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Learn about CAST’s Universal Design for Learning framework, fostering inclusive educational experiences and improving learning outcomes for all learners.

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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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Accessibility is about more than compliance with standards. It's about developing solutions to meet the needs of all users, with and without disabilities. Universal design, a concept now widely used in the private sector, provides a path for federal agencies to shift to this broader focus.

Federal agencies are responsible for developing accessible information and communications technology (ICT) tools, products and websites. Adopting universal design principles can help your agency address and improve accessibility in areas such as digital strategy, procurement, and design and implementation of digital products.

Through universal design, your agency will:

1. Save money by investing in the most accessible products from the start;

2. Innovate and create products for everyone regardless of ability; and

3. Engage staff, promote inclusivity, and pave the way for more people with disabilities to join the workforce.

Invest in universal design to transform the way your agency serves citizens, regardless of ability, and create tools and products that are easier for everyone to use.

Training Videos

An Introduction to Universal Design for Content Creators

This four-part video series provides an introduction to Universal Design for content creators, developers, managers and procurement professionals. It includes resources, tips, and tricks for designing products and environments to be usable by all people, to the greatest extent possible, without the need for adaptation or specialized design.

Duration: 18m 21s | 4-Part Video Series

Learn More About Universal Design

Questions?

If you have questions or want to share your experiences using universal design, contact GSA's Government-wide IT Accessibility Program:

Before You Go

We're always working to improve the information and resources on this website. To suggest a new resource for this or another page, please contact us.

Reviewed/Updated: March 2022

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Accessibility is about more than compliance with standards. It's about developing solutions to meet the needs of all users, with and without disabilities. Universal design, a concept now widely used in the private sector, provides a path for federal agencies to shift to this broader focus.

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Framework

2014 English Language Arts/English Language Development Framework (ELA/ELD Framework) (Dated Jul-2015)
The 2014 ELA/ELD Framework has been developed to support and incorporate the California Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (CA CCSS for ELA/Literacy) and the California English Language Development Standards (CA ELD Standards). The SBE (California State Board of Education) adopted the ELA/ELD Framework on July 9, 2014. This is the final digital version of the ELA/ELD Framework.

Executive Summary: English Language Arts/English Language Development Framework (Dated Oct-2015).
The executive summary provides a glimpse into the ELA/ELD Framework and the guidance it provides for educators, including descriptive snapshots and vignettes of grade-level instruction.

Contact the CDE Press at 1-800-995-4099 or visitCDE Press web page.

Video: Overview of the ELA/ELD Framework (Video; 10:40) (Dated 24-Feb-2015)
This video provides an overview of the English Language Arts/English Language Development (ELA/ELD) Framework for California Public Schools, which provides guidance to teachers, administrators, and other educators for implementing the CA CCSS for ELA/Literacy and the CA ELD Standards.

Implementation Support

Circles of Implementation

The Circles of Implementation figure and corresponding narrative description (which appears in the State Board of Education-Adopted ELA/ELD Framework, Chapter 2, on Page 4) have been translated into Spanish to support the implementation of the ELA/ELD Framework. The English version is provided for reference.
Circles of Implementation (PDF; Posted Jan-2016)
Los Círculos de la Implementación (PDF; Mar-2016)

Implementation Support for the ELA/ELD Framework

Implementation Support for the ELA/ELD Framework (20 Jan-2017)
This select collection of resources connects the content in the ELA/ELD Framework with other resources from the California Department of Education, as well as other reputable sources that address the five key instructional themes: meaning making, effective expression, language development, content knowledge, and foundational skills. The intent of this collection is to provide educators additional resources they can use to expand the scope of the guidance in the ELA/ELD Framework and to inform professional development and instructional decisions at all schools and districts.

Guides for Supporting English Learners and the Five Key Themes in the ELA/ELD Framework

Resources with an English Learner Emphasis

Resources Tracing the Five Key Themes

Additional Resources Supporting the Implementation of the ELA/ELD Framework

Chart of ELA/ELD Framework Snapshots and Vignettes | PDF; Posted Jul-2015)
Brief snapshots and longer vignettes are included throughout the ELA/ELD Framework to provide examples of instruction. This chart lists all the snapshots and vignettes, by chapter, and includes the grade level, page number(s), and indicates the different content areas each snapshot and vignette addresses. (Note: In the items column, "S" stands for a snapshot, and "V" represents vignettes.)

Chart of ELA/ELD Framework Figures (PDF; Jul-2015)
A variety of figures (including charts, definitions, descriptions, explanations) are included throughout the ELA/ELD Framework to provide more detailed support for implementation and instruction. This chart lists all the figures, by chapter, with figure titles and page number (s).

ELA/ELD Figures: Introduction - Chapter 2 (PDF; 8MB; Posted Jul-2015)
All figures (includes charts, diagrams, definitions, descriptions, explanations) for the introduction and chapters 1 and 2 are compiled into this document

ELA/ELD Figures: Chapter 3-7 (PDF; 5MB; Posted Jul-2015)
All figures (includes charts, diagrams, definitions, descriptions, explanations) for the grade-level chapters 3-7 are compiled, by chapter, into this document.

ELA/ELD Figures: Chapters 8-11 (PDF; 11MB; Posted Jul-2015)
All figures (includes charts, diagrams, definitions, descriptions, explanations) for systems of support, such as assessment, access and equity, and 21st century learning are compiled, by chapter, into this document.

California State ELA/ELD Resources for Local Planning (Video; 6:31) In this video, Tom Adams, Deputy Superintendent from the California Department of Education, shares selected State resources that can assist in local planning efforts regarding the implementation of the ELA/ELD Framework.

Highlighting the Needs of English Leaners in the Framework Sonoma County Office of Education (SCOE) has developed two web pages to provide easy access to resources within the ELA/ELD Framework that specifically highlight practices, programs, and structures that address the needs of English learners. Links connect to Framework Snapshots and Vignettes andFramework Figures .

Secondary Literacy Partnership Webinar Series: ELA/ELD Implementation: Teachers Lead the Way!
Presenters Nancy Brynelson and Jo Ann Isken, lead developers of the ELA/ELD Framework, gave an orientation to the Framework via the new Executive Summary and guided participants in activities exploring the Framework's vignettes, figures, and snapshots. They also shared strategies for collaboration and professional learning. (Presented on October 14, 2015.)

Secondary Literacy Partnership Webinar Series: A Close Encounter, Through the Writers' Eyes, of the New ELA/ELD Framework
The lead writers of the ELA/ELD Framework - Pam Spycher, Hallie Yopp Slowik, and Nancy Brynelson - share important understandings in the framework, including instructional strategies that support the goals of the CA CCSS for ELA/Literacy and the CA ELD Standards. (Presented on September 17, 2014.)

California's Recently Adopted English Language Arts/English Language Development Framework: Translating the Common Core State Standards to a Coherent and Sequenced Curriculum for All Students (PDF)
Article by Jo Ann Isken, Chair, and Bill Honig, Vice Chair, of the California Instructional Quality Commission and Carol Jago, contributing writer to the ELA/ELD Framework and Associate Director of the California Reading and Literature Project at UCLA.

CCSS English Language Arts Resources
Resources to support the teaching of the Common Core State Standards (CCSS) for English language arts (ELA).

CCSS and CA ELD Standards Resources
Resources to support the teaching of the Common Core State Standards (CCSS) with the California English Language Development Standards (CA ELD Standards).

CCSS Literary Resources
Resources to support the teaching of the Common Core State Standards (CCSS) for literacy in history/social studies, science, and technical subjects.

Integrating the CA ELD Standards into K-12 Mathematics and Science Teaching and Learning (DOC)
State Board of Education approved Correspondence Study Report that demonstrates a strong correspondence between the California ELD Standards and the California standards for mathematics and science.

Content Standards
Links to downloads of all Content Standards.

All Curriculum Frameworks
Links to downloads of all Curriculum Frameworks.

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The State Board of Education adopted the English Language Arts/English Language Development Framework (ELA/ELD Framework) on July 9, 2014. Curriculum frameworks provide guidance to educators, parents, and publishers, to support implementing California content standards.

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SBE-Adopted ELA/ELD Framework - ELA/ELD Framework (CA Dept of Education)

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The State Board of Education adopted the English Language Arts/English Language Development (ELA/ELD) Framework at its July 9, 2014, meeting. This is the final, edited digital version of the ELA/ELD Framework, published July 2015.

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Writing learning outcomes and objectives

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Writing learning outcomes and objectives

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Various scholars and researchers have summarized how to use Bloom's Taxonomy as a guide to writing measurable and effective learning outcomes. This is important when designing an online class, because without a clear idea of what you want your students to have mastered at the end of the class, it is difficult to design assessments and activities that will help your students achieve the intended outcome.

From Arizona State University:

1. Identify the noun, or thing you want students to learn.
Example: seven steps of the research process

2. Identify the level of knowledge you want. In Bloom's Taxonomy, there are six levels of learning. It's important to choose the appropriate level of learning, because this directly influences the type of assessment you choose to measure your students' learning.
Example: to know the seven steps of the research process (comprehension level)

3. Select a verb that is observable to describe the behavior at the appropriate level of learning. A tool we use for choosing appropriate verbs corresponding to selected levels is the RadioJames Objectives Builder.
Example: Describe these steps

4. Add additional criteria to indicate how or when the outcome will be observable to add context for the student.
Describe the seven steps of the research process when writing a paper.

From the University of Illinois at Urbana-Champaign Library:

You can use Bloom's taxonomy to identify verbs to describe student learning. Examples of learning outcomes verbs for library instruction include:

Knowledge/Remembering: define, list, recognize

Comprehension/Understanding:characterize, describe, explain, identify, locate, recognize, sort

Application/Applying: choose, demonstrate, implement, perform

Analysis/Analyzing: analyze, categorize, compare, differentiate

Evaluation/Evaluating: assess, critique, evaluate, rank, rate

Synthesis/Creating: construct, design, formulate, organize, synthesize

There are some verbs to avoid when writing learning outcomes. These verbs are vague and often not observable or measurable. For example, how would you measure whether someone has "become familiar with" a particular tool? Use a more specific verb. If you want students to "understand" something, think more closely about what you want them to be able to do or produce as a result of their "understanding."

Verbs to avoid:

Understand

Appreciate

Know about

Become familiar with

Learn about

Become aware of

From the University of Arkansas:

How Bloom's works with course level and lesson level objectives:

Course level objectives are broad. You may only have 3-5 course level objectives. They would be difficult to measure directly because they overarch the topics of your entire course.

Lesson level objectives are what we use to demonstrate that a student has mastery of the course level objectives. We do this by building lesson level objectives that build toward the course level objective. For example, a student might need to demonstrate mastery of 8 lesson level objectives in order to demonstrate mastery of one course level objective.

Because the lesson level objectives directly support the course level objectives, they need to build up the Bloom's taxonomy to help your students reach mastery of the course level objectives. Use Bloom's Taxonomy to to make sure that the verbs you choose for your lesson level objectives build up to the level of the verb that is in the course level objective. The lesson level verbs can be below or equal to the course level verb, but they CANNOT be higher in level. For example, your course level verb might be an Applying level verb, "illustrate." Your lesson level verbs can be from any Bloom's level that is equal or below this level (applying, understanding, or remembering).

Steps towards writing effective learning objectives:

1. Make sure there is one measurable verb in each objective.

2. Each objective needs one verb. Either a student can master the objective, or they fail to master it. If an objective has two verbs (say, define and apply), what happens if a student can define, but not apply? Are they demonstrating mastery?

3. Ensure that the verbs in the course level objective are at least at the highest Bloom's Taxonomy as the highest lesson level objectives that support it. (Because we can't verify they can evaluate, if our lessons only taught them (and assessed) to define.)

4. Strive to keep all your learning objectives measurable, clear and concise.

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Writing learning outcomes and course objectives

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Various scholars and researchers have summarized how to use Bloom's Taxonomy as a guide to writing measurable and effective learning outcomes. This is important when designing an online class, because without a clear idea of what you want your students to have mastered at the end of the class, it is difficult to design assessments and activities that will help your students achieve the intended outcome.

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What's in this guide?

In this introductory guide, we will introduce you to the topic of lesson planning. We are going to provide you with key concepts and considerations to keep in mind when designing impactful lesson plans. We will provide you an overview of the importance of lesson planning, what makes a great plan, and how to create plans that work for your instruction.

This guide is for any educator looking to create plans that work for them, their students, and school. Apply the concepts from this guide to any part of your planning process. Whether you are a new teacher or an experienced teacher, this guide is for you.

We have divided this guide into multiple chapters, so don't forget to bookmark to revisit these concepts consistently. We are so excited to share with you all the big questions around the planning process for teachers and help guide you to be the best teacher you can be!

Let's begin with the basics!

What is a lesson plan?

A lesson plan is a roadmap teachers create to structure daily activity in their classrooms. It outlines what students will learn during each class period, how the lesson will be taught and how student progress will be measured.

Typically, a lesson plan is a document about one or two pages in length, split into different sections that describe what will happen during each day in the classroom. While no two look exactly alike - the specifics will change depending on the subject being taught, the grade level, the teacher, the students and the school - effective plans share the following key components:

Lesson objectives: what students will learn or be able to do after the lesson

Materials: the resources needed to support their learning

Learning activities: the activities students participate in to achieve the lesson objective

Time requirements: the amount of time set aside for each learning activity

Related requirements: how the lesson lines up with national, state or school standards

Assessment: how teachers will measure student learning

Evaluation and reflection: a summary of what worked, what didn't and why

Lesson plans are a core component of teaching, and part of a broader series of classroom organization and management tools. They cover just one lesson, compared to other kinds of plans that cover a whole unit, subject or curriculum. If a curriculum is like a world map, a lesson plan is like the directions that get you from point A to point B.
Quick Tip: Lesson Planning Digitally through Planboard can help you get organized and help align your schedules with your colleagues. Sign Up for Free!

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In this introductory guide, we will introduce you to the topic of lesson planning. We are going to provide you with key concepts and considerations to keep in mind when designing impactful lesson plans. We will provide you an overview of the importance of lesson planning, what makes a great plan, and how to create plans that work for your instruction.

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Welcome to week two of Edutopia's New Teacher Academy blog series! I'm excited to be here with you sharing my passion to support and mentor new teachers. I hope that you will stay with us as we continue to look at five key topics designed to provide resources for new teachers in five key areas. To collaborate in more detail on these and other topics, I invite you to join New Teacher chat on Twitter.

Please view this video as I share a few words on lesson planning.

A lesson plan is a teacher's detailed guide or map. It maps the course of instruction for one class, or maybe many if you teach more than one subject. It's the "recipe" for the day's exciting learning!

A daily or weekly lesson plan is developed by a teacher to guide class instruction. Details will vary depending on the preference of the teacher and the subject matter being covered. Schools or school districts may have guidelines regarding the lesson plan. They may even have mandates.

That being said, there's always a way to make your lesson plan uniquely your own. How to prepare the lesson plan will also be important. Some teachers enjoy using a good sturdy lesson plan book, some a Word document or spreadsheet, or still others a shared Google Doc. Whichever way you choose, the need for a lesson plan is vital. It can be even more challenging to write and prepare a lesson plan when you're a new teacher!

Today's guest contributor is Matt Ray, a fourth-year teacher in New York City with general education and special education experience. He is passionate about his craft and is eager to share, collaborate and offer support to new teachers.

Matt is a fourth-year teacher in New York City with experience teaching general education and special education. He is an active blogger and user of Twitter (@MrMatthewRay). One of Matt's guiding educational philosophies is his belief in the abilities and value of all children.

Lesson Planning with Matt Ray

Without a detailed plan, you may -- if you're lucky -- deliver a lesson that turns out to be pretty good. More often, though, a poorly planned lesson is going to be a clunker. Our students suffer when we fail to appropriately plan for them.

Planning a lesson is not as simple as referring to a curriculum map, the next page in the textbook or standards. These resources all have their place, and you should use them -- but as guides, not the law. You will find they often don't account for students' deficiencies. You have to account for them, or else your teaching becomes meaningless.

Lessons don't occur in a vacuum. What you see, hear and read from your students today should be directly reflected in what you teach tomorrow. Let the students dictate where you go with your planning. If you are too married to what "needs" to get done, students will fall behind quickly, quite frankly because they don't get what they need.

"Data" is a four-letter word that strikes fear in many teachers. It shouldn't. You collect data everyday when you observe your students and take note of what they are doing well and where they need support. Data comes from conversations (between or with students), exit slips, quizzes, questions, journals and more. Use it to figure out what your students still need to learn, and therefore, what you need to teach.

Some people like to plan a whole week at a time. I've even heard of people who plan all their lessons over the summer. I question these practices. Planning should be reactive. I generally plan only one or two days in advance. That way I make sure I'm not getting too far ahead of my students.

A lesson plan does not need to be scripted to the letter. However, it should have certain components to facilitate delivery. (These are my suggestions. Your school or district may require a certain format.)

1) Objective

Your objective is what you want the outcome of the lesson to be. You might write, "At the end of the lesson, students will be able to _____."

2) Materials

Your materials are the list of resources, articles or manipulatives you need. This helps you organize everything prior to the lesson.

3) Procedure

The bulk of the lesson, procedure includes, among other items: your activation or assessment of prior knowledge; teaching and learning activities; and questions to guide student thought.

4) Assessment

How do you know they "got it?" You can use various forms of data to see. Remember, though, assessment happens throughout the lesson (so you can see what your next steps might be within the lesson) and at the end (so you can see if the objectives were met).

Lesson planning is pivotal to positively impacting student achievement. My rule for planning: always let your students be your guide!

More Useful Links for Lesson Planning

As you look at ways to keep your Lesson Plans vibrant and engaging, here are a few additional links that you may want to check out.

We'd love to hear about your lesson planning ideas. Tell us about what works for you and what new strategies you've found.

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Welcome to week two of Edutopia's New Teacher Academy blog series! I'm excited to be here with you sharing my passion to support and mentor new teachers. I hope that you will stay with us as we continue to look at five key topics designed to provide resources for new teachers in five key areas.

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STEP-BY-STEP LESSON DESIGN PROCESS | High School Teacher