Universal Design for Learning (UDL) Planner for Administrators
This planner is designed to assist you as you plan implementation of UDL in your
school or district
Element 1: Administrative Support
Critical components of administrative support include:

Principal, superintendents, and other administrators are aware of UDL and
support its implementation;

Other stakeholders are on board and have action steps in place to support
implementation of UDL;

UDL is reflected in the district or school goals, including mission statements
and strategic plans; and

The language of UDL is used by all stakeholders and modeled by leaders in
schools and districts.
Component
What is in place?
What is needed?
Principal,
superintendents, and
other administrators
are aware of UDL and
support its
implementation.
Other stakeholders
are on board and have
action steps in place
to support
implementation of
UDL.
UDL is reflected in the
district or school
goals, including
mission statements
and strategic plans.
UDL Planner for Administrators 1
The language of UDL
is used by all
stakeholders and
modeled by leaders in
schools and districts.
Element 2: Teacher Training and Support
Critical components of teacher training and support include:

Multiple professional development offerings during the year, including
summer institutes,

Mentoring and coaching,

Continuous collaborative support opportunities,

Prioritization of an atmosphere of problem solving, and

Time for professional development.
Component
What is in place?
What is needed?
Multiple professional
development
offerings during the
year, including
summer institutes
Mentoring and
coaching
Continuous
collaborative support
opportunities
Prioritization of an
atmosphere of
problem solving
Time for professional
development
UDL Planner for Administrators 2
Element 3: Collaborative Curriculum Planning
Critical components of collaborative curriculum planning include:

Regular teachers, special education teachers, and technology specialists all
involved in curriculum planning,

Processes for teachers to anticipate and analyze curriculum barriers and
solutions,

Focus on curriculum flexibility, not student disabilities,

Cross-discipline commitment, and

Shared resources.
Component
What is in place?
What is needed?
Regular teachers,
special education
teachers, and
technology specialists
all involved in
curriculum planning
Processes for teachers
to anticipate and
analyze curriculum
barriers and solutions
Focus on curriculum
flexibility, not student
disabilities
Cross-discipline
commitment
Shared resources
UDL Planner for Administrators 3
Element 4: Technology Infrastructure
Critical components of technology infrastructure include:

Computers and software school-wide and/or district-wide,

Networked connections for all computers: intranet/Internet, high speed
connection,

Provision of image/text/sound/video digitizing equipment,

Provision of software supporting UDL,

Class and personal websites,

Technology/IT support in buildings, and

Technology specialists collaborating with regular and special education
teachers.
Component
What is in place?
What is needed?
Computers and software
school-wide and/or
district-wide
Networked connections
for all computers:
intranet/Internet, high
speed connection
Provision of
image/text/sound/video
digitizing equipment
Provision of software
supporting UDL
Class and personal
websites
Class and personal
websites
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Technology/IT support
in buildings
Technology specialists
collaborating with
regular and special
education teachers
Element 5: Digital Content Resources
Critical components of digital content resources include

Access to digitized curricular materials (may be from publisher, scanned, or
online),

Digital curricular materials generated by teachers (images, sounds, video,
text),

Content generated by students (images, sounds, video, text), and

Collections of online or digital materials and tools.
Component
What is in place?
What is needed?
Access to digitized
curricular materials
(may be from
publisher, scanned, or
online)
Digital curricular
materials generated
by teachers (images,
sounds, video, text)
Content generated by
students (images,
sounds, video, text)
Collections of online
or digital materials
UDL Planner for Administrators 5
and tools
Element 6: Redefined Roles for Special and Regular Educators
Critical components of redefined roles for special and regular educators:

Special and regular educators collaborate;

Technology specialists collaborate with all teachers;

Special and regular educators are actively involved in customizing
curriculum and incorporating UDL strategies into curriculum;

Teachers participate in creating UDL units; and

Teachers participate in building collections of digital material.
Element 6a: Think About Service Delivery and Schedules
Service Delivery
How are students with disabilities served by special and regular education teachers
in your school or district?
How do these practices support UDL implementation?
What challenges or barriers do they present to UDL implementation?
Scheduling
How does scheduling work in your school? List the ways that it supports or provides
challenges for the following elements:
Element
How Does Scheduling
Support This?
How Does Scheduling
Provide Challenges for
This?
Time for teachers to plan
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for UDL implementation
Collaboration between
special and regular
education teachers
Collaboration between
teachers and technology
specialists
UDL implementation in
classrooms
Implementing Change in Structure to Support UDL
What immediate changes can you make to your service delivery model and
scheduling to support UDL implementation?
What long-term changes do you need to consider?
Element 7: Family and Community Involvement
Critical components of parent and community involvement include:

Families and community members given information about UDL initiative,

Parent-teacher organization committed to UDL implementation,

Training provided for families and community members,

Families involved in building digital resource collections,

Family and community volunteers in classrooms assist with UDL
implementation,

Families and community members participate in grant writing, and

Community afterschool activities incorporate UDL.
Component
What is in place?
What is needed?
Families and
community members
given information
about UDL initiative
UDL Planner for Administrators 7
Parent-teacher
organization
committed to UDL
implementation
Training provided for
families and
community members
Families involved in
building digital
resource collections
Family and
community
volunteers in
classrooms assist
with UDL
implementation
Families and
community members
participate in grant
writing
Community
afterschool activities
incorporate UDL
Element 8: Creative Funding
Critical components of creative funding include

District-wide commitment to increase flexibility of fund allocation

Dedicated time and effort to grant seeking and writing

Resources pooled across disciplines

Joint grant applications with other schools or with universities or other
entities
Component
What is in place?
What is needed?
District-wide
commitment to
increase flexibility of
fund allocation
UDL Planner for Administrators 8
Dedicated time and
effort to grant seeking
and writing
Resources pooled
across disciplines
Joint grant
applications with
other schools or with
universities or other
entities
Planning and Next Steps: Gaps Analysis
Complete the gaps analysis chart below, looking back at your initial assessment of
each implementation element in this planner.
Ideal future state of UDL implementation in my school or district:
Element
Critical
Components
Already in Place
That We Can Build
On
What We Need
Essential Next
Steps for Moving
Forward
Questions I Have
or Support I Need
Administrative
Support
Teacher Training
and Support
Collaborative
Curriculum
Planning
Technology
Infrastructure
Digital Content
Resources
Redefined Roles for
Special and Regular
UDL Planner for Administrators 9
Educators
Service Delivery and
Scheduling
Family and
Community
Involvement
Creative Funding
Prioritize Next Steps
Pick three to five essential next steps from your gaps analysis above. Commit to
beginning your implementation with those steps by turning them into action items.
Below, indicate which action items you have chosen, when you will begin
implementation, and who will be responsible. You should also pick a date at which
you will evaluate your progress on these action items.
Action Item
Beginning Date
Who Will Be
Responsible
Date for Evaluation
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