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Barriers- no supplies, Chromebook not available or not charged, Do Now is not readily visible, technology is not functioning
Variety of Options: Write the Do now is class note book, type the Do Now
Guidelines: Recruiting interest- optimize individual choice and autonomy

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Reciprocal reading
1. How to read reciprocally out loud.
2. Not knowing how to read, being shy, afraid to make mistakes.
3.  Modeling accepted behavior, accept mistakes, teach constructive criticism: provide examples. Allow students to read alone and record themselves.
4. Green chart- recruit interest- minimize threats and distraction & self regulation- self assessment

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Turning in completed work. Multiple ways to turn in work, online, to teachers hand directly, in the “turn in box”. Allows for students to choose how to turn in work and who can see it.

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TRFs are generally collected at the door before entering. Barriers include weather, TRF needing to be removed from backpack, no name on paper, incomplete TRF, no TRF. By placing a table outside with pens available, they can have a place to easily write their name and/or remove TRF from their bags. Blank TRFs can also be there for those who do not have one. On rainy days, they can be collected in class.

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Norms around using technology for translation.

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Provide a variety of ways to demonstrate their learning. Answering a question/s through:
-Writing sentences
-bullet points
-diagrams
-sketches/drawings
-if you are not able to answer the question why? What can I clarify?

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Goals: To establish positive connections with students

Barriers: Students are reserved, need to be comfortable with you

Variability: Students are shy, anxious, are in a bad mood.

Design options: Having a choice board with different greetings: fist bump, handshake, high five, head nod

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Students complete a student information form (Google Form) at the beginning of the semester or whenever they are enrolled in the class that asks for things like interests, favorite snacks, favorite music, and any other information that the teacher feels is useful to know in order to provide the opportunity to create individualized instruction.

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On the first day of school, I explain to students that starting the 2nd day of school they will need to greet me in French by saying “bonjour” as they walk in. I will be at the door to greet them. They will additionally have to either shake my hand, high five, fist bump, or namaste 🙏 as they say bonjour to me. They also have the option to elbow bump. We will practice saying bonjour on the first day.

The purpose of making students greet me is first and foremost to let them know that they are welcomed, seen, heard, and valued. But also for me to get a feel for how their day is going, and of course because they need to know how to greet people in a professional and cultural setting.

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Choose between in person presentation or record yourself.

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Allow students to use a dictionary for vocabulary translation versus google translation

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Google Classroom agendas with links to access work 

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Google Classroom agendas with links to access work 

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Students can choose to ask for paper copy of digital assignments

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“Check-in” station for late students

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Choice boards for projects

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Students read and discuss question of the day in small groups of 3

Student roles:
Speaker
Discussion leader
Writer

Extra role:
Translator (translate this academic question to a real life situation or propose an analogy)

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1.Students come in and take their seat. (Lofi Music/Classroom Playlist plays in the background at a low volume)
2. Students look at the board for directions for starter(Usually on classroom screen) (can be on google classroom or physical)
3. Students complete starter to their best of their ability independently (if student needs their partner to brainstorm/help they can)
4. Teacher begins class reviews Starter question
5.Students all share responses (if some students are not comfortable to share out loud at first, they may communicate with teacher, however, they are required to have a written response)

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Our class does a daily check in with each other before dismissal.

We read it either in small groups, individual, or whole class. Students are given a chance to share what they wrote with either groups or whole class depending on their confidence of speaking out.

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Students have a slide informing them of things they have to do to get ready for class (write in agenda, get materials ready, etc), then choices on what to do next (journal, read, illustrate, etc.)

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One routine I have is class jobs. When a student is absent, the manager will collect the work, or instructions for the student to pick up when he or she returns.

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How to turn in work - I use student portfolio folders - for physical work -You can show growth on areas in time frames.

Google classroom - go over pushing turn in so that it can be graded and returned - use of private comments for interactions and feedback/support when students are working on assignments.

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Students will come in.
-Instructions will be
1. Posted on board
2. Posted on google classroom
3. Spoken verbally

-Students will complete task.
Example: “Describe what you believe a “scholar” is.

Product Options:
1. Write a list.
2. Draw a picture and caption it.
3. Use assistive technology to speak list.

Watch video and add to list or drawing.
Turn and talk to Elbow buddy
Share out. (Teacher will use randomizer to call on students.)

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How to turn in work - in baskets, I use student portfolio folders.

How to indicate you understand - some use thumbs up, down -side

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Maintaining the proper voice tone.
On-task conversations
Open-minded, respectful discussions. No arguing, no “I’m right, you’re wrong.”
Take turns discussing.
Respect what others have to say.
Listen to your peers.

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https://www.youtube.com/watch?v=k7GzWs0nJig

I watch this video to get me ready for the school year and help me set my goal on how I want my classroom to look like.

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Teaching Procedures, Rules, and Respect During the First Days of Seventh Grade

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Teacher will greet students at the door, music will be playing while warm up is up for students to complete. Some students may have sensory issues or not like the choice of music or not be ready to engage with the teacher. Students can speak to teacher, nod, or smile as a greeting. Music will be low so as not to trigger any sensory issues and students may listen to their own music while doing their warm-up.

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Student choice of greeting, can be verbal or non-verbal (Good morning, Hello, Nice to see you or even the proverbial head nod, hand shake, and or fist pump). Helps create an welcoming atmosphere.

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Design a time during each class to check in with students (How they're doing, anything exciting to share, etc.) post it sticky note.

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Create a checkout system. Number the computers. Have students sign out computers. For students with barriers who do not write their name, use large bright stickers on the computer, so that the teacher can find who is using computers on a quick scan for documentation when students are using them. For students who have a barrier that prevents them from using a computer, students can handwrite the assignment, work on a printed copy, or they can partner with another student.

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3 min:  locker room
2 min:  Roll call
3-4 min: IHT monitors check out
1-2 min:  warm up
4 minutes-  Instant activity
25minutes: Daily activity
2 min: wrap up
3-4 min: IHT check in
3 min: lockers

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Fitness Days: base activities on students personal goals, allowing for student choice.

Example: if student 1 has a goal of strength, that student can pick the teacher who is doing the strength activity. If student 2 has a goal of agility, that student can pick the teacher who is doing agility drills that day. ETC.

Giving students the option of activity, allows for more engagement and motivation.

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Provide multiple options for expressing how to set your goals.  SMART goals are required. At least 3 different goals. Provide a sentence stem of examples as I will only wear loaners 1x per month. I will be able to do 5 push ups by December. I will make 3 new friends before November.

Complete a Flipgrid talking about your goals

Write down the goals in a google doc

Create a collage with visual pictures

Draw a picture of you accomplishing goals.

A Flipgrid of students exercising and attempting to accomplish goals.

Curtis PE

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Allow choice between high competitive game and more relaxed social game. Create a skill development station for independent learning.

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Transitioning from one learning area to another is critical to having a productive and safe PE class.

Barriers:

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I usually greet kids with hello's and hi's to begin with. Then I begin to make silly comments at them, or ask about a sport or hobby real quick. IE how's your dog?, How did those Raiders do?. But there is always the quiet kids so I'll do fist bumps, or simply eye contact or a smile.

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Goal: all students will participate
Anticipate barriers: late students
Design: students have partners who quietly bring the late student up to speed. Student love to help and this way no one feels left out or behind. works great

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Late/Missing/Redo Assignments
Card stock pass that is hole punched.
Students decide which assignments and when.
Limited by card and only certain amount of assignments

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Barriers: tardiness, students who are non verbal or will not respond

Overcoming barriers: say hi to late students at the end of class or during class. Write your greeting on a post it note and stick in on the desks of students who can’t respond to you verbally.

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Post an attention grabber at the beginning of presentations. -Did you know there is a toilet museum in New Delhi, India?

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Assisting the 6th grade students during transitional times and in labs/activities, to learn the differences between “fun time learning” to “serious learning”, so that their transition to MS is not as daunting. Labs should be exciting and fun and rigours, but behaviours should always be serious.

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looking at charts and graphics that deal with politics- discussion/partner colab

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I think starters could be an opportunity to both assess learning or introduce new information, but also to do an SEL check in with kids.  You could use a Google form to offer a question, or a statement for the kids to respond to, but then you could also offer them the opportunity to respond to a survey about their well-being or emotional state each day. If a student only answers the content question or only responds to the SEL survey, they would still get credit for the starter that day. To overcome the barrier of reluctance to open up, you could start by sending the kids a message about your own SEL each day. Show them that it’s okay and safe to share what they feel. Of course, you could never betray the confidentiality of this system by revealing kids’ responses publicly.

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Have it on paper (students have expressed a desire for more paper assignments)
Fun, low-rise question
1 content level question

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MEDITATION: as part of routine during independent work or activities, use relaxation music to help students focus. After a while this is helpful for students at the end of the day, before long breaks, or a hectic week of testing.

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On a test students can take it using a Google form or pen and paper.

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The first week I use SEL activities as starters and sometimes for the entire class period to get to know the students as much as possible.

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Give the students an option to either write, draw or diagram their answer.

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On a test students can take it using a Google form or pen and paper.

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Giving students a choice of questions for them to answer for their daily bellwork.

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Starters are in Google Classroom and always have multiple questions for students to choose from in case they don't like the first one. Also, I translate it into Spanish directly underneath so all students can read it In Spanish, not just my Spanish-only speakers.

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Offer choice of assignments and levels of rigor to challenge every student.

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Use of learning intentions and success criteria.

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Use of learning intentions and success criteria.

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Allow students to choose topics or rolls within group projects.

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Students are in small groups for discussion questions of historical significance.

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Applying or implementing gameplay or low-stakes activity as an assessment to establish where each student is in their learning while generating interest and use of technology.

https://tinyurl.com/Gametheory-UDL

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I will positively greet students without expectation of a greeting back

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relate multiple ways for students to interact; whole class, seminar, small group , one-on-one, private chat

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Design consistent options / repertoire for having students share out to ensure equity and balanced participation

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Use SEL during starter activities to get to know your students better.

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We do a daily journal writing. Topics vary and usually turns into a discussion!!!

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Give students options when it comes to stater questions. They can choose from 3 different questions or tasks to get their learning started for the period.

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When using the 4 Worlds notetaking technique students can never be wrong as long as they explain why they put something in a box. It can be words, definitions, journal writing, cornell notes, graphs, scribbles, or pictures. As long as it's on topic and helps the kid be purposeful and self-accountable.

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student sharing out

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Routines to document learning for portfolio management.

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Routines to document learning for portfolio management.

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Journaling the learning goal and outcomes.

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Post a quote and the students give their different interpretations

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Goal: line up nicely and quietly at the door

Barriers:
-students might not understand what a "line" is.
-no prior experience in lining up
-space not being adequate for a line
-no signs or visuals indicating where the line should be

options:
-visuals
-show with examples what a line will look like
- allow practice time

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Establish a positive, safe, fun learning environment.

Set expectations.

Make learning goals evident.

Carry out a fun inclusive environment.

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1. Goal: Going over classroom expectations daily will provide students with the guidelines needed to have a successful learning experience.

2. Barriers: Students may not fully understand what the expectation is. Students will need visuals and constant reminders.

3. Variability: Use visuals, words, allow students to assist. Provide constant reminders.

4. Design: Language, symbols, actions, hand movements, gestures and recruiting interest by helping create the expectations.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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The goal of this routine is that students can use the restroom independently.

The procedure I came up with to make this more accessible to all students is as follows:

1) Teach students that the door must be closed when using the restroom.
2) Teach students how to use the toilet seat covers, and how to use an acceptable amount of toilet paper.
3) Teach students to flush the toilet, and help them get used to the volume.
4) Teach students to use soap and water when washing hands.

Support for students includes verbal reminders, visual cues (pictures in bathroom near each "step"), emotional support when needed.

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Entering the Room
1. Clarify goals: Walk into the classroom in a calm manner and go to their space.
2. Anticipate barriers: (1) might struggle with door, (2) might not understand to give others personal space, (3) might forget procedure
3. Embrace variability: Same as above?
4. Design options: (1) hold the door for them, (2) explain personal space - verbally, visually, (3) practice procedure regularly, provide a visual reminder chart

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1. Learners will… use a writing journal to practice writing skills.
2. Some potential barriers are…

Students not knowing what to write

Students not wanting or being able to write

3. Learners might vary how they…

what they write

how they write

4. Option(s) to include…
Student Choice:

Write to prompt

Write on self-selected topic

Student Choice:

Picture with labels

Picture with sentence/s

Sentences

Paragraph

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Chair pocket to organize materials, only current work in a folder goes into the chair pocket

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For Math time: after math songs, go to tables one group at a time, trace numbers for practice and then open their books to the correct page so that I could help the others that needed help finding the correct page.

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Goal-welcome kids
-greeting at the door- hug, high five. " GOOD MORNING" etc...
-Sing a good morning song
- put their name stick in a How are you feeling? pocketchart- address their needs.

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Goal: students will be able to quietly gather their materials and put them inside their backpacks,

Barriers: student not bringing a backpack, not having an area for backpacks and not keeping it organize

Learner variability: have a routine in place starting on day one. Reviewing the steps to pack up and where/how to pick up their backpacks and have a labels area where backpacks go with words and pictures

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1. Come in take your homework folder out leave your backpack on the wall sit down.
2. Get materials from cubbies.
3. Start centers.

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Goal: students have a sharpened pencil to work

Teachers haven’t explicitly taught expectations, students needs it modeled and written out and orally told. Provide practice and reflection. Have student job be a pencil sharpener with designated time by to do that. Students have extra pencils in their AVID binder. Time for students to organize binders and check on supplies. Have poster reminders of what to do. Revisit expectations throughout the year.

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Routine: asking questions/ getting teacher’s attention

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Routine: asking questions/ getting teacher’s attention

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Anticipating Barriers:
Noisy/loud class
Long lesson
Fear of embarrassment

Embracing Variability:
- shy, quiet
- loud and outspoken
- kinesthetic

Design Options:
-coming up to the teacher after lesson/class
-post it notes at parking lot
-use finger/hand gestures
-have a spokesperson
-signs on tables

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Entering the classroom/mourning routine

1. Goal- students to enter the classroom calmly and begin their work.

2. Barriers- student had a rough morning, student doesn’t have materials

3. Variability- different reading abilities, visuals for routines

4. Design- Visual poster of routines steps, different ways to compete morning work, accessible material

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To show the teacher that they are teady to listen

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After completing an activity, students clean up their area, place their materials inside their bins and return to their seats to show SLANT position signaling that table is ready for table points.

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Goal: students will line up
Barriers: space
Have spots on the ground to show where to stand. Color coded or numbered. Practice lining up. Establish expectations of the line (before walking).

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Getting up for the carpet
1 knee
2 feet
3 Walk quietly back to table

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As soon as students come in they take out their agenda to write their homework down. I go around and stamp parent signature. Students read a book after they complete.

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Goal:
- Students come into class and begin morning journal writing
Barrier:
- Have questions
- Not want to write
Variability:
-Give option to write or draw their journal prompt
- Have instructions projected for students

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Tattling vs reporting

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Getting the Teacher’s Attention

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Respect one another

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1. From the moment I pick students up and greet students making sure they are already in a straight quiet line.
2. I will then greet them again and give a high five.
3. Quietly come in and put backpack down.
4. Take out journals for daily gratitude.
5. Barriers might include: No motivation, sleepy, distracted
6. Solutions: Giving options for them to choose, and have ask how they are doing. Encouraging words to finish there work.

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Pencil exchange in the morning.

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Goal: Continue scaffold learning
Barriers:

Students not focusing

Using devices inappropriately

Students rushing through work

Distractions

Variability:

Noise Level Signals

Hand Signals

Self-Regulation

Design Options

Computer Programs

Makeup Work

One-Pagers

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Morning welcome routine:
Student choice of greeting, fist bump, elbow bump, toe touch, hand up with good morning(for those that may not want to be touched)

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Interactive games via technology that gets them engaged in a subject.

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Morning Meeting

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Goal: To take a mental break to help focus and attend to learning.

Barrier: one option for Brain Break

GoNoddle videos, Breathing Techniques routine, Graphic organizer/Visual- exercise reps, Brain Dump-journal writing

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Goal: to have students in a line to walk safely and respectfully between areas around the school.

Having a visual for expectations.
Using a chant with movement
Putting colored and/or numbered dots on the floor so the kids can use as a reference to know where they should be.
Making sure the kids have a point of reference for their own color or number.

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Unpacking home materials/backpacks etc. 

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Unpacking home materials/backpacks etc. 

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Learning intention: We know how to unpack.

Success Criteria: I can unpack when I get to school.

Learning intention: We know how to unpack.

-Put your backpack on the table.

-Place your blue folder in the red turn-in bin.

-Place your water bottle on the counter.

-Snack goes in the backpack.

-Jacket on your chair

-Backpack in the basket IS LAST!

-Will need practice.
Provide support (Aide, buddy, etc. )

Add visual prompts as reminders for unpacking routine

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Lining up for recess/leaving classroom.
Goal: students are single file ready to quietly exit classroom.
Barriers: classroom set up and number of students.
Variability: getting to line in different ways. Using songs, chants, and/or signals.