WCPS Powerful Practices
UDL/RTI Framework for
Understanding by Design
Stage 1: ​Desired Results for ALL students
● instruction and assessment focused
around “big ideas” and essential
questions
● essential questions posted and
examined throughout a unit
● opening “hooks” used to engage
students in exploring the big ideas
and essential questions
Stage 2: ​Assessment
● pre-assessments used to check
students’ prior knowledge and
potential misconceptions
● students’ understanding of the “big
ideas” and core processes assessed
through authentic performance tasks
● evaluations of student performances
based upon known criteria/rubrics,
performance standards, and models
(exemplars)
● students are given multiple
opportunities to demonstrate
understanding
● learning progression is evident in
assessment
Stage 3: ​Designed Learning Activities
● students are given regular
opportunities to rethink, revise and
reflect on their work based on
feedback from on-going formative
assessments
Stage 3: ​Designed Learning Activities
● students are expected to self-assess,
reflect on their work/learning, and set
goals for improvement
Student Behaviors Coaching Questions
Formative Assessment Teaching
Learning Progressions: ​Learning 1a: ​Demonstrating
progressions should clearly Knowledge of Content and
articulate the sub-goals of the Pedagogy
1e: ​Designing Coherent
ultimate learning goal.
Instruction
2b: ​Establishing a Culture
for Learning
3a: ​Communicating with
Students
Learning Goals and Criteria for 1c: ​Setting Instructional
Success: ​Learning goals and Outcomes
criteria for success should be 1f: ​Designing Student
Assessment
clearly identified and
3a: ​Communicating with
communicated to students. Students
Descriptive Feedback: ​Students 3c: ​Engaging Students in
should be provided with Learning
evidence-based feedback that is 3d: ​Using Assessment in
Instruction
linked to the intended instructional
outcomes and criteria for success.
Self- and Peer-Assessment: ​Both 3c: ​Engaging Students in
self- and peer assessment are Learning
important for providing students an 3d: ​Using Assessment in
Instruction
opportunity to think
meta-cognitively about their
learning.
& 9 Digital Capacities
● Understand the ● What are the big ideas of student
learning intentions learning (focus)?
● DC5: Support ● How do we effectively communicate
Real-Time desired results with students?
Collaboration ● How are students engaged in
● DC7: Support learning?
Personalized ● How are long term learning goals
Learning scaffolded by short term goals?
● Be challenged by ● How can assessment promote
the success criteria learning, not simply measure it?
to improve ● How is assessment of learning goals
performance driving the learning plan?
● DC4: Support ● What is the alignment of assessment
Word Processing to the desired results?
with Multimedia ● Do students know the learning
● DC9: Support expectations and what success looks
Formative and like?
Summative ● How was your knowledge of students
Assessment used to design assessments?
● Seek feedback ● How are students rethinking, revising,
● DC6: Support and reflecting on their learning?
Mass ● How are students using evidence
Communication and based and actionable feedback?
Feedback ● How are students using success
criteria to seek feedback?
● Know when they ● What are the opportunities for
are not progressing students to set, reflect upon, and
● Visibly teach monitor goals?
themselves ( the ● How do we ensure student goals are
act of becoming deep and meaningful?
their own teachers.)
● DC1: Support
Self-evaluation and
Reflection
 Stage 3: ​Designed Learning Activities Collaboration: ​A classroom culture 1b: ​Demonstrating ● Develop a range of ● How do students play an active role in
● appropriate instructional strategies in which teachers and students are Knowledge of Students learning strategies their learning?
are used to help learners make partners in learning should be 2a: ​Creating a Classroom of including ● What choices do students have to
meaning of the big ideas, transfer Respect and Rapport collaboration demonstrate their understanding?
established.
their learning, and acquire 3c: ​Engaging Students in ● DC5: Support ● What is evidence that students are
knowledge and skills Learning Real-time engaged and challenged in learning?
3e: ​Demonstrating Collaboration
Flexibility and ● DC8: Support
Responsiveness Project Based
Learning

Stage 3: ​Designed Learning Activities
● appropriate instructional strategies
help learners make meaning of the
big ideas, transfer their learning, and
acquire knowledge and skills
Purposeful Use of Resources
and Tools: ​Technology, texts, and
other resources are used to
maximize the learning experience.
(SAMR)
1d: ​Demonstrating
Knowledge of Resources
2c: ​Managing Classroom
Procedures
● Develop a range of ● Is the use of technology directly
learning strategies aligned to desired results?
including the use of ● How will resources maximize
resources instruction and student learning?
● DC2: Support ● How can technology be used
Photo and Video purposefully?
Annotation

Stage 3: ​Designed Learning Activities
● appropriate instructional strategies
are used to help learners make
meaning of the big ideas, transfer
their learning, and acquire
knowledge and skills
Questioning/Discussion: ​High 3b: ​Using Questioning and ● Develop a range of ● How are student and teacher
quality questions promote thinking Discussion Techniques learning strategies concepts/questions aligned to desired
by students, encouraging them to including asking results?
make connections and arrive at questions, ● How can questions promote student
new understandings of complex engaging in thinking as they make meaning?
material. discussions and
self-reflection
● DC3: Support
Compare and
Contrast

Conversation Notes:

● Read this​ article​ for more information on the UbD observable classroom indicators.
● The first five UDL/RTI practices colored in blue are the attributes of FAME (formative assessment.) See this ​article ​for more detailed descriptions and supportive research.
● Crosswalk between Universal Design for Learning and the Danielson Framework for Teaching: ​click here​.
● FfT Components not explicitly connected: 2d: Managing Student Behavior, 2e: Organizing Physical Space, and Domain 4
● Visible Learning for Literacy​ by Fisher, Frey and Hattie (pages 108-109)
● Nine Digital Capacities: ​Student Tools App Guide​ and Teacher Tools Mac App Guide