UDL Connections: Winter

Quarterly this periodical will 1) highlight critical UDL practices, 2) make connections to the UDL guidelines and considerations, 3) connect you with great tools and resources, 4) share some ways schools are putting this practice into action and 5) offer additional approaches to utilize this highlighted practice.

The resources highlighted this quarter reflect our Practice Profile priorities using flexible, accessible formative assessment and intentional reflection to build learner agency. Together, they demonstrate how proactive design, frequent feedback, and student voice help learners monitor their progress, adjust strategies, and take ownership of their learning.

The UDL Guidelines are organized horizontally into levels or rows labeled Access, Support, and Executive Function to reflect how instruction removes barriers, scaffolds learning, and builds learner independence. Together, these rows guide educators in designing learning that helps all students engage, persist, and develop strategies for success.

Universal Design for Learning reminds us that intentional design removes barriers before they impact learning. The resources highlighted in this newsletter reflect that approach by supporting access, engagement, and learner independence across classrooms, Zoom spaces, and emerging technologies like AI. Together, they reinforce that learning is most effective when students are actively engaged and supported in managing their thinking, time, and participation.

Since the beginning of the year is a great time to both reflect and build new routines, these resources provide the opportunity to do both. We hope you enjoy them!

1. Using UDL to Make Zoom Classrooms work for All Learners. UDL can make all classrooms work for learners. We loved how this article makes strong connections specifically for Zoom!
1. Countdown Timers for Your Classrooms a video for options and inspiration to bring timers into your classroom
2. Slides Timer From the Chrome Web Store
3. Example Visual Timer slides for End of Class Routine Challenge (feel free to copy and use)
2. Learning isn't a Spectator Sport An article by Anita Archer, shared in annotating format for team discussion. This is probably my (Cherie) most shared article of 2025! Let's find ways to make learning more engaging and positively active- less passive in 2026. Want to know more? Check out the continuum in resource #3.
3. Levels of Engagmement: LUDIA summary for the UDLIRN SIG's discussion of Dr. Berry's work on the Continuum of Student Engagement. We've shared the continuum in the past, but I (Cherie) recently had a conversation with my own daughter, about how she can be more actively engaged in her classroom so I thought I'd share the LUDIA summary as a way to bring it back into the conversation.
4. 5 Ways AI and UDL Work Better Together, an article from CAST
5. Student Self-Reflection Checklist for Strategic GenAI Use is designed to help students identify what is working and where they might adjust their approach to using Generative AI (GenAI). It emphasizes that GenAI works best when it helps build on the user's own thinking, not when it takes over. The checklist is divided into four sections, each with behaviors representing "Strategic Use" and "Growth Opportunities."
6. The Case for AI Literacy: The Case for AI Literacy: Why banning AI is a riskier strategy than teaching it. Feel free to include this slide in your next presentation about AI.
7. Ohio's Model AI Policy By July 1, 2026, all Ohio traditional public school districts, community schools, and STEM schools are required to adopt a formal policy on the use of artificial intelligence (AI). To support this statewide initiative, the Ohio Department of Education and Workforce, informed by the work of the Ohio AI in Education Coalition, has developed a model policy that schools may choose to adopt.

Strongsville City Schools Generative AI Guidelines emphasizes that generative AI is a learning support, NOT a replacement for student thinking, creativity, or effort. AI use is allowed only when explicitly outlined by the teacher and must be used transparently, strategically, and with proper citation. These expectations promote access, responsible choice, and learner agency by helping students evaluate, refine, and take ownership of their work.

The image below is posted on their website and is a nice supporting visual for students and families.

1. Where do students show their thinking during the lesson?

2. How does the task design remove barriers related to time, language, or access?

3. What formative information is guiding next steps?

4. How are students encouraged to reflect and adjust their strategies?

5. Where do students make meaningful choices in their learning?

6. How is learner agency named as a goal?

7. What data are we collecting during learning, not just after?

8. How are students involved in interpreting that data?

9. Which scaffolds are we intentionally fading to build independence?

10. How are tools (including AI) supporting thinking rather than replacing it?

Supporting Multilingual Learners Through Journey Mapping January 28

Designing for Success in CTE February 25

UDL-Con at Spring CUE March 18-March 21

February 10- February 12

Columbus Convention Center

Attend OETC 2026

Join Heidi for her sessions February 10th and the 11th!

• Artificial Intelligence Toolkit for Families and Caregivers
• Artificial Intelligence Powered Escape Rooms 101
• The Ultimate Throwdown: An Ed Tech Royal Rumble

Episode 141: Gordon Eldridge from Loui Lord Nelson, Ph.D

In this episode, Gordon shares his journey from being intimidated by curriculum to becoming an expert, and reveals how he reimagined UDL guidelines as learning principles applicable to assessment policy, student leadership, and school-wide practices. Learn how to find flexibility in standards and make UDL work in your context.

Gordon discusses (about 7:00 minutes into the Podcast) reoccuring cycles of monitoring progress to building agency. He aso begins to discuss the idea of scaling the idea of UDL outside of classroom into other areas, which is really exciting (and something we do in this newsletter as well) because we scale the idea of "learner" to both adult and systems learning.

To find out more visit their Google Site.

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

Stacy Hawthorne, Ed.D. recently posted a call for submissions on LinkedIn titled "Help Us Tell the REAL Story of EDTech in America's Classrooms."

The reason this stood out to us as authors is because of the alarming trend we are hearing in schools, a desire to "Go BACK to paper and pencil." ~ And, while we understand the benefits of unplugging in today's screen-saturated world, let's not forget the benefits and freedoms that technology has afforded so many of us.

What I love about UDL is that it is a framework that offers both! A good friend once called them "high tech and low tech" options. OPTIONS being the key! In our rush to back to a more "simplier" time, let's not forget that simple doesn't mean better if we put the barriers back up. Simple doesn't mean, "stop trying." With UDL, we can still simplify our lives and lower/reduce barriers at the same time. We shouldn't need to compromise and we shouldn't ask our students to either.

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

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