UDL Connections: Spring/Summer

Hopefully they help you think about intentional systems design- meeting teams/learners where they are- and ways to remove or reduce barriers with flexible design as we begin to think about what next school year might look like for our learners.

The tools below allow district, building, and even teacher teams to dive into conversations about what might be effective ways to improve UDL implementation at each level of the educational cascade. Just as students need options to help build learner agency, adult learners and UDL implementers need to work collaboratively to learn what works best for students and their own learning systems.

The UDL Systems Implementation Tool or UDL-SIT. The Universal Design for Learning System Implementation Tool (UDL-SIT) serves as an effective tool to evaluate the integration of Universal Design for Learning (UDL) principles within educational agencies, schools, and individual classrooms. The UDL-SIT includes three documents.

1. UDL-SIT Facilitators Guide:

The Universal Design for Learning System Implementation Tool (UDL-SIT) Facilitator's Guide provides comprehensive guidance on implementing UDL principles across educational institutions. A facilitator is the person who guides the team's use of the UDL-SIT.

2. UDL-SIT Coaching Guide:

This coaching guide will provide the necessary information and resources to effectively administer the UDL-SIT and guide an organization toward successful UDL implementation.

3. UDL-SIT Rubrics:

The Universal Design for Learning System Implementation Tool (UDL-SIT) is a tool used to monitor how well Universal Design for Learning (UDL) is being implemented. Six parts in the rubric offer a detailed view of UDL implementation. Each part focuses on a different aspect of implementation, showing where things are going well and where there might be room for improvement.

Check out these resources HERE along with three short videos provide a high-level overview of the UDL SIT documents and how they are organized. They are designed to help viewers quickly understand the purpose of each document.

2. Next is a GREAT article titled, Classroom Management Strategies to Address “Quiet Quitting” and Boost Participation, on the ritual of compliance, being silent. The article helps teachers think through different ways student can respond and engage. If those options are not "built in" how will students be able to choose? How will we grow learner agency?

3. Finally, a PODCAST titled: How to Talk about and Normalize Learning Accommodations

At 8:45 you'll hear a lovely description of an activity that helps students understand how showing up to an activity in a variety of ways can have a variety of impacts on success- their success and team success -Intentionaly being vague here so you will listen;)

During my support for a teacher-based team this year, I was asked a question that made me pause for a moment.

“How do we make our students…?”

Is the goal really to force students into compliance for work completion? We can’t truly force students to care.

And while I know that wasn’t really what the teacher was asking, the question deserved a second or two of silence and time for reflection. This teacher had participated in training from Novak Consulting, blended learning training and coaching from Catlin Tucker, support from instructional coaches, and additional collaborative planning time with peers each day. In my opinion, lack of professional learning wasn’t the barrier. This teacher was expressing a sincere desire to figure out how to better reach students and help them engage.

Moments like this always make me want to jump into a full PowerPoint-and-laser-pointer explanation of the Engagement Principle, the goal of UDL, and every possible consideration that could help answer the question thoroughly.

But I resisted the urge.

Instead, I shared a few examples connected to engagement, interest, agency, and choice. Then the instructional coach and I invited other teachers to share the ways they build learner agency within their own classrooms.

What came next was far more powerful than anything my laser pointer could have highlighted: authentic examples from teachers sharing what genuinely works with their students.

The power of teaming and learning together can’t be overstated. It’s something this teacher based team will likely continue to focus on next year ~and I’m here for it.

How are you creating learning moments like this within your schools?

Recently, a large district in Ohio decided to fully embrace the UDL SIT District-Level Rubric process. Their goal was to revise action steps within their district plan to ensure they were truly on course with the UDL focus embedded in their One Plan under both Literacy and Math.

They wanted to make sure data was actually being used to determine whether UDL efforts were effective and to support accountability across the system.

Because this is a larger district, the work couldn’t happen in isolation. The Offices of Teaching and Learning, School Improvement, and Special Education all came together to answer the rubric questions through the lens of their own departments.

To prepare for the session, team members gathered data and materials ahead of time to help streamline the process. The Office of School Improvement brought the One Plan, while the Office of Special Education brought indicators data and other relevant information. Each department used its own perspective and expertise to help analyze the district’s implementation efforts.

What surfaced during the conversation was important: everyone realized they needed a more consistent understanding of what UDL actually is and what it should look like in practice. They recognized that they couldn’t simply assume UDL was present because it was embedded somewhere within a curriculum resource. And they couldn’t assume teachers were naturally implementing it just because optional activities existed within the materials.

The process brought hidden gaps to the surface , the kinds of gaps that impede implementation over time.

For years, UDL had lived mostly in the background. Publishing companies assured them it was “already in there,” but the district had never really paused to audit it intentionally. It often became a conversation of, “If we do x, y, and z, then UDL will happen.” But meaningful implementation requires much more intentionality than that.

The team reviewed alignment matrices along with adult, student, implementation, and capacity data. They also brought additional evidence that could help the group analyze their current levels of implementation more honestly and accurately.

Next, the district will review their responses, identify themes that rise to the top, and use those findings to refine their action plan.

It’s important to note that none of this would have moved forward without a high-level administrator who deeply understood the importance of access for students. This is the power of executive leadership and influence.

Are you this kind of leader? Do you have this kind of influence within your system?

This summer, my family will be embarking on an American road trip. Our plan is to visit 16 states over the course of three weeks in June and July. The reason we love a road trip is the flexibility it offers. There are so many activities and destinations we would love to include in our family vacation, and while we cannot fit everything, travelling by car allows us to fit in our biggest goals.

This summer, our main priorities are to visit two sets of grandparents, connect with as many of my siblings-in-law as possible, reunite with friends who have relocated to Texas, and introduce our son to the Rocky Mountains. Travelling by car will help us achieve these goals. For example, we don't have enough cargo space to pack all our camping gear, but by booking an overnight stay in a yurt, we can still enjoy outdoor experiences in the Colorado Rockies. And, while my husband and I will meet with Aunt Becky in California Wine Country, our seven-year-old will have the chance to spend extra time with grandparents he sees only once or twice a year. This way, everyone can participate in the activities most meaningful to them.

The last time our family undertook a trip this long was when our rising second grader was just an infant, and I was preparing to return to teaching after my maternity leave. I enjoyed introducing my new baby to extended family, and relaxed as relatives fussed over him. However, during those final days of the drive, as the baby napped in the back seat, I reviewed lesson plans. That year, I focused on designing engaging opening lessons and improving my methods for teaching a diverse group of students in an inclusive science classroom.

This summer, I invite you to reflect on your own goals. When will you take time to rest and reflect on both your personal and professional life?

Furthermore, what are your priorities for the upcoming year? Do you need to focus on increasing student engagement, ensuring you provide multiple means of representation, or fostering action and expression? Are you planning to improve your own classroom practices or lead staff initiatives at the school or district level? Do you need to adjust how you communicate important information to the educators you collaborate with?

It’s unlikely that you will be able to accomplish everything you might want to during summer or the next school year. What are your most important priorities? Once you identify your goals for the upcoming year, how will you ensure they are achieved? Many of us use summer as a time to learn new skills or concepts, but we often forget to plan how to incorporate these new insights into our practices. After making sure that you take some time for yourself, draft a few clear goals and outline the action steps needed to reach them.

Have a wonderful summer!

PreOrder is now available on the Corwin Press website at this site Unpacking Universal Design for Learning and at the Sage Publications at Unpacking Universal Design for Learning | SAGE Publications Inc. It's also available through Amazon and the University of Toronto Press.

AI IN OHIO'S EDUCATION SYSTEM: Policy, Practice, & Classroom Implementation

Date: June 17th

Time: 8:30 - 11:30 AM

Location: Auglaize County ESC, 1045 Dearbaugh Ave., Wapakoneta, OH 45895

Breakfast: Provided

Register HERE

As a retired educator, I often reflect on the essential tools and resources that have shaped my career and made a real impact in education. I always look for several characteristics, including easy to use, saves time, makes me look professional, offers a free version with the ability to pay later for a tailored version, and automatically includes Universal Design for Learning at its core. The last big piece is knowing the CEO and believing in his mission for educators. I found this with TeachAid, a company that has repeated listened to my feeback on ways to make their product more Universally Designed and meet the needs of all learners.

Join our free 30-minute live webinar on AI in Ohio, policy changes, and an amazing AI tool we know as TeachAid. CEO Nadeem Aljaber will demo how TeachAid helps educators. After the live webinar, you will spend the rest of your evening experimenting with TeachAid and experiencing how easy it is to use and how much of a time-saver it truly is for you.

Choose from two available dates and sign up to learn more.

May 28th, 3:30pm E/T - https://docs.google.com/forms/d/e/1FAIpQLScozZw0RKkRK24a67WJQySsLUIZCy4Ui7FK7dTKTfrVSTTqSA/viewform?usp=publish-editor

June 16th, 3:30pm E/T - https://docs.google.com/forms/d/e/1FAIpQLSdci57uO_lZ66dzCUyehgDvO2Rrr93conv4CKLwVEfScVjQTQ/viewform?usp=publish-editor

Registration for the 2026 CREATE! Conference has been opened, in collaboration with the Northern Buckeye Education Council, to be held on June 4th at Maumee High School! This year's conference keynote will once again be led by members of the Northern Buckeye Education Council. The keynote will immerse attendees in a dynamic activity exploring the use of AI (artificial intelligence) in an experiential lesson that brings constructivist instructional design to life.

Participants will actively engage in problem-solving, critical thinking, creativity, and collaboration, experiencing firsthand how these elements can be seamlessly integrated into effective teaching with AI through project-based learning.

https://createconference.net/keynote-presenter/

A list of presentations is available below:

https://createconference.net/2026-presentations/

Registration is only $25 and includes a catered lunch by Tony Packos. You can register for the conference at the link below:

https://createconference.net/general-registration/

Also, Registration for the High Impact Conference for Educators is live! Sponsored by SPARCC and the Stark County ESC, this free, in-person event blends the best of curriculum and technology, offering practical strategies to elevate your time with students. With over 130 sessions, there is truly something for everyone! You’ll walk away with tools you can use immediately—and CEUs for attending. Held in-person at Lake Middle High School on June 2nd and 3rd, we'll bring together hundreds of educators with the sole focus on helping our students achieve more. Seating in each session is limited; make sure you register as soon as possible. We can't wait to host you in June!

Visit the HICE website: https://bit.ly/summerhice

Claim your free seat: https://bit.ly/hiceregister26

Just a reminder, our newsletters our UDL Newsletter will now be quarterly. This will give us space to spotlight powerful practices, celebrate teacher success stories, and share strategies you can take straight into your classrooms.

But here’s where YOU come in:
We want to showcase the incredible ways educators like you are bringing UDL to life. Whether it’s a clever classroom routine, an innovative strategy, or a small adjustment that made a big difference, we want to hear about it! 🌟 Even better—snap a few pictures of your UDL practice in action and share it with us.

Each quarter, we’ll feature selected educators in the newsletter. As a thank you, those featured will be entered into our Quarterly UDL Giveaway—with a chance to win a book and some UDL-inspired swag! 🎁

This is your opportunity to inspire colleagues, celebrate your success, and keep our UDL community buzzing with ideas. Let’s keep learning and growing—together.

SUBMISSION FORM

Cherie Smith began working at State Support Team Region 6 in July 2015. She has a Master of Education in Educational Leadership and the Inclusive Classroom. Most of her experience has been in special education as a supervisor and an Intervention Specialist at the secondary level. She has taught students wtih disabiliteis in both Florida and Ohio.

Cherie served as a co-chair of the Universal Design for Learning Implementation and Research Network's Implementation Special Interest Group and is a member of the Ohio UDL Collaborative.

As an SST6 Consultant, she supports districts in the Ohio Implementation Process as a Regional Data Lead. She leads Universal Design for Learning and supports districts with IDEA Internal Monitoring, Postsecondary Transition, PBIS, and College and Career Readiness.

Email: csmith@sst6.org
Website: https://www.sst6.org/UniversalDesignforLearning.aspx
Location: 1045 Dearbaugh Avenue, Wapakoneta, OH, USA
Phone: 419-739-0170
Facebook: facebook.com/SST6ohio
Twitter: @Smith43326

Heidi Orvosh, Ph.D., is an instruction and technology integration specialist/consultant/coach with Northern Buckeye Education Council. She works with schools around the region to build the capacity of local educational agencies to engage in systemic and sustainable improvements for students. Her primary focus is in the area of technology integration and Universal Design for Learning. She has over 20 years of professional expertise in the area of education. Her previous experience includes consultant with State Support Team Region 7, administrator, and teacher at the secondary and post-secondary level. Her doctorate is in Curriculum and Instruction from New Mexico State University.

Email: orvosh@nwoca.org

Website: https://www.nwoca.org
Phone: Cell (575) 202-5856
Facebook: facebook.com/SST6ohio
Twitter: @HeidiOrvosh

Jenny (she/her) is an educational consultant and Regional Data Lead for SST 16. In addition to her membership in the Ohio UDL Collaborative, her work involves supporting leadership teams with the Ohio Improvement Process, assisting with attendance work, and co-leading regional Each Child on Track initiatives. Prior to joining SST, Jenny spent thirteen years as a secondary science teacher. She holds a Bachelor of Science in Earth Science Education and a Master of Education in Cultural Studies in Education.

Email: jenny.lang@sst16.org
Website: https://www.sst16.org/
Location: 21 Birge Drive, Chauncey, OH 45719, USA

Phone: 740-797-0150

Favorite Dinosaur: Parasaurolophus

https://forms.gle/hoAGuLph6q48jRsP7