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Social-Emotional Learning Programs | Second Step

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Discover Second Step, an evidence-based social-emotional learning curriculum that fosters students’ emotional intelligence, empathy, and problem-solving skills.

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12 Must-Teach Classroom Procedures and Routines

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12 Must-Teach Classroom Procedures and Routines

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This is one of our favorite classroom procedures because it's easy and cuts back on a big problem. "The no-name papers will disappear," says Kristin B.W.

Learn more: Free Highlight Your Name Poster at Teachers Pay Teachers

12. Greet every student at the door

"They behave better when they feel cared about," says Debra M. Don't we all?

13. Use a visual timer

A Time Timer or visual timer shows how much time is left in an activity, letting students answer the "how much time do we have" question on their own.

Buy it: Visual Timer at Amazon

14. Streamline hall passes

Having a hall pass that works for your class will make your day infinitely easier as students will know if they can leave your class, and other teachers will know the students are permitted to move around the school.

Learn more: Paintbrush Hall Pass/Create Art With Me and Hall Pass Ideas

15. Stamp your feedback

Get a set of self-inking stamps that you can use to give feedback on student work. Or for students who are working on completing work independently or improving behavior, use rubber stamps that address common concerns as well as data tracking for students with IEPs.

Buy it: Rubber Stamps at Mrs. D's Corner

16. Get their attention

Having a selection of attention-getters that you can alternate, depending on your and your students' moods, will help you direct students throughout the day.

17. Set up a cell phone charging station

It's important to establish classroom procedures for cell phones from the beginning. Having a cell phone charging station solves the problem of students checking their phones during instruction. Set up the expectation that students store phones in the station so there's no back-and-forth about how much charge they have (their phones charging is not the point).

Learn more: Tips and Tricks for Managing Cell Phones in Class

18. Prep task boxes to keep kids busy

Having a set of boxes with coloring sheets, worksheets, extra practice, and games that students can play quietly or independently gives students a way to stay busy and learning while other students are finishing work.

Learn more: Swoop Into Kindergarten

19. Assign classroom jobs

Assign class jobs so that every aspect of the day is taken care of, and so students have ownership over what happens in your room during the day. Set up a way to rotate the jobs each week, and once students have their preferred jobs, keep tabs on who is doing what so it feels fair.

Learn more: Big List of Classroom Jobs

20. Have students apply for class jobs

Once students know what the class jobs are, have them apply for a job to have for the semester or year. You'll have consistency from week to week, and students will get the experience of applying and managing their responsibilities.

Learn more: Free Student Job Application at Teachers Pay Teachers

21. Communicate with cups

Provide students with a set of green, yellow, and red cups. As they work, they start with the green cup on top. If they feel like they need help, they switch the cup to yellow. And if they are totally stuck, they put the red cup on top. You can respond to the red cups first.

Learn more: Ingenious Ways To Use Solo Cups/K Teacher Tiff

22. Make bulletin boards work for you

Interactive bulletin boards can help you collect exit tickets, give you information about what students think about a question, and provide a fun procedure for students to complete each day.

Learn more: Our Favorite Interactive Bulletin Boards

23. Tighten your exit ticket procedures

Create a predictable way to collect exit tickets so students can spend their time showing what they know instead of figuring out how to pass it in.

Learn more: Exit Ticket Ideas

24. Be strategic with seating

A Double E, Pairs, Four Square-these are all ways to arrange your classroom. Your classroom routines and procedures will go much smoother if the class is set up to facilitate everything from passing papers in and out to lining up and finding groups and partners to work with.

Learn more: Student Desk Arrangement Ideas/Lucky Little Learners

25. Organize classroom procedures around a theme

Who says your theme can't incorporate procedures? Choose a classroom theme and get creative. If your theme is "Under the Sea," have seashells on the wall where students can post exit tickets, an octopus cell phone charging station, and a paper return tray decorated like a coral reef.

Learn more: Our Favorite Classroom Theme Ideas

26. Sort students into groups creatively

If students are going to be working together at all, you'll save time by having a quick procedure to move them from whole group to pairs or teams. One idea: Use pairs of cards to have students match up with their partner. Another idea: While students are seated, place a colored button (one color per group) on each desk. Then, have students stand and find the people who have the same-color button. After they're finished, have students return the buttons to a jar up front. You can use buttons or any other materials (colored sticks, tiles, etc).

Learn more: Clever Ways To Put Students Into Groups

27. Simplify grading

For informal assessments, let students know if they did or did not meet the assignment expectations. This is easier on you and gives students a quick update that they don't have to calculate (7/10) or respond to (letter grades).

Learn more: Creative Ways To Check for Understanding

28. Make transitions magical

As students move from place to place in the room, use a "magic" wand and turn them all into snowflakes, unicorns, or yetis. Get silly with it, and as students get more familiar with this procedure, put them in charge of the magic wand.

Buy it: Magic Wand at Amazon

29. Post a visual schedule

A visual schedule outlining your classroom procedures is a great way to help students know what's coming next. And for students who process visual information easier than auditory, it's helpful to be able to see the schedule and refer to it throughout the day. An individual visual schedule for a student with autism or processing needs can help them move throughout the day as well.

Learn more: Free Visual Schedule Templates

30. Bring nonverbal reminders wherever you go

Hang nonverbal reminders around your neck/lanyard and use them to prompt students to follow procedures, anywhere you go.

Buy it: Pictoral Communication Cards at Twinkl

31. Buzz in answers

Once students are in groups, have them use answer buzzers to chime in. It reduces noise and calling out.

Buy it: Light and Sound Buzzers at Amazon

For more teacher tips, tricks, and ideas, be sure to sign up for our free newsletters to find out when they're posted!

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31 Must-Teach Classroom Procedures and Routines

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These seriously cut your stress. We've compiled the best classroom procedures and routine ideas from our community and around the web.

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This resource provides instructional tools, such as activities and lessons that can be implemented into the classroom to build Social-Emotional Learning skills.

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How does this resource support the development and facilitation of an equitable and inclusive learning community while promoting social emotional learning?

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How does this resource support the development and facilitation of an equitable and inclusive learning community while promoting social emotional learning?

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Second Step is a program that focuses on building supportive communities for kids through SEL. There are multiple programs within the Second Step Curriculum to support children at all ages, families, and adults in the community, including teachers. This helps to plan a quality learning environment because when I implement SEL learning into my own life, I grow more and learn strategies to support myself, which helps me support my students even more. I can also model these strategies to students, helping students to develop SEL skills that lead to better communication and relationships. By providing a curriculum to implement Social Emotional Learning lessons in my classroom, Second Step provides a platform for student engagement through presenting a structured and organized procedure to follow during instruction.

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Supports learners in the home, school, and community. 

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Supports learners in the home, school, and community. 

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Available in English and Spanish!

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Second Step® Out-of-School Time: A Time to Thrive Together

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This articles talks about the job of educators in creating "environments in which diverse student learners have the opportunity to engage in learning experiences that build social, emotional, cultural, civic, and academic competence." (Elias, M. 2027. How SEL Can Help Make Schools Feel More Inclusive. https://www.edutopia.org/article/how-sel-can-help-make-schools-feel-more-inclusive). The author emphasizes the need to "foster a strong school culture" that supports students in valuing their identity through reflection. There is also a list of strategies provided to support teachers in encouraging participation and building a supportive classroom (such as pair-shares and discussion prompts).

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It is clear that creating equity in schools ultimately requires significant shifts at fiscal and political levels. Yet there is much that classrooms and schools can do right now to create environments in which diverse student learners have the opportunity to engage in learning experiences that build social, emotional, cultural, civic, and academic competence. Through this integration-which includes building competencies in CASEL's five core SEL skills -administrators, in conjunction with school-level and community-based stakeholders, can develop classroom practices that embrace the cultures and lived experiences of all students and adults.

Such practices can lead to the creation of inclusive schools. Educators can create inclusive schools through the following means: fostering a strong school culture, creating classrooms centered around caring and kindness, and encouraging teachers to support students in self-reflection and celebrating themselves.

How All Educators Can Foster a Strong School Culture

School culture grows out from the classroom and into daily life within a school building. It can be strengthened by having teachers focus on the assets and strengths of learners, and providing students with pedagogical and learning approaches that build on their diverse experiences. Doing so can yield a palpably supportive climate steeped in the expectation that all students will achieve academic proficiency.

To create such a climate, students' learning and academic success can be enhanced by encouraging positive ethnic, racial, and cultural identities. School leaders can have teachers elicit, recognize, reinforce, and celebrate the cultures of all students. They should hold and espouse high expectations for all students, and engage families (and community resources) as important partners in supporting learners to achieve academic and social success. When classrooms lack aspects of diversity, students and teachers can together create plans to introduce and experience other perspectives in the spirit of widening their cultural responsiveness.

School leaders can also have teachers apply, and help students apply, their cultural experiences to classroom learning tasks, and encourage all students to demonstrate awareness of their historic place in society, and in their school and community. In so doing, students are encouraged to display and appreciate the diverse skills, knowledge, and real-life experiences that are represented in the classroom.

How Teachers Can Foster a Culture of Caring

Classrooms are places where students need to be helpful, cooperative, kind, and caring about one another. For 180 school days, students enter classrooms wanting to be successful, recognized, valued, and supported. Teachers can create this kind of supportive environment by creating with students a set of classroom rules or norms for how to treat one another.

Observe existing patterns of caring, kindness, and helping within your classroom, and pay particular attention to discussing how students can help one another and seek out help from adults in the school. Make it clear that caring and kindness are the norm, not the exception, and that no students are excluded from receiving and demonstrating these attributes.

How to Support Students in Self-Reflection and Celebration of Themselves

Teachers can guide students in building social and emotional competencies so that they learn to act in ways that make themselves proud. Teachers can also provide students with equitable opportunities to speak, participate, and lead; to join groups, teams, or clubs; and to be recognized and appreciated. Barriers that perpetuate unequal access and participation should be eliminated to enable access and opportunity for all students.

Students benefit from clear, non-stigmatizing opportunities to express uncertainties, anxieties, and loss, to address the issues they are seeing and hearing about in the media, and to raise questions they want to discuss. Teachers can have students use pair shares, pre-writing, and other means to make sure every student participates.

Some good discussion prompts to help build a supportive classroom:

What should you do in my class if you are feeling anxious about an exam, assignment, or project?

What should you do if you are feeling distracted, saddened, or angered by losses in your life, either past losses or ones you are anticipating, or events reported in the media?

When do you learn best?

Who are the people you look up to most-in your family, in the community, in history, or in various walks of life (sports, the arts, government, science, writing, etc.)? Why?

What are examples of hope, heroism, and positive moral conviction and inspiration in your life right now? Who or what provides this for you, and what strengths can you draw from them that you can apply to your everyday life?

What are examples of mistreatment of people you have seen or heard about recently in your school, based on race, gender, ability/disability, or some other personal characteristic? How about your community? Let's talk about an example where you acted based on what you saw: What happened? What did you do?

Now let's talk about an example where you did not act based on what you saw: What did you do instead? Why was it so hard to act? How did you feel? What is the lesson learned from those feelings (e.g., hard to take action as an individual; must be very confident about possible action; must be well-practiced and prepared for obstacles; must believe very strongly about what the injustice is; must feel supported in taking an action)?

Acts of everyday courage-tolerance, acceptance, reaching out to others-are not simple and do require courage. Who or what are you most or least willing to fight for, and why?

This kind of culturally responsive, supportive environment is the minimum that should be expected of schools in order to prepare all children for participatory citizenship in the 21st century, regardless of students' backgrounds and their individual abilities or disabilities.

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How SEL Can Help Make Schools Feel More Inclusive

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Integrating social and emotional learning and culturally responsive teaching can help build a school culture that celebrates all students.

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How does supporting ELL students create an equitable and inclusive learning environment while promoting social-emotional learning?

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How does supporting ELL students create an equitable and inclusive learning environment while promoting social-emotional learning?

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Creating an inclusive and equitable learning environment means supporting all students, including ELL students. This resource list of tools helps to support English Language Learners by providing resources such as assistive technology, instructional materials (reading) to help teachers understand how the ELL Brain learns to read, and ELD standards that teachers can use to provide quality lessons that support English Language students skill development.

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Second Step. 2021. https://www.secondstep.org/

Second Step. 2020. Second Step® Out-of-School Time: A Time to Thrive Together https://youtu.be/fUBbFwQOqlI

Elias, M. 2027. How SEL Can Help Make Schools Feel More Inclusive. https://www.edutopia.org/article/how-sel-can-help-make-schools-feel-more-inclusive

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These standards focus on building the ELD skills needed to support acquiring the skills necessary for mastering the corresponding California Content Standard.

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Making Classrooms More Inclusive for Multilingual Learners

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Edutopia. 2021. Making Classrooms More Inclusive for Multilingual Learners. https://youtu.be/hYqTM0caS3o

Sousa. (2010). How the ELL Brain Learns. SAGE Publications. https://nu.primo.exlibrisgroup.com/permalink/01NATIONAL_INST/1gmol9r/cdi_askewsholts_vlebooks_9781452237169

California State Board of Education. 2012. California English Language Development Standards. https://www.cde.ca.gov/sp/el/er/documents/eldstndspublication14.pdf

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How do the Standards help to support an inclusive and equitable learning environment while promoting social-emotional learning?

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How do the Standards help to support an inclusive and equitable learning environment while promoting social-emotional learning?

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The standards are a resource that teachers can use to help in planning engaging content that teaches and develops specific skills that lead to greater student achievements. They are also a great tool for planning lessons that span across content areas.

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Common Core Curriculum in an Inclusive Classroom

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Common Core Curriculum in an Inclusive Classroom

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Common Core curriculum helps to create equitable learning experiences for all students by providing a framework to base education off of in the form of standards, including performance tasks that one can assess for learning. This platform allows teachers a goal to plan for learning and supports for all students in access the content, including individual supports such as adaptations and modifications. This differentiated instruction helps to include all students in the classroom learning experience.

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Common Core Curriculum in the Inclusive Classroom

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A closer look on how a common core curriculum can be modified for the inclusive classroom and how it benefits students with special needs.

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What You Didn’t Know About Common Core Curriculum in the Inclusive Classroom

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History and Social Science Content Standards 

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History and Social Science Content Standards 

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Educational standards describe what students should know and be able to do in each subject in each grade. In California, the State Board of Education decides on the standards for all students, from kindergarten through high school.

Since 2010, a number of states across the nation have adopted the same standards for English and math. These standards are called the Common Core State Standards (CCSS). Having the same standards helps all students get a good education, even if they change schools or move to a different state. Teachers, parents, and education experts designed the standards to prepare students for success in college and the workplace.

The California Department of Education helps schools make sure that all students are meeting the standards. Below you will find information about the standards and the CCSS-related activities taking place in California.

California Common Core State Standards

Current Standards

Search the California Content Standards
This application contains the 12 California content standards. The application is designed so educators can quickly find, search, and sort relevant standards across disciplines to aid in instructional planning and assessment. This is a web view of our available mobile application, which we encourage you to download. You can find more information about the mobile application on the CA Standards Mobile Application web page.

Resources

Common Core Search
Common Core Search is a collection of resources to support implementation of the CCSS. Resources organized by audience are available in the tab sections below.

Parent/Guardian Overview Brochures (Jan-2016)
These brochures explain the CCSS to pa​rents/guardians, providing insights into what students will learn and highlighting progression through the grade levels.

English Language Arts/Literacy (ELA):

Mathematics:

Achieve the Core
Free, high-quality resources compiled by Student Achievement Partners, writers of the CCSS, for educators implementing the CCSS, including professional learning modules, handouts, presentations, sample lessons, lesson videos, and much more.
Instructional Practice Guide
This guide includes coaching and lesson planning tools to help teachers and those who support teachers to make the key shifts in instructional practice required by the CCSS.

Achieve the Core
Free, high-quality resources compiled by Student Achievement Partners, writers of the CCSS, for educators implementing the CCSS, including professional learning modules, handouts, presentations, sample lessons, lesson videos, and much more.

Instructional Leadership and the CCSS Module
This is a 1.5 hour module designed to guide the school-level instructional leader in beginning the work of understanding and implementing the CCSS.

Instructional Practice Guide
This guide includes coaching and lesson planning tools to help teachers and those who support teachers to make the key shifts in instructional practice required by the CCSS.

PACE/CCSESA Regional Leadership Sessions on CCSS Implementation
Policy Analysis for California Education (PACE) and the California County Superintendents Educational Services Association (CCSESA) sponsored regional leadership sessions to highlight a variety of strategies, tools, and resources, including local examples and strategic advice on key issues, to support the successful implementation of the CCSS. On this Web site you can find videos of session presentations and related tools and resources.

Achieve Publications
Achieve publishes national and state reports as well as policy briefs, surveys, and white papers that focus on preparing all students for college and careers. All of these publications are available to the public for free in PDF format.

Parent/Guardian Overview Brochures (Jan-2016)
These brochures explain the CCSS to pa​rents/guardians, providing insights into what students will learn and highlighting progression through the grade levels.

English Language Arts/Literacy (ELA):

Mathematics:

K-8 California's Common Core Standards Parent Handbook
This handbook, created by the California County Superintendents Educational Services Association (CCSESA) in consultation with the California State Parent Teacher Association (PTA), gives parents an introduction to California's CCSS and a summary of what students are expected to learn as they advance from kindergarten through grade eight. This document has been translated into 17 languages. The handbook and translations may be found on theCCSESA Common Core Standards Communication Tools Web page under the General Overview Materials section.

California PTA Common Core Web Page
The California State PTA has made available many resources for parents to learn more about the CCSS and support their child's achievement of the standards. Resources include informational fliers, frequently asked questions, grade level parents' guides, links to additional resources, and articles of interest. The fliers and parents' guides are available in English, Spanish, Arabic, Chinese, Tagalog, and Vietnamese.
National PTA Assessment Resources
The National PTA has released a fact sheet on assessments to provide parents with information about what he assessments should do and what they are trying to accomplish. It has also made available videos about the assessments and test scores.

Council of Great City Schools Parent Roadmaps
The Council of Great City Schools has developed parent roadmaps for understanding the English language arts (ELA) and mathematics CCSS in kindergarten through eighth grade. For each grade and subject, the roadmaps explain to parents what children will be learning and how parents can support learning outside of the classroom.

Questions: Curriculum Frameworks and Instructional Resources Division | cfird@cde.ca.gov | 916-319-0881

Last Reviewed: Wednesday, July 19, 2023

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Information and resources about the new academic content standards for English language arts and mathematics adopted by the State Board of Education on August 2, 2010.

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The content standards adopted by the California State Board of Education are listed below: Printed publications can be purchased from CDE Press Educational Resources Catalog.

Current Standards

Search the California Content Standards
This application contains the 12 California content standards. The application is designed so educators can quickly find, search, and sort relevant standards across disciplines to aid in instructional planning and assessment. This is a web view of our available mobile application, which we encourage you to download. You can find more information about the mobile application on the CA Standards Mobile Application web page.

English Language Arts

Mathematics

English Language Development

English Language Development 2012

Brochures for Parents/Guardians
These brochures on the ELA/literacy standards provide parents/guardians insights into what their children are learning as they progress through the grade levels. The brochures also offer suggestions for parents/guardians to support their students' learning and a list of additional resources.
Spanish

Career Technical Education

Computer Science

Health Education

History-Social Science

History-Social Science, Adopted October 1998 (PDF)

Brochures for Parents/Guardians
These brochures on the history-social science framework provide parents/guardians insights into what their children are learning as they progress through the grade levels. The brochures also provide a brief summary of the instructional shifts in the framework.

Model School Library

Physical Education

Science

California Next Generation Science Standards

Brochures for Parents/Guardians
These brochures on the science standards provide parents/guardians insights into what their children are learning as they progress through the grade levels. The brochures also offer suggestions for parents/guardians to support their students' learning and a list of additional resources.
Spanish

Arts Education

The State Board of Education (SBE) adopted the California Arts Standards for Public Schools, Prekindergarten Through Grade Twelve ( Arts Standards) on January 9, 2019.To download the publication version of the standards, select the link below:

Information about the 2019 Visual and Performing Arts Content Standards Revision is available on the California Arts Standards Web page.

World Languages

The State Board of Education (SBE) adopted the World Languages Standards for Public Schools, Kindergarten Through Grade Twelve on January 9, 2019. To download the publication version of the standards, select the link below:

Previous Content Standards

Questions: Curriculum Frameworks and Instructional Resources Division | CFIRD@cde.ca.gov | 916-319-0881

Last Reviewed: Tuesday, July 25, 2023

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Content standards were designed to encourage the highest achievement of every student, by defining the knowledge, concepts, and skills that students should acquire at each grade level.

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English, Language Arts, and Literacy Standards

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English, Language Arts, and Literacy Standards

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College and Career Readiness Anchor Standards

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College and Career Readiness Anchor Standards

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College and Career Readiness Anchor Standards - Content Standards (CA Dept of Education)

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The College and Career Readiness standards anchor and define general, cross-disciplinary literacy expectations that must be met for students to be prepared to enter college and workforce training programs ready to succeed.

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California English Language Development Standards: Kindergarten Through Grade 12
California English Language Development Standards (PDF)
The California English Language Development Standards (CA ELD Standards) amplify the California State Standards for English Language Arts and Literacy in History/Social Studies, Science, and Technical Subjects (ELA/Literacy). The CA ELD Standards, when used in tandem with state content standards, assist English learner students to build English proficiency, refine the academic use of English, and provide students access to subject area content.

English learner students need a purpose for using language (social function), need to understand how to use the language meaningfully, and access resources to be knowledgeable in language selection to be precise and convey exact meaning.

The SBE adopted the CA ELD Standards in November 2012.

The CA ELD Standards are available as a free download. Printed publications of the CA ELD Standards may be purchased through the California Department of Education (CDE) Press Educational Resources Online Ordering web page.

CA ELD Standards Implementation Plan

Letter presenting the CA ELD Standards Implementation Plan to the Governor
Following adoption of the CA ELD Standards, EC Section 60811.3 (e) required the State Superintendent of Public Instruction and the SBE to present to the Governor, and the appropriate policy and fiscal committees of the Legislature, a schedule and implementation plan for integrating the CA ELD Standards into the public education system.

CA ELD Standards Implementation Plan (PDF)
The CA ELD Standards Implementation Plan identifies major phases and activities in the implementation of the CA ELD Standards throughout California's educational system. The plan describes the philosophy of, and strategies for, the successful integration of the CA ELD Standards that align to the ELA/Literacy Standards to address English language and literacy skills English learner students need in key content areas. The goal of the CA ELD Standards Implementation Plan is to serve as a guide of the major steps in the development, adoption, and implementation of the CA ELD Standards for LEAs.

Integrated and Designated ELD

Integrated ELD is instruction in which the California English Language Development Standards (CA ELD Standards) are used in tandem with the state-adopted academic content standards (Title 5 California Code of Regulations [ CCR] Section 11300[c]).

Designated ELD is instruction provided during a protected time in the regular school day for focused instruction on the state-adopted ELD standards. During Designated ELD, English learners develop critical English language skills necessary for accessing academic content in English. (5 CCR Section 11300[a]).

The following resources are available to support administrators and teachers to design, implement, and enhance integrated and designated ELD instruction for English learners.

Integrated and Designated ELD Video Series

The ELD Video Series tab contains videos demonstrating designated ELD and related integrated ELD instruction for ELA, mathematics, and science in grades transitional kindergarten/kindergarten through grade twelve.

Integrated and Designated ELD Letter to the Field (Dated December 18, 2019)
The California Department of Education (CDE) and the SBE provides the field with guidance for integrated and designated ELD instruction and additional resources.

English Learner Toolkit of Strategies, Volume 1
The toolkit provides high leverage strategies to increase English language proficiency in both integrated and designated ELD. The toolkit was developed by the Curriculum and Instruction Steering Committee (CISC) ELA/ELD CISC Subcommittee ELD Workgroup.

Expanded View of the ELA/ELD Framework Resources
A collection of resources that support the implementation of the ELA/ELD Framework, including integrated and designated ELD instruction for English learners.

ELA and ELD Implementation Support Videos
Videos from the Implementation Support for the ELA/ELD Framework web page are organized by key theme and area of focus, including integrated and designated ELD.

Content Standards and Curriculum Frameworks

Content Standards
Content standards defining the knowledge, concepts, and skills that students should acquire at each grade level in mathematics, science, history-social science, visual and performing arts, world languages, computer science, health education, and other content areas.

ELA/ELD Framework
The ELA/ELD framework, specifically Chapter 2, provides guidance for implementing the CA ELD Standards for integrated and designated ELD instruction. Chapters three through seven provide guidance for the implementation of ELA/ELD instruction specific to each grade level.

ELA/ELD Framework Vignettes Summary Sheet
The vignette summary sheet is organized so that each grade level section has a pair of vignettes that can be interpreted together: an ELA/Literacy with integrated ELD vignette and a companion designated ELD vignette.

ELA/ELD Framework Vignettes and Snapshots Chart
Snapshots and vignettes for each grade level with the chapter and page numbers, and indicates the different content areas each snapshot and vignette addresses in the ELA/ELD Framework.

All Curricular Frameworks
SBE-adopted curricular frameworks for mathematics, science, history-social science, visual and performing arts, health education, and other content areas.

Integrated and Designated ELD Video Series

ELD Video Series Home | Transitional Kindergarten-Kindergarten Videos | Grade One Videos | Grade Two Videos | Grade Three Videos | Grade Four Videos | Grade Five Videos | Grade Six Videos | Grade Seven Videos | Grade Eight Videos | Grade Nine Videos | Grade Ten Videos | Grade Eleven Videos | Grade Twelve Videos

The California Department of Education (CDE) developed a series of videos demonstrating integrated ELD instruction and its related designated ELD instruction during ELA, mathematics, and science. The Integrated and Designated ELD Video Series demonstrates the relationship between the California English Language Development Standards (CA ELD Standards) and the state content standards. When used in tandem, English learner students build English proficiency, refine academic use of English, and access subject area content in transitional kindergarten/kindergarten through grade twelve.

The videos in this series feature teachers delivering integrated and designated ELD instruction to English learner students. Teachers use the CA ELD Standards to design intentional and purposeful ELD instruction that supports English learners to learn English and apply academic use of English through various content areas. English learners are equipped with linguistic resources and experiences to meaningfully engage with grade-appropriate text and contribute to academic discussions with their peers and teachers.

The CDE ELD Video Series: Administrator's Guide for Facilitating Remote Professional Learning (DOCX) provides guidance and resources for facilitating remote professional learning using the CDE ELD Video Series.

For additional guidance on how to adapt ELD in distance learning, click on the ELD Distance Learning tab.

This video series aligns with the California English Learner Roadmap Policy, Principle Two-Intellectual Quality of Instruction and Meaningful Access, where English learners engage in intellectually rich, developmentally appropriate learning experiences that foster high levels of English proficiency. These experiences integrate language development, literacy, and content learning as well as provide access for comprehension and participation through native language instruction, native language support, and scaffolding lessons in English.

ELD Video Series Webinars

These webinars are designed to engage the field and support educators in incorporating the Integrated and Designated ELD Videos Series into professional learning settings.

The archived webinar recordings are available through the WestEd Webinar Series on the CDE Integrated and Designated ELD Video Series web page.

ELD in Distance Learning

Pursuant to EC Section 43503, LEAs offering distance learning shall include integrated and designated ELD instruction. The following resources are available to teachers and administrators to support the design and implementation of integrated and designated ELD instruction for English learners in distance learning.

Distance Learning Instruction Planning Guidance
Guidance for distance learning instruction planning, including English language development for English learner students, in accordance to Senate Bill 98 .

Integrated and Designated ELD in Distance Learning

Support for Distance Learning: the History-Social Science and English Language Arts/English Language Development Frameworks, May 14, 2020 (Video; 51:18)
This presentation hosted by the California Department of Education (CDE) Curriculum Frameworks and Instructional Resources Division in collaboration with the Monterey County Office of Education and the California History-Social Science Project provides an overview of how the state-adopted curriculum frameworks in history-social science and ELA/ELD can support teachers and administrators in implementing a distance learning instructional program.

ELD Distance Learning Webinars

Distance Learning: ELD and Dual Language Instruction
The CDE presented and recorded this webinar on Distance Learning: English Language Development and Dual Language Instruction on May 14, 2020, as part of the CDE Distance Learning Series.

Distance Learning Series
Series of distance learning webinars on various topics related to changes due to Covid-19.

The San Bernardino County Superintendent of Schools (SBCSS) recorded a webinar highlighting how LEAs can support English learner students with online learning. The webinar takes the Sobrato Early Academic Language article by Heather Skibbins, " Six Considerations for Supporting English Learners with Distance Learning ," and breaks each of the six components down, providing practical resources that support educators at each step. The SBCSS webinar slides are also available.

This archived webinar provides upper elementary teachers ideas and activities to support 3 rd through 5 th grade students' oral language development by asking questions that promote student analysis of a text's key themes in distance learning environments.

Professional Learning Resources

These resources were developed by the California Department of Education (CDE) and outside agencies to assist educators implement the California English Language Development Standards (CA ELD Standards) and enhance integrated and designated ELD instruction for English learner students.

CDE Resources

The Professional Learning Modules (PLMs) are designed to support educators in delivering curriculum aligned to the California State Standards. The PLMs include the CA ELD Standards in the ELD instructional practice. The CA ELD Standards PLMs provide guidance for using the CA ELD Standards in tandem with the California State Standards for English Language Arts and Literacy in History/Social Studies (ELA), Science, and Technical Subjects (ELA/Literacy), and other content standards.

Integrated and Designated ELD

Click on the Integrated-Designated ELD tab to find these and other resources that support teachers and administrators to design, implement, and enhance integrated and designated ELD instruction for English learner students.

Integrated and Designated ELD Video Series

Click on the ELD Video Series tab to find the videos demonstrating designated ELD and integrated ELD instruction for ELA, mathematics, and science in transitional kindergarten/kindergarten through grade twelve.

Implementation Support for the ELA/ELD Framework
Collection of resources supports the implementation of the ELA/ELD Framework.

ELA and ELD Implementation Support Videos
These videos are compiled from those posted on the Implementation Support for the ELA/ELD Framework web page. They are further organized by key theme and area of focus. These select videos support the related guidance in the ELA/ELD Framework

Other Resources

English Learner Toolkit of Strategies, Volume 1
This toolkit includes a resource for teachers to help English learner students accomplish particular learning goals. The toolkit provides high leverage strategies to increase English language proficiency in both integrated and designated ELD. It addresses reading, writing, listening, and speaking for literacy in the twenty-first century, connects to task types found in the English Language Proficiency Assessment for California, and provides a checklist that includes strategies for word, sentence, and text level understanding. The toolkit was developed by the CISC ELA/ELD CISC Subcommittee ELD Workgroup.

ELD Instructional Resources

The following resources are available to support teachers and administrators as they design, implement, and enhance integrated and designated ELD instruction for English learner students in ELA, mathematics, science, and other content areas.

English Language Development

English Parent/Guardian ELD Overview Brochures (PDF)
Spanish Parent/Guardian ELD Overview Brochures (PDF)
These brochures explain the California English Language Development Standards (CA ELD Standards) to parents/guardians, providing insights into what students will learn and highlighting the progression from kindergarten through grade twelve.

Implementation Support for the ELA/ELD Framework
Collection of resources that support the implementation of the ELA/ELD Framework.

ELA and ELD Implementation Support Videos
These videos are compiled from those posted on the Implementation Support for the ELA/ELD Framework web page. They are further organized by key theme and area of focus. These select videos support the related guidance in the ELA/ELD Framework.

Additional California Department of Education (CDE) Resources

Spanish Language Development Standards
The Spanish Language Development Standards are the Spanish translation of the CA ELD Standards with linguistic augmentations.

Clearinghouse for Multilingual Documents
The Clearinghouse for Multilingual Documents is a secure database to assist LEA staff in locating parent notification documents translated into non-English languages.

California State Content Standards

Next Generation Science Standards for California
The Next Generation Science Standards were developed to prepare California students to be future citizens and future scientist.

Content Standards
Content standards were designed to encourage the highest achievement of every student by defining the knowledge, concepts, and skills that students should acquire at each grade level in mathematics, science, history-social science, visual and performing arts, world language, computer science, health education, and other content areas.

Curriculum Frameworks

Science Framework
The 2016 Science Framework was developed to support the implementation of the Next Generation Science Standards.

Mathematics Framework
The 2013 Mathematics Framework supports the implementation of the CA Mathematics Standards by emphasizing mathematical instruction and learning that focus on key topics, build mathematical understanding and fluency in a coherent manner, and develop students' ability to apply mathematics creatively to analyze and solve complex problems.

All Curricular Frameworks
The SBE-adopted curricular frameworks for mathematics, science, history-social science, visual and performing arts, world languages, career technical education, health education, and other content areas.

California English Learner Roadmap Policy

CA English Learner Roadmap (CA EL Roadmap) Policy
The CA EL Roadmap SBE Policy: Educational Program and Services for English Learners explicitly focuses on English learner students in the context of the state's efforts to improve the educational system, the quality of teaching and learning, and educational outcomes. It centers on standards, curriculum frameworks, assessment, accountability and school improvement, educator quality, early childhood and preschool, social and family support services, parent and community involvement, and higher education. Its purpose is to promote local capacity-building and continuous improvement in each of these areas and their interrelationship, based on evidence of effectiveness from local experience as well as the most current rigorous research evidence that speaks to the strengths and needs of the diverse population of English learner students.

CDE Publications

The 2010 CDE publication, Improving Education for English Learners: Research-Based Approaches, assists school districts in the design, implementation, and evaluation of programs for English learner students. It also assists educators in addressing the instructional needs of English learner students and supporting the implementation of ELD, as well as the subject-matter standards and frameworks. This publication is available for purchase on the CDE Press Online Ordering web page.

State and Federal Legal Citations

California Education for a Global Economy Initiative (CA Ed.G.E.)-Proposition 58
School districts and county offices of education will solicit input on, and provide to students, effective and appropriate instructional methods including, but not limited to, establishing language acquisition programs, as defined in EC Section 306. This requirement is intended to ensure that all students, including English learners and native speakers of English, have access to the core academic content standards, including the English language development standards, as applicable, and become proficient in English.

California Code of Regulations

CA Ed.G.E. Initiative-Proposition 58
The CA Ed.G.E. Initiative (Proposition 58) ensures that all children in California public schools receive the highest quality education, master the English language, and access high-quality, innovative, and evidence-based language programs that prepare them to fully participate in a global economy. The CA Ed.G.E. Initiative authorizes school districts and county offices of education to establish language acquisition programs for both native and non-native English speakers, and requires school districts and county offices of education to solicit parent and community input in developing language acquisition programs.

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The English language development (ELD) standards, ELD video series, information, and resources to assist local educational agencies (LEAs) design, implement, and enhance integrated and designated ELD instruction for English learner students.

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California Common Core State Standards for Mathematics
Standards for Mathematical Practice

The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students. These practices rest on important "processes and proficiencies" with longstanding importance in mathematics education. The first of these are the NCTM process standards of problem solving, reasoning and proof, communication, representation, and connections. The second are the strands of mathematical proficiency specified in the National Research Council's report Adding It Up: adaptive reasoning, strategic competence, conceptual understanding (comprehension of mathematical concepts, operations and relations), procedural fluency (skill in carrying out procedures flexibly, accurately, efficiently and appropriately), and productive disposition (habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one's own efficacy).

1. Make sense of problems and persevere in solving them.
Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, "Does this make sense?" They can understand the approaches of others to solving complex problems and identify correspondences between different approaches.

2. Reason abstractly and quantitatively.
Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualize-to abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents-and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

3. Construct viable arguments and critique the reasoning of others.
Mathematically proficient students understand and use stated assumptions, definitions, and previously established results in constructing arguments. They make conjectures and build a logical progression of statements to explore the truth of their conjectures. They are able to analyze situations by breaking them into cases, and can recognize and use counterexamples. They justify their conclusions, communicate them to others, and respond to the arguments of others. They reason inductively about data, making plausible arguments that take into account the context from which the data arose. Mathematically proficient students are also able to compare the effectiveness of two plausible arguments, distinguish correct logic or reasoning from that which is flawed, and-if there is a flaw in an argument-explain what it is. Elementary students can construct arguments using concrete referents such as objects, drawings, diagrams, and actions. Such arguments can make sense and be correct, even though they are not generalized or made formal until later grades. Later, students learn to determine domains to which an argument applies. Students at all grades can listen to or read the arguments of others, decide whether they make sense, and ask useful questions to clarify or improve the arguments.Students build proofs by induction and proofs by contradiction. CA 3.1 (for higher mathematics only).

4. Model with mathematics.
Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.

5. Use appropriate tools strategically.
Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.

6. Attend to precision.
Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.

7. Look for and make use of structure.
Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well-remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression x^2 + 9x + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 - 3(x - y)^2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y.

8. Look for and express regularity in repeated reasoning.
Mathematically proficient students notice if calculations are repeated, and look both for general methods and for shortcuts. Upper elementary students might notice when dividing 25 by 11 that they are repeating the same calculations over and over again, and conclude they have a repeating decimal. By paying attention to the calculation of slope as they repeatedly check whether points are on the line through (1, 2) with slope 3, middle school students might abstract the equation (y - 2)/(x - 1) = 3. Noticing the regularity in the way terms cancel when expanding (x - 1)(x + 1), (x - 1)(x^2 + x + 1), and (x - 1)(x^3 + x^2 + x + 1) might lead them to the general formula for the sum of a geometric series. As they work to solve a problem, mathematically proficient students maintain oversight of the process, while attending to the details. They continually evaluate the reasonableness of their intermediate results.

Connecting the Standards for Mathematical Practice to the Standards for Mathematical Content

The Standards for Mathematical Practice describe ways in which developing student practitioners of the discipline of mathematics increasingly ought to engage with the subject matter as they grow in mathematical maturity and expertise throughout the elementary, middle and high school years. Designers of curricula, assessments, and professional development should all attend to the need to connect the mathematical practices to mathematical content in mathematics instruction.

The Standards for Mathematical Content are a balanced combination of procedure and understanding. Expectations that begin with the word "understand" are often especially good opportunities to connect the practices to the content. Students who lack understanding of a topic may rely on procedures too heavily. Without a flexible base from which to work, they may be less likely to consider analogous problems, represent problems coherently, justify conclusions, apply the mathematics to practical situations, use technology mindfully to work with the mathematics, explain the mathematics accurately to other students, step back for an overview, or deviate from a known procedure to find a shortcut. In short, a lack of understanding effectively prevents a student from engaging in the mathematical practices.

In this respect, those content standards which set an expectation of understanding are potential "points of intersection" between the Standards for Mathematical Content and the Standards for Mathematical Practice. These points of intersection are intended to be weighted toward central and generative concepts in the school mathematics curriculum that most merit the time, resources, innovative energies, and focus necessary to qualitatively improve the curriculum, instruction, assessment, professional development, and student achievement in mathematics.

Questions: Curriculum Framework and Instructional Resources Division | CFIRD@cde.ca.gov | 916-319-0881

Last Reviewed: Tuesday, July 25, 2023

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The Standards for Mathematical Practice describe varieties of expertise that mathematics educators at all levels should seek to develop in their students.

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NGSS Standards

On September 4, 2013, the SBE adopted the Next Generation Science Standards for California Public Schools, Kindergarten through Grade Twelve (CA NGSS) as required by California Education Code 60605.85. The NGSS Appendices A-M were also adopted to assist teachers in the implementation of the new science standards and to aid in the development of the new science curriculum framework.

The SBE-adopted California Next Generation Science Standards (CA NGSS) can be viewed below by grade level Disciplinary Core Ideas (DCI): Life Sciences, Earth and Space Sciences, and Physical Sciences or by grade level Topic (e.g., Chemical Reactions, Structure and Function, or Space Systems).

For information on how to read the standards and implement the standards, please read How to Read CA NGSS (PDF) or consult the 2016 Science Framework or visit the Adopting and Implementing NGSS page. For questions about the CA NGSS and 2016 Science Framework, contact the Curriculum Frameworks and Instructional Resources Division (CFIRD) at cfird@cde.ca.gov or 916-319-0881.

Kindergarten through Grade Five Standards

Standards Arranged by Disciplinary Core Ideas (Life, Earth and Space, and Physical Science)

Grades Six through Eight Standards

On November 6, 2013, the SBE approved the Science Expert Panel's (SEP) recommended Integrated Learning Progression model as the preferred model for middle grades six through eight. At the same November meeting, the SBE approved a recommendation by the SSPI to reconvene the SEP in order "to develop ... as an alternative model ... a discipline specific model" for the grade span of six through eight based on Achieve's domains model in Appendix K.

In December 2013, the SEP reconvened to develop an alternative domain specific course model.

The documents below provide middle school educators the rationale for the CA NGSS Integrated Learning Progression Course for middle grades six through eight and the Alternative Discipline Specific Course for grades six through eight. The documents also describe learning progressions for each grade level.

Integrated Learning Progression Model (PDF)
This document provides middle school educators the rationale for the Integrated Learning Progression Course arrangement of standards developed by the California Science Expert Panel. Documents containing the standards for each grade level are below.

Discipline Specific Model (PDF)
This document provides middle school educators the rationale for the Discipline Specific Course arrangement. Documents containing the standards for each grade level are below.

Integrated Model Standards Arranged by Disciplinary Core Ideas

Discipline Specific Model Standards

Grades Nine through Twelve Standards

Standards Arranged by Disciplinary Core Ideas (Life, Earth and Space, and Physical Science)

NGSS Appendices A-M

The NGSS Appendices A-M were adopted to assist teachers in the implementation of NGSS and in the development of the new science curriculum framework.

Questions: Curriculum Frameworks and Instructional Resources Division | cfird@cde.ca.gov | 916-319-0881

Last Reviewed: Tuesday, September 26, 2023

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NGSS for California Public Schools, K-12

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In 2013, the State Board of Education (SBE) adopted the Next Generation Science Standards for California Public Schools, Kindergarten through Grade Twelve.

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California Arts Standards for Public Schools, Prekindergarten Through Grade Twelve

The State Board of Education (SBE) adopted the California Arts Standards for Public Schools, Prekindergarten Through Grade Twelve ( Arts Standards) on January 9, 2019. To download the publication version of the standards, select the link below.

Support for Planning Remote Arts Education Instruction

During the pandemic, some in-person activities associated with performing arts courses (dance, music, and theatre), such as groups practicing and performing, may sometimes not be possible. Despite this, instruction can continue to focus on the 2019 California Arts Standards associated with the artistic processes of creating, responding, and connecting, and students can continue to practice for performances during independent applied learning time. Educators may also consider how to approach rehearsal and performances through shared technology platforms and other innovative approaches. On April 14, 2021, the California Department of Public Health (CDPH) issued new guidance including industry-specific guidance for Outdoor Seated Live Events and Performances (PDF) and Indoor Seated Live Events and Performances (PDF). These documents include guidance for rehearsals, which may also be useful for schools and districts. Please note that CDPH guidance is subject to change as conditions evolve.

Search the California Content Standards
This application contains the 12 California content standards. The application is designed so educators can quickly find, search, and sort relevant standards across disciplines to aid in instructional planning and assessment. This is a web view of our available mobile application, which we encourage you to download. You can find more information about the mobile application on the CA Standards Mobile Application web page.

Arts Standards Professional Development Placemat

Prepublication Version of the Arts Standards

The prepublication version of the standards may be useful when customizing materials for professional learning. To download the pre-publication version of the chapters approved by the SBE, select the links below:

Visual and Performing Arts Content Standards Revision Background

Per California Education Code ( EC) Section 60605.13, "The Superintendent, in consultation with the Instructional Quality Commission (IQC), shall recommend to the state board revisions to the visual and performing arts content standards in the subjects of dance, theater, music, and visual arts adopted by the state board pursuant to Section 60605.1, and shall recommend visual and performing arts standards in the subject of media arts." EC Section 60605.13 further specifies that the National Core Arts Standards "shall serve as the basis for deliberations."

Schedule of Significant Events
The schedule of significant events for the revision of the VAPA standards was approved by the SBE on September 13, 2017.

Focus Groups

In January 2017, the CDE convened three focus group meetings to provide input on guidelines to direct the work of the Visual and Performing Arts Standards Advisory Committee (VAPA SAC).

VAPA Standards Advisory Committee

VAPA SAC Meeting Agendas and Notices

Resources

Listserv

Join the VAPA Revisions Listserv to receive periodic updates on the revision process. To subscribe send a "blank" e-mail message to join-vapa-revisions@mlist.cde.ca.gov.

Questions: Curriculum Frameworks & Instructional Resources Division | VAPA@cde.ca.gov | 916-319-0881

Last Reviewed: Tuesday, July 12, 2022

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Information and Resources related to the California Arts Standards for Public Schools, Prekindergarten Through Grade Twelve (Arts Standards).

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California State Board of Education. History-Social Science Content Standards for California Public Schools. 1998. https://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf

California State Board of Education. Common Core State Standards. 2013. https://www.cde.ca.gov/re/cc/

California State Board of Education. Content Standards. https://www.cde.ca.gov/be/st/ss/

California State Board of Education. California Common Core State Standards English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. 2013. https://www.cde.ca.gov/be/st/ss/documents/finalelaccssstandards.pdf

College and Career Readiness Anchor Standards https://www.cde.ca.gov/be/st/ss/elaanchorstandards.asp

California State Board of Education.  California Common Core State Standards Mathematics. 2013. https://www.cde.ca.gov/be/st/ss/documents/ccssmathstandardaug2013.pdf

Standards for Mathematical Practice. https://www.cde.ca.gov/be/st/ss/mathpractices.asp

California State Board of Education.  California English Language Development Standards. 2012. https://www.cde.ca.gov/sp/el/er/eldstandards.asp

California State Board of Education. Health Education Content Standards for California Public Schools. 2008. https://www.cde.ca.gov/be/st/ss/documents/healthstandmar08.pdf

California State Board of Education. Next Generation Science Standards. 2013. https://www.cde.ca.gov/pd/ca/sc/ngssstandards.asp

California State Board of Education.  California Arts Standards for Public Schools Prekindergarten Through Grade Twelve. 2019. https://www.cde.ca.gov/be/st/ss/documents/caartsstandards.pdf

Visual and performing arts. https://www.cde.ca.gov/be/st/ss/vapacontentstds.asp

Eredics, N. 2017.

What You Didn’t Know About Common Core Curriculum in the Inclusive Classroom. https://www.friendshipcircle.org/blog/2017/10/26/curriculum-inclusive-class/

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Common Core Curriculum in the Inclusive Classroom

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A closer look on how a common core curriculum can be modified for the inclusive classroom and how it benefits students with special needs.

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What You Didn’t Know About Common Core Curriculum in the Inclusive Classroom

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How does AVID help to create an inclusive and equitable learning environment that promotes social-emotional learning?

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How does AVID help to create an inclusive and equitable learning environment that promotes social-emotional learning?

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AVID stands for “Advancement Via Individual Determination” and is a college and career readiness platform that includes a variety of resources to use in developing students’ personal responsibility. This resource provides instructional material, such as videos, activities, handouts, and lessons that teachers can use to support students in developing and using individual determination to succeed in their learning environment. AVID strategies set high expectations for student learning that lead to student success by intrinsic motivation. These strategies increase engagement and participation by encouraging student responsibility and providing students with strategies to build skills to be responsible and the opportunities to practice these skills. AVID strategies help to set expectations for behavior, rules, and consequences as they implement routines such as group roles, respectful communication frames, role call engagement strategies and more. These resources will help to create an inclusive and equitable learning environment because they provide a variety of ways that different students can engage and access the content and provide a variety of communications between teachers, students, and anyone in the classroom. Students and teachers interact in meaningful ways in AVID activities, such as Socratic Seminars and Fishbowl Discussions where students discuss important concepts in a respectful way, leading to deeper learning through critical thinking and real world application.

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Pulaski County Special School District PCSSD

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College Station - AVID Fish Bowl Activity

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Regardless of their life circumstances, AVID students overcome obstacles and achieve success. They graduate and attend college at higher rates, but more importantly, they can think critically, collaborate, and set high expectations to confidently conquer the challenges that await them.

In 47 states across the U.S., K-16 educators are driving student success through engaging, rigorous, and student-centered learning environments.

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AVID® / Closing the Opportunity Gap in Education

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AVID's mission is to close the opportunity gap by preparing all students for college readiness and success in a global society.

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These Examples "describe how schools have impacted their whole school and improved student performance around specific initiatives that involve students, leaders, teachers, parents and other stakeholders to ensure that all students achieve college readiness. (My Avid File Sharing. AVID Schoolwide. Schoolwide Domain: Culture. Culture Best Practices. https://my.avid.org/file_sharing/default.aspx?id=25854)

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Best Practice - Student Success Activities 

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AVID Culturally Relevant Teaching Resources

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AVID Culturally Relevant Teaching Resources

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AVID provides several culturally relevant teaching resources, including articles for educators and activities for the classroom. This article, 20 Things I Can Do to Be a More Equitable Educator, consists of a list of educator resources to create an equitable learning environment.

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AVID Community Builder Social Norms Contract

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AVID Community Builder Social Norms Contract

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AVID. 2021. https://www.avid.org/

AVID. Adopted from: ©EdChange. http://www.edchange.org Gorski, P. C. (2010). Beyond celebrating diversity: Twenty things I can do to be a better multicultural educator. St. Paul, MN: EdChange. Used with permission.

Brown, E. 2015. Avid Strategies Students Enjoy in Class. https://youtu.be/fesV5fnA3Cc

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How do these resources help to create an inclusive and equitable learning environment while promoting social-emotional learning?

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How do these resources help to create an inclusive and equitable learning environment while promoting social-emotional learning?

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Multimedia and technology resources help to support students’ learning by providing increased engagement opportunities and serve to support individual students needs through providing variety in how students access, represent, and express their learning. This creates an equitable and inclusive learning environment by providing resources to support adaptations and modifications that support all learners. These resources help to increase student engagement and participation as all learners needs are met. They also help to support classroom rules, consequences, and the procedures for instruction by providing variety in how students engage with the classroom. These are great strategies to help students transition between activities because you can use digital resources to remind students and help students keep track and monitor progress (calendars, alarms, reminders).

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Flipgrid provides a resource for students and teachers to interact and collaborate via video.

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Flip (formerly Flipgrid) is a free web and mobile app from Microsoft where educators create safe, online groups for students to express their ideas asynchronously in short video, text, and audio messages.

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Flip is a video discussion and sharing app, free from Microsoft.

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Flip (formerly Flipgrid) is a video discussion and video sharing app, free from Microsoft, built for classrooms and beyond. Learn more.

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Jamboard provides an interactive whiteboard

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Media, videos, and interactive slides

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Nearpod: Foster a love of learning in every student

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Create active learning experiences students can’t wait to be a part of.

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Learning Games to engage different learners and provide variety (UDL) in how students express their learning.

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Kahoot!'s new student passes are a one-way ticket to take students from players to creators! Empower your students to engage in active learning with the tools they need to create and host kahoots that demonstrate their learning to the whole class.

With student passes your class will have access to:

The full functionality of the Kahoot! creator to make fun and engaging kahoots for their peers

Award-winning learning apps from Poio and DragonBox to master everything from the basics of reading and numeracy to algebra, geometry, and even chess

Premium Kahoot! features including exclusive question types like brainstorm, type answer, and puzzles, plus creation tools to create advanced slide layouts with our premium image library

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Make your students the hosts of their own learning experiences

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A student-centered learning platform and content hub designed to help students to take an active role in their education through powerful play

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Provides variety in how students access content, express their learning, and engage with the material. Also provides variety in how students collaborate and communicate through different resources such as google slides, docs, and sheets.

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Google Workspace: Secure Online Productivity & Collaboration Tools

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Learn how the suite of secure, online tools from Google Workspace empowers teams of all sizes to do their best work.

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Narrative Slideshows, graphics, web, animations, and visual presentations.

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¹ Enjoy limited free remove background Quick Actions. Unlimited with an Adobe Express Premium plan membership.

² Billing begins when your free trial ends. Cancel before free trial ends and you won't be charged. Subscription automatically renews until you cancel. Cancel anytime.

³ Adobe Express subscription required. The Adobe Stock photo collection does not include Premium or editorial content. Limited Adobe Stock functionality available in web page and video features.

⁴Introductory offer for Adobe Express starts at {{pricing.formatted}}/month per license for the 1st year, and renews at {{pricing.formattedBP}}/month per license. Price subject to change. Minimum 2 seat purchase.

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Free Design, Photo, and Video Tool | Adobe Express

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Adobe Express is an all-in-one design, photo, and video tool to make content creation easy. Quickly and easily make stunning social content, videos, logos, and more to stand out on social and beyond.

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Interactive slideshow

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Join the Peartember celebration for giveaways, exclusive templates, and more! Learn more >

EFFORTLESSLY BUILD ENGAGING INSTRUCTIONAL CONTENT, RIGHT FROM GOOGLE SLIDES

The fastest way to transform presentations into classroom conversations

Imagine if you could engage every student in your class, every day. What if you could instantly see who's confused and who's ready for more? That's the power of Pear Deck. And now, with the Pear Deck for Google Slides Add-on, you can add the magic of formative assessments and interactive questions to your presentations right from Google Slides.

Design brilliant slides & engage your class

Open up Google Slides & the Pear Deck sidebar

Design a new presentation or open an existing one in Slides. Just getting started with Google Slides? Upload your PowerPoint or Keynote lessons to Google Slides and get going!

DROP IN FORMATIVE ASSESSMENTS

Our team of educators created a library of templates to support learning objectives typically found at the beginning, middle, and end of a class. Think: bell ringers, checks for understanding, exit tickets, and more. Simply drop in one of these templates for instant engagement and watch your class transform.

Create custom questions

You can always create your own custom activity or question from scratch. Use Text, Number Response, Multiple Choice, and Web Slide questions to engage students. Or upgrade to Pear Deck Premium to add Drawing and Draggable™ response types.

ADD AUDIO TO ANY SLIDE TYPE

With the Pear Deck Add-on, you can leave audio instructions, descriptions, or examples for your students to hear while they read the prompts and respond to Interactive Questions in your Pear Deck Slides presentations. Make a new recording instantly or upload one from your computer. The recordings you insert will play in the Student View of your live presentation Sessions, so it's perfect for any remote learning lesson!

Present with Pear Deck

Start your presentation and students will join your Session from any device with a web browser. As you advance your slides, students will be prompted to answer your questions! Students' answers can be displayed anonymously on the classroom projector, so instead of worrying about getting the right answer and feeling silly in front of peers, your students are putting ideas out there in a safe, anonymous way, discussing, and learning from each other.

GO DEEPER WITH THE tEACHER dASHBOARD

As an instructor, you can quickly see what each individual thinks on the Teacher Dashboard. Noticing a lot of wrong answers? Adapt! Take a pause, back up, re-explain. But don't forget to help the learners help each other: Why did some people choose this while others chose that? How can we find out the right answer? What else do we need to know?

INVITE TEACHERS TO YOUR SHARED tEACHER DASHBOARD

This feature enables teachers using Pear Deck Premium to share Session controls and valuable student insight with other designated educators, including student teachers, special educators, co-teachers, or even substitutes. With a real-time view of individual student work and the ability to guide and provide direct feedback, educators teaching together can better support the diverse needs of learners everywhere!

Using Videos, Animations and GIFs in your Pear Deck? Get ready to Power-up!

Want to show a video about the Mars Rover in your Pear Deck presentation? Need to carefully layer in information on a slide to reduce information overload? Found a perfect GIF of a plant emerging from its seed? If you want your videos, animations, and GIFs to play at full resolution when you present with Pear Deck, install the Power-Up Google Chrome extension.

The Power-Up is a free Google Chrome extension. Installing it ensures that videos, animation, and GIFs embedded in your Pear Deck slides play at full-resolution on the projector and student devices - exactly the way they should!

Install the Power-Up from the Chrome Web Store on the device you use in class. Now when you present with Pear Deck, the Power-Up magically enables the display of your videos, animations, and GIFs.

Get the Power-Up

Learn Pear Deck for Google Slides

Watch a video for self-guided Google training:

Or, dive into a self-paced Pear Deck for Google Slides practice deck:

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Pear Deck for Google Slides is the #1 Slides Add-on, making it effortless for educators to add interactive questions and formative assessments to their presentations.

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Online Learning Games

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Here's how nearly one million teachers use Prodigy in the classroom at no cost!

Help students master math standards with a fun and engaging gameplay experience

Adjust and align Prodigy's in-game math content with your lesson plans

Track student development to decide where to best spend your time

No trial period, no hidden costs for educators. Our optional parent memberships ensure Prodigy stays free for all teachers.

Prodigy for Teachers

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Here's how nearly one million teachers use Prodigy in the classroom at no cost! Help students master math standards with a fun and engaging gameplay experience Adjust and align Prodigy's in-game math content with your lesson plans Track student development to decide where to best spend your time No trial period, no hidden costs for educators.

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Online Learning games that span across content

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Legends of Learning | Math and Science Games

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Math and science games for grades K-8 that increase engagement and test scores. Curriculum aligned. Backed by Research. Teacher Reviewed. Fun for Students.

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Flipgrid. 2021. https://my.flipgrid.com/

Jamboard. 2021. https://jamboard.google.com/

Nearpod. 2021. https://nearpod.com/

Kahoot. 2021. https://kahoot.com/schools-u/

Google Apps. 2021. https://apps.google.com

Adobe Spark. https://www.adobe.com/express/

Pear Deck. 2021. https://www.peardeck.com/googleslides

Prodigy Math Games.  2021. https://www.prodigygame.com/main-en/

Legends of Learning. 2021. https://www.legendsoflearning.com/

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How does UDL support an equitable and inclusive learning environment and social-emotional learning?

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How does UDL support an equitable and inclusive learning environment and social-emotional learning?

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This resource provides a variety of strategies and activities that support Universal Design for Learning, providing variety in how students learn and supporting different learners. Universal Design for Learning (UDL) provides multiple means of engagement, representation, and action and expression. This supports an equitable learning environment by providing students with variety in how they learn and show what they know, such as choices in activities that they engage with and use to demonstrate knowledge. This variety allows all students to access the content through different methods that support their individual learning needs, creating a classroom community that supports all learners. UDL allows all students to meet their learning needs and engage in quality educational experiences, holding high expectations by allowing variety in how students learn. This increases participation and engagement, UDL strategies support a structured lesson delivery because they are easy to include into lessons and activities. There are many strategies, so an educator can simply find a strategy that supports their students specific learning needs, and implement that into their lesson through strategic planning and use of resources. Transition within classroom activities can be stressful for students and teachers. UDL strategies provide opportunities for students to easily transition by supporting their individual learning needs. These inclusive strategies can be used to provide equitable access for any student, regardless of their learning needs, therefor helping to create an inclusive and equitable learning community.

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This index of UDL strategies provides a list of activities and strategies to support different learning needs. It is separated into the components of UDL learning, Engagement, Action and Expression, and Representation. Several activities can be found within this list that support students in developing the parts of their brain that develop learning through activating their interests, effort, consistency, self-regulation, perception, language, comprehension, physical action, expression, communication, and executive functions. By implementing learning strategies and activities that support these components, such as Anchor Charts, you are ensuring learning that supports the whole child, therefore creating an equitable learning environment.

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Choice Boards support multiple means of engagement and expression.

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This article talks about how to implement UDL and SEL within a 3-tiered system that creates a safe and inclusive learning environment. UDL learning provides a foundation for implementing tiered SEL supports. This structure increases engagement through using SEL principles providing interventions and individualized supports.

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Universal Design for Learning, especially the Engagement Principle, has a strong connection to Social Emotional Learning (SEL). The graphic below incorporates some of the checkpoints that fall within the Engagement Principle of UDL and demonstrations how they act as a firm foundation for Tier 2 and Tier 3 supports.

Within the Engagement Principle of Universal Design for Learning lies checkpoint 7.3 Minimize threats and Distractions (Safe Environment), Checkpoint 8.3 Foster Collaboration and Community, and checkpoint 9.2 Facilitate Personal Coping Skills and Strategies. This should be provided to all students in Tier 1.

Tier 2 supports, such as small social & emotional learning groups and social & emotional interventions, should add to Tier 1 instruction and should be available for the targeted or identified students who need additional support.

Tier 3 supports, such as individualized SEL interventions and goal-setting for SEL goals, can then be built onto Tier 2 supports for students who need a more individualized or intensive approach.

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Universal Design for Learning, especially the Engagement Principle, has a strong connection to Social Emotional Learning (SEL). The graphic below incorporates some of the checkpoints that fall within the Engagement Principle of UDL and demonstrations how they act as a firm foundation for Tier 2 and Tier 3 supports.

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Ohio Department of Education. 2021. State Support Team. UDL and Social Emotional Learning (SEL). https://www.sst6.org/UDLandSocialEmotionalLearningSEL.aspx

UDL Strategy Index. UDL Strategies - Goalbook Toolkit (goalbookapp.com)

UDL Goalbook ToolKit. Browse Strategies. 2021. UDL Strategies - Goalbook Toolkit (goalbookapp.com)

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How does this resource create an inclusive and equitable learning community that supports social-emotional learning?

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How does this resource create an inclusive and equitable learning community that supports social-emotional learning?

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This resource provides additional resources to support students social and emotional growth through using digital technology.

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SEL in Digital Life Resource Center | Common Sense Education

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Help students manage their emotions, understand others' perspectives, build positive relationships, and make caring and responsible decisions online and in life with quick, CASEL-aligned activities from Common Sense Education's new SEL in Digital Life Resource Center.

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Resources for Middle School SEL in the digital world

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Resources for Middle School SEL in the digital world

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Includes a variety of activities in English and Spanish that can be used in the classroom, school, and at home, including quick activities to promote SEL and digital citizenship.

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Support your students' social and emotional learning as they navigate the digital world.

Technology impacts students' social and emotional well-being, from how they express themselves to how they communicate with friends and family. With the right support, students can learn how to integrate technology into their lives to promote their well-being and be a positive influence in their communities.

We created this resource center to give you everything you need to implement SEL in digital life in your school or classroom. Here you'll find CASEL-aligned quick activities, family conversation starters, and professional development resources, all of which align with the core themes and lessons from our free K-12 Digital Citizenship Curriculum.

See the resources here:

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SEL in Digital Life Resource Center | Common Sense Education

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Common Sense Education provides educators and students with the resources they need to harness the power of technology for learning and life. Find a free K-12 Digital Citizenship curriculum, reviews of popular EdTech apps, and resources for protecting student privacy.

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Campos, D. Common Sense Media. 2021. Promote SEL and digital citizenship with these CASEL-aligned quick activities. https://www.commonsense.org/education/articles/middle-school-activities-to-promote-sel-in-digital-life

Common Sense Media. 2021. SEL in Digital Life Resource Center. https://www.commonsense.org/education/SEL

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How does using SEL with MTSS resources support an inclusive and equitable learning environment?

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How does using SEL with MTSS resources support an inclusive and equitable learning environment?

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SEL and MTSS, when combined, help to develop social-emotional learning skills that help students achieve greater academic success. These SEL skills support the Multi-tiered Support System structure by providing a variety of tiered support to meet different students needs. These varied supports increase in intensity as the needs of students increase in severity. Tier 1 supports provide support to all learners while tier 2 and 3 supports provide individualized supports to meet students specific needs. This helps to create an equitable and inclusive learning community because all students social-emotional needs are met, therefor providing students the safety and consistency in their environment that is needed for them to engage in learning. This means that all students needs are met so that they can focus on learning, making it an equitable learning community resource. SEL with MTSS will be helpful in planning because you can implement specific strategies and procedures to identify and respond to student behaviors with intentional and specific solutions designed to meet students personal needs, and therefore help each student to engage in the content. They are relatively simple to plan and support student participation by emphasizing an organized procedure for instruction that includes rules and consequences. This allows students to take responsibility for their role in learning, increasing participation. These resources support students in a variety of transitions by providing framework for supporting student behaviors through developing self-awareness, self-regulation, social-awareness, and responsible decision making. These skills allow students to transition between activities by using these skills, such as self-regulation to calm down during an unexpected change in environment.

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Provides Tier 1, 2, and 3 supports that align SEL learning within the MTSS framework to support all students.

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Social and Emotional Learning - Aperture Education

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Social and emotional learning (SEL) and Multi-Tiered System of Supports (MTSS) go hand in hand. Developing social and emotional skills in youth has shown to be effective at improving academic outcomes for all students - from the valedictorian to the student most at-risk of dropping out. There are many ways SEL can support your school's MTSS framework. These tips and specific strategies will ensure all students receive the supports they need to achieve success.

Tier I (All students)

Research consistently shows that all students can benefit from SEL screening and programming ― even students who are succeeding academically. SEL can address overt issues as well as latent ones that haven't yet manifested themselves into academic risk or negative behaviors.

The best SEL programs promote building social and emotional skills with all students. This can include a focus on school climate and culture, quality evidence-based SEL instruction, and integration of SEL into all areas of academic instruction. Other components can include strong parental involvement and the use of high-quality SEL assessments to facilitate data-driven decision-making.

The DESSA is a research-based SEL assessment with strong reliability and validity. Used within Aperture Education's Evo Social/Emotional system, schools can easily measure the social and emotional competence of all students. Robust reporting tools enable schools to identify which students need additional supports. Keep in mind that the results may surprise you ― even your best students may be struggling and could benefit from SEL!

Another way schools can promote SEL with all students is with a morning meeting. At the start of each day, educators should check-in with their students to address any issues that may be going on with their students. Initiate the conversation by telling students about a personal experience you had with a certain social and emotional competency, such as stress. Then, ask students to share experiences they've had and talk about ways to work through those issues. It's important to use common language around social and emotional concepts and behavior. Then, once a week or so, devote additional time to address a specific SEL topic, such as managing stress, bullying prevention, or self-management strategies.

Tier II

Students who fall in Tier II of the MTSS model require more intensified classroom and small group interventions. This group typically comprises 7-10% of your student population and can be identified with screeners such as the DESSA. You can also identify students by looking at your school's behavior reports. Unfortunately, a handful of students are typically responsible for the majority of behavior infractions. These students can also benefit from Tier II or Tier III supports.

SEL curriculum is highly effective with Tier II students. Working in small groups, you can use SEL instruction to improve students' social and emotional skills. Click here to access a free Evo SEL Intervention Strategy.

Keep in mind that many schools have found that the most effective Tier II interventions include a Tier I component. One model to consider is a school-wide SEL curriculum. Before and after the full-group instruction, counselors should work with Tier II students to give them additional time to learn and practice the skills of the lesson. This model has shown to be more effective at helping Tier II students than if they only participated in the SEL lessons on their own.

Tier III

Some students need more intensive one-on-one support. Typically Tier III students meet with a guidance counselor, social worker, or other specialized educator. In addition to one-on-one sessions, counselors should be involved in classroom instruction with these students. This is important so students learn how to apply the skills they're learning.

One way to integrate small group supports with Tier III students is to start a lunch group. Ask a Tier III student to lunch, and ask the student to bring along two friends. Over lunch you can focus on a particular social and emotional skill, such as importance of peer supports, and guide the conversation around that topic with the students. This technique can reduce stigma against the at-risk student, since on the surface it just appears the student has invited some friends to lunch.

All students can benefit from SEL, and there are many ways to integrate this critical instruction within your MTSS. SEL can support the needs of students within each tier level of your MTSS. Try incorporating the tips and strategies outlined above to support the social and emotional needs of your students and ensure their academic success. Fill out the form below to contact our experts at Aperture Education to get started today!

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How SEL Can Support Your MTSS Framework - Social and Emotional Learning - Aperture Education

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Social and emotional learning (SEL) and Multi-Tiered System of Supports (MTSS) go hand in hand. Developing social and emotional skills in youth has shown to be effective at improving academic outcomes for all students - from the valedictorian to the student most at-risk of dropping out.

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This toolkit provides resources to implement SEL learning through a multi-tiered system of supports. MTSS supports provide equitable access to an inclusive learning environment because they support all learners. They provide a framework of increasingly structured supports that vary in intensity. In a tier-1 support, universal programming is used to meet the needs of most students. Tier 2 and 3 supports provide increasingly intense supports targeted to meet the needs of individual students.

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Aperture Education. 2021. How SEL Can Support Your MTSS Framework. https://apertureed.com/sel-can-support-mtss-framework/

American Institutes for Research. Center on Multi-Tiered System of Supports. 2021.

Integrating Social and Emotional Learning Within a Multi-Tiered System of Supports To Advance Equity: SEL MTSS Toolkit For State and District Leaders. https://mtss4success.org/resource/integrating-SEL-within-MTSS

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The Council of Chief State School Officers (CCSSO), the Collaborative for Academic, Social, and Emotional Learning (CASEL), and the American Institutes for Research® (AIR®) developed this toolkit to support state and district leaders who are interested in engaging in the work of integrating equity-focused social-emotional learning (SEL) into a multi-tiered system of supports (MTSS). Incorporating lessons learned from leading states, practical guidance, and adaptable templates, this toolkit addresses five key questions:

1. What do we mean by SEL, MTSS, and equity?

2. Why integrate SEL into MTSS?

3. What does SEL integrated into MTSS look like?

4. How can state and district leaders get started?

5. Where do we go from here?

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Integrating Social and Emotional Learning Within a Multi-Tiered System of Supports To Advance Equity: SEL MTSS Toolkit For State and District Leaders

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The Council of Chief State School Officers (CCSSO), the Collaborative for Academic, Social, and Emotional Learning (CASEL), and the American Institutes for Research® (AIR®) developed this toolkit to support state and district leaders who are interested in engaging in the work of integrating equity-focused social-emotional learning (SEL) into a multi-tiered system of supports (MTSS).

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How does Assistive Technology help to create an inclusive and equitable learning community that supports social-emotional learning?

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How does Assistive Technology help to create an inclusive and equitable learning community that supports social-emotional learning?

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Assistive technology can be used to support individual students learning needs and provide access to the content, this includes supporting students Social-Emotional needs by implementing resources that help students achieve greater academic and SEL success (ex. communication resources to build better relationships such as Google Translate to communicate across languages). By supporting students individual needs, you can help all students access the content, such as providing talk-to-text so students can communicate their learning. Allowing all students access to the content, and supporting them in communicating and expressing their thoughts, opinions, and ideas, are elements that create an inclusive and equitable learning community. Assistive technology supports student participation by providing access, and supports engagement in classroom rules and consequences by providing students opportunities to engage within the classroom environment and the necessary supports to do so. Assistive technology can be used to support students in transition by providing access to communication tools and visual aids. Technology supports are also easy to implement into an organized structure and help to create a system of classroom engagement that meets students individual needs and can be easily planned into lessons and activities. By implementing Assistive Technology resources into planning, you can effectively plan to support students individual needs, therefor allowing students to be able to focus on their learning without distractions. This quality learning experience includes all learners.

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Provide variety in how students access content, represent what they know, and engage, such as downloading chrome extensions to support learning (assistive reading, translating, text to speech, talk to text).

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Small programs that add new features to your browser and personalize your browsing experience.

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Used for writing on a pdf file. Great digital resource for students to access the content

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Kami is an interactive learning platform empowering students and enhancing the way teachers teach, feedback, and assess.

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Color gradient for faster, easier reading

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You can now read textbooks with BeeLine! Click here to get 50% off your first month!

Add to Chrome

Read Faster and Easier, All Day Long

Suffering from screen fatigue? We're here to help! BeeLine Reader makes reading on-screen easier, faster, and more enjoyable. We use a simple cognitive trick - an eye-guiding color gradient - to pull your eyes through long blocks of text. This helps you read more effectively and maintain your focus better.

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We've just launched our first ebook partnership, with Perlego. They're like Netflix-for-ebooks, and they have tons of textbooks and non-fiction titles too. If you sign up via this link, you can get 50% off your first month! To use BeeLine extensions for iOS (totally free!), Chrome, and PDF, check out the links below!

Many companies are considering adding BeeLine to their products, and the more they hear from people like you, the sooner BeeLine will be available. Scroll through the icons below and click on a platform where you'd like to see BeeLine to show your support. It just takes a minute, but it makes all the difference in the world!

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BeeLine Reader: making reading on-screen easier and faster.

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BeeLine Reader adds a color gradient to text to help you read faster and more accurately.

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Google’s service, offered free of charge, instantly translates words, phrases, and web pages between English and over 100 other languages.

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Clears away distracting stuff on the page to help students focus on reading

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Mercury Reader - Clear away the clutter from all of your articles. Instantly.

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Resource for understanding assistive technology and determining what types of assistive technology to implement and how to effectively use assistive technology in the classroom.

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What is AT? - Assistive Technology Industry Association

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Learn more about assistive technology: products, equipment, and systems that enhance learning, working, and daily living for persons with disabilities.

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Chrome Web Store. 2021. Assistive Technology. https://chrome.google.com/webstore/search/assistive%20technology

Assistive Technology Industry Association (ATIA). 2021. What is AT? https://www.atia.org/home/at-resources/what-is-at/

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How does this resource create an equitable and inclusive learning environment and support Social Emotional Learning?

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How does this resource create an equitable and inclusive learning environment and support Social Emotional Learning?

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Establishing and maintaining classroom procedures and norms provides students with a safe and consistent learning environment that allows students to focus on learning rather than being distracted by a changing environment. This supports students social emotional growth as they use several SEL resources to actively engage in their learning environment. This resource provides specific strategies to support students and encourage participation, such as setting a timer for transitions. These effective procedures create a classroom environment that is inclusive and equitable because they create a consistency in the environment that allows students the safety needed and individual supports to focus on their learning.

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Hand Signals are a great classroom management strategy that minimize distractions and support effective communication.

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Hand Signals in the Classroom (Classroom management)

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Hannah Hudson on August 12, 2019 .contest-social .share-links svg. (2021, September 3). 12 must-teach classroom procedures and routines. WeAreTeachers. Retrieved November 12, 2021, from https://www.weareteachers.com/classroom-procedures-save-sanity/.

Clutter Free Classroom. 2012. Hand Signals in the Classroom. Classroom Management. https://youtu.be/iuoo4erfdX0

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How does this resource support an inclusive and equitable learning environment while promoting social emotional learning?

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How does this resource support an inclusive and equitable learning environment while promoting social emotional learning?

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This resource supports an equitable and inclusive learning environment that promotes SEL learning by providing teachers with resources to use to increase student participation. When students participate, they engage more in the content and therefore use and develop more social emotional learning competencies, such as increased self and social-awareness and responsible decision making. This helps to set high expectations and provide support because you can use specific activities to increase student participation and provide individualized support that encourages sustained participation. Classroom rules and consequences can be supported by using this resource to set expectations for student participation. This assists an organized procedure as it provides specific activities to increase engagement, such as learning and using students names. This helps to ease the stresses of transitions as students are more connected to their learning environment through engagement, and therefore less likely to participate in disruptive behaviors. Together, these positive aspects of increasing engagement, help to create a safe and inclusive learning environment that supports all students.

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Encouraging student participation in the classroom involved using what you know about students to engage them in their learning experience. When students take on an active role in their learning, they build a learning community that supports a safe and inclusive classroom environment. Collaboration and jigsaw strategies are two great ways to increase student participation. Collaboration allows for implementation of social emotional learning skills to respectfully communicate and contribute to the classroom culture. Jigsaw is a great way to encourage participation by allowing students to become experts on a small section of a larger learning content and then teach their classmates. This is a great way for students to practice communicating and express their learning.

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Are some of the students in your class reluctant to answer questions or participate in class activities? Increasing student participation can have a positive effect on your classroom learning environment and can help keep students engaged and focused on what they're learning. Here are a few tips on ways to encourage student participation in your classroom:

1. Assess student's prior knowledge and tailor your lessons to build on what students already know. Students will feel successful and be more engaged when new content is linked to what they already know.

2. Allow for student collaboration. Well-timed opportunities for students to work together or even discuss a concept mid-lesson can be great for engagement. Turn and Talk is a great strategy where students are given a discussion topic and time to turn quickly and discuss with a partner. The 123 Teach strategy is also great for reviewing content. This works best for material that needs a lot of review-more knowledge level content. For this strategy, the teacher names the concept to be reviewed (e.g., the definition of a vocabulary word) and after counting 123 the students turn and review the concept with a partner as many times as they can until the teacher calls time.

3. Use the jigsaw strategy. When working on a large amount of content, allow groups of students to become "experts" on a small section of knowledge, and then have them teach the content to the rest of the class. This allows students to work together and helps them process difficult content in smaller and more manageable chunks.

4. Give students a task during your lessons. Try giving students a key word to listen for throughout the lesson-you can also link this to a movement or chant. For example, during a lesson about area and perimeter, you can cue students to chant the formula for area every time you say area throughout the lesson. Not only does this repetition build memory, but it keeps students engaged throughout the lesson.

5. Give student a choice in how they learn. Students tune out when they feel like their ideas do not matter. Allowing students to make choices about how they learn and the type of work they do will make them feel invested in the lessons.

Be sure to check out the Teacher Tools category in the Elementary section of our website for materials and resources you can utilize in increasing student participation.

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Encouraging Student Participation in the Classroom

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Are some of the students in your class reluctant to answer questions or participate in class activities? Increasing student participation can have a positive effect on your classroom learning environment and can help keep students engaged and focused on what they're learning.

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How does Ted X help to create an inclusive and equitable learning environment?

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How does Ted X help to create an inclusive and equitable learning environment?

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Ted Ed is a resource of inspirational videos that discuss real life challenges and ideas. The videos, basically Ted Talks created for the younger generation (or anybody really),  help to develop equitable and responsible decision making by reinforcing SEL strategies. These videos support all learners and help students to connect SEL learning to real life experiences and to the classroom. They build self-awareness, social awareness and responsible decision making by inspiring students to think deep and explore ideas. The skills modeled and ideas presented in Ted Ed videos provide creative opportunities for different types of learners to engage with their learning experience and build personal responsibility that leads to greater academic and social-emotional success. This creates a safe and inclusive learning environment as students are inspired and presented with variety in how they learn and access the content, and therefore less likely to engage in disruptive behaviors and more likely to make responsible and equitable decisions as they think about the consequences of their actions on themselves and those around them. When an educator presents a classroom environment that provides students with resources to build personal responsibility and intrinsic motivation, they are supporting an equitable learning environment that increases the variety of ways students access the content. Ted Ed is a valuable resource because it inspires students to learn in a variety of ways. There are many different videos and content that connect to different students cultures, identities, and lived experiences. This variety allows teachers to pull from a wealth of resources to support different students based on their individual interests and needs. This can help students learn skills, including goal setting and progress monitoring in order to follow classroom rules and expectations and support students in transitioning between activities by using specific strategies. Overall, this increases student participation by connecting different students to ideas and experiences that can inspire them to participate and engage in their education, taking an active role in their learning.

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Bring the global TED experience to your community through a combination of live speakers and TED Talk videos.

Attend a TEDx event near you featuring live speakers and TED Talk videos, sparking conversation and connections.

When you support the TEDx program, you enable our efforts to empower and grow the global TEDx community of volunteers.

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TEDx was created in the spirit of TED's mission, "ideas worth spreading." It supports independent organizers who want to create a TED-like event in their own community.

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Ted Ex Riddles are a great way to engage students in higher order thinking and collaborative problem solving. This provides students with the opportunity to practice SEL skills as they respectfully communicate, including agreeing and disagreeing, and explaining their reasoning.

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Dan Van der Vieren: Can you solve "Einstein's Riddle"?

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Before he turned physics upside down, a young Albert Einstein supposedly showed off his genius by devising a complex riddle involving a stolen exotic fish and a long list of suspects. Can you resist tackling a brain teaser written by one of the smartest people in history? Dan Van der Vieren shows how.

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The human brain is visibly split into a left and right side. This structure has inspired one of the most pervasive ideas about the brain: that the left side controls logic and the right side controls creativity. And yet, this is a myth, unsupported by scientific evidence. So how did this idea come about, and what does it get wrong? Elizabeth Waters looks into this long held misconception. [Directed by Daniel Gray, narrated by Addison Anderson].

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Ted. 2021. Ted Ex Program.  https://www.ted.com/about/programs-initiatives/tedx-program

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If only a few students participate by volunteering answers, asking questions, or contributing to discussions, class sessions become to some extent a lost opportunity to assess and promote learning. You can improve student participation in your course by devoting time and thought to shaping the environment and planning each class session. Furthermore, the way in which you interact, both verbally and non-verbally, communicates to students your attitude about participation.

The goal of increasing participation is not to have every student participate in the same way or at the same rate. Instead, it is to create an environment in which all participants have the opportunity to learn and in which the class explores issues and ideas in-depth, from a variety of viewpoints. Some students will raise their voices more than others; this variation is a result of differences in learning preferences as well as differences in personalities. For example, some students who do not speak often in class are reflective learners, who typically develop ideas and questions in their minds before speaking; others are shy students who feel uncomfortable speaking in front of groups (at least initially). Many students who frequently volunteer to contribute are active learners, who typically think while they speak. The instructor's goal is to create conditions that enable students of various learning preferences and personalities to contribute. To reach this goal, you will need to take extra steps to encourage quiet students to speak up and, occasionally, ask the more verbose students to hold back from commenting in order to give others a chance.

Reserve a classroom that will accommodate the kind of participation you have in mind. Starting on the first day of class, arrange the room in a way that encourages active engagement. When it is time to reserve a classroom, keep in mind not only the number of student chairs you will need, but also whether these chairs should be moveable. If you lead frequent discussions, consider moving the chairs into a circle or "U" to ensure that students can see, and speak to, one another. If you are teaching in a large lecture hall, consider asking students to move so that they are concentrated near the front of the room. Move the chairs back to their standard configuration at the end of class (in University-managed classrooms, see the diagram posted near the door).

Make clear from the beginning your expectation that students will participate. On the first day of class, explain what you see as valuable about class participation. Indicate that you want to do all you can to ensure that the classroom dynamics and activities support full participation, including calling on students who do not raise their hands and sometimes asking frequent contributors to allow others to have a chance. Ask students to inform you if you can make any changes to improve the classroom dynamics and rates of participation.

On the first day of class, give students a clear idea of what to expect regarding participation. If you plan to lecture each day with pauses for questions and discussion, do so on the first day; if you plan to lead more extended discussions, then do so on the first day.

Consider whether you will assign a grade to students' performance in discussions so that they understand the importance of participating. If you do plan to grade participation, inform students of the specific criteria that you will use. For example, will you evaluate the frequency and quality of their contributions, as well as how effectively they each respond to others' comments? Will you include in each participation grade the student's performance on informal writing, online discussions, minor group projects, or other work? Grading student participation is especially important, and usually essential, in discussion courses (see Teaching with Discussions).

Learn and use students' names. Students will be more engaged if they believe that you perceive them as individuals, rather than as anonymous members of a group. Encourage students to learn one another's names, as well; this strategy will increase the possibility that they will address one another by name and direct their comments to one another, not just to you.

In a discussion course, assign to your students some of the responsibility for increasing participation by all. For example, on the first day of class, you might tell students your goals for class participation (e.g., informed and lively discussions in which everyone participates) and ask them to come up with a list of guidelines that will help the class reach this goal. Typically, they will generate excellent guidelines such as "do not interrupt others when they are talking" and "critique the ideas; don't criticize the person." Post this list on the course Web site and hand it out in class. Students who feel invested from the beginning in making the discussions successful will be more likely to work together to increase participation.

Consider requiring students to lead discussions or to submit discussion questions before class. Provide guidance and assess student performance on these tasks (assigning a score, for example, that forms a part of the class participation grade.)

In discussion courses in which you are having trouble getting students to participate, consider asking students to submit anonymous comments on class participation as well as suggestions on how to get more people involved; often, they will let you know that there are problems with the classroom dynamics that you may not see yourself (such as that some students resent the "domination" of discussion by one or two others) or that the structure of the discussions has become too predictable or formulaic.

Use a variety of teaching methods, including lectures, discussions, and small-group work. If you are teaching a lecture course, set aside time during each lecture to ask and answer questions, to ask students to solve a problem, or to discuss an issue. Pause every 15-20 minutes for this purpose. When students learn to expect these opportunities for discussion or questioning, they will listen more actively to the lecture. If you lecture for 45 minutes before you pause for questions or discussion, your students will have been taking notes for so long that they may find it difficult to switch modes quickly. Furthermore, they may well have forgotten questions, comments, or unclear concepts from the earlier parts of class (see Teaching with Lectures).

If you are teaching a discussion course, integrate short lectures into the lesson plan in order to introduce concepts, clarify and order ideas, and help students make connections. Use small-group discussions, informal writing assignments, and online discussions before or at the start of class to prompt students to think about the discussion topic. These strategies can be effective ways to provide reflective learners and shy students a means of developing ideas that they can then contribute to the class discussion. Commenting on the insights that quieter students contribute in small-group discussions and on informal writing assignments and online discussions can encourage them to speak up in the larger group; you might comment on a student's written work, for example, "this analysis is insightful; the entire class would benefit from hearing your ideas more often" (see Teaching with Discussions).

Organize each class session to include opportunities throughout to ask and answer questions; prepare initial and follow-up questions ahead of time. Use questions to assess student learning, to signal to students which material is the most important, and to help students advance their knowledge and thinking. (For a discussion of strategies for formulating questions, see Asking Questions to Improve Learning). Encourage students to ask questions throughout the class (approximately every 15 minutes), not just at the end.

If grading student participation, plan to give students a preliminary participation grade, as well as a brief written evaluation of their performance. If you will grade class participation, give students preliminary grades as early as 3-4 weeks into the semester and at midterm so that they will know where they stand. Your written evaluation can be designed to encourage the quiet students to talk more often and the verbose students to hold their comments to give others a chance to participate).

Use verbal and non-verbal cues to encourage participation. Do not rely on the same volunteers to answer every question. Respond to frequent volunteers in a way that indicates that you appreciate their responses, but want to hear from others as well. Move to a part of the room where quiet students are sitting; smile at and make eye contact with these students to encourage them to speak up. By the same token, when frequent volunteers speak, look around the room rather than only at them to encourage others to respond (see below).

Reduce students' anxieties by creating an atmosphere in which they feel comfortable "thinking out-loud," taking intellectual risks, asking questions, and admitting when they do not know something; one of the best ways to do this is to model these behaviors yourself.

Give students time to think before they respond to your questions. Do not be afraid of silence. Give students 5-10 seconds to think and formulate a response. If 10-15 seconds pass without anyone volunteering an answer and the students are giving you puzzled looks, rephrase your question. Do not give in to the temptation to answer your own questions, which will condition students to hesitate before answering to see if you will supply "the answer." Patience is key; do not be afraid of silence. The longer you wait for students to respond, the more thoughtful and complex those responses are likely to be.

Often, there is at least one student in every class who will quickly raise her or his hand to answer nearly every question. If you consistently call on this student, those who require more time to formulate answers will simply learn to wait for this student to answer. (See Asking Questions to Improve Learning.)

Listen fully to your students' questions and answers; avoid interrupting. Resist the urge to interrupt when you think you know what the student is going to say or ask. Often, well-meaning and enthusiastic instructors make incorrect assumptions and leave their students' actual questions unanswered or misrepresent what the students had planned to say.

Provide specific, encouraging, varied responses. Point out what is helpful or interesting about student contributions. Pick up on comments that were made but not discussed. Do not use the same, standard praise to respond to every comment. When students hear "good point" again and again, they start to lose motivation. Ask follow-up questions to prompt students to clarify, refine, and support their ideas. When a student gives an incorrect or ill-conceived answer, respond in a way that challenges the student to think more deeply or to reconsider the evidence. The best way to shut down participation, and learning, is to embarrass a student.

Repeat student responses to summarize or clarify ideas. Use this strategy when a student's comments are vague or "all over the map," but do not over-use it, leading students to rely on you to "translate" or validate their ideas.

Redirect comments and questions to other students. Encourage students to respond to one another, rather than merely to you. When a student is speaking, look around the room, not just at the student who is speaking; making eye contact with other students lets them know that you expect them to be listening and formulating responses. Provide students with a model of civil discourse by demonstrating respect for, and interest in, the views of others. Learn to limit your own comments. Particularly when facilitating a discussion, hold back from responding to every comment; otherwise, students will learn to wait for you to respond rather than formulating their own responses.

Place the emphasis on student ideas. Encourage students to share their ideas and use those ideas (with attribution) whenever you can. Referring back to a comment made by a student in an earlier class demonstrates that you have thought about and appreciated what your students have to say.

Active student participation does not happen naturally in university courses; it must be carefully planned and encouraged. Set aside time throughout the semester to assess student participation in your course and to develop strategies for improvement; administer midterm student evaluations to help you with this process. Consider asking a colleague to observe your class; often, outside observers can discern patterns that hinder participation but that may not be apparent to participants. Take notes during and after a semester so that you have a record of what went well and what you would like to change the next time you teach the course in order to increase student participation.

References

Davis, Barbara Gross. Tools for Teaching. San Francisco: Jossey-Bass, 1993.

"Questioning Strategies." Center for Teaching Excellence. University of Illinois at Urbana-Champaign. http://cte.illinois.edu/resources/topics/methods/strateg.html.

"Encouraging Interaction in Science and Engineering Classes." The McGraw Center. Princeton University. https://mcgraw.princeton.edu/node/661.

"Facilitating Discussions in Humanities and Social Science." The McGraw Center. Princeton University. https://mcgraw.princeton.edu/node/656.

McKeachie, Wilbert, et al. McKeachie's Teaching Tips: Strategies, Research, and Theory for College and University Teachers. 12th ed. Boston: Houghton Mifflin, 2005.

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Increasing Student Participation - Center for Teaching and Learning

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If only a few students participate by volunteering answers, asking questions, or contributing to discussions, class sessions become to some extent a lost opportunity to assess and promote learning. You can improve student participation in your course by devoting time and thought to shaping the environment and planning each class session.

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Center for Teaching and Learning. 2021. Increasing Student Participation. https://ctl.wustl.edu/resources/increasing-student-participation/

Kaplan. 2021. Encouraging Student Participation in the Classroom. https://www.kaplanco.com/ii/encouraging-student-participation-in-the-classroom