A New England school district examined the depth of implementation of UDL using a progression rubric to identify when practices are emerging, proficient, and approaching expert practice. Administrators saw educators offer choices in what and how students learn and how they express what they know about one quarter of the time, with the majority of practices emerging, according to the rubric. The district realized they were still in the initial implementation phase for UDL integration in practice. Outcomes were shared with teachers and goals were set for their own improvement through a shared understanding of the UDL framework and its impact on the design of teaching and learning experiences for all students.