# data[].attributes.body
By October 2026, I will have created economic vocabulary activities for all units for next school year that better support the introduction, reinforcement, and emphasis of academic language in the economics class. This will create stronger schemas for students and build on their content knowledge by having them interact with the vocabulary in multiple formats before seeing it in the lectures.

# data[].attributes.headline
Scaffolding Instruction for English Learners

# data[].attributes.subject
Scaffolding Instruction for English Learners

# data[].attributes.attachment_link.title
Scaffolding Literacy Instruction for English Language Learners

# data[].attributes.headline
Based on your table group discussion, create a SMART Goal about how you will refine your instructional practices to support multilingual learners in your classroom. 

# data[].attributes.subject
Based on your table group discussion, create a SMART Goal about how you will refine your instructional practices to support multilingual learners in your classroom. 

# data[].attributes.attachment_link.title
Encouraging Academic Conversations With Talk Moves

# data[].attributes.headline
High Leverage Practices for Students with Disabilities 

# data[].attributes.subject
High Leverage Practices for Students with Disabilities 

# data[].attributes.headline
High Leverage Practices in Special Education Overview

# data[].attributes.subject
High Leverage Practices in Special Education Overview

# data[].attributes.headline
HO_4 Talk Moves to Support Quality Interactions 

# data[].attributes.subject
HO_4 Talk Moves to Support Quality Interactions 

# data[].attributes.headline
HO_4 PLUSS Lesson Design Self-Reflection Rubric

# data[].attributes.subject
HO_4 PLUSS Lesson Design Self-Reflection Rubric

# data[].attributes.headline
HO_5PLUSS Compare and Contrast Lesson Design 

# data[].attributes.subject
HO_5PLUSS Compare and Contrast Lesson Design 

# data[].attributes.attachment_link.title
HO_5PLUSS_lesson plan Compare and Contrast-1

# data[].attributes.attachment_link.title
Shelley Moore: Transforming Inclusive Education

# data[].attributes.attachment_link.title
Using UDL Strategies Within a History Unit to Increase Engagement

# data[].attributes.attachment_link.readable_text
The UDL Implementation Rubric was authored by Melissa Toland, and you can read more about it here. This is an adapted version of The UDL Progression Rubric by Dr. Katie Novak and Dr. Kristian Rodriguez. In the original version, teachers can self-evaluate their performance on each individual checkpoint of the UDL guidelines, whereas the adapted version is less specific in scope and focuses on performance in more general terms in the following areas: multiple means of engagement, multiple means of representation, and multiple means of action and expression. You can view this rubric to see where you may be in your UDL journey across a spectrum ranging from UDL explorer to UDL idol. Click the link below to download the pdf version of this document.

# data[].attributes.attachment_link.description
Check out UDL links for more helpful tools

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.description
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.

# data[].attributes.headline
Meeting the Language Needs of Multilingual Learners through MTSS

# data[].attributes.subject
Meeting the Language Needs of Multilingual Learners through MTSS

# data[].attributes.attachment_link.title
Resource_Artzi et. al., Meeting the Needs of ELs at Risk for SLD through MTSS

# data[].attributes.headline
PowerPoint Session 2- September 10, 2025

# data[].attributes.subject
PowerPoint Session 2- September 10, 2025

# data[].attributes.headline
HO_3 Recommended Reading: How UDL Can Promote Success for MLs

# data[].attributes.subject
HO_3 Recommended Reading: How UDL Can Promote Success for MLs

# data[].attributes.headline
Click the plus symbol and begin typing your questions. Then hit publish. 

# data[].attributes.subject
Click the plus symbol and begin typing your questions. Then hit publish. 

# data[].attributes.headline
OSEP Fast Facts on English Learners with Disabilities 

# data[].attributes.subject
OSEP Fast Facts on English Learners with Disabilities 

# data[].attributes.attachment_link.provider_name
Individuals with Disabilities Education Act

# data[].attributes.attachment_link.title
OSEP Fast Facts: Students with Disabilities Who Are English Learners Served Under IDEA Part B

# data[].attributes.attachment_link.description
These OSEP Fast Facts look at students with disabilities who are English learners served under IDEA Part B.

# data[].attributes.headline
Dear Colleague Letter clarifying need for both special education and EL programming. 

# data[].attributes.subject
Dear Colleague Letter clarifying need for both special education and EL programming. 

# data[].attributes.attachment_link.title
Welcome to Our New Series on High-Leverage Practices

# data[].attributes.headline
By May 2026, I will focus on language modeling and intentionally create more opportunities for practice by providing sentence frames to clarify language and symbols using HLP 15 to provide language scaffolds to promote language use in the classroom during math instruction. 

# data[].attributes.subject
By May 2026, I will focus on language modeling and intentionally create more opportunities for practice by providing sentence frames to clarify language and symbols using HLP 15 to provide language scaffolds to promote language use in the classroom during math instruction. 