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It explains how schools can integrate shared foundations using data, leadership teams, and clear vision, then apply a stage-based implementation model—Exploration, Installation, Initial Implementation, and Full Implementation—while embedding systems-level equity inquiries at each stage to ensure students’ access, representation, participation, and positive outcomes.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/increasing-equity-in-education-through-stage-based-implementation-of-universal-design-for-learning-in-a-multi-tiered-system-of-support/584841/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/increasing-equity-in-education-through-stage-based-implementation-of-universal-design-for-learning-in-a-multi-tiered-system-of-support/584841.png","ImageObject",300,407,{"name":42,"@type":43},"Sophia Brooks","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"Why should schools integrate these educational system design frameworks rather than implement them separately?","Question",{"text":63,"@type":64},"Integrated frameworks are designed to increase equity and create a seamless system that helps educators meet each learner’s needs. Unified foundations also reduce initiative-overload by making implementation more coherent for staff.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What are the four stages in the Stage-based Implementation process?",{"text":68,"@type":64},"The process includes Exploration, Installation, Initial Implementation, and Full Implementation. These stages move from analyzing options and preparing systems, to implementing practices schoolwide, and finally ensuring sustainability and scale-up support.",{"name":70,"@type":61,"acceptedAnswer":71},"What are systems-level critical Equity Inquiries and how are they used?",{"text":72,"@type":64},"Equity Inquiries gather multiple perspectives on how well the system serves historically under-resourced student groups. 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Jones, J.D. -CAST Amy McCart, Ph.D. -SWIFT Seena M. Skelton, Ph.D. -GLEC Caryn S. Ward, Ph.D. -NIRN Kari Woods-SWIFT  \nHow can educators make sense of all the system design frameworks they encounter in the field?  \nMany times implementation of multiple initiatives looks like “parallel work,” when learners are in the same space, accessing the same resources and tools, but without interaction. Likewise, independent implementation of initiatives have separate teams working in the same educational spaces, and relying on many of the same people, processes, and resources to benefit the same students, with little to no interaction across the initiatives. Instead, implementation can be like “cooperative work,” that is, when learners are working with each other toward a shared goal and interact by making agreements about how to work together, assuming various roles, taking turns, and negotiating. In adult terms, this kind of implementation is best described as an intentional systematic approach.  \nThis brief explains how four important system design initiatives frequently promoted by state and local education agencies for school improvement can be implemented through an intentional systematic approach for a powerful, positive impact on student outcomes. As technical assistance providers with expertise in four specific frameworks for educational system design, and with great appreciation for one another, we suggest how a coordinated Stage-based Implementation process with embedded, systems level critical Equity Inquiries at every stage can enable schools to establish Universal Design for Learning (UDL) principles and guidelines within a Multi-Tiered System of Support (MTSS) for a designed experience in instructional decision making.  \nIncreasing Equity in Education through Stage-based Implementation of Universal Design for Learning in a Multi-tiered System of Support 1  \nWhy is it important for schools, as well as local and state education agencies, to start integrating these frameworks? Research and best practice tell us that when integrated, these frameworks are innately responsive to increase equity and establish a seamless system that sets up educators to be successful in providing what each learner in their school needs, when needed, to achieve the positive learning and social outcomes for which they and their families hope.  \nThe frameworks share four common foundations that create a  \nfertile soil for such success . Each framework calls for schools to:  \nhave a clear vision of what they want to do, form leadership and implementation teams,  \nuse data to understand their current relationship to a shared vision or goals, and  \nelevate leaders who commit to making the necessary improvements or changes.  \nOur experience with many schools is that when these foundational components are united across the frameworks, rather than siloed, their implementation makes sense to the people involved (that is, they are coherent) and the initiative-overload burden on educators is reduced. The precise way that foundational structures take shape will necessarily vary because school leaders know their own students, educators, families, communities, and cultures; and so the way they work together with these partners to design their local system will vary within the broad outline of these foundational elements. These ideas are represented at the top of the informational graphic at the end of this document.  \nIncreasing Equity in Education through Stage-based Implementation of Universal Design for Learning in a Multi-tiered System of Support 2  \nStage-based Implementation  \nEven when logically coherent, simultaneous implementation of multiple programs and practices takes intentional planning and time to achieve. The National Implementation Research ","cbCaimWA9YWaBcON","https://ap.wps.com/l/cbCaimWA9YWaBcON","pdf",1173517,"English","# Stage-based Implementation\n## Equity Inquiries\n## Foundational Integration Across Frameworks","[{\"question\":\"Why should schools integrate these educational system design frameworks rather than implement them separately?\",\"answer\":\"Integrated frameworks are designed to increase equity and create a seamless system that helps educators meet each learner’s needs. Unified foundations also reduce initiative-overload by making implementation more coherent for staff.\"},{\"question\":\"What are the four stages in the Stage-based Implementation process?\",\"answer\":\"The process includes Exploration, Installation, Initial Implementation, and Full Implementation. These stages move from analyzing options and preparing systems, to implementing practices schoolwide, and finally ensuring sustainability and scale-up support.\"},{\"question\":\"What are systems-level critical Equity Inquiries and how are they used?\",\"answer\":\"Equity Inquiries gather multiple perspectives on how well the system serves historically under-resourced student groups. They assess access, representation, participation, and outcomes, then inform strategies, monitoring, and evaluation across later stages.\"}]","Increasing Equity in Education through Stage-based Implementation of Universal Design for Learning in a Multi-tiered System of Support | PDF",1792052629,23]