Standards and the UDL and CRT Approaches

The UDL approach requires teachers to use "flexible instruction with multiple options and choices" (Meyer, Rose, and Gordon, 2014; Ralabate and Nelson, 2017). The CCSS ELA speaking and listening standards for 9-10 2 and 5 best support the UDL approach. Standard 2 states, "Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source, " (RIDE). Standard 5 states, " Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest," (RIDE). These standards cater to the UDL approach as they both call for educators to use multiple formats to deliver lessons to provide for the different ways in which students learn and take in information.  

    The NCTE/IRA Standards for the English Language Arts caters to both the UDL and CRT approaches. Standard 8 states, "Students use a variety of technological and information resources (e.g., libraries, databases, computer networks, video) to gather and synthesize information and to create and communicate knowledge," (NCTE/IRA). This standard follows the UDL approach as it allows and encourages students to use multiple formats to collect and present what they've learned. Standard 10 states, "Students whose first language is not English make use of their first language to develop competency in the English language arts and to develop understanding of content across the curriculum," (NCTE/IRA). This standard follows the CRT approach. The CRT approach uses "the cultural knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant to and effective for them," (Gay, 2010, p. 31). Since this standard allows students to use their first language to "develop competency" it is catering to the CRT approach. This helps students show what they know and helps create a better "understanding of content." This is also following the UDL approach as this is another way in which students learn and giving them the choice and flexibility of working with their home language.
    The Teaching Tolerance and Social Justice Standards also reflect UDL and CRT values. Standard Identity 5 under the 9-12 grade level states "I recognize traits of the dominant culture, my home culture and other cultures, and I am conscious of how I express my identity as I move between those spaces," (TT Social Justice Standards). 

By recognizing all of the cultures present in the community, teachers can develop different strategies in the classroom that work alongside students' cultures giving them flexibility in the lessons and projects. 

The Action 20 standard under the 9-12 grade level states, " I will join with diverse people to plan and carry out collective action against exclusion, prejudice and discrimination, and we will be thoughtful and creative in our actions in order to achieve our goals," (TT Social Justive Standards). This is exactly what the UDL and CRT approaches ask teachers to do: use "thoughtful and creative approaches" in their lessons to encompass all students and their learning needs.
    As teachers, we need to do everything we can to support our students. That means following UDL and CRT approaches to give our students voice and choice so all students have equitable learning opportunities.

Here is an article that lists ways and resources you can use for a UDL approach to teaching and here is an article that lists ways and resources you can use for CRT approaches😁