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Open Access UDL FlipKit
UDL FlipKit: The UDL-aligned instructional strategies and tools are organized according to the UDL principles. It is essential to understand that resources and strategies can be utilized for multiple UDL checkpoints, depending on the intended purpose of the lesson or activity and the barriers identified. Use the dropdown menus to explore strategies and digital tools to help eliminate barriers to learning within the learning environment or specific lesson plans being designed.
Universal Design for Learning for School and District Leaders
In this learning path, CCEE has distilled the essential understandings necessary to begin planning for and implementing Universal Design for Learning. It’s a 30,000 ft. view of UDL – the why, what, and how – and guidance for beginning your journey as a school or district.
Technology-Aided Intervention and Instruction
"This AFIRM EBP Brief is designed to help you learn the step-by-step process of planning for, using, and monitoring the EBP of Technology-Aided Intervention and Instruction with learners with Autism."
Key Considerations for Supporting English Proficiency in Dually Identified Students
This resource highlights five pillars of reclassification considerations for multidisciplinary teams to have meaningful conversations that inform and support students in making progress and meeting ELP assessment requirements.
Reclassification Criterion and Related Resources
One-pager detailing the four criteria for reclassifying students from English learner (EL) status to Redesignated Fluent English Proficient (RFEP), including specifics for Dually Identified Students (ELs with Disabilities).
Family Engagement Toolkit. Continuous Improvement
The toolkit is designed to address the following questions and challenges: Family engagement activities are often isolated from other initiatives in districts; Family engagement staff in districts often work in a silo, not in collaboration with other district departments; Families of low-income students and families of students of color are often underrepresented in family engagement activities; Educators struggle with how to evaluate family engagement programs and activities, beyond tracking the number of participants attending events; While opportunities for family members to gain skills and knowledge are growing, building educators’ capacity to partner with families is not yet a focus in many districts.
Universal Design Look Fors
Use this tool to reflect on the variability in the learning environment
Infographic: Tier III Interventions
Visual Companion for Tier 3 Core Instruction from Figure 2.12, Chapter 2 of California Practitioners’ Guide for Educating English Learners with Disabilities
Infographic: Tier II Interventions
Visual Companion for Tier 2 Core Instruction from Figure 2.11, Chapter 2 of California Practitioners’ Guide for Educating English Learners with Disabilities
Infographic: Tier I Core Instruction
Visual Companion for Tier 1 Core Instruction from Figure 2.8, Chapter 2 of California Practitioners’ Guide for Educating English Learners with Disabilities
From Compliance to Collaboration: Improving Access and Achievement Through Goal Setting
This Strategies that work document shares how Morongo USD developed a Goal-Setting Activity (GSA) to strengthen how adults use and discuss data. Case managers met individually with students to review past results, identify needed supports, and set growth targets. Using UDL principles as a lens for removing barriers to access, educators prepared personalized goal-setting forms that included each student’s historical CAASPP/SBAC data—ensuring consistent, data-driven conversations across all sites. Implementation of the Goal-Setting Activity resulted in measurable improvement. Students with disabilities who participated demonstrated an average 42-point increase in ELA scores on the SBAC in one year.
Building Systems that Support Struggling Readers and Students with Dyslexia
Join the California Dyslexia Initiative (CDI) for this FREE webinar: Building Systems that Support Struggling Readers and Students with Dyslexia. Part of a series of webinars being hosted in partnership with Glean Education, the presentation features Sharon Vaughn, Ph.D., University of Texas at Austin. Dr. Vaughn explains what educators need to know to provide high-leverage instruction that supports all learners and students with dyslexia within an MTSS framework.
Appendix 4.3: English Learner Student Questionnaire: Language-Use
Appendix 4.3 English Learner Student Questionnaire from California Practitioners’ Guide for Educating English Learners with Disabilities
Infographic Chapter 2: Supports for English Learners within the Multi-Tiered System of Support (MTSS) Framework
Visual Companion forChapter 2: Supports for English Learners within the Multi-Tiered System of Support (MTSS) Framework from California Practitioners’ Guide for Educating English Learners with Disabilities
UDL Expert Learners: Purposeful and Motivated
Begin to develop purposeful and motivated learners by encouraging learners to stay motivated, eager, and engaged. Help students build self-advocacy skills to allow students to be in charge of their learning and help students to build resilience (regulating emotional reactions) and support effort through challenges.
UDL, High-Leverage Practices, and Evidence-Based Practices
There are many connections to be made between HLPs and EBPs. The two practices can be viewed through the lens of the UDL framework and then supported by specific strategies and tools for engagement.
UDL Schoolwide Implementation Criteria
This resource introduces the UDL Schoolwide Implementation Criteria, a research-informed tool designed to guide and support schools through all stages of high-quality, data-driven UDL implementation.
Empowering Every Student to Graduate: Student On-Track Self-Monitoring
Seven districts joined SIL’s Graduation Network as part of California’s Compliance and Improvement Monitoring (CIM) process. Together, they set an ambitious goal: to increase the percentage of students with disabilities graduating with a diploma by 10% within two years. In the network, on-track-to-graduate monitoring quickly emerged as a leading contributor to increase graduation rates. One specific strategy connected to this driver—and found to be effective by network teams—was the ‘Am I On Track?’ student self-monitoring form.
Strategies that Work Reducing Chronic Absenteeism: Student Attendance Success Plan
As part of California’s Compliance and Improvement Monitoring (CIM) process, Chowchilla Union High School District set a goal to decrease chronic absenteeism for students with disabilities to below 20% in two years. To accomplish this, they participated in the SIL Attendance Network and implemented a Student Success Plan designed to empower students to reflect, set goals, and commit to daily attendance. Adapted from Attendance Works Attendance Success Plan, this personalized plan encourages students to reflect on attendance barriers, identify trusted adults, and commit to daily attendance.
Center for Teaching Quality (CTQ) Formative Assessment
Developed in partnership with Center for Teaching Quality (CTQ), this learning path will focus specifically on strategies for assessing student- and classroom-level needs for academic or socio-emotional supports. The emphasis is on helping students recover from COVID-related learning loss, disruption, or trauma and strategies allow for implementation in virtual, hybrid, or in-person classrooms.
Direct Instruction EBP for ASD Brief Packet
This AFIRM EBP Brief is designed to help you learn the step-by-step process of planning for, using, and monitoring the EBP of Direct Instruction with learners with Autism.
