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Universal Design for Learning (UDL) Guidelines

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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. 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.

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SWD_SY25_26_UDL SIL Guided Notes Day 1_FINAL

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UDL for District Leaders Facilitator Guide (Forced Copy)

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UDL for District Leaders Facilitator Guide (Forced Copy)

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UDL for District Leaders Facilitator Guide

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UDL for District Leaders Deck with Speaker Notes (Forced Copy)

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UDL for District Leaders Deck with Speaker Notes (Forced Copy)

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SWD-SY25_26_UDL SIL Guided Notes Day 2_Final

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Facilitation Checklist and Facilitator Moves (Forced Copy)

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Facilitation Checklist and Facilitator Moves (Forced Copy)

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SWD UDL Facilitation Checklist and Facilitator Moves.docx

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UDL: Means of Engagement for Campus Leaders - PDF

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UDL: Means of Engagement for Campus Leaders - PDF

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Campus Leaders UDL_ Principle Means of Engagement.pdf

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UDL: Means of Engagement for Coaches - PDF

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UDL: Means of Engagement for Coaches - PDF

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Coaches UDL_ Principle Means of Engagement.pdf

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TexasEDF.org | Effective District Framework

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The Effective District Framework, also known as the EDF is an aspirational framework grounded in a set of research-based actions and key practices that work together to guide districts toward success. It supports school districts in aligning systems and resources to ensure rigorous, supportive student experiences that leads to improved student outcomes. The Effective District Framework is organized into six levers, including Board of Trustees Commitments.

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5 min SEATED STRETCH - quick chair yoga work break for beginners

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1.3 UDL Principle 1: Multiple Means of Engagement – Universal Design for Learning: One Small Step

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Challenge Do you sometimes wonder about how your teaching practices currently support your learners? You’re not starting this journey with an “empty suitcase,” correct? For…

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Universal Design for Learning (UDL) Guidelines

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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. 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.

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Sort it Out: Drag and Drop (Forced Copy)

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Sort it Out: Drag and Drop (Forced Copy)

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Purpose

Students enrolled in Texas schools speak more than 120 different languages. Consequently, a growing number of Texas students need help with English language acquisition. Bilingual education and English as a Second Language classes are available for these students. Others programs that focus on particular student needs are early childhood education, dyslexia and Section 504 training, and gifted and talented education. Specialized programs are also available to meet the needs of migrant students and children in foster care.

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Students enrolled in Texas schools speak more than 120 different languages. Consequently, a growing number of Texas students need help with English language acquisition. Bilingual education and English as a Second Language classes are available for these students. Others programs that focus on particular student needs are early childhood education, dyslexia and Section 504 training, and gifted and talented education.

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Diversified Support

Culturally and Linguistically Sustaining Practices (CLSP)

Purpose
The Content-Based Language Instruction Site is designed for all educators of emergent bilingual (EB) students. It provides practical, research-validated practices that are essential for effective language program services. The contents of this site are intended to support effective program implementation within dual language immersion (DLI), transitional bilingual education (TBE), and English as a second language (ESL) programs. It contains valuable application for DLI teachers, TBE teachers, ESL teachers, any other teachers of EB students, paraprofessionals, instructional coaches/specialists, counselors, campus administrators, and district leaders.

As a result of House Bill 2066 in the 87th Texas legislature, the term "emergent bilingual student" replaced the term of "limited English proficient (LEP) student" used in the Texas Education Code (TEC), Chapter 29, Subchapter B, and thus, changed the term of "English learner (EL)" used in 19 TAC Chapter 89, Subchapter BB. These terms describe the same group of Texas students, describing a student who is in the process of acquiring English and has another language as the student's primary or home language.
Definition
Content-based language instruction (CBLI) is an integrated approach to language instruction in which language is developed within the context of content delivery that is culturally and linguistically sustaining. Sheltered instruction is a similar term used to describe instruction that makes content comprehensible while supporting language development. However, CBLI emphasizes the targeted and intentional methods used to meet the affective, linguistic, and cognitive needs of EB students through the medium of content in the students' primary language and/or English.

The following aspects of CBLI provide the key mindset priorities when implementing CBLI as comprehensive support for EB students.
Application

Applies to all programs for EB students, including DLI, TBE, and ESL.

Applies to any language of instruction, such as the DLI program's partner language, EB students' primary language in TBE, as well as English.

Access

Is part of Tier I instruction as it provides equitable access to general content instruction.

Is implemented through grade level standards in all content areas.

Approach

Holds high expectations with attainable goals for academic and linguistic development.

Encompasses an additive approach.

Second Language
Acquisition (SLA)

Diversified Support

Culturally and Linguistically Sustaining Practices (CLSP)

The CBLI site is organized into three elements:

Second Language Acquisition (SLA),
Diversified Support, and Culturally and Linguistically Sustaining Practices (CLSP)

These three elements are interconnected rather than independent. Together they outline the essential components for comprehensive and successful support of emergent bilingual (EB) students. The first element, Culturally and Linguistically Sustaining Practices, describes the affective needs of EB students and the instructional practices and systems that are necessary to address them. The Second Language Acquisition element lays the theoretical foundation behind the specific and practical linguistic supports explained within the Instructional Methods element. Finally, the Diversified Support element dives into how educators can differentiate for EB students with varied backgrounds, needs, and strengths.

Throughout the CBLI site, features have been added to target essential information, to connect to additional resources, and to create opportunities for deeper investigation.
Embedded Features
Callouts have been incorporated to draw attention to key information:

Program Model Considerations - provide specific information or examples related to types of state-approved programs for emergent bilingual students: dual language immersion (DLI), transitional bilingual education (TBE), and English as a second language (ESL).

Administrator Considerations - target aspects that are essential for campus or district administrators or instructional coaches that support teachers in implementing programs for emergent bilingual students.

Technology Tools - give examples of technology resources that can be used to support students and teachers.

Instructional Methods - take the theory into practice on how to meet the needs of students in all types of programs for emergent bilingual students with methods for lesson planning, implementing instruction, progress monitoring and assessment.

Additional Features
Additional features include:

Resource List - provides links to resources related to the elements of CBLI that can be accessed to deeper understanding or to bring clarification.

References (PDF) - lists the resources used to build the CBLI site content.

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Supporting Emergent Bilingual Students in Texas

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UDL Implementation Guide for Educators in Texas

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This guide includes a rubric, tools and resources, discussion prompts, and tips for educators to use to implement Universal Design for Learning (UDL).

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SWD-SY25_26_BB Teacher Guide Grade 3 Unit 3 Lesson 3.pdf

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SWD-SY25_26_Annotated BB Grade 3 Mod 4 Lesson 7.pdf