Rose-Meyer Academy was established in 2018 using principles of Universal Design for Learning (UDL) to maximize learning for all students. UDL focuses on flexible curriculum to increase learning opportunities. The school ensures accessibility through its one-story structure and adjustable desks. Teachers receive ongoing UDL training and assess curriculum frequently. Instruction uses multiple methods and technology provides alternative formats. Assessments evaluate progress toward clear goals and identify additional support needs. The goal is removing barriers to learning through an inclusive educational approach.

1. Universal Design
for Learning
Building a school using the principles of UDL
Olivia Carranza
University of Houston - Victoria
SPED 6334
©

2. Hi! My name is Lenny
I am the school mascot of
Rose-Meyer Academy
HOME of the MIGHTY
LONGNECKS

3. • As the school mascot, it is my
responsibility to show you what
Rose-Meyer Academy is all
about.
Hop in!

4. Rose-Meyer Academy
• Rose-Meyer Academy was established in 2018 by a team of
educators who dreamed of using the principles of Universal
Design for Learning to maximize learning for each student.
• At Rose-Meyer Academy, we believe that educators should
focus on the limitations of the curriculum… not the
limitations of students.

5. UNIVERSAL DESIGN FOR LEARNING
• Universal Design for Learning (UDL) is a scientifically-based
framework that focuses on using technology to create more flexible
curriculum, thereby increasing learning opportunities for all
students.
• Research on individual learning differences provides evidence that
there is not one global learning capacity for each student, but actually
many multifaceted learning capacities.
• Although a student may experience a disability or deficit in one area
of brain networking, it can be countered by extraordinary abilities in
another area.
• The goal of UDL is that there will be no instructional tools, materials,
or methods used in the classroom that form barriers to any student’s
ability to learn.

6. UNIVERSAL DESIGN FOR LEARNING
• There are three networks of the learning brain that are
identified and supported by UDL.
STRATEGIC RECOGNITION AFFECTIVE

7. Below is a table displaying the different functions of each
network.
STRATEGIC NETWORK RECOGNITION NETWORK AFFECTIVE NETWORK
Planning tasks Gather facts Finding motivation
Organizing ideas Identify sounds, sights Gaining interest
Solving a problem Recognize letters, words Initiating learning
The HOW of learning The WHAT of learning The WHY of learning

8. Now that you know have an
understanding of Universal Design for
Learning, let’s look at how it is
incorporated in our school.

9. STRUCTURE
• Rose-Meyer Academy is entirely
one-story. This ensures that all our
students, including those using
crutches or wheelchairs, will have
the ability to navigate into and
through the campus independently.

10. STRUCTURE
• Our outdoor playground is a fun and
safe area for students to play and
interact with peers. Playground
equipment includes a RoundAbout
(wheelchair accessible), slides, and
swing sets.

11. STRUCTURE
• In the classroom, there is one desk
per student. (Desk-height can be
easily adjusted for individual
student needs.)
• Desks are frequently re-arranged
depending on what instructional
activities are being conducted.
• Our campus also contains a library,
gymnasium, and cafeteria (which
serves free breakfast, lunch, and
snack).

12. CLASSES
• Currently, Rose-Meyer
Academy is enrolling first and
second grade students (ages 6-
8).
• Student-to-teacher ratio (per
classroom) will not exceed 16-1.

13. PERSONNEL
• Rose-Meyer Academy employs certified teachers who
have at least 5 years of experience educating students
ages 6-8.
• All educators are required to attend one continuing
education training or workshop per semester (Fall,
Spring, and Summer). The trainings must be based on
UDL concepts and procedures.
• Teachers are trained to coordinate all technology that
is utilized campus-wide.
• Every five weeks, teachers will use one full-day work
day to assess and revise curriculum to ensure it
demonstrates the principles of UDL.

14. PERSONNEL
• Administrators monitor student
and staff performance daily. The
administrators do this by
conducting observations in the
classroom and analyzing data.
• Administrators are, also, required
to attend one workshop or training
that focuses on the principles of
UDL per semester.

15. INSTRUCTION
• Classroom instruction will be
provided using a variety of methods,
including:
• Lecture
• Interactive class discussions
• Digital text (visual or auditory)
• Chalkboard/White board
• Small-group instruction
• 1-to-1 instruction
• Video

16. INSTRUCTION
Teachers are required to design instruction that:
• Provides multiple means of engagement
• Teachers are trained in using positive reinforcement strategies that will establish
motivation to learn
• Provide multiple means of representation
• Digital media is used to increase the forms in which instruction can be offered (text,
image, audio, etc.)
• Provide multiple means of action & expression
• Digital media is used to increase the options students have of demonstrating
knowledge and skills (video, poster displays, oral presentation, written essay, etc.)

17. GENERAL CURRICULUM
• Curriculum is designed to
be flexible enough to meet
the needs of various
learners. When planning
curriculum, personnel at
Rose-Meyer Academy ask
themselves, “What are the
potential barriers?”

18. GENERAL CURRICULUM
• The general curriculum will be composed of clear and
measurable goals with expected completion dates.
• Example: The student will demonstrate the ability to
identify geometric shapes by scoring above 85% on
multiple choice assessment by Sept. 1, 2018.
• By continuously monitoring the rate at which
students are or aren’t mastering curriculum goals,
teachers will be able to identify students who may
need more instruction to meet mastery criteria.

19. TECHNOLOGY
• Technology is an essential for maintaining flexible
curriculum.
• Each teacher will be assigned a laptop (for
professional use).
• Teacher laptops can be connected to the classroom
projector and SmartBoard.
• Each student will be assigned a mini iPad. They will
“checkout” their assigned iPad when instructed by
their teacher.
• iPads may be used for interactive games, pop-
quizzes during classroom instruction, and more.

20. TECHNOLOGY
• Each computer and iPad in the school will be
equipped with specific hardware and software
that enable learners to access the curriculum
using various tools (e.g. text-to-speech, eReader).
• Print-based materials will be digitized using
scanners.
• Digital text can be converted to Braille using a
Braille printer.
• Text can be translated from the English language
into Spanish, French, and other languages.

21. ASSESSMENTS
• Assessments are designed to accurately evaluate student
performance that is relevant to curriculum goals.
• Some assessments are conducted without student’s
knowing. This may be done during a classroom project or
while students are receiving instruction. Students will
respond using their iPads, and responses will be analyzed
by teachers at a later time. This is done to determine
whether emotional stress related to “testing” is affecting
student performance. Also, frequent assessments allow
educators to evaluate their own instruction and whether or
not further instruction is needed.

22. ASSESSMENTS
• Within the first three weeks of the school year, an assessment
of each student’s “learning profile” will be conducted. Teachers
will use the information provided in this assessment to prepare
reinforcing learning opportunities and identify potential
reinforcers for students.

23. I hope you enjoyed your tour of Rose-Meyer Academy.
Goodbye!