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In design, we use screencastify to create videos of lectures and modeling demonstrations so students can access at their own pace and return back to if needed. They watch in class and we are available to answer questions and support in their work. Also great for students who come in late and/or miss class so you are not repeating yourself 5,000 times.

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What are some of your favorite resources or practices for accommodating SPED needs?

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What are some structures and routines in your class that you feel have the most positive impact on the classroom environment?

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HIPP Document Analysis for Primary Sources (Huynh)

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HIPP Document Analysis for Primary Sources (Huynh)

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https://www.canva.com/design/DAFXhj_UBxE/BR0ucEOKAlKSD4MzGvzGwA/view?utm_content=DAFXhj_UBxE&utm_campaign=designshare&utm_medium=link&utm_source=homepage_design_menu#1

https://www.canva.com/design/DAFYNVByzS4/jP4tjcRNjoEITXtAzRqLjw/view?utm_content=DAFYNVByzS4&utm_campaign=designshare&utm_medium=link&utm_source=homepage_design_menu#1

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https://drive.google.com/drive/folders/103Wy_JicGinkQoIntf_sdwJ2ZV3QcDm6

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What do you do when a student re-enters your class after a disciplinary infraction? Do you have any resources or best practices?

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I keep in mind to include the student into the class and if students are working together, into their group. I think that the student may be processing private struggles or need space to grow, so showing them compassion is important. I show the class that they are all expected to be part of our group because they all matter.

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I have not had any issues with students here at LAHSA, but at my other school prior to the return a SJ circle would be conducted and the last question prior to ending the circle was always " what can we do to move forward?" and this allowed for everytone to express their needs and come to a collaborative agreement for all parties involved for a safe return to the classrooom environment.

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Starting everyday with SSR & a Reading Reflection question has been SO helpful. Even when students come in late, they immediately know to go to the classroom library & pick up a book. It allows for me to check in with students one-on-one and to allow students to settle into their seats. - Kim

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I find that providing students with sentence starters, sentence frames, modeling, use of visuals, as well as graphic organizers for more extended writing assignments can be very helpful and these are sustainable accommodations.

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Reminding students that they have power in the classroom (calling students "writers", "journalists", "leaders") when addressing them instead of just "you guys". I've noticed that students hold their heads up a little higher when you do address them with those titles :) - Kim

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I feel like I always forget what UDL is, so here's a quick reference chart.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

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What ways do you positively reinforce during classtime? Provide examples! -Melendez

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Beginning each day with a check-in and warm-up that primes students thinking for the day and ending with an exit card has added predictability and consistency to my classes and allows students to finish each day by reflecting on what they have learned. I have not always been consistent about implementing this but this last year I have been much more effective with it and it has proved to be a good addition to my daily classroom routines

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What does UDL mean to you and how have you practiced it in the past?

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I am KIND.  I am BRAVE.  I am STRONG. I am SMART.  I am HARDWORKING. I am a LEADER. I am ENOUGH!  Usually do this more often at the beginning of the year, then bring it back throughout the semester.

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When I plan my lessons I am conscious of the difficulty that my EL students will have - vocabulary, context, background, etc.
Hence when I plan my lessons, including the my lessons for advanced courses like AP Calc, AP Computer Science, and Honors Pre-Calculus, I plan them as if I have ELs.  My lessons end up being very heavy on vocabulary, writing, and having some type of context.
I don't water down the content, the rigor remains the same but I attempt to provide access to students of all skill levels and hopefully all backgrounds.

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Having the agenda on the board so that students know what to expect for the day is helpful because they know what they need to do as soon as they enter the classroom, so no time is wasted.

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Students might need more guidance with table tents/charts at the table to begin conversations. These are a good start.

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Beyond the Bell (Before and Afterschool Programs)

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I give raffle tickets to students who participate, get a good score on an assignment, help their peer, etc. It is for the end of the week raffle game where the students with winning tickets can choose a  snack of their choice.

-Mrs. Adams

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https://nsrfharmony.org

This free site has many, free protocols for you to download. A couple of my favorites are Chalk Talk, and Compass Points.  Chalk Talk is a silent way to introduce "tough" topics, and it creates an environment in which students can take a risk.

Which one will be your favorite?

- Alejandro "Hondo" Manzanares

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Critical Friends Group work originated with the NSRF in 1994. The key differences between CFG communities and other professional learning communities (PLCs) are (1) an intentional cultivation of safety and trust between the members, and (2) a focus on solving problems and accomplishing goals brought by its participants. These distinctions are key to the member educators helping each other improve their practices with honesty and integrity, resulting in a more positive school culture.

Groups are led by a certified CFG coach who is trained to use NSRF collaboration tools called "protocols" mindfully. These tools allow all CFG members' voices to be heard and honored as they give non-judgmental, but open and honest feedback to one another, resulting in accomplishing great things in short periods of time.

Worldwide, educators are experiencing how CFG work epitomizes the mindset of continuous growth and improvement, as their CFG communities create and solidify their belonging mindset, all of which translates into a productive system to improve student learning.

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Critical Friends Group work originated with the NSRF in 1994. The key differences between CFG communities and other professional learning communities (PLCs) are (1) an intentional cultivation of safety and trust between the members, and (2) a focus on solving problems and accomplishing goals brought by its participants.

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What are some of your favorite resources or practice for accommodating English Development needs?

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I try to keep my eyes open for those students who are always willing to share and help their peers. Sometimes they can make a huge difference for EL students, especially quiet ones, since they can find it easier to talk with a peer than ask for help from the teacher. Find these students and seat them next to somebody who can use their help

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Special Ed. students need more time to process the given information, so give them a couple seconds to process your directions/tasks. They need some short amount of break so chunk your assignments for them. Transition time also can be used as a short break but be direct and clear with your expectations.

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Planning for the marginalized so all students benefit from well rounded instruction and practices

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I remind my students that we are all here to learn and that if they do not do well on a specific lesson or exam, that just means we need to spend more time on the topic, or that I need to re-teach it in a different way. I also offer opportunities to re-do an exam.

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Having more collaborative work, beginning with something basic and creative but quick, has led to improved classroom behavior.

Additionally, repeating the purpose over and over has done the same.

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I have a morning meeting where we discuss a current event and a question of the day. I use a wheel of names to pick students to answer the question of the day. It's a great low-stakes way to wake students up and get them prepared to talk in an academic way. 

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I have a morning meeting where we discuss a current event and a question of the day. I use a wheel of names to pick students to answer the question of the day. It's a great low-stakes way to wake students up and get them prepared to talk in an academic way. 

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LAUSD actually has some really incredible and ready to use resources in this area. See the link to check them out

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Positive Behavior Intervention and Support_RP / PBIS RP - Multi-tiered Integrated Strategies & Resou

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Learning Continuity Plan and COVID Community Report

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An easy way for students to give immediate peer to peer feedback.  Tell them something you enjoyed, Ask them a question, Give them a positive idea to help them improve.

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I have noticed that my sentence frames are most effective when I use the same ones multiple times, especially if the problems are similar. It helps the students solidify a pattern/habit. For example, when solving systems of equations, I used the frame: "The graphs intersect at ____, so there are _____ and _____" to help with reasoning and context. We did the frame together 2-3 times and then the next class and student used it on their own in an explanation. I was so proud.

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When I think of UDL I think of allowing students to express their knowledge and ideas in different ways. I have tried to incorporate more activities where students will be engaging with different forms of media, writing on the board, and using illustration and bubble maps to show their knowledge. - Tercero

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STUDENTS DRAWING THE POPSICLE NAME-STICKS (ingram)

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STUDENTS DRAWING THE POPSICLE NAME-STICKS (ingram)

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This semester, in each class I have a  "teacher" to draw the random name popsicle sticks. Various strategies to select this teacher include me choosing a student who is disengaged and/or social but lower-skilled, or soliciting a volunteer. In some periods, the volunteer is consistently the same person/two people, and in others I rotate. It's been a pleasantly surprising game-changer -- students get to listen to each others' directions, and take things into their own hands -- literally.

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We need structure and routines to start the day. Students need them as well! Post or project the agenda of the day for the class to see is very crucial for students and adults. It limited a lot of confusion and questions for late arrival.

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I believe that UDL refers to implementing resources when teaching a lesson that will help every single student access the curriculum. For example, if some students are better at retaining information verbally than when it is writen, then I would provide the option to hear an auditory version of the text so the students could follow along as they read.

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I pick students using a wheel of names to share out. Prior to this semester, I would allow EL to pass if they felt uncomfortable. Now, I keep them accountable for providing an answer, even if it requires me to build a pretty extensive sentence frame for them. I've seen that this slowly builds confidence, and I can actually check in if a student has been following along with the content.

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I think of equity. Making my lesson, activities and strategies accessible to ALL students no matter what their abilities or learning styles are. Success for All!

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-Ingram

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I believe constant reminders and review of the classroom rules are definitely a plus. If the student understand that you have consequences and well as rewards they will arrive on time and will be eager to learn. 

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I believe constant reminders and review of the classroom rules are definitely a plus. If the student understand that you have consequences and well as rewards they will arrive on time and will be eager to learn. 

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I try to maintain a very professional relationship. The students have a job and a deadline to meet. The students tend to respond well to this straight forward approach. Admittedly, I do this more and it works better with Juniors and Seniors, who appreciate the work on transitioning into adulthood and respect being treated as adults.

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As per my post on "EL accommodations" (Ingram)

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As per my post on "EL accommodations" (Ingram)

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Pasting my assignment into ChatGPT, and asking it to write versions of the prompt at a 1st grade ELA level and a 5th grade ELA level, which would take me many hours (if I even had them). Lmk if you'd like to discuss further.

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Video lectures can be a fun tool to use in classes for students to move ahead and review the materials. The best part is you don ´ t have to repeat yourself so many times. Also, sometimes it is fun for students to explore or guess what you are about to say.

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GOOGLE DOC "TRANSLATE" -- HOW DID I *JUST* FIGURE THIS OUT???

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GOOGLE DOC "TRANSLATE" -- HOW DID I *JUST* FIGURE THIS OUT???

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I had no idea you could have google docs (most of my assignments are through google docs) translate an entire document while preserving the formatting. Previously, I typed all the individual sections into google translate and/or did my best on my own, but now I have google docs translate and paste a link into the original doc before I post. The feature makes it an automatic copy. -Ingram

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Last semester, thanks to Mr. Farkas, I started timing the students during classwork.  When the clock rings, time is up, no extensions.  What you have is what you have.  I find that more students are attempting the work.  It also helps me keep the class flowing.

Thanks Farkas!!! (He ordered clocks for the Math department)

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I recently started adding a word of the week to my morning meetings that alternate with question of the week and a riddle of the week. (It was Jasper's idea) Word of the week has been really nice to help student break words down, look at roots, and try to use clues to figure out the meaning. It has also been really nice to use it as a way for students to practice making guesses and building confidence. I always tell them we are just practicing guessing use positive reinforcement when students use the clues with their guesses. I am also going to start breaking down words phonetically since many students often wonder how the words are pronounced first.

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Please accept these resources:

Behavior Support Resources: http:/bit.ly/behaviorVisuals

Behavior Support Schoology Group:     Q2CG-Q48D-HK8W9

Hondo

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I make word maps to review content. For example, for my essay on the Harlem Renaissance, we made word maps for "Causes of the Harlem Renaissance", "What is the Harlem Renaissance?", and "How is art a form of resistance?" As a class, we brainstorm answers to these questions together using the wheel of names for equitable participation, and I ask students to take notes, reminding them that there will be a timed essay on this in the next class. For evidence, I allow students to use their graphic organizers they've used to analyze sources. I also have students conclude an analysis activity by writing a FATt (focus, author, title, text type) sentence for the source, which is a way of properly citing the source. This way, they'll have a sentence they can use in their essay for evidence.

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Students get numerous handouts throughout each class. I've seen students been able to access these resources better if they have a place to put them (interactive notebook, holepunched papers for binders, etc.). That way, there is less of a chance of them losing the paper and then wasting time in getting new ones.

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Knowing my assessment and the rubric before the beginning of the unit is the best way to structure planning. This has been working especially well in my AP class where the expectations and skills are very clearly defined. From there I build students knowledge of content-specific vocab and have them practice the skills they will use in the assessment throughout the unit. For example, to prepare for the multiple choice assessment we have daily multiple choice practice at the beginning of class. To prepare for an essay I might have students work on a contextualization paragraph one day, then have them practice a historical reasoning skill like comparision the next. By the time they get to the summative assessment (usually a written essay) they have practiced all the skills they need to complete it at least once in the course of that unit

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In groups, my 9th graders review each element of the rubric. I double check that they know what the requirements are for each category. I make sure they put the rubric in their notebook and they create a check list before their final performance to ensure they have the elements they need to score well. This is followed up by a Self-Assessment where they use the rubric to assess and justify their work using concrete examples from their performance.

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I motivate students by tapping into their interests or hobbies. I remind them to work hard toward their interests/hobbies so learning can be fun since they have to be in school everyday anyway. Remind them that school is their practice job to get to their future job that they love.

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Kahoots/Quizlet Live (my students ACTUALLY LIKE Quizlet Live) -Ingram

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Kahoots/Quizlet Live (my students ACTUALLY LIKE Quizlet Live) -Ingram

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Among other preparation, I make a kahoot for right after -- most, I aspire to do it for all :,( -- moments of direct instruction/lecture. Then, I do another one later to reinforce the concepts/topics. Winner gets gummy bears.

However, it can be time consuming to make a bunch of kahoots. In addition to its study tools, which are several, Quizlet will make a kahoot-like game (Quizlet Live), for vocabulary/anything flashcard-y, and has a "random teams" option as well as an "individual" option. I do three rounds of random teams, then one individual. The random teams also makes students interact with others whom they do not speak to as much, and for the most part it's been effective. ALL students (who speak to me...) provide positive feedback on Quizlet -- they like the matching practice as well.

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Teachers who have most effective classroom management have a place for everything -- pencils, papers, handouts, work turn in piles, work pick up piles bathroom pass, etc. Think about what wastes the most time in your class and figure out what routine might most benefit you.

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Something that is working for me right now is assigning IXL for practice and then having an IXL quiz to hold students accountable for their practice. IXL now has a cool feature where you can create a Quiz based of the skill you assigned and it is so useful for multiple retakes!

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How do you prepare students for assessments? What kind of activities? If you do a study guide, what does it look like?

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My most recent assessment in chemistry was tiered based on how complex the thinking needed to be. I did this last Thursday/Friday

To prepare them I spent Monday & Tuesday/Wednesday on a study guide that was tiered very similarly but had more questions. https://docs.google.com/document/d/12eool4pf50VUuEXIWNthnooQim5hfYzRYRRjkrCsvh8/edit?usp=sharing

For questions 1-7, I worked with students one-on-one because we've practiced these so much before. We've worked on them together and modeled it on the board. By this point, I wanted to provide a different type of support.

For questions 8-10, I reviewed those with the kids together. It requires high levels of complex thinking so I had to do lots of probing.

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Scaffolding scaffolding scaffolding! When it comes to bigger units, I make sure to introduce the Essential Question they are going to answer during their summative at the beginning of the unit and provide Guiding Questions throughout the unit that they can answer & build upon. Their answers in their Guiding Questions will help them to answer their Essential Question at the end. - Kim

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I typically use Nearpod to practice for an assessment. I usually have these activities/lessons completed as class, in which all students have an opportunity to practice and contribute. I also use Kahoot. I am able to create my own questions and because it is reviewed in the form of a game, it takes the pressure off the students.

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Here is a free website that will allow you to create various assessments.  For example, Socrative, allows me to create Short Response questions as Exit Tickets or Ice Breaker.

https://www.socrative.com

Try the Space Race!

- Alejandro "Hondo" Manzanares

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Providing five prompts, and having students choose three to answer, has been positive for engagement. I've also received positive feedback on this. The secret is I may have only planned for them to do three in the first place :-)

I've also done a "for a 4/4, do all of the prompts," which gets the 6-7 students who will always do the "A" assignment.

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During assessment: I like to help reduce stress by playing Lofi music, nature sounds, and other instrumental relaxing music. I always ask the class if it is ok to play sound in the background and students are always ok with it! :D

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I have seen Ms. Kim use this in her class that helps her and the students keep track of the resources. The students are held accountable for completing each card.

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UDL-provides multiple modes of learning and guides instruction to give access to ALL students. For example, providing multiple modes of assessing students, by giving students different modes to show their knowledge. (Verbal, Written, Recording, visual...)-S.L.Anaya

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UDL-provides multiple modes of learning and guides instruction to give access to ALL students. For example, providing multiple modes of assessing students, by giving students different modes to show their knowledge. (Verbal, Written, Recording, visual...)-S.L.Anaya

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I add youtube videos as resources for they topics that will be covered on the assessment. This way of students were absent they will be able to watch lessons and prepare for assessment prior to their return.
I also post the learning goals being assessed and reference the in class activities that align with the assessment.

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I have seen Tercero and Zavala do this in their classes where they have to fill out a graphic organizer/sentence starters before they have discussions so that their is a higher chance of participation.

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I have seen Farkas (and the rest of the math department) ask the students to analyze their own data from IABs and quizzes so that they can identify their own weaknesses. That way, when they implement interventions, it makes sense for what heir working on.

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Most of our assessments are project based. This allows students to get feedback as they are working on the project. We always have preliminary check ins and opportunities to turn in, get feedback and improve. This way, students are rarely surprised by the grade they received and are always building that growth mindset. I also do this with exercises in AutoCAD. It is also a successful model for the essays we have them do.

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The best way to motivate students is by having a lesson worth learning. I have seen Mr. Loer and all the theatre department use scene acting and reenactments of historical situations to get the kids up and moving and then reflecting on what they did.

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Ms. Wilton, Mr. Honigstein, and Melendez all record lessons that are content heavy so that if a student needs to revisit the "lecture"/demo/modeling (or are absent), they have immediate access to that lesson.

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I am going to use a 3-step process moving forward. 1) Check MISIS to see the action steps Admin took during the referral 2) Check in with the counselors to get an up to date report on the student's behavior in other classes, issues, needs, etc. 3) Pull student aside when I guage they are ready (could be next class, could be next week) and re-set expectations. "Hey, that didn't work last time. But I am ready to move forward and start fresh. This time we have to make sure we...[re-set expectations]"

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Restorative Justice

Please join Schoology's Equity Action Network (EAN) Professional Development

- Alejandro "Hondo" Manzanares

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Please accept these resources:

Behavior Support Resources: http:/bit.ly/behaviorVisuals

Behavior Support Schoology Group:     Q2CG-Q48D-HK8W9

Hondo