This study investigated whether implementing a lesson planning tool that aligns evidence-based math practices with Universal Design for Learning (UDL) and Culturally and Linguistically Responsive Pedagogy (CLRP) would increase the math achievement of English learners (EL) and students with disabilities (SWD). The achievement and opportunity gaps in mathematics are persistent problems at both macro and micro levels. A disparity in academic outcomes exists between Black/African American, Native American, and Latinx students, EL, SWD, and their White and certain Asian American peers. These access and equity issues prevent students from fully participating in school, the workplace, in democracy, and in the world.