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🟩 Step 1: Initial Observation – What Are the Signs?

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🟩 Step 1: Initial Observation – What Are the Signs?

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Title: Observation of Struggling Behaviors
Content:

Student shows persistent difficulty in reading, writing, attention, or participation.

Common signs include: avoids tasks, lacks comprehension, poor academic progress, or frequent behavioral redirections.

Observe performance over time and across subjects.

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Title: Collect Informal Evidence
Content:

Save samples of student work

Keep anecdotal notes on patterns of errors

Track performance on classwork, homework, and assessments

Observe in different settings (whole group, small group, independent)

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🟨 Step 3: Initial Differentiated Support

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🟨 Step 3: Initial Differentiated Support

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Title: Begin Differentiated Instruction
Content:

Adjust instruction: simplified directions, visuals, vocabulary lists

Provide scaffolded tasks and targeted feedback

Use small group instruction and check-in support

Monitor student response over 2–4 weeks

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These 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.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These 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.

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🟥 Step 4: Analyze – Language Need or Learning Disability?

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🟥 Step 4: Analyze – Language Need or Learning Disability?

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Title: Language vs. Learning Difference
Content:

Consider if student is an English Language Learner (ELL)

Look at the student’s home language, exposure, and academic history

Is the issue due to limited English proficiency or difficulty with processing concepts?

Use tools like WIDA screener or language background survey

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Special Education and English Language Learners

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Learn more about how schools and families can collaborate to ensure that ELLs, including those with special needs, have the appropriate support and services to meet their unique needs.

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Title: Family Communication
Content:

Share observations, supports already provided, and progress

Ask about home language use, medical history, developmental concerns

Set shared goals and agree on next steps

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Title: Consult with Support Team
Content:

Meet with SPED coordinator, counselor, ELL specialist, or grade-level team

Review data and discuss additional supports

Plan Tier 2 intervention (small group, targeted pull-out, etc.)

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Edutopia is a free source of information, inspiration, and practical strategies for learning and teaching in preK-12 education. We are published by the George Lucas Educational Foundation, a nonprofit, nonpartisan organization.

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🟫 Step 7: Implement & Monitor Tier 2 Support

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🟫 Step 7: Implement & Monitor Tier 2 Support

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Title: Tier 2 Intervention
Content:

Begin small-group or targeted intervention over several weeks

Document strategies used and student progress

Continue classroom differentiation alongside Tier 2 supports

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⬛ Step 8: Refer to Special Education if Needed

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⬛ Step 8: Refer to Special Education if Needed

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Title: Formal Referral to Special Education
Content:

If Tier 2 support shows limited progress, initiate formal referral

Complete referral documentation with evidence collected

Involve school psychologist and assessment team

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♦️Step 9: Continue Support & Collaboration

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♦️Step 9: Continue Support & Collaboration

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Title: Ongoing Monitoring and Collaboration
Content:

Whether referred or not, continue to support student needs

Adjust instruction based on feedback and student response

Collaborate regularly with SPED/ELL/resource teachers