The purpose of this chapter is to promote the application of Universal Design for Learning (UDL) principles to maximize learning opportunities for students, including students with disabilities, students who are gifted and talented, and students who are English language learners, and guide local school systems in the development of curriculum, instructional planning, instructional delivery, material selection, and assessment. This chapter applies to local school systems that provide educational services to children, prekindergarten through grade 12. A framework of UDL principles and guidelines as set forth in “A Route for Every Learner, 2011” is incorporated by reference. In this chapter, the following terms have the meanings indicated. Terms Defined. “Materials” means the various media used by: Educators to present and assess learning content; and Students to demonstrate knowledge and skill. “Universal Design for Learning (UDL)” means a research-based framework for curriculum design, that includes goals, methods, materials, and assessments to reduce barriers to learning by providing students multiple accessible support options for: Acquiring information and knowledge; Demonstrating knowledge and skills in alternative forms of action and expression; and Engaging in learning. Beginning in the 2013—2014 school year, using the Maryland Common Core State Curriculum in English and mathematics as a model, local school systems shall use UDL guidelines and principles, consistent with Regulation .03 of this chapter, in the development or revision of curriculum. Beginning in the 2014—2015 school year, local school systems shall use UDL guidelines and principles, consistent with Regulation .03 of this chapter, in the development and provision of: Curriculum; Instructional materials; Instruction; Professional development; and Student assessments. Local school systems shall select instructional materials that meet: The accessibility requirements as described in COMAR 13A.05.02.13H as they pertain to technology-based instructional products; and The UDL guidelines, consistent with Regulation .03 of this chapter, in order to provide multiple options for: Representation, including: Perception; Language, mathematical expressions and symbols; and Comprehension; Action and Expression, including: Physical action; Expression and communication; and Executive functions; and Engagement, including: Recruiting interest; Sustaining effort and persistence; and Self-regulation. Beginning with the 2014—2015 school year, local school system superintendents shall certify in writing to the State Superintendent of Schools that UDL principles and guidelines, consistent with Regulation .03 of this chapter, are used for ongoing curriculum development. Certification will be required every 3 years, thereafter. Education Article, §2-205(c) and (h), Annotated Code of Maryland Effective date: August 20, 2012 (39:16 Md. R. 1081)