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Annie-5th Grade Multiple Subject, Jackson Elementary School in Rescue Union School District in El Dorado Hills

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Annie-5th Grade Multiple Subject, Jackson Elementary School in Rescue Union School District in El Dorado Hills

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Mary- Tk-5th SPED

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Daniel- Oakridge High school in sophomore and freshman PE classes.

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Lafleur - South Tahoe High School - SPED: Mild to Mod 

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Lafleur - South Tahoe High School - SPED: Mild to Mod 

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They said I look like I don't know how to parallel park but I have good music taste.....

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They said I look like I don't know how to parallel park but I have good music taste.....

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Whitney K-8 SPED

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Matthew Babiak -Education Specialist k-12 Mild to Mod

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Matthew Babiak -Education Specialist k-12 Mild to Mod

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Kelly I have been in Montessori for the past 4 years and now getting mild mod credential in K-5

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Kelly I have been in Montessori for the past 4 years and now getting mild mod credential in K-5

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Annie- Cool: I'm adopted, Cringe: I  love grading stuff

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Annie- Cool: I'm adopted, Cringe: I  love grading stuff

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Cynthia- SPED- Elementary School

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I teach a 5th grade class this year in El Dorado Hills and last year I subbed for El Dorado County, Elk Grove School district and Amador County.

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Cool- the kids like my style

Cringe- I unironically say "queen" and "slay"

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Hi There! I am teaching at The Classical Academies in Vista (San Diego County). I am getting my Mild/Mod SpEd Credential in TK - 8

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My 10 year old has Awesome-tism and and it has been a wild blessing!

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My 10 year old has Awesome-tism and and it has been a wild blessing!

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Amparo- Tahoe Valley Elementary

Multiple subject kindergarten classroom

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Cool-My Dad jokes

Cringe-Also my Dad jokes.

It really depends on the day and joke.

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WE USE BOBCAT BUCKS AND POSITIVE POSTCARDS. We also use the Green system (point system for student store on Fridays) from the LEAD program through EDCOE and it works great! we also use activity schedules and first then boards as well as star charts for each of the kiddos' interests.

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They think my hair is cool, but being old is apparently cringe

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Cringe: I can't help but wonder who in my class can read my mind

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Cool: Students say "[I] stay looking fresh"

Cringe: I got emotional seeing their immigration projects today

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Cool: I can play any game with them Cringe: I don't know every kids song word by word

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Cool: I can play any game with them Cringe: I don't know every kids song word by word

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Cool - I've directed TV shows that my kids are aware of.

Cringe - my kids hate the fact that I use words like "Skibidi" and "Sigma" to them.

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Katie-Cool: I teach linguistics at Cal Poly Humboldt.  Cringe: I can talk your ear off about birds.

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Katie-Cool: I teach linguistics at Cal Poly Humboldt.  Cringe: I can talk your ear off about birds.

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Cringe - my students lose their minds when I tell them that math is my favorite subject

Cool - we like the same music! i am not sure how I feel about that though .. ahaha!

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Cool: I say "sigma Ohio 67".  cringe: I still go to school

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Cool: I say "sigma Ohio 67".  cringe: I still go to school

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Damaris- Cool: I'm a really good friend. Cringe: I cry easily.

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Damaris- Cool: I'm a really good friend. Cringe: I cry easily.

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Sara

Cool- played college softball

Cringe- When I don't understand their slang

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Cool: I always have good snacks.

Cringe: Not knowing their lingo.

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Cool: I've worked at my school for 3 years now, so I know all the students I'm working with.

Cringe: I don't know my students' slangs :(

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Cool- The kids think I am nice and fun

Cringe- When I tell them not to say "67"

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cool- That my mom is a teacher at the school

Cringe- I don't know all their cool kindergarten songs

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Amparo-cool: They like my story reading

cringe: my dancing not so cool

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We use Dojo points to incentivize SEL.

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We have PBIS and SWIM Dolphin bucks. We also use DOJO and have an SDC on campus.

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We have sparky bucks students can earn from the school to spend on things. In our classes we have sticker charts as well.

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We have sparky bucks students can earn from the school to spend on things. In our classes we have sticker charts as well.

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We have a tiered intervention system that helps provide students who may be going through an academic rough patch. 

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We have a tiered intervention system that helps provide students who may be going through an academic rough patch. 

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We have PBIS and our staff meetings this fall have been about how to target our Tier 2 students and streamline this tier for our school site so I am learning a lot about this area.

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We have PBIS and our staff meetings this fall have been about how to target our Tier 2 students and streamline this tier for our school site so I am learning a lot about this area.

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My school site is very helpful to gen ed teachers in MTSS as there are so many resources for studets: learning center, study skills, para, counselors, etc

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The site I am at is now implementing PBIS. I see an increase in positive interactions.

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We have PBIS. We have been discussing MTSS and what it looks like a lot at our staff meetings. 

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We have PBIS. We have been discussing MTSS and what it looks like a lot at our staff meetings. 

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MTSS sounds like things we implement in the SPED classroom - like keeping in close contact with parents / guardians about student behaviors - currently we have one student who has an AAC device no one knew how to use - so mom came in and gave us a training on how they use it at home. We also give a lot of breaks here at the HS as we have some severe needs students who need breaks to take a walk.

I really wish we had some kind of reward system but I don't believe we do.

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I really love that MTSS emphasizes addressing the "whole child", because some kids require support that is not directly related to an academic need. I have had the chance to sit in on grade level colabs, where teachers discuss potential areas of intervention and how to best support their students. I am continuing to learn more about our districts Tier 2 interventions and what takes place before a student is referred to special education.

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We have PBIS at our school currently with "miner bucks" the students earn them from teachers/ staff and every T/Th they can go shopping at the Miner Shack during lunch. We also send home good things notes via snail mail to the students. The school is working on a bigger "reward" based flex period for students but have had some push back so its been a slow moving potential idea.

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In our class we always try to incorporate ways to make the lesson adaptable for all students since in PE we get students in all different levels.

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We do a lot of small groups where we focus on each student goals/targets.

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We do a lot of small groups where we focus on each student goals/targets.

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The school I'm working at has a pretty strong MTSS. Students' academic and behavioral progresses are always celebrated.

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In my classroom, students can use a calm corner to take a break and calm down when they feel overwhelmed.

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In my classroom, students can use a calm corner to take a break and calm down when they feel overwhelmed.

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There is a students who requires extra support in class. I think he can be a tiered 3 because he is also taken to out of classroom for support one-on-one therapy.

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We use dojo points and sticker charts as incentives.

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We use dojo points and sticker charts as incentives.

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2. Minimizes barriers and maximizes learning. Every student brings something important to the classroom. Representation of everything, multiple actions and expressions, multiple means of engagement. UDL is equal opportunities to learn for all. I know from previous knowledge that UDL is making sure the setting and everything that goes into the lesson you are doing are all pre planned and thought out to reach all learners.

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2. Minimizes barriers and maximizes learning. Every student brings something important to the classroom. Representation of everything, multiple actions and expressions, multiple means of engagement. UDL is equal opportunities to learn for all. I know from previous knowledge that UDL is making sure the setting and everything that goes into the lesson you are doing are all pre planned and thought out to reach all learners.

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making education accessible to all people

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2 - UDL gives all students a change to thrive 

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2 - UDL gives all students a change to thrive 

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1. What do you notice about UDL?  That it is designed to be generalized

2. What can you connect to previous knowledge? Use multiple learning modalities - show information in different ways

3. What are you still wondering about? I would love more examples of what teachers are doing

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1. UDL= Flexible Curriculum

2. I've noticed that the classroom I'm place at have more than one way to deliver lesson plans and students have multiple ways to give answers.

3. I know little about UDL so I'm looking forward to learning more.

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1 - I've never really heard the acronym much but I'm familiar with culturally responsive teaching from our curriculum which underscored finding different ways to reach a variety of learners from diff backgrounds...

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1- teach in multiple ways so every student can learn, engage, and show what they know.

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1- teach in multiple ways so every student can learn, engage, and show what they know.

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What are the barriers to implementing UDL infrastructure designs in low-income areas

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Knowledge of UDL: 2

Importance of representing content in different ways for the different ways of learning.

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2-Providing equitable instruction by encompassing numerous strategies that can reach all students.

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Adapting lessons that all students can learn from by providing information in various ways and allowing students to demonstrate their learning in their own style

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2, framework for making lessons accessible to all students in a variety of ways

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2, framework for making lessons accessible to all students in a variety of ways

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minimize barriers , maximize learning. Gets rid of barriers, uses action and expression and engagement, shows information in different ways.

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Similar to the idea of equitable education, giving students the different tools specific to them for success and how to utilize their specific interests and learning styles in lesson planning and teaching

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When you have a melting pot of different cultures and character types in the classroom, UDL provides a framework to allow each child to thrive.

My knowledge was zero.

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is this pretty linked with like the 5 diff modalities of teaching : audio / visual, kinesthetic, read/write, interpersonal, etc

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3. I am curious what it looks like to maintain structure / consistency in the classroom when MTSS's focus is on flexibility / options (specifically for our SpEd students that require routine and repetition)

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UDL Knowledge was a 2 before tonight.

UDL helps us to give students many ways to learn/ once we learn more about the students it helps us know what ways we can gear our lessons towards students.

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Are there "standards' per grade level or some sort of outline to follow?

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Are there "standards' per grade level or some sort of outline to follow?

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3. During circle time we used UDL we show students different way to communicate (ASL, picture icons, face expressions), we also make sure the students can make choices (our last song, which "color song",...), and even ask if students like/dislike video/songs.

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3. During circle time we used UDL we show students different way to communicate (ASL, picture icons, face expressions), we also make sure the students can make choices (our last song, which "color song",...), and even ask if students like/dislike video/songs.

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1- UDL includes everybody no matter background, language, etc. Goals for students, and adapting the curriculum to their necessities.

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I found motivation the most compelling part of udl. I would say it is the most challenging but also the most rewarding. Creating a lesson that everyone will enjoy takes proper planning and execution. This makes me wonder what ways are the best to engage students.

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I found motivation the most compelling part of udl. I would say it is the most challenging but also the most rewarding. Creating a lesson that everyone will enjoy takes proper planning and execution. This makes me wonder what ways are the best to engage students.

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UDL is new to me. Something that caught my attention is that students learn in different ways. What may work for one student may not work for another. Making lessons more relatable helps to keep their attention.

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UDL is something I have learned about in previous classes. UDL makes learning accessible. 

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UDL is something I have learned about in previous classes. UDL makes learning accessible. 

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I think UDL is apart of the beauty of teaching. It may be a bit tiring at times, but it's basically asking us to be creative and see how many minds we can engage. 

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I think UDL is apart of the beauty of teaching. It may be a bit tiring at times, but it's basically asking us to be creative and see how many minds we can engage. 

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I have really enjoyed incorporating UDL into math lessons through the use of manipulatives, referencing real world problems, watching videos, etc.

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How do I reduce barriers in my classroom so everyone has an equal chance to succeed?

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How do I reduce barriers in my classroom so everyone has an equal chance to succeed?

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Are there certain guidelines to follow? Or is it more of figuring out what works best for the students.

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How do these guidelines fit in with other strategies and approaches to learning?

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How do these guidelines fit in with other strategies and approaches to learning?

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What I get is that with UDL we have to get creative to able to make students interested or focus in the learning material. Give them the resources, so they can achieve the learning goals.

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How do you justify UDL with parents who ae use to how they were educated?

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What stood out to me was having different areas designed for different styles of learning. I think that can be extremely impactful and also provide insight to students on how they learn best.

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I really like that the speaker mentioned the discomfort in giving up control, but also emphasized the importance in giving over the control to the person/people who should have it! Students should have ownership over their education.

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What stood out to me was giving the students the structure and the expectations but allowing them creative freedom to learn.

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I liked how he applied the principles of UDL in his classroom using the what, why, and how framework.

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“All the problems that we have in the world are trapped inside our students passions”

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“All the problems that we have in the world are trapped inside our students passions”

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I was not successful in K-12 either. i actually was held back in 8th grade and it was devastating. I felt so dumb and went into sales instead of science because of it. I wish there were classrooms like there are today that had videos and diagrams available that I could have seen topics from a topography perspective and then break those topics down in chunks. I love how the speaker in the video says I gave up control to those who need to take control, free choice, free seating for themselves etc. This is such a neat way to think and such a gift to the kids!

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Learning your students: (mind learning/hands on) giving students a choice and letting them take action. Thinking about our students as our future so letting them be creative and take charge/responsibility. 

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Learning your students: (mind learning/hands on) giving students a choice and letting them take action. Thinking about our students as our future so letting them be creative and take charge/responsibility. 

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"All of the problems we have in this world are trapped inside of our students' passions."

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"All of the problems we have in this world are trapped inside of our students' passions."

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Something that stood out to me was giving up control to the learners allowing the learner to figure out what works best for them.

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Make things clear for the students and give students a voice in the classroom. This will help kids feel involved in the learning process.