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 Questioning/Discussion: High 3b: Using Questioning and Develop a range of How are student and teacher
appropriate instructional strategies quality questions promote thinking Discussion Techniques learning strategies concepts/questions aligned to desired
are used to help learners make by students, encouraging them to including asking results?
meaning of the big ideas, transfer make connections and arrive at questions, How can questions promote student
their learning, and acquire new understandings of complex engaging in thinking as they make meaning?
knowledge and skills 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