Universal Design for Learning Action Step • Provide professional development specific to differentiating instruction and the use of UDL practices, including questioning and discussion techniques. Audience General educators, special educators, specialists, learning support paraprofessionals Topics to be Included Highly effective instructional design, Universal design for learning practices, differentiation, assessment literacy Evidence of Learning Observational and walk-through data, student performance data, and teacher feedback will show that teachers have a greater understanding of differentiation and UDL practices, know how to use assessment to guide and differentiate instruction, purposely plan for differentiation and implement best practices, and ultimately improve student performance by closing the gaps. Lead Person/Position Anticipated Start
Anticipated Completion
Executive Director of Special Education, Supervisor of Special Programs, Special Education Curriculum, Instruction and Literacy Coordinator
2025-08-26
2028-06-09
Learning Format Type of Activities
Frequency
Inservice day
Ongoing with collaborative PLC review as needed on inservice days
Observation and Practice Framework Met in this Plan • 3e: Demonstrating Flexibility and Responsiveness • 3a: Communicating with Students • 1e: Designing Coherent Instruction • 2b: Establishing a Culture for Learning • 1f: Designing Student Assessments • 3d: Using Assessment in Instruction • 1b: Demonstrating Knowledge of Students • 3c: Engaging Students in Learning This Step Meets the Requirements of State Required Trainings Teaching Diverse Learners in Inclusive Settings
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