, as well as family norms and values in diverse cultures; knowledge and skills in accessing community resources and community and parent outreach; and skills in adapting instruction to students’ experiences and identifying cultural contexts for individual students.
•  "Diversity" describes the presence of similarities and differences within a given setting, collective, or group based on multiple factors including race and ethnicity, gender identity, sexual orientation, disability status, age, educational status, religion, geography, primary language, culture, and other characteristics and experiences.
• "Equity" includes developing, strengthening, and supporting procedural and outcome fairness in systems, procedures, and resource distribution mechanisms to create equitable opportunities for all individuals. The term also includes eliminating barriers that prevent the full participation of individuals and groups.
•  "Inclusion" describes intentional efforts and consistent sets of actions to create and sustain a sense of respect, belonging, safety, and attention to individual needs and backgrounds that ensure the full access to engagement and participation in available activities and opportunities. Revised Code of Washington (RCW) 28A.415.443
• “Culturally responsive teaching” teaching that recognizes the importance of including students’ cultural references in all aspects of learning. Characteristics of culturally responsive teaching include positive perspectives on parents and families, communication of high expectations, learning within the context of culture, student-centered instruction, culturally mediated instruction, reshaping the curriculum, and teacher as facilitator. 
• “Cultural Proficiency” is about educating all students to high levels through knowing, valuing, and using as assets their cultural backgrounds, languages, and learning styles within the context of our teaching. A central tenet of Cultural Proficiency holds that change is an inside-out process in which a person is, first, a student of his own assumptions. Initially, educators must have the capability to recognize our own assumptions to retain those that facilitate culturally proficient actions and to change those assumptions that impede such actions. Similarly, educators as a community apply this inside-out process to examine school policies and practices that either impede or facilitate culturally proficient practices. This ability to examine oneself and organization is fundamental to interdependent thinking needed when addressing achievement gap issues. Cultural Proficiency is about being effective thinkers and educators in cross-cultural situations. What Is Cultural Proficiency | CCPEP.ORG

CCDEI is for all students and educators. As educators examine their own thinking and processes, we can make space for all our students by creating opportunities to value their cultures, knowledge, languages and assets and the impacts on learning.

Planning with CCDEI in mind:

The CCDEI Standards for Educators include definitions, components and observable indicators to help educators in their skills and understanding of the CCDEI standards. Teachers must demonstrate these standards in ways that support their students.

Examples of how CCDEI standards interact with the grade level learning standards:  

• When planning instructional opportunities with students utilizing grade level standards, educators can incorporate CCDEI through some of the following examples:Provide opportunities to learn about the people, history, and the human diversities present in your classroom, school, district, and broader community. For example, incorporate local ways of knowing and teaching from your local tribe.
• Provide time, space and opportunity for students, families, and communities to share their experiences and assets. For example, include guest speakers, presentations, or other methods/formats of sharing to provide opportunities to represent many voices.
• Provide opportunities for students to speak and read in their native language.
• Co-design learning spaces with your students that reflect their interests and assets. For example, include books, materials, and resources from your local environment and community for students to refer to in the classroom space. Elevate and make student thinking visible, through tools including student discourse.

The following questions may also exemplify effective practices of CCDEI to transform K–12 education to a system that is centered on closing opportunity gaps and is characterized by high expectations for all students and educators.

• What opportunities exist for culturally and linguistically diverse students to leverage their cultural and linguistic backgrounds to achieve academic success and social-emotional well-being?
• What kind of classroom management techniques and instructional skill sets work best to build on and bridge the lived experiences of historically underserved students?
• How do school climates authentically model cultural relevancy, cultural competency, diversity, equity, and inclusion with staffing, professional development, policies and practice, and family and community engagement?

Resources to Learn More:

• Tribal Sovereignty and Tribal Consultation
• Funds of Knowledge Toolkit
• Questions that Begin Culturally Responsive Formative Assessment Inquiries
• Planning with Equity in Mind from Culturally Responsive Education in the Classroom: An Equity Framework for Pedagogy by Dr. Adeyemi Stembridge
• SEL Implementation Culturally Sustaining Practices
• RCW 28A.410.265 (2021) PESB Cultural Competency, diversity, equity, and inclusion standards of practice.  RCW 28A.410.265: Washington professional educator standards board—Certification—Cultural competency, diversity, equity, and inclusion standards of practice.
   

What is Social Emotional Learning

Social Emotional Learning is a process through which individuals build awareness and skills to manage emotions, set goals, establish positive relationships, and make responsible decisions that support success in school and in life. The Washington SEL Framework is grounded in three essential elements and four guiding principles that are foundational in supporting students’ social, emotional, and academic learning. SEL implementation requires integrated school efforts where the following practices must be addressed

Three Essential Elements

• Creating conditions to support student SEL through positive climate and culture.
• Collaboration among families, educators, community partners, and young people in SEL design implementation.
• Build Adult Capacity.

Four Guiding Principles

• Equity: Each child receives what they need to develop and reach their full potential.
• Culturally Responsive: Culture is embraced as a valuable asset for education, rather than an obstacle.
• Universal design: Learning differences are planned for and accommodated.
• Trauma-Informed: Knowledge of the effects of trauma is integrated into policy and practice.

Washington Social Emotional Learning (SEL) Standards

• Standard 1–Self-Awareness
• Standard 2–Self-Management
• Standard 3–Self-Efficacy
• Standard 4–Social Awareness
• Standard 5–Social Management
• Standard 6–Social Engagement

SEL supports all students in solving complex academic challenges, helps them understand how their emotions impact learning, and provides skills to build positive relationships and set lifelong goals. When students have opportunities to practice social emotional skills within academic content, they make connections that create collaboration, raise problems, and help them identify solutions.

Purposeful SEL practices and pedagogy improve students’ academic outcomes and attitudes about themselves as learners. These skills increase safety, sense of belonging, engagement, and overall well-being for students and educators. In addition, teaching SEL has shown to decrease disciplinary incidents and emotional distress. SEL provides protective factors that impact positive decision-making in school and in life.

Planning with SEL in mind

Identify SEL standards that align to the content standards and integrate those into lesson objectives. The goal is to intentionally apply context to lesson planning that is student-centered, accessible, and engaging. The Planning Tool: Integrating Equity-Centered Social Emotional Learning provides examples to support educators as they prepare lessons, including an opportunity to self-reflect and adapt strategies that align with the content standard objectives.

Use the SEL Brief for Educators and ask yourself the following questions:

• What social emotional standard (s) will my students practice during this task?
• What social emotional standard (s) might my students need to use to feel successful while engaging in this task?
• Do all my students have access to age-appropriate tools, support, and instruction that they need to engage in this task? 
• Have I included students’ perspectives, understanding, and knowledge base when reviewing the learning objectives?
• Have I considered multi-modeled ways of learning (visual, auditory, tactile, etc.)?
• Have I modeled the social emotional skills that you expect to see in my students? 
• Have I reviewed the social emotional vocabulary with my students before and after a lesson?

Examples of how SEL interacts with the grade level learning standards:

• Embed SEL skills such as self-awareness, self-management, and social engagement into content standards. For example, while teaching lessons, include activities that promote empathy and perspective-taking. Design group activities that require students to work together, fostering communication and teamwork skills (social engagement). 
• Include scaffolded instruction and multiple means of engagement, action, and expression (UDL) such as visual aids, graphic organizers, projects, written or oral reports, and sentence streams to provide inclusive access to content. 
• Incorporate diverse perspectives (social awareness) and materials that reflect the background of all students. For instance, provide literature from various cultures and discuss historical events by giving students opportunities to share their experiences (self-efficacy and self-awareness).
• Integrate strategies such as cross-disciplinary practices and ongoing collaboration (self and social management) among students to promote curiosity (self-efficacy) and make connections (social engagement). Seeking feedback from students to ensure that their diverse needs are being met. By thoughtfully integrating standards, concepts, and practices with content standards, we create a more inclusive and supportive learning environment that meets the needs of all students. 

Resources to Learn More

Washington educators are well-positioned to integrate SEL into content standards. Visit the Social Emotional Learning webpage for additional guidance, framework, resources, professional learning, crosswalks, and alignments for further exploration. Review the variety of lesson plans, and strategies created in the SEL Resources Group Resources | OER Commons to enhance your teacher toolbox. In addition, the following asynchronous professional learning options invite a team-driven approach to SEL integration.

• SEL Online Module
• Academic Integration Module 
• Sanford Harmony Academy

What is Multilingual Education

Washington state has over 150,000 students identified as multilingual learners (MLs) who are served in multilingual education programs. Multilingual learners bring rich cultural and linguistic assets to their classrooms as they engage in developing English language proficiency and academic skills. Washington state is committed to honoring and preserving students’ languages and cultures while supporting multilingualism and high academic achievement for all students.
The purpose of multilingual services is to ensure that multilingual learners attain English proficiency, develop high levels of academic achievement in English, and meet the same challenging state academic standards that all children are expected to meet.
Multilingual learners benefit from strong support to develop critical academic language and skills and to reach the same levels as their peers in English language arts (ELA), mathematics, and all content areas. Therefore, it is imperative that all educators develop the skills needed to integrate content and language development into instruction for multilingual learners at every level.

Planning with MLs in mind

Multilingual learners vary in their linguistic and socio-emotional needs, their trajectories toward proficiency, and their self-efficacy in acquiring academic English. Program models have an impact on how students make progress, yet all students must experience robust, effective English language development instruction as well as meaningful access to content in all program models.

To best meet the instructional needs of multilingual learners, educators, with the support of an English Language Development (ELD) teacher or specialist, should:

• Align content standards to the WIDA ELD Standards Framework to integrate language development in instruction.
• Use the Collaborative Planning Template to design content-based language objectives and instruction.
• Attend to the four domains of language during instruction: listening, speaking, reading, and writing.
• Integrate WIDA Modes of Communication (interpretive and expressive) to increase accessibility options for students and emphasize multimodal forms of communication. WIDA Standards Framework FAQ Language Expectations
• Implement classroom interactions to promote academic oral language development.
• Include appropriate scaffolds during instruction to provide access to grade-level content. Some examples of scaffolds are:
  • Visual representations of information such as pictures, graphs, charts, diagrams, and maps
  • Graphic organizers
  • Sentence stems 
  • Modeling
  • Manipulatives

Examples of how MLs interact with the grade level learning standards

The Washington State Learning Standards outline the learning goals for every student, including multilingual learners. The learning standards further highlight that the success of multilingual learners is the collective responsibility of all educators. Therefore, developing content-based lessons and units of study to provide multilingual learners with English language development (ELD) skills and meaningful access to grade-level content critical to academic success. By recognizing the integration of Social Emotional Learning, Universal Design, and Cultural Competency, Diversity, Equity, & Inclusion and developing instructional strategies with WIDA ELD Standards Framework, schools can help multilingual learners build the necessary foundation to thrive socially and emotionally and to pursue academic success for college, career, and life.

Resources to Learn More

• The Multilingual Learner Statewide Strategic Plan provides a vision for supporting the success of all multilingual learners in Washington state with goals, strategies, and key actions to take at the state, district, school, and classroom level.
• Washington State Policies & Practices Guide provides guidance on required policies and practices for TBIP programs.
• WIDA ELD Standards Framework, 2020 edition.

What is Highly Capable

Highly Capable programs and services provide appropriately challenging instruction and other supports for advanced learners. Highly Capable students in grades K–12 demonstrate readiness and/or potential to benefit from above - grade level curriculum/instructional materials in one or more subject areas and require accelerated learning and enhanced instruction beyond the general education program to achieve academic growth. Academic acceleration allows academically talented students to move through an educational program at a faster rate or at an age younger than is typical. (This is distinct from acceleration defined as teaching grade level material with supports to struggling students who are below grade level.)

Planning with Highly Capable students in mind

Districts should recognize that students who need accelerated learning and enhanced instruction are part of the academic diversity their schools experience and serve on their campuses. Advanced learners are students that districts must anticipate and plan for within their educational programs, meaning they need to actively identify and provide appropriate learning opportunities for students who demonstrate advanced learning needs beyond grade level standards.
Districts must seek to expand access to accelerated learning and enhanced instruction at elementary and secondary schools and advance equitable enrollment practices so that all students, especially students from historically underrepresented and low-income groups, who are ready to engage in more rigorous coursework can benefit from accelerated learning and enhanced instruction.

Examples of how Highly Capable services interact with grade level learning standards

Highly Capable Services

Districts must identify and provide services and opportunities designed to meet the needs of advanced learners in K–12 grades in their academic strength areas. 

Student growth

All students have the right to grow one full year, each year they are in school. Assessing students’ current levels of performance is required to determine appropriate instruction. How we ensure that growth is where educational equity comes into play in our instructional practices.

Identification

The purpose of highly capable identification is to include, not exclude, students. Districts should have systems and supports in place to recognize when students require additional academic challenge beyond grade level standards. Students may demonstrate the need for accelerated learning and enhanced instruction through classroom performance, curriculum-based assessments, teacher observation, standardized tests, and other opportunities.

Students' abilities must be evaluated in the context of local norms; this is important for groups that have been historically underrepresented in highly capable programs, including low-income students, multilingual learners, highly mobile students, foster students and students who receive McKinney-Vento services. Attention should be paid to students with disabilities (IEP and section 504 plan) who need accelerated learning and enhanced instruction in their domain(s) of strength, also known as twice exceptional (2e) students. These students must also receive all specially designed instruction and accommodations from their IEP and section 504 plan. Highly capable students are present within all protected classes according to RCW chapters 28A.640 and 28A.642.

Differentiated Instruction

Teachers must be supported to deliver differentiated instruction, tailoring curriculum/adopted instructional materials, and instructional practices to meet the needs of all students ready for advanced learning and ensure they are appropriately challenged. 

Acceleration

Based on a student's academic performance in a content domain, districts should offer acceleration options such as subject-based acceleration, early entrance, curriculum compacting, mastery-based learning and dual enrollment/advanced placement courses that allow students to progress at a faster pace or younger age than the typical curriculum progression. RCW 28A.320.195 provides requirements for Academic acceleration for high school students.

Enrichment Opportunities for All Students

Districts should provide enrichment programs or activities that go beyond the standard curriculum to all students who might benefit, allowing learners opportunities to explore topics in greater depth and develop higher-order thinking skills.

Resources to Learn More

• RCW 28A.320.195 - Academic acceleration for high school students
• RCW 28A.185 - Highly Capable Students
• National Standards in Gifted and Talented Education
   

What is Native Education

The Office of Native Education (ONE), formalized in 2011 by the Legislature (RCW 28A.300.105), serves under Washington state’s Office of Superintendent of Public Instruction (OSPI) as a liaison among school districts, tribal governments, state-tribal education compact schools (STECs), tribal schools, Native communities, parents and guardians of Native children and other groups and individuals. The primary goal is to help school districts meet the educational needs of American Indian and Alaska Native (AI/AN) students.

Planning with Native and Indigenous Learners in Mind

It is important to understand that there is no one way to plan for Native learners. Native learners come from distinctly different Tribes, lived experiences, and cultural backgrounds. One critical initiative is to incorporate the John McCoy (lulilaš) Since Time Immemorial (JMLSTI) Curriculum. This curriculum was created so that Native students will see themselves in curriculum and to help better educate our citizenry about the unique political and cultural status of our Native citizens. The curriculum is endorsed by all 29 federally recognized Tribes in the State of Washinton.

Examples of how Native Education interacts with the grade level learning standards

The JMLSTI curriculum promotes three approaches. First, an inquiry-based approach with five essential questions:

• How does physical geography affect the distribution, culture, and economic life of local tribes?
• What is the legal status of tribes who "negotiated" or who did not "negotiate" settlement for compensation for the loss of their sovereign homelands?
• What were the political, economic, and cultural forces consequential to the treaties that led to the movement of tribes from long-established homelands to reservations?
• What are ways in which Tribes respond to the threats and outside pressure to extinguish their cultures and independence?
• What do local Tribes do to meet the challenges of reservation life; and as sovereign nations, what do local Tribes do to meet the economic and cultural needs of their Tribal communities?

Secondly, A place-based approach. Our approach encourages teachers and students to address the essential questions in the context of tribes in their own communities.

Lastly, an integrated approach. Teachers choose how much time to spend on tribal sovereignty content to complete their units throughout the year. The integrated approach provides three levels of curriculum for each of the OSPI-recommended social studies units, each level building on the last. Tribal sovereignty lessons are aligned to the Common Core State Standards for English/Language Arts. Where appropriate, units build toward successful completion of Content Based Assessments (CBA).

Resources to Learn More

John McCoy (lulilaš) Since Time Immemorial: Tribal Sovereignty in Washington State
 

What are Special Education and Related Services

All students are general education students and work on grade level learning standards for the grade and courses they are assigned. General education teachers are experts at supporting all students to access and make meaningful progress in grade level learning standards and should adjust the depth, breadth, and complexity of the standards needed to support access and extend the learning. There are no modified or alternative learning standards.

Some students may also be eligible to have support through an IEP. IEPs provides an additional layer of special education and/or related services that layer on top of general education instruction on grade level learning standards. The purpose of the IEP is to bridge the gap between a student's present level of academic and functional performance and those of grade level expectations. The IEP is also intended to meet the students’ unique needs resulting from their disability.

The IEP is not the student’s sole educational program or curriculum

For each student eligible for special education services, their educational program has three parts that go together to support them for their next steps after high school: 

• the general education curriculum, 
• the school’s routines and activities, and 
• the IEP

IEP teams also play a key role in outlining and supporting accommodations and modifications that assist students to be successful across learning environments as well as providing valuable support and collaboration with other staff who are supporting a student’s learning.

Inclusive Education requires a team vision and expectation that each student can actively participate, belong, contribute, and learn in the school and larger community. This process is based on meaningful collaboration between general educators, special educators, related service providers, families, and students.

Examples of how IEP support interacts with the grade level learning standards

A student’s IEP outlines the Specially Designed Instruction (SDI), related services, supplementary aids, services, and program modifications or supports for school personnel that support students to access and benefit from the grade level learning standards they are also working on. 

The following list provides examples for how each component may be authored in an IEP. Additionally, it illustrates how general education teachers play an essential role in implementing the IEP supports and supporting student learning in the general education environments. 

• Accommodations that a general education teacher may provide include:
  • Needed seating or grouping arrangements (e.g., sitting at the front of the class or away from doors and windows
  • Support for instruction (such as graphic organizers, calculators, or audio recording of lessons)
• Modifications a general education teacher may provide include:
  • Reducing the number of items a student needs to complete
• Specially Designed Instruction and Related Services may include:
  • Daily 15-minute direct instruction in phonics and reading fluency provided by a special educator in the general education classroom.
• Program Modifications or Supports for School Personnel:
  • Special Education teacher quarterly coaching for general education teachers to support student growth through implementation of positive behavior supports.

Resources to Learn More

• Tips from the Special Education Division–October 2024 and November 2024 unpack guidance around specifically designed instruction, accommodations, modifications, related services, and supplementary aids and services that all support students to progress. 
• Creating Accessibility in Grade Level Standards.
• Comprehensive Inclusive Education OSPI web page, and the Comprehensive Inclusive Education: Connecting General Education and Individualized Education Programs (IEPs) guidance.
• OSPI has a 10 Step Guide to the Special Education Process that details how special education works. 
• U.S. Department of Education, Building and Sustaining Inclusive Educational Practices: Aligned with the Elementary and Secondary Education Act of 1965 (ESEA)and Part B of the Individuals with Disabilities Education Act (IDEA).