Instruction does not Instructional strategies (such as pre-teaching, Students deepen existing knowledge and access students’ prior cueing, use of multimedia, vocabulary review) experience of the world around them, then draw knowledge or make activate prior knowledge and maximize on that knowledge to inform future learning. connections to related accessibility for all students. Students make interdisciplinary connections, content. The teacher connects current student learning when applicable. The teacher provides a with objectives and concepts from previous link for the purpose of lessons, and on existing knowledge (e.g., activating prior highlighting big ideas, patterns and relationships, knowledge, but not all activating or supplying background knowledge). students make or Students respond to opportunities provided by the understand the teacher to make connections between the lesson connection. and personal experience. Materials are aligned to students’ varied educational and developmental needs. Materials may be The teacher supports diverse student learning Students access or generate support materials available, but they are needs by using varied materials (e.g. that address their individual learning needs. neither explicitly included manipulatives, visuals, adapted text, graphic Assistive technology is integrated into classroom in the design of the organizers, multimedia, audio, kinesthetic). practice. lesson nor targeted to Assistive technology is utilized where appropriate. support specific students’ Print materials are customized (color, font size, learning. audio component) to meet students’ needs. Assistive technology is available, but not utilized. Universal Design for Learning (UDL) provides a framework for the maximization of learning opportunities for students with special needs as well as all students and their different learning needs. Download UDL Guidelines at . N/A No Developing Providing Sustaining Evidence Examples of Practice Examples of Practice Examples of Practice Presentation of is designed to meet students’ varied content educational and developmental needs.
Instruction does not access students’ prior knowledge or make connections to related content. The teacher provides a link for the purpose of activating prior knowledge, but not all students make or understand the connection. Instructional strategies (such as pre-teaching, cueing, use of multimedia, vocabulary review) activate prior knowledge and maximize accessibility for all students. The teacher connects current student learning with objectives and concepts from previous lessons, and on existing knowledge (e.g., highlighting big ideas, patterns and relationships, activating or supplying background knowledge). Students respond to opportunities provided by the teacher to make connections between the lesson and personal experience. Students deepen existing knowledge and experience of the world around them, then draw on that knowledge to inform future learning. Students make interdisciplinary connections, when applicable. Materials are aligned to students’ varied educational and developmental needs. Materials may be available, but they are neither explicitly included in the design of the lesson nor targeted to support specific students’ learning. Assistive technology is available, but not utilized. The teacher supports diverse student learning needs by using varied materials (e.g. manipulatives, visuals, adapted text, graphic organizers, multimedia, audio, kinesthetic). Assistive technology is utilized where appropriate. Print materials are customized (color, font size, audio component) to meet students’ needs. Students access or generate support materials that address their individual learning needs. Assistive technology is integrated into classroom practice. Universal Design for Learning (UDL) provides a framework for the maximization of learning opportunities for students with special needs as well as all students and their different learning needs. Download UDL Guidelines at . N/A No Evidence Developing Examples of Practice Providing Examples of Practice Sustaining Examples of Practice Presentation of content is designed to meet students’ varied educational and developmental needs.
ImplementationGuide2016.docx