When I first walked into the school's office, I noticed the use of UDL guideline 1: Provide Multiple Means of Representation. The office had parent and student forms written in 3 different languages. This showed that the school knew the languages of its students and parents, and took action to ensure the understanding of all.
The next time I spotted the use of the UDL guidelines was in the classroom. The teachers provided multiple means of action and expression through group work. The teachers used learner variability to split up students into groups where they would work best and then gave each group an assignment that would challenge them but would ensure their ability to learn.
I was also able to see UDL guideline III: Provide multiple means of Engagement while at Milbrook. I witnessed a few examples of this in the classroom. One example is the way the room was set up. Each student had their own seat however the teachers let the students choose where they would be most successful. This gave students responsibility over their own learning. Another example occurred during small group instruction. When the teacher was working with one group, the other students were responsible for regulating themselves. My last example of engagement from Milbrook has to do with recruiting interest. In one classroom, the teacher was having students create Power Points and learn that technology but he allowed them to pick their topic. This helps to get students interested because they can choose a topic they want to learn about.
The use of the UDL guidelines took into account learner variability but here are some other ways the school planned for this. Teachers often wrote directions but also stated them verbally for students. Teachers taught using whole group instruction, individual instruction, and group instruction. Students were given the opportunity to use a variety of technology including laptops and televisions but they also worked without technology sometimes. These are all examples of how the school as a whole prepared for learner variability and planned for the needs of each student.
Citations:
CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.