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§ 300.534 Protections for children not determined eligible for special education and related services.

(a) General. A child who has not been determined to be eligible for special education and related services under this part and who has engaged in behavior that violated a code of student conduct, may assert any of the protections provided for in this part if the public agency had knowledge (as determined in accordance with paragraph (b) of this section) that the child was a child with a disability before the behavior that precipitated the disciplinary action occurred.

(b) Basis of knowledge. A public agency must be deemed to have knowledge that a child is a child with a disability if before the behavior that precipitated the disciplinary action occurred -

(1) The parent of the child expressed concern in writing to supervisory or administrative personnel of the appropriate educational agency, or a teacher of the child, that the child is in need of special education and related services;

(2) The parent of the child requested an evaluation of the child pursuant to §§ 300.300 through 300.311; or

(3) The teacher of the child, or other personnel of the LEA, expressed specific concerns about a pattern of behavior demonstrated by the child directly to the director of special education of the agency or to other supervisory personnel of the agency.

(c) Exception. A public agency would not be deemed to have knowledge under paragraph (b) of this section if -

(1) The parent of the child -

(i) Has not allowed an evaluation of the child pursuant to §§ 300.300 through 300.311; or

(ii) Has refused services under this part; or

(2) The child has been evaluated in accordance with §§ 300.300 through 300.311 and determined to not be a child with a disability under this part.

(d) Conditions that apply if no basis of knowledge.

(1) If a public agency does not have knowledge that a child is a child with a disability (in accordance with paragraphs (b) and (c) of this section) prior to taking disciplinary measures against the child, the child may be subjected to the disciplinary measures applied to children without disabilities who engage in comparable behaviors consistent with paragraph (d)(2) of this section.

(i) If a request is made for an evaluation of a child during the time period in which the child is subjected to disciplinary measures under § 300.530, the evaluation must be conducted in an expedited manner.

(ii) Until the evaluation is completed, the child remains in the educational placement determined by school authorities, which can include suspension or expulsion without educational services.

(iii) If the child is determined to be a child with a disability, taking into consideration information from the evaluation conducted by the agency and information provided by the parents, the agency must provide special education and related services in accordance with this part, including the requirements of §§ 300.530 through 300.536 and section 612(a)(1)(A) of the Act.

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34 CFR § 300.534 - Protections for children not determined eligible for special education and related services.

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§ 300.534 Protections for children not determined eligible for special education and related services. (a) General.

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Capacity Builders

SELPAs provide targeted technical assistance resulting in quality special education programming and increased student engagement in the least restrictive environment. As partners in special education compliance monitoring and Differentiated Assistance processes, SELPAs utilize continuous improvement as a framework for identifying equity gaps to improve student outcomes. SELPAs provide extensive professional development on high leverage, evidenced-based practices, and SELPAs are key collaborators on numerous statewide reform efforts.

Facilitators

SELPAs facilitate equity in local decision-making and access to the full continuum of supports and services in the least restrictive environment for all students with disabilities regardless of where they reside. The leadership local governance structures facilitate ensures SELPAs equitably allocate resources and disseminate essential information. SELPAs collaborate with LEAs to ensure alignment of statewide and local improvement efforts. SELPAs build positive relationships among and between stakeholders by proactively providing conflict resolution services and trainings.

Connectors

Our ability to connect is rooted in shared leadership, expertise, and local control. SELPAs connect with experts across all domains associated with quality special education programs and services. SELPAs build on parent and community knowledge and engagement through their Community Advisory Committees (CAC) that serve as forums for collaboration, training, and shared leadership in program design. SELPAs leverage interagency partnerships and resources to help districts and families access specialized supports, enhance learning opportunities, and innovate on behalf of students with disabilities.

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California SELPA Association launches an all new website!

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Special Education Terms and Definitions 

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Special Education Terms and Definitions 

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The following list contains special education terms, definitions and acronyms that are commonly used by schools during the IEP process.

Adapted Physical Education (APE): Specially designed physical education program, using accommodations designed to fit the needs of students who require developmental or corrective instruction in PE.

Anxiety in Children: Defined as extreme agitation, filled with tension and dread. Anxiety is different than fear. Children with anxiety may or may not qualify for special education. Those who need modifications to their school day can achieve this through a 504 plan.

Assessment or Evaluation: Term used to describe the testing and diagnostic processes leading up to the development of an appropriate IEP for a student with special education needs.

Asperger's Syndrome: A type of pervasive developmental disorder (PDD) that involves delays in the development of basic skills, including socializing, coordination and the ability to communicate.

A brain development disorder characterized by impaired social interaction, communication and by restricted and repetitive behavior. Signs usually begin before a child is 3 years old.

Behavior Intervention Plan (BIP): Special education term used to describe the written plan used to address problem behavior that includes positive behavioral interventions, strategies and support. May include program modifications and supplementary aids and services.

Bipolar Disorders: Characterized by cycles of mania alternating with depression. It is difficult to diagnose children with this disorder and often controversial.

Blindness: Condition defined by lacking visual perception due to physiological or neurological factors.

Cerebral Palsy: A series of motor problems and physical disorders related to brain injury. CP causes uncontrollable reflex movements and muscle tightness and may cause problems in balance and depth perception. Severe cases can result in mental retardation, seizures or vision and hearing problems.

Common Core Standards: A shared set of evidence based national standards developed through state led initiatives. Common Core is designed to have fewer, simplified standards. They were created by the National Governors Association and Council of Chief State School Officers. Officials from 48 states participated in the process to develop the standards over several years.

Community Advisory Committee (CAC): A committee whose membership includes parents of school children, school personnel and representatives of the public. This committee advises school administration and local school boards regarding the plan for special education, assists with parent education and promotes public awareness of individuals with special needs.

Complaint Procedure: A formal complaint filed with the County or State Board of Education if a district violates a legal duty or fails to follow a requirement under the Individuals with Disabilities Education Act. (IDEA)

Cumulative File: The records maintained by the local school district for any child enrolled in school. The file may contain evaluations and information about a child's disability and placement. It also contains grades and the results of standardized assessments. Parents have the right to inspect these files at any time.

Deafness: Hearing impairment so severe that a child is impaired in possessing any linguistic information through hearing.

Designated Instruction Services (DIS): Instruction and services not normally provided by regular classes, resource specialist programs or special day classes. They include speech therapy and adaptive physical education.

Differential Standards for Graduation: Standards for graduation that may be modified for students with exceptional needs.

Disability: Physical or mental impairment that substantially limits one or more major life activities.

Early Intervention: Programs for developmentally delayed infants and toddlers through 35 months of age; designed to help prevent problems as the child matures.

Emotional Disturbance (SED): Term used to describe a diagnosable mental, behavioral or emotional disorder that lasts for a significant duration that meets the criteria within the Diagnostic and Statistical Manual of Mental Disorders.

Extended School Year Services (ESY): An extended school year is a component of special education services for students with unique needs who require services in excess of the regular academic year. Extended year often refers to summer school.

Functional Behavioral Assessment (FBA): A problem solving process for addressing inappropriate behavior.

Hearing Impairment: Full or partial decrease in the ability to detect or understand sounds.

Home/Hospital Instruction: Students with verified medical conditions, which prevent them from attending school, may receive services on a temporary basis in the home or hospital with a physician's referral.

Inclusion: Term used to describe services that place students with disabilities in general education classrooms with appropriate support services. Student may receive instruction from both a general education teacher and a Individuals with Disabilities Education Act (IDEA 2004): The original legislation was written in 1975 guaranteeing students with disabilities a free and appropriate public education and the right to be educated with their non-disabled peers. Congress has reauthorized this federal law. The most recent revision occurred in 2004.

Individualized Education Plan (IEP): Special education term outlined by IDEA to define the written document that states the disabled child's goals, objectives and services for students receiving special education.

Individualized Education Program Team: Term used to describe the committee of parents, teachers, administrators and school personnel that provides services to the student. The committee may also include medical professional and other relevant parties. The team reviews assessment results, determines goals and objectives and program placement for the child needing services.

Individualized Family Service Plan: (IFSP) A process of providing early intervention services for children ages 0-3 with special needs. Family based needs are identified and a written plan is developed and reviewed periodically.

Individualized Transition Plan (ITP): This plan starts at age 14 and addresses areas of post-school activities, post secondary education, employment, community experiences and daily living skills.

Least Restrictive Environment (LRE): The placement of a special needs student in a manner promoting the maximum possible interaction with the general school population. Placement options are offered on a continuum including regular classroom with no support services, regular classroom with support services, designated instruction services, special day classes and private special education programs.

Local Education Agency (LEA): Term used to describe a school district participating in a SELPA.

Local Plan: A plan developed by a SELPA and submitted to the State Department of Education for approval. The document outlines the plan for delivery of support services to eligible students living within the geographic boundaries of the plan.

Mainstreaming: Term used to describe the integration of children with special needs into regular classrooms for part of the school day. The remainder of the day is in a special education classroom.

Mental Retardation (now referred to as Intellectually Disabled): This term has recently been changed. This disorder is characterized by below average cognitive functioning in two or more adaptive behaviors with onset before age 18.

Multiple Disabilities: An IEP term used to define a combination of disabilities that causes severe educational needs that require multiple special education programs such as mental retardation with blindness.

Non-public School (NPS) Districts contract with non-public schools when an appropriate placement cannot be found within the scope of the public education setting. Non-public school placement is sought only after efforts to find appropriate placement in public schools have been exhausted.

Obsessive-Compulsive Disorder(OCD): OCD is an anxiety disorder that presents itself as recurrent, persistent obsessions or compulsions. Obsessions are intrusive ideas, thoughts or images while compulsions are repetitive behaviors or mental acts that the child feels they must perform.

Occupational Therapists: Provide consultation and support to staff to improve a student's educational performance related to fine motor, gross motor and sensory integration development.

Oppositional Defiant Disorder (ODD): A child who defies authority by disobeying, talking back, arguing or being hostile in a way that is excessive compared to other children and this pattern continues for more than six months may be determined to have ODD. ODD often occurs with other behavioral problems such as ADHD, learning disabilities and anxiety disorders.

Orthopedic Impairment: Term used to define impairments caused by congenital anomaly, impairments by diseases and impairments by other causes.

Other Health Impaired: Term used to describe limited strength, vitality and alertness that results in limited ability in the educational environment. Impairment could be a result of chronic health problems such as asthma, attention deficit disorder, epilepsy, heart condition, hemophilia, leukemia, nephritis, rheumatic fever and sickle cell anemia.

Parent Consent: Special education term used by IDEA that states you have been fully informed in your native language or other mode of communication of all the information about the action for which you are giving consent and that you understand and agree in writing to that action.

Physical Therapists: Provide consultation and support to staff to improve a student's educational performance related to functional gross motor development.

Residential and Private Placements: Part B of IDEA does not require a school district to pay for the cost of education for your disabled child at a private school or facility if the school district made free appropriate public education available to your child and you chose to place your child in private placement.

Resource Specialists: Provide instructional planning and support and direct services to students who needs have been identified in an IEP and are assigned to general education classrooms for the majority of their school day.

Resource Specialist Program (RSP): Term used to describe a program that provides instruction, materials and support services to students with identified disabilities who are assigned to general classroom for more than 50% of their school day.

School Psychologist: Assist in the identification of intellectual, social and emotional needs of students. They provide consultation and support to families and staff regarding behavior and conditions related to learning. They plan programs to meet the special needs of children and often serve as a facilitator during an IEP meeting.

Sensory Processing Disorder: A complex brain disorder that causes a child to misinterpret everyday sensory information like movement, sound and touch. Children with SPD may seek out intense sensory experiences or feel overwhelmed with information.

Speech and Language Specialists: Assesses students for possible delayed speech and language skills and provides direct services in the area of phonology, morphology, syntax, semantics and pragmatics. They are also available regarding hearing impairments and amplification.

SSDI: Social security disability insurance benefits are provided to qualified individuals who cannot engage in substantial gainful work activity because of a disability and who have paid into the system or has a parent who has paid into the Social Security system.

SSI: Supplemental Security Income benefits are provided to qualified individuals who cannot engage in substantial gainful work activity because of a disability and who fall below certain assets and income levels.

Special Day Class (SDC): Term used to describe a self contained special education class which provides services to students with intensive needs that cannot be met by the general education program, RSP or DIS program. Classes consist of more then 50% of the student's day.

State Schools: Most states operate state run residential schools for deaf and blind students.

Tourette's Syndrome: Disorder that includes multiple motor and one or more vocal tics, which occur many times per day, nearly daily. If a child has Tourette's syndrome, symptoms tend to appear between the ages of 3-10 years old.

Traumatic Brain Injury: An acquired injury to the brain caused by an external physical force resulting in total or partial functional disability or psychosocial impairment. Applies to open or closed head injuries.

Transition IEP: IDEA mandates that at age 16, the IEP must include a statement about transition including goals for post-secondary activities and the services needed to achieve these goals. This is referred to an Individual Transition Plan or (ITP).

Turner's Syndrome: This rare genetic disorder affects females and is characterized by the absence of an X chromosome. Characteristics include small stature, limited development of sexual characteristics, low hairline and abnormal eye and bone development.

Visual Impairment: Impairment in vision that even with correction adversely affects a child's educational performance.

Vision Specialists: Provide consultation and support to staff and direct instructional support to students with visual impairments. They provide functional vision assessments and curriculum modifications including Braille, large type and aural media.

Workability Program: These programs focus on preparing high school students with disabilities for successful transition to employment, continuing education and quality adult life with an emphasis on work based learning opportunities.

To read inspirational words of comfort from parents of children of special needs, or to submit your own, visit the Comfort Wall.

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A parent friendly list of special education terms and definitions commonly used by schools in the IEP process

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Office of Special Education Programs (OSEP)

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Information about the Office of Special Education Programs (OSEP) a sub-office of the Office of Special Education and Rehabilitative Services (OSERS) at the U.S. Department of Education.

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National Center for Safe and Supportive Learning 

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National Center for Safe and Supportive Learning 

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Welcome!

The National Center on Safe Supportive Learning Environments (NCSSLE) offers information and technical assistance to States, districts, schools, institutions of higher learning, and communities focused on improving school climate and conditions for learning. We believe that with the right resources and support, educational stakeholders can collaborate to sustain safe, engaging and healthy school environments that support student academic success.
More About Us

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The National Center on Safe Supportive Learning Environments (NCSSLE) offers information and technical assistance to States, districts, schools, institutions of higher learning, and communities focused on improving school climate and conditions for learning. We believe that with the right resources and support, educational stakeholders can collaborate to sustain safe, engaging and healthy school environments that support student academic success.

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Resources

Tools

Coalition for Educational Equity for Foster Youth Local Control and Accountability Plan (LCAP)
The Coalition for Educational Equity for Foster Youth has developed a sample LCAP with action steps and accountability measures that school districts can use to assist foster youth. The members of this coalition are former foster youth, advocates, service providers, and representatives from the Los Angeles County Department of Children and Family Services and the juvenile court. The sample LCAP addresses three main goals: close the achievement gap between foster youth and the general student population, promote school stability and prevent push out of foster youth to alternative schools, and ensure foster youth are promptly enrolled in school and in the right classes.
Note: While the LCAP template used in the sample is not current, the information contained within the sample does provide sound guidance.

Promising Practices

Broadening the Benefits of Dual Enrollment: Reaching Underachieving and Underrepresented Students with Career-Focused Programs
The authors provide recommendations for effective dual enrollment practices and public policies. The authors provide tools, processes and procedures to improve educational outcomes for a broader range of students including at-risk, low-income pupils and those who are historically underrepresented in higher education. The authors collected and evaluated data from eight sites including 10 colleges and 21 high schools which generated a quality resource. Kindergarten through grade twelve (K-12) and college teachers and administrators may use these concepts, strategies and findings in dual enrollment classrooms, programs, schools and districts.

Learning Hubs: In-Person Learning for the Whole Child (PDF)In this brief, local policymakers, schools, and expanded learning partners will learn best practices for implementing the learning hub model. Included is guidance for the design and operations of learning hubs, and the policies that support the model.

Research

Adolescent Girls' Experiences and Gender-Related Beliefs in Relation to Their Motivation in Math/Science and English
Educators and community leaders who seek science, technology, engineering, and mathematics (STEM) equity in schools, by engaging more students in STEM education, may read this study to understand what social and personal factors are related to students' motivation in STEM. This information will be useful to leaders when determining the importance of implementing strategies to support STEM education within their schools and communities.

Exploring the Foundations of the Future STEM Workforce: K-12 Indicators of Postsecondary STEM Success (PDF)
This is a review of 23 research studies on K-12 indicators that significantly predict students' postsecondary STEM success with a specific focus on Hispanic students. Education leaders who seek equity in schools and strive to engage Hispanic students in STEM may find evidence of what engages and motivates Hispanic students in STEM in order to implement interventions at their schools and/or community.

Dear Colleague Letter on the Nondiscriminatory Administration of School Discipline
This federal guidance letter, translated into six languages, provides an overview of the Civil Rights Data Collection, summarizes schools' obligations to avoid and redress racial discrimination in administration of student discipline, explains the investigative process under Title IV and VI, and includes examples of school practices and policies that may violate civil rights laws.

Thriving, Robust Equity, and Transformative Learning & Development: A More Powerful Conceptualization of the Contributors to Youth Success (PDF)
This paper presents a research-based formula and rationale for addressing thriving, equity, and learning and development. The descriptions and conditions from the research ensure "equitable learning outcomes and development opportunities" created are powerful and inclusive.

Excerpted from California Department of Education's (CDE's) External Linking Policy: The CDE is providing these external links only as a convenience, and the inclusion of any external link does not imply endorsement by the CDE or any association with the sites' operators.

Definition

"Any goal of competitiveness and excellence must start with equity or be doomed to fail." ( 1)

Students come to school with diverse backgrounds, abilities, talents, and challenges. Schools ensure equity by recognizing, respecting, and acting on this diversity. A common misperception is that equity means that all students are treated equally in all situations. In fact, high-quality schools have the capacity to differentiate instruction, services, and resource distribution to respond effectively to the diverse needs of their students, with the aim of ensuring that all students benefit equally.

Importance

Ensuring that all students benefit fully from public education has been one of our nation's most challenging civil rights issues. The achievement gap is the most pronounced expression of this challenge. The United States Department of Education describes the achievement gap as "the difference in academic performance between different ethnic groups." ( 1) Although this issue is often discussed in the singular-as an achievement gap-there are actually multiple gaps, in addition to ethnicity, based on such factors as socioeconomics, disabilities, and English language proficiency. California is not exempt from this challenge, as achievement gaps among our students have remained largely unchanged for many years.

In California, achievement gaps are defined as the academic achievement disparities between white students and other ethnic groups, as well as between English learners and native English speakers, socioeconomically disadvantaged and non-disadvantaged students, and students with disabilities compared to students without disabilities. ( 2) For some student populations (often referred to as subgroups), achievement levels are comparatively very low. Further, recent studies show that California schools also face school-climate gaps that are racially and ethnically defined, with student reports of key school-climate factors, such as safety, support, and engagement, differing across schools. ( 3)

Student achievement indicators can serve as the primary measure of the effectiveness of our education system. If we are to reduce and ultimately eliminate these achievement and climate gaps, school leaders will need to ensure equity for each and every student.

Characteristics

Research shows that equity in schooling is reflected in four broad areas: a) resource distribution, b) programs, c) school climate, and d) achievement. ( 1) Resource equity addresses the distribution of, and access to, high-quality administrators, teachers, and other school personnel; funding; high-quality materials and equipment; technology; facilities; and community resources or partnerships. Programmatic equity refers to the policies and practices that lead to student participation in curricular and extracurricular courses, programs, or other activities, as policies and practices relate to student selection, enrollment, support, assessment, and completion. School climate equity addresses student engagement, academic and other supports for students, and safety. ( 2) Achievement equity addresses the academic outcomes and performance of all students on all indicators.

Effective school leaders help ensure equity by using data to make decisions about all of their systems, policies, procedures, and practices, and to make sure that their students are not negatively impacted by their actions. ( 3) Addressing the following equity-related goals is key to ensuring that no inequities exist and that every student, regardless of his or her background or personal characteristics, will experience success and high achievement. ( 4)

Six Goals of Equity in Education

Research and best practices in high-quality, effective schools reveal six goals for education equity. ( 5)

Goal 1

Quality schools will produce comparably high academic achievement and other positive outcomes for all students on all achievement indicators.

This first equity goal is overarching: school leaders will provide and target every opportunity and resource to obtain comparably high academic and other positive outcomes for every student on all achievement indicators. Fulfillment of the remaining goals contributes to high outcomes for all students. Given that achievement gaps are an expression of inequity, comparably high achievement for all students across all indicators (including but not limited to attendance/absenteeism rates, promotion/retention rates, and graduation/drop-out rates) serves as evidence of equity leading to excellence.

Goal 2

Quality schools will provide equitable access and inclusion for all students.

This goal refers to eliminating disproportion, which is the under- and over-representation of various student groups in special education, gifted and talented programs, such "gateway" classes as algebra and geometry, honors and advanced placement classes, science, technology, engineering and mathematics classes and programs, college preparatory classes, extracurricular programs and activities, support and counseling programs, and opportunities such as internships and scholarships. Inequities in these areas often stem from ineffective policies, systems, and procedures (e.g., creating the master schedules) for student placement. Equitable access and inclusion requires identifying students' individual needs, removing barriers to access, and providing appropriate accommodations for those students who need them. Equitable access and inclusion also involve providing parents and students with adequate and clear information so that they are empowered to make good decisions and choices that benefit students and align with their interests. In a school with equitable access and inclusion, school staff, parents, and students work together to outline programs of study that facilitate all students to academic success.

Goal 3

Quality schools will treat all students equitably.

High-quality schools create and maintain environments that value and promote acceptance, respect, support, and safety among the students and the staff. School leaders ensure that school handbooks, rules, guidelines, and all communications convey strong messages of respect for members of the school community, while simultaneously conveying that bullying and harassment are not tolerated. These schools implement programs to help students resolve conflict, develop socially and emotionally, and engage fully in the school community. Further, these schools ensure that disciplinary measures are administered fairly and appropriately across all student groups, without disproportionate negative outcomes for any group of students. School leaders attend to school climate, making sure that every student has a positive connection or relationship with at least one adult in the school, and making sure that all students are safe while they are on campus, as well as in transit to and from the school.

Goal 4

Quality schools will distribute resources equitably to meet the needs of all students.

The fair distribution of highly qualified administrators and teachers across schools is crucial to ensure resource equity throughout a district. Just as effective leaders can help schools improve, effective teachers have a tremendous positive impact on the achievement of their students. All students should have access to high-quality teachers at every grade level and in every subject area. Equitable resource distribution must also address the distribution and availability of up-to-date computers, other technology and laboratories, well-stocked libraries, high-quality instructional materials, and adequate supplies for all students, particularly those most in need and at-risk of school failure.

Goal 5

Quality schools will provide equitable opportunities to learn for all students.

Opportunities to learn are essential to a quality schooling experience. Effective school leaders ensure that every student enjoys a schooling experience that is conducive to learning and thriving, with school leaders providing everything students need in order to achieve academically. In fulfilling this goal, school leaders ensure that teachers have the on-going support and professional development they need in order to effectively teach all of their students; empower students to take responsibility for their own learning; and inform and equip parents to support learning at home and to effectively engage in their children's overall schooling experience.

Goal 6

Quality schools will be responsible and accountable for the academic success of all students.

Leaders in these schools also build the capacity of faculty and staff to share in leadership and take responsibility for contributing to the success of every student. ( 6) In high-quality schools, all stakeholders (faculty, staff, students, parents) are informed about the achievement of the students. These schools follow protocols for regularly reviewing student data and addressing student progress. Their leaders communicate in a transparent fashion with the total school community (including parents and students) about desired outcomes and efforts to improve. These schools ensure that every student receives the academic support and services he or she needs in order to succeed.

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Fair outcomes, treatment, and opportunities for all students.

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CTL - Collaborative for Teaching and Learning

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Creating Equitable Learning Environments: Seven Strategies for Classroom Discussions and Activities - CTL - Collaborative for Teaching and Learning

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Creating equitable classrooms means knowing your students, fostering inclusivity, and using diverse activities to ensure all voices are heard and valued.

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10 Behavior Management Strategies for Educational Assistants & Paraprofessionals | Crisis Prevention Institute (CPI)

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With these strategies, you’ll build a go-to tool kit for handling and preventing behavior problems.

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PBIS World | A Complete Tier 1 Through Tier 3 Positive Behavior Interventions & Supports System

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PBIS World is in no way affiliated, associated, or connected with any other website, entity, organization, or federal, state, local, or other government agency, department, program, policy, organization, or initiative.

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Where Do Teachers Go for Behavior Management Strategies?

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Where Do Teachers Go for Behavior Management Strategies?

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Where Do Teachers Go for Behavior Management Strategies?

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Challenging student behavior can have negative consequences for both educators and students. Although effective behavior management strategies can improve student behavior, they are not consistently implemented with fidelity. The purpose of this…

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Where Do Teachers Go for Behavior Management Strategies?

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Where Do Teachers Go for Behavior Management Strategies?

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By Oscar Macias

The COVID-19 pandemic has left an indelible mark on the education system, fundamentally altering student behavior, and presenting new challenges for teachers and school administrators. As schools transitioned from remote learning back to in-person instruction, many educators noticed significant changes in student behavior, including increased apathy, disrespect, defiance, and cell phone and social media addiction.

The lingering effects of the pandemic have caused a lack of student attentiveness and focus, leading to significant disruptions in public schools across the nation, according to new data. A recent survey by the National Center for Education Statistics (NCES) found that 26 percent of public school leaders reported a "severe negative impact" on learning due to students' lack of focus or inattention during the 2023-24 school year. This number jumped to 75 percent when school leaders cited either a "moderate" or "severe" negative impact.

Beyond inattention, school leaders also pointed to other student behaviors that severely hindered learning, including being academically unprepared (21 percent), being disruptive in class (19 percent), not doing individual work (19 percent), being physically unprepared (18 percent), and improper use of electronic devices (16 percent).

The NCES data, collected from over 1,700 public schools nationwide, reveals that 83 percent of school leaders say the pandemic's lingering effects continue to negatively impact students' socioemotional development. Addressing issues of student focus and the effectiveness of tutoring will be key to overcoming these pandemic-induced learning setbacks.

This article explores these behavioral shifts and provides evidence-based strategies for addressing these challenges.

The Behavioral Impact of COVID-19 on Students

Strategies for Addressing Post-Pandemic Student Behavior

To effectively address these behavioral challenges, teachers and school administrators can employ a variety of evidence-based strategies aimed at re-engaging students, rebuilding respectful classroom environments, and mitigating the negative impact of technology addiction.

1. Re-engaging Students and Combatting Apathy

Incorporate Social-Emotional Learning (SEL): Integrating SEL into the curriculum can enhance students' emotional intelligence, resilience, and motivation. Programs focusing on self-awareness, self-management, and relationship skills have been shown to improve academic outcomes and reduce apathy (Durlak et al., 2011). Schools should prioritize SEL initiatives to support students' overall well-being and academic success.

2. Addressing Disrespect and Defiance

Implement Behavior Management Programs: Evidence-based behavior management programs, such as Positive Behavioral Interventions and Supports (PBIS), can provide a structured approach to addressing defiance. PBIS emphasizes positive reinforcement and data-driven decision-making to improve student behavior (Sugai & Horner, 2002). Schools should train staff on PBIS and consistently apply its principles to create a positive and orderly learning environment.

3. Combating Cell Phone and Social Media Addiction

Strategies for School Administrators

School administrators play a crucial role in supporting teachers and creating a positive school climate. They can implement school-wide policies and initiatives to address the behavioral challenges brought about by the pandemic.

1. Providing Professional Development

Promote Collaboration and Peer Support: Encouraging collaboration and peer support among teachers can enhance their ability to address student behavior effectively. Professional learning communities (PLCs) and regular team meetings provide a platform for teachers to share strategies, discuss challenges, and support one another. Research suggests that collaborative professional development improves teaching practices and student outcomes (Vescio et al., 2008).

2. Implementing School-Wide Initiatives

Foster a Positive School Climate: Creating a positive school climate involves promoting respect, inclusivity, and a sense of community. School administrators can organize events, assemblies, and activities that celebrate diversity and foster school spirit. A positive school climate has been linked to improved student behavior, higher academic achievement, and reduced absenteeism (Thapa et al., 2013).

3. Addressing Technology Use

Conclusion

The COVID-19 pandemic has undeniably altered student behavior, presenting new challenges for teachers and school administrators. However, by understanding these changes and implementing evidence-based strategies, educators can effectively address issues of apathy, disrespect, defiance and technology addiction. Creating supportive classroom environments, fostering positive relationships, promoting balanced technology use, and implementing school-wide initiatives are crucial steps in helping students readjust and thrive in the post-pandemic educational landscape.

By prioritizing these approaches, teachers and school administrators can support their students' academic and emotional well-being, paving the way for a more resilient and engaged generation of learners. The road to recovery may be challenging, but with concerted effort and collaboration, the education community can overcome these obstacles and emerge stronger than ever.
Oscar Macias, Ed. D., has served for over 25 years in public education. He was a campus supervisor, a classroom teacher, high school assistant principal, a middle school principal, and a Director of Education of Equity, Access, and Family Engagement. He is currently the Interim Assistant Superintendent of Instructional Services for the Burbank Unified School District. He is a proud member, supporter, and advocate of ACSA.
References

Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of schoolwide positive behavioral interventions and supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of Positive Behavior Interventions, 12(3), 133-148.

Brackett, M. A., Reyes, M. R., Rivers, S. E., Elbertson, N. A., & Salovey, P. (2012). Assessing teachers' beliefs about social and emotional learning. Journal of School Psychology, 50(1), 153-174.

Deci, E. L., & Ryan, R. M. (2020). Intrinsic motivation and self-determination in human behavior. Journal of Educational Psychology, 82(1), 13-22.

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students' social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432.

Elhai, J. D., Yang, H., & Montag, C. (2021). COVID-19 pandemic and mental health: Examining screen time and the effect on mood and well-being. International Journal of Environmental Research and Public Health, 18(12), 6613.

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Journal of Educational Psychology, 306(4), 841-883.

González, T. (2015). Social-emotional learning, restorative practices, and positive behavioral interventions and supports. Journal of Educational and Psychological Consultation, 25(1), 1-30.

Smith, A. L., Fisher, S., & Frey, N. (2021). The impact of social isolation on student behavior: A pandemic perspective. Journal of School Psychology, 59(3), 215-233.

Sugai, G., & Horner, R. H. (2002). The evolution of discipline practices: School-wide positive behavior supports. Child & Family Behavior Therapy, 24(1-2), 23-50.

Thapa, A., Cohen, J., Guffey, S., & Higgins-D'Alessandro, A. (2013). A review of school climate research. Review of Educational Research, 83(3), 357-385.

Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80-91.

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Navigating Post-Pandemic Student Behavior: Strategies for Teachers and School Administrators

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The COVID-19 pandemic has left an indelible mark on the education system, fundamentally altering student behavior, and presenting new challenges for teachers and school administrators. This article explores these behavioral shifts and provides evidence-based strategies for addressing these challenges.

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What Is Executive Function? 7 Deficits Tied to ADHD

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What Is Executive Function? 7 Deficits Tied to ADHD

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Teaching Executive Function: Resources for Teachers

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Teaching Executive Function: Resources for Teachers - Effective Students

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Teachers can better help students learn executive function skills by gathering key resources to support their techniques and curriculum.

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Harvard Resources for Executive Functioning 

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Harvard Resources for Executive Functioning 

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Center on the Developing Child at Harvard University

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A Guide to Executive Function - Center on the Developing Child at Harvard University

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Executive function skills help us plan, focus attention, switch gears, and juggle tasks. Learn how to enhance and develop these core skills for lifelong health and well-being.

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Teaching With Understanding - Padlet Version

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Universal Design for Learning: Principles and Examples

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Universal Design for Learning: Principles and Examples

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Jordan Nisbet

All Posts

Category

School Leaders

School Leadership

When something is universal, it applies to everyone. So, when hearing the term In this guide, you're going to learn that universal design for learning is focused on flexibility and This could mean getting some bean-bag chairs or exercise balls, or even standing desks, mats for the floor, or stools with high-top tables. universal design for learning (or UDL), it makes sense to imagine it as a blanket format that covers all students. But is that really what UDL is all about? But that's not all. adaptability to different types of students. You'll also discover: By the end of this article, you'll be completely equipped to use UDL in your school, for the benefit of teachers and students.

What is Universal Design for Learning?
To start, let's define universal design for learning. While the word 'universal' may make this seem like a one-size-fits-all program, that is actually the opposite of what UDL stands for. In everyday life, we constantly run into examples of universal design. This includes things like closed-captions, text-to-speech features on your smartphone, or other things that we normally label 'accessibility features'. In principle, universal design for learning is the same: it is an adaptive learning program that allows equal opportunity for all students. But, this raises a question: First, let me ask you this: have you ever used an automatic door? Let's face it: if you have two legs and two arms that work, you're not the person that door was designed for. However, if your hands are full of groceries, or you're at the end of an exhausting day of work, an automatic door is quite useful. The same idea applies in the classroom. While universal design for learning does greatly benefit students with learning and attention issues, it is also beneficial for the average student. Each student has their own specific strengths and weaknesses. This can have absolutely nothing to do with attention disorders or learning disabilities: it is simply how their unique brain takes in and processes information most easily. By applying universal design for learning in the classroom, all students are allowed to take in, digest, and express information in the way that is easiest for them. This improves the learning experience for everyone, and helps each individual student to expand his or her knowledge of the subject without the constraints of the traditional classroom. So, what makes up the basis for UDL? And how can you apply these principles in the classroom?

Are you a school leader? Prodigy aims to meet the needs of every student in the math classroom. It's the engaging, curriculum-aligned math platform loved by over 50 million students, teachers and administrators - with differentiated content. No cost, ever. Fill out the form below to see your building's users!

Basic principles of Universal Design for Learning
Is Universal Design for Learning only applicable to students with learning and attention issues?
Engagement: The why of learning
Everything starts with how students engage with the class and the subject. This principle encompasses the ideas of motivation, building on the interests of the students. The area of engagement also helps students to see the reasons why they should learn what they're learning, and makes it relevant to their life. This also includes helping students become self-motivated by guiding them through rubrics that allow for self-reflection and personal goals. The goal of engagement in UDL: To give students purpose and motivation to learn.
Representation: The what of learning
Allowing students to choose the methods by which they take in information allows for all types of students to thrive as they interact with subject materials. Customization is key here. This involves providing multiple ways to assimilate subject material, such as textbooks, audio files, digital books, or images and graphs. It also implies customization and flexibility within those formats. With this kind of flexibility, students have access to the material that best suits their needs. This is useful for children with disabilities such as dyslexia, as well as for average students who simply perform better when listening to instruction than when reading, for example. The goal of representation in UDL: To allow students to be more resourceful and knowledgeable.
Action and expression: The How of learning
Once students have taken in the information, it's time for them to express and show what they've learned. This principle of universal design for learning takes into account the differences of students' manner of expression. Flexibility is provided in the way that students show their knowledge of the subject, meaning they can choose not to perform a test and instead opt for a more adaptive expression that fits their strengths. Action and expression also touches on the idea of goal-setting for students. Here, teachers help students set goals for learning, and guide students through monitoring their own progress. The goal of action and expression in UDL: To help students to become more strategic and goal-directed.
Universal Design for Learning examples and guidelines
[caption id="attachment_3302" align="alignnone" width="600"] Credit: Pinterest[/caption] Are you ready to see what universal design for learning looks like in the classroom? Here are 13 different guidelines for how to use universal design for learning, along with examples that show what it looks like in practice. Follow these guidelines to make universal design for learning a part of your school.
Downloadable list of principles and examples of UDL
Fill out the form below to download and print and simplified list of the universal design for learning principles and examples to keep at your desk!
Engagement

1. Know the strengths and weaknesses of students
In order to correctly apply universal design for learning in the classroom, it's important for teachers to be aware of the strengths and weaknesses of each student. This can be as easy as asking each student how they want to learn that day's lesson, and offering different choices for the content used, the reward applied, the tools used for gathering information or producing results, or the order of tasks to be completed. It also may be helpful for teachers to take note of which students excel when using certain formats, or even to involve parents in helping find their children's strengths and weaknesses in learning.
2. Give students specific learning goals
Teachers have one very obvious goal: to help students to learn. In fact, within the lesson plan they may already have goals in mind for specific information that children should know by a certain point in the school year. To help motivate and engage students, why not include them in the goal process? A great example of this is posting lesson goals for all the students to see in the classroom. To do this, teachers must have one clear goal for each lesson. Then, they can discuss this goal with the class at the beginning of the lesson and write it out in a visible place for the whole class to see. That way, students know exactly what to expect from the lesson, and will feel more motivated to pay attention to complete the lesson goal.
3. Create and follow classroom routines
Helping students to feel safe in their learning environment is essential to a productive and motivated classroom. One great example of universal design for learning is creating classroom routines that help students feel secure. While this helps adapt to students with disabilities such as autism, it's good for all students to get used to classroom routines. This means structuring class time so that each student knows what they should be doing and when. This can still allow for flexibility in the order or time spent on subtasks, but helps students to know exactly where they are in the lesson.
4. Provide prompts that let students know it's time to ask for help
It's true that some students will have more trouble with certain aspects of a lesson than others. But, instead of simply getting frustrated and giving up, students need to know when to ask for help. Unfortunately, not all students will recognize when it's time to ask for help. That's where providing prompts comes in. For example, a math teacher could set a specific amount time that each student should spend on a problem. If they can't solve the problem in 2 minutes, for example, they should ask the teacher or a peer for help in understanding the problem. This helps students to avoid unnecessary frustration and continue learning effectively.
5. Group learners with common interests or learning strengths and weaknesses
By now, teachers should be aware of which students learn better through audio descriptions, which students have specific interests, etc. When there are several students who learn in the same way or who have common interests, these can be grouped together for specific activities in the classroom. For example, students who prefer to create a video instead of completing a written essay can be grouped together to create a video project together.
6. Provide flexible classrooms
Flexibility in the classroom also involves the physical space where students are learning. Try flexible seating by switching up the furniture arrangements to make students feel more comfortable (which, in turn, makes them more productive).
Representation

7. Display Information in a Flexible Format
Following the information above, teachers should now be aware of how their students learn best. So, it's time to provide flexible ways of learning. This could involve a number of different formats, including:

Traditional paper books

Digital books

Text-to-speech

Images or charts

Learning games

Videos

Music

Ideally, students should also have some flexibility within these different formats. For example, using a digital textbook allows students to adjust the size of the font or the color of the background. With a video, students should be able to adjust the speed and volume. This way, each student interacts with the information in the best way for his particular learning skills and strengths.

Introduced my students to @ProdigyGame today and they are hooked! They even asked to play it during indoor recess! Teacher win because they are actually practicing math, while having fun with their friends! @BrodnickiSchool #d109pride pic.twitter.com/mYapyWoVjb
- Molly Borst (@mborst21) February 1, 2019

8. Adapt information for multilingual students
Schools nowadays are becoming more and more international. When viewed in a positive light, this international flare can boost the atmosphere of a classroom. However, adaptive representation of information is essential in this aspect of universal design for learning. How can teachers apply this principle in a multilingual classroom? Whenever possible, all information should be available to students in both the dominant language of the school and in their own native language. Teachers can also provide visual aids to help clarify vocabulary that is unfamiliar to students, or provide multilingual students with dictionaries either in paper or digital format. Adaptability in this area also applies to deaf and hearing-impaired students. Teachers should ensure that there is a visual-only option for these students in all aspects of the classroom, such as captions under videos, automated speech-to-text software, or at best a sign language version of the information.
9. Prompt students to identify key ideas and relationships
In all aspects of life, students must learn to separate critical information from information that isn't as important. This aspect of universal design for learning can be used in the classroom when teachers prompt students to highlight important phrases from their textbooks, or summarize the important aspects of a video lesson in one sentence. Teachers should also guide students to build relationships between information they've already learned and what they're currently learning. For example, a math teacher could help students see the relationship between addition and multiplication, prompting them to draw on past experience to help them learn new concepts.
Expression

10. Create multiple options for expression and assignment completion
Once students have taken in the information, it's time for them to demonstrate their understanding. While a test is the traditional choice for expression, giving students a choice of how they'll complete assignments allows each student to demonstrate his knowledge in a way that is relevant to him or her. Some options could include:

Creating a video essay

Drawing a comic strip

Completing a test in digital format, or with audio questions

Putting on a group demonstration

Building a physical model

For example, a history teacher may want students to show an understanding of the events that led to World War 2. He could give his students the option to complete a written test, to create a video 'reporting' on the events, or to draw a comic strip that shows which main events led to the start of the war. That way, each student gets to complete the assignment in the way that is best for them, while all students demonstrate a reasonable understanding of the topic.
11. Give access to learning software
Software in the classroom is a great way to be adaptable to different students. For example, language teachers can use language-learning apps and games to help students learn while tracking their progress step-by-step. Math teachers also love learning software, like Prodigy, because it helps students get involved in the problems and work through the information in a way that is engaging and productive.
12. Provide multiple means for navigation and control
Being adaptable means allowing for adaptive software and hardware for students that have limitations. For example, with digital content on the computer, students can be allowed to control with voice, joystick, or an adaptive keyboard when necessary. Alternatives should also be available for students when it comes to the range of motor action required to interact with the materials used in the classroom.
13. Give regular feedback that helps students develop goals and strategies to reach them
Learners need to have a clear picture in their mind of the progress that they are making in class. With regular, personal feedback for students, they're able to see where they are, what progress they've made, and what they still need to accomplish. While grades are important in this discussion, they are not the only aspect of the student's feedback. Teachers should also include goal planning and achievement when giving feedback. Teachers should also help students through their own self-evaluation. For example, during feedback sessions they can ask questions as:

Do you feel like you reached the lesson goal for today?

How close do you think you got to reaching your goal?

What do you think you could've done differently to reach that goal?

What skills have you learned this week that you didn't know last week?

How do you plan on reaching our lesson goal for tomorrow?

This helps students to learn how to reflect on their own activities and make plans that help them reach their own learning goals.
Conclusion: Put Universal Design for Learning into Practice in your school in 2019!
[caption id="attachment_3316" align="alignnone" width="600"] Flexible seating helps students who have trouble sitting in one place, and gives all students the ability to choose their best workspace. Credit: Mundial Perspectives[/caption] Universal design for learning is an incredible tool in the classroom. As we've seen, using this method in your school will help all students to learn in the way that works best for them, improving their knowledge of the subjects they're learning. UDL also helps teachers focus their efforts on the students that need it most, while allowing all students to thrive in an equalized classroom. In a classroom using universal design for learning, there are no students with limitations, only students who accomplish the same tasks and learn the same information with different methods. Put universal design for learning into practice in your school this year, and your students will grow beyond your expectations.
School leader? If you'd like to Prodigy is a no-cost game-based learning platform that's loved by tons of teachers and admins! fill out the form below: see your building's users,

When something is universal, it applies to everyone. So, when hearing the term In this guide, you're going to learn that universal design for learning is focused on flexibility and This could mean getting some bean-bag chairs or exercise balls, or even standing desks, mats for the floor, or stools with high-top tables. universal design for learning (or UDL), it makes sense to imagine it as a blanket format that covers all students. But is that really what UDL is all about? But that's not all. adaptability to different types of students. You'll also discover: By the end of this article, you'll be completely equipped to use UDL in your school, for the benefit of teachers and students.
What is Universal Design for Learning?
To start, let's define universal design for learning. While the word 'universal' may make this seem like a one-size-fits-all program, that is actually the opposite of what UDL stands for. In everyday life, we constantly run into examples of universal design. This includes things like closed-captions, text-to-speech features on your smartphone, or other things that we normally label 'accessibility features'. In principle, universal design for learning is the same: it is an adaptive learning program that allows equal opportunity for all students. But, this raises a question: First, let me ask you this: have you ever used an automatic door? Let's face it: if you have two legs and two arms that work, you're not the person that door was designed for. However, if your hands are full of groceries, or you're at the end of an exhausting day of work, an automatic door is quite useful. The same idea applies in the classroom. While universal design for learning does greatly benefit students with learning and attention issues, it is also beneficial for the average student. Each student has their own specific strengths and weaknesses. This can have absolutely nothing to do with attention disorders or learning disabilities: it is simply how their unique brain takes in and processes information most easily. By applying universal design for learning in the classroom, all students are allowed to take in, digest, and express information in the way that is easiest for them. This improves the learning experience for everyone, and helps each individual student to expand his or her knowledge of the subject without the constraints of the traditional classroom. So, what makes up the basis for UDL? And how can you apply these principles in the classroom?

Are you a school leader? Prodigy aims to meet the needs of every student in the math classroom. It's the engaging, curriculum-aligned math platform loved by over 50 million students, teachers and administrators - with differentiated content. No cost, ever. Fill out the form below to see your building's users!

Basic principles of Universal Design for Learning
Is Universal Design for Learning only applicable to students with learning and attention issues?
Engagement: The why of learning
Everything starts with how students engage with the class and the subject. This principle encompasses the ideas of motivation, building on the interests of the students. The area of engagement also helps students to see the reasons why they should learn what they're learning, and makes it relevant to their life. This also includes helping students become self-motivated by guiding them through rubrics that allow for self-reflection and personal goals. The goal of engagement in UDL: To give students purpose and motivation to learn.
Representation: The what of learning
Allowing students to choose the methods by which they take in information allows for all types of students to thrive as they interact with subject materials. Customization is key here. This involves providing multiple ways to assimilate subject material, such as textbooks, audio files, digital books, or images and graphs. It also implies customization and flexibility within those formats. With this kind of flexibility, students have access to the material that best suits their needs. This is useful for children with disabilities such as dyslexia, as well as for average students who simply perform better when listening to instruction than when reading, for example. The goal of representation in UDL: To allow students to be more resourceful and knowledgeable.
Action and expression: The How of learning
Once students have taken in the information, it's time for them to express and show what they've learned. This principle of universal design for learning takes into account the differences of students' manner of expression. Flexibility is provided in the way that students show their knowledge of the subject, meaning they can choose not to perform a test and instead opt for a more adaptive expression that fits their strengths. Action and expression also touches on the idea of goal-setting for students. Here, teachers help students set goals for learning, and guide students through monitoring their own progress. The goal of action and expression in UDL: To help students to become more strategic and goal-directed.
Universal Design for Learning examples and guidelines
[caption id="attachment_3302" align="alignnone" width="600"] Credit: Pinterest[/caption] Are you ready to see what universal design for learning looks like in the classroom? Here are 13 different guidelines for how to use universal design for learning, along with examples that show what it looks like in practice. Follow these guidelines to make universal design for learning a part of your school.
Downloadable list of principles and examples of UDL
Fill out the form below to download and print and simplified list of the universal design for learning principles and examples to keep at your desk!
Engagement

1. Know the strengths and weaknesses of students
In order to correctly apply universal design for learning in the classroom, it's important for teachers to be aware of the strengths and weaknesses of each student. This can be as easy as asking each student how they want to learn that day's lesson, and offering different choices for the content used, the reward applied, the tools used for gathering information or producing results, or the order of tasks to be completed. It also may be helpful for teachers to take note of which students excel when using certain formats, or even to involve parents in helping find their children's strengths and weaknesses in learning.
2. Give students specific learning goals
Teachers have one very obvious goal: to help students to learn. In fact, within the lesson plan they may already have goals in mind for specific information that children should know by a certain point in the school year. To help motivate and engage students, why not include them in the goal process? A great example of this is posting lesson goals for all the students to see in the classroom. To do this, teachers must have one clear goal for each lesson. Then, they can discuss this goal with the class at the beginning of the lesson and write it out in a visible place for the whole class to see. That way, students know exactly what to expect from the lesson, and will feel more motivated to pay attention to complete the lesson goal.
3. Create and follow classroom routines
Helping students to feel safe in their learning environment is essential to a productive and motivated classroom. One great example of universal design for learning is creating classroom routines that help students feel secure. While this helps adapt to students with disabilities such as autism, it's good for all students to get used to classroom routines. This means structuring class time so that each student knows what they should be doing and when. This can still allow for flexibility in the order or time spent on subtasks, but helps students to know exactly where they are in the lesson.
4. Provide prompts that let students know it's time to ask for help
It's true that some students will have more trouble with certain aspects of a lesson than others. But, instead of simply getting frustrated and giving up, students need to know when to ask for help. Unfortunately, not all students will recognize when it's time to ask for help. That's where providing prompts comes in. For example, a math teacher could set a specific amount time that each student should spend on a problem. If they can't solve the problem in 2 minutes, for example, they should ask the teacher or a peer for help in understanding the problem. This helps students to avoid unnecessary frustration and continue learning effectively.
5. Group learners with common interests or learning strengths and weaknesses
By now, teachers should be aware of which students learn better through audio descriptions, which students have specific interests, etc. When there are several students who learn in the same way or who have common interests, these can be grouped together for specific activities in the classroom. For example, students who prefer to create a video instead of completing a written essay can be grouped together to create a video project together.
6. Provide flexible classrooms
Flexibility in the classroom also involves the physical space where students are learning. Try flexible seating by switching up the furniture arrangements to make students feel more comfortable (which, in turn, makes them more productive).
Representation

7. Display Information in a Flexible Format
Following the information above, teachers should now be aware of how their students learn best. So, it's time to provide flexible ways of learning. This could involve a number of different formats, including:

Traditional paper books

Digital books

Text-to-speech

Images or charts

Learning games

Videos

Music

Ideally, students should also have some flexibility within these different formats. For example, using a digital textbook allows students to adjust the size of the font or the color of the background. With a video, students should be able to adjust the speed and volume. This way, each student interacts with the information in the best way for his particular learning skills and strengths.

Introduced my students to @ProdigyGame today and they are hooked! They even asked to play it during indoor recess! Teacher win because they are actually practicing math, while having fun with their friends! @BrodnickiSchool #d109pride pic.twitter.com/mYapyWoVjb
- Molly Borst (@mborst21) February 1, 2019

8. Adapt information for multilingual students
Schools nowadays are becoming more and more international. When viewed in a positive light, this international flare can boost the atmosphere of a classroom. However, adaptive representation of information is essential in this aspect of universal design for learning. How can teachers apply this principle in a multilingual classroom? Whenever possible, all information should be available to students in both the dominant language of the school and in their own native language. Teachers can also provide visual aids to help clarify vocabulary that is unfamiliar to students, or provide multilingual students with dictionaries either in paper or digital format. Adaptability in this area also applies to deaf and hearing-impaired students. Teachers should ensure that there is a visual-only option for these students in all aspects of the classroom, such as captions under videos, automated speech-to-text software, or at best a sign language version of the information.
9. Prompt students to identify key ideas and relationships
In all aspects of life, students must learn to separate critical information from information that isn't as important. This aspect of universal design for learning can be used in the classroom when teachers prompt students to highlight important phrases from their textbooks, or summarize the important aspects of a video lesson in one sentence. Teachers should also guide students to build relationships between information they've already learned and what they're currently learning. For example, a math teacher could help students see the relationship between addition and multiplication, prompting them to draw on past experience to help them learn new concepts.
Expression

10. Create multiple options for expression and assignment completion
Once students have taken in the information, it's time for them to demonstrate their understanding. While a test is the traditional choice for expression, giving students a choice of how they'll complete assignments allows each student to demonstrate his knowledge in a way that is relevant to him or her. Some options could include:

Creating a video essay

Drawing a comic strip

Completing a test in digital format, or with audio questions

Putting on a group demonstration

Building a physical model

For example, a history teacher may want students to show an understanding of the events that led to World War 2. He could give his students the option to complete a written test, to create a video 'reporting' on the events, or to draw a comic strip that shows which main events led to the start of the war. That way, each student gets to complete the assignment in the way that is best for them, while all students demonstrate a reasonable understanding of the topic.
11. Give access to learning software
Software in the classroom is a great way to be adaptable to different students. For example, language teachers can use language-learning apps and games to help students learn while tracking their progress step-by-step. Math teachers also love learning software, like Prodigy, because it helps students get involved in the problems and work through the information in a way that is engaging and productive.
12. Provide multiple means for navigation and control
Being adaptable means allowing for adaptive software and hardware for students that have limitations. For example, with digital content on the computer, students can be allowed to control with voice, joystick, or an adaptive keyboard when necessary. Alternatives should also be available for students when it comes to the range of motor action required to interact with the materials used in the classroom.
13. Give regular feedback that helps students develop goals and strategies to reach them
Learners need to have a clear picture in their mind of the progress that they are making in class. With regular, personal feedback for students, they're able to see where they are, what progress they've made, and what they still need to accomplish. While grades are important in this discussion, they are not the only aspect of the student's feedback. Teachers should also include goal planning and achievement when giving feedback. Teachers should also help students through their own self-evaluation. For example, during feedback sessions they can ask questions as:

Do you feel like you reached the lesson goal for today?

How close do you think you got to reaching your goal?

What do you think you could've done differently to reach that goal?

What skills have you learned this week that you didn't know last week?

How do you plan on reaching our lesson goal for tomorrow?

This helps students to learn how to reflect on their own activities and make plans that help them reach their own learning goals.
Conclusion: Put Universal Design for Learning into Practice in your school in 2019!
[caption id="attachment_3316" align="alignnone" width="600"] Flexible seating helps students who have trouble sitting in one place, and gives all students the ability to choose their best workspace. Credit: Mundial Perspectives[/caption] Universal design for learning is an incredible tool in the classroom. As we've seen, using this method in your school will help all students to learn in the way that works best for them, improving their knowledge of the subjects they're learning. UDL also helps teachers focus their efforts on the students that need it most, while allowing all students to thrive in an equalized classroom. In a classroom using universal design for learning, there are no students with limitations, only students who accomplish the same tasks and learn the same information with different methods. Put universal design for learning into practice in your school this year, and your students will grow beyond your expectations.
School leader? If you'd like to Prodigy is a no-cost game-based learning platform that's loved by tons of teachers and admins! fill out the form below: see your building's users,

# data[].attributes.attachment_link.title
Universal Design for Learning: Principles and Examples for 2019

# data[].attributes.attachment_link.description
Jordan Nisbet All Posts Category School Leaders School Leadership When something is universal, it applies to everyone. So, when hearing the term In this guide, you're going to learn that universal design for learning is focused on flexibility and This could mean getting some bean-bag chairs or exercise balls, or even standing desks, mats for the floor, or stools with high-top tables.

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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 is Universal Design for Learning? & 7 UDL Examples

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What is Universal Design for Learning? & 7 UDL Examples

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What is Universal Design for Learning? & 7 UDL Examples

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Teachers who use universal design for learning in their classrooms see improvements in student engagement and learning.