# data[].attributes.attachment_link.readable_text
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.

UDL Rising to Equity

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. Do you use social media? Join the conversation happening now in the #UDLrising hashtag.
Meet the UDL Rising to Equity Advisory Board Meet the UDL Rising to Equity Stakeholder Council

# data[].attributes.attachment_link.description
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.

# data[].attributes.attachment_link.title
Ideas and Strategies for the First Weeks

# data[].attributes.attachment_link.readable_text
Curriculum modifications play an essential role in the academic and social/emotional success of students with intellectual disabilities. With students who have disabilities spending more time in the general education classroom, general education teaching practices need to evolve to include adapting and modifying curriculum so it is accessible and achievable.

So, how can administrators and special education teachers help staff make the successful transition to creating accessible and achieveable lessons for all?

Develop shared values - As education professionals, we are concerned with closing achievement gaps and creating more equitable learning environments. Therefore, it makes sense that our classrooms reflect our value systems and embrace students with a wide range of backgrounds and abilities. Have conversations with staff members that center on creating equitable classrooms and then explore strategies for including all students in the classroom and school community. Develop the mindset that "all students" are "our students".

Help teachers understand their role and responsibilities - Research tells us that teacher "buy-in" is greater when they understand the reasons for change. Teachers typically take greater ownership of the process and are more likely to implement it with fidelity. "Underscoring the importance of the work, and that it is based on research, and not the latest whim" is essential to success (Murray & Brooks, 2017).

So, why must general education teachers take on more responsiblity for modifying curriuclum for students with disabilities in their classroom? First and foremost, T he Individuals with Disabilities Education Act, (2004) mandates that students with disabilities have a legal right to access and make progress in the general education curriuclum.

Second, while the education of students with disabilities has long been the responsibility of the special education teacher in self-contained special education classrooms, research and experience tell us that the social, emotional, and academic outcomes of students with disabilities are greater when they are educated in general education classrooms. As a result, we are seeing a shift in placement, with general education teachers having a wider range of learners to instruct.

Finally, 70% of the school day is allotted to academic instruction during which all students - including students with disabilities - need to have access to meaningful, appropriate, and engaging learning experiences.

Provide professional development - In all fairness, general education teachers are typically not given any training or information on how (or why) curriculum needs to be modified for students with intellectual disabilities.

Give teachers the tools that they need to be successful when modifying curriculum and plan time for professional development. For example, provide step-by-step instructions on how to make modifications. Whether you meet as a staff, a grade-level, or in-person, provide information on modifying curriuclum and multiple resources that will set teachers up for success.

In addition to giving teachers the "why" behind the need for modifying curriculum (see above), equip teachers with examples, websites, and tools for instruction.

Give the gift of time - As educators, we juggle a thousand things in a school day. Most of us don't even take a break to eat lunch! Since time is a luxury, one of the best ways to get teachers modifying curriuclum is giving them time to do it. Plan time to meet with teachers (either individually or in groups) and modify a lesson together. Better yet, collaborate on a series of modified lessons or even create a bank of modified materials.

Coach and communicate - Support staff through the process of learning to modify curriculum. Learn about teacher needs and challenges. Set goals with teachers (individual and/or groups) and follow-up. Check-in with them on a regular basis and provide support as needed.

Identify the runners, joggers, walkers, and sitters on your staff - K now who you are working with. Author, Becca Silver, writes that it's important to know the speed that teachers are willing and able to make changes. She suggests identifying four groups:

Runners - These are your fastest changing teachers. They will begin planning out their next steps before they leave the staff meeting. They are motivated and on a mission. S tay out of their way but praise is appreciated.

Joggers - Joggers are the direction-followers. They play by the rules and want to get everything "just right". They are also very co-operative. T o support joggers in learning how to modify curriculum, first model the modification, give them step-by-step directions, and then watch them complete the modification independently . Encourage them to support others (which they love to do). Be generous when praising Joggers - they love it!

There isn't much change taking place and you might need to move mountains to get them to meet with you. When you do end up meeting with the walkers, present information in small, "bite-sized" pieces so as not to overwhelm them. Offer to co-plan or even co-teach the lesson. Be prepared to re-schedule.Walkers - Walkers are slow to embrace change.

Sitters - Sitters are the least likely to make big changes. They are resistant even when you provide them with a wide range of supports. Be patient and work on building a relationship first. Get to know their classroom challenges and concerns. Ask them what they are already doing to support their students with disabilities. Best to build off their established routines rather than introduce new ones.

Do you have any suggestions to add? What has or has not worked with your staff?

# data[].attributes.attachment_link.description
An education blog with strategies, tips and information for teachers about teaching students with disabilities in the inclusive classroom.

# data[].attributes.attachment_link.title
Dictionary of common special education terms and acronyms

# data[].attributes.attachment_link.title
Services & Resources - Special Education (CA Dept of Education)

# data[].attributes.attachment_link.description
Programs and services available to students with disabilities, publications, training and technical assistance opportunities, and recruitment resources and materials.

# data[].attributes.attachment_link.readable_text
Skip to main content

The content on the Web page you requested is currently under review. We are sorry for the inconvenience. Please contact the Special Education Division to request information regarding the page you are trying to access.

Page Title: Training on Writing IEP Based on State Standards

Web Address: http://www.cde.ca.gov/sp/se/sr/ieptraining.asp
Back to Previous Page

© California Department of Education

# data[].attributes.attachment_link.description
Skip to main content The content on the Web page you requested is currently under review. We are sorry for the inconvenience. Please contact the Special Education Division to request information regarding the page you are trying to access.

# data[].attributes.attachment_link.title
The Short-and-Sweet IEP Overview | Center for Parent Information and Resources

# data[].attributes.attachment_link.readable_text
Federal law has always allowed for remote meetings to review and approve students' Individualized Education Programs, the carefully constructed plans designed to meet the educational needs of children with learning and physical disabilities, but coronavirus school shutdowns made such meetings a necessity.

Figuring out how to manage the meetings from afar and agreeing on what services students are entitled to in an online learning environment emerged as one of the many challenges for families of special education students and the teachers who serve them.

In response to requests for help from educators and parents, a group of U.S. Department of Education-backed organizations developed a six-step guide to hosting and participating in virtual IEP meetings, with the acknowledgement that conducting the meetings may happen more often now, even after students return to brick-and-mortar schools. Designed for a 60-minute meeting, the infographic provides a sample agenda and tips on how to keep meetings focused and on-schedule.

To learn more about the project, Education Week interviewed Tessie Rose Bailey, the project director of the PROGRESS Center, one of the organizations that helped develop the guide. Funded by the U.S. Department of Education's Office of Special Education Programs and housed at the American Institutes for Research, the center develops programs and tools to ensure students with disabilities have access to a free, appropriate public education.

Questions and answers from the interview have been edited for length and clarity:

Education Week: Will teachers still conduct virtual IEP meetings when brick-and-mortar schools reopen?

Bailey: This ability to do virtual IEPs has been available. We have found that some districts have policies that try to prevent the use of a virtual IEP. They claim it's for security reasons, or they're just concerned about parent participation. But, in reality, parents actually are more likely to participate when it's done virtually. A lot of parents are appreciating this virtual participation right now because they can take an hour at their lunch break, participate in the IEP meeting, not miss a day of work where they would have previously had to take off and go into the school.

Education Week: Did the development of the virtual IEP agenda begin before the spread of the coronavirus forced schools to close?

Bailey: It did not. It started with questions being sent to us from districts and we had to remind them that they already had this option. They can use virtual meeting software. They can actually conduct it via phone. That's always been an option in many places. So, it was more of us just reminding folks. Once we realized that folks didn't feel comfortable, didn't really know how to do it, then that's what prompted us to develop the tool.

A part of our center's work is to run focus groups with families. We engage with other centers to really help us understand what families need and what educators need to improve the outcomes for students with disabilities. We're focusing on all disability categories, from kindergarten to transition age. And so we're really trying to determine the key things that need to happen, both between educators and families, to ensure students are successful.

Education Week: What sort of feedback have you received?

Bailey: What we are finding, and not just with virtual IEPs but with virtual instruction, is that people just aren't familiar with ways to effectively engage people. And that's what really prompted the development of the tool is to support educators in effectively engaging parents, as well as building the capacity of parents to really participate in that, not just be a passive participant.

Some states or some districts were already attempting to do this, but what we have found is that having a systematic agenda is really powerful for folks because a lot of times they would move into the IEP meeting in a more informal way. But the virtual environment forces us to be clear about what's coming. The written agenda helps facilitate the movement through the process much more effectively. A single page is more about building awareness. They still need training on how to go about facilitating the IEP meeting whether it's virtual or face to face [and training] on developing the IEP itself.

Here's a look at the guide.
Related Reading How to Handle IEPs During the Coronavirus Crisis? Some Expert Advice Amid Confusion, Feds Seek to Clarify Online Learning for Special Education Students How Will Schools Provide Special Education During the Coronavirus Crisis?

# data[].attributes.attachment_link.title
Virtual IEP Meetings: A 6-Step Guide for Parents and Teachers

# data[].attributes.attachment_link.description
A new resource offers tips on how to keep Individualized Education Program meetings focused and on-schedule.

# data[].attributes.attachment_link.readable_text
The creation of the Serving on Groups Guidebook came from an identified need to support families in serving on decision-making groups, but the information and structure of the book is intended to support anyone serving on those groups. It is a great introduction for some, a welcome refresher for others, and a resource for all, including experts and mentors, so everyone can come to the table ready to serve.

Guidebooks are available for purchase, individually or in larger quantities. Please use the following links/buttons to access ordering information.

# data[].attributes.attachment_link.description
Serving on Groups That Make Decisions - A Guide for Families FREE Download Serving on Groups That Make Decisions - A Guide for Families FREE Download Guidebook Modules These resources, published by the WI Family Assistance Center

# data[].attributes.attachment_link.readable_text
Organizing a binder with your child's Individualized Education Program (IEP), evaluation reports, and other paperwork can help you prepare for IEP meetings. The binder can also help you stay up to date on your child's progress and partner with the school. Learn how to make an IEP binder with the steps below.

Watch a video on how to organize an IEP binder

This video explains how to set up your binder and why. Here's what you need to get started:

Put an IEP binder checklist at the very front

Print this IEP binder checklist and put it at the very front of your binder. The checklist has details about what you can put in each of the tabbed sections in your IEP binder.

The checklist has another important purpose: You can update it as you add new paperwork. As your binder grows, this checklist will help you see what you've updated and when.

Label six sections in your IEP binder

Label the tabbed dividers using the same six section names that are on your IEP binder checklist. Here's what to put in these sections and why.

1. Communication

Keep track of important interactions you have with your child's teacher and school. This includes meetings and phone calls. (Scroll down for a school communication log to help you note what was discussed and what was decided.)

This section includes letters and important emails. Put the newest ones on top, behind the communication log. Why keep printed copies of emails? Having a paper version in your binder means you'll have it on hand for meetings. Then you can easily find and reference what was said.

2. Evaluations

Start this section with the request or referral for evaluation. After that, put in your consent to evaluate. Keeping these two documents together can help you see if the school completes the evaluation in a timely manner.

Next comes the school-based evaluation report. (It's handy to have this in the same section as your request for evaluation, so you can match up each request with the evaluation results.) If your child has had a private evaluation, include that here too.

If your child has another school-based evaluation, file it along with the new request or referral and the new consent form. Put this new set of documents on top of the previous set.

3. IEP

It's a good idea to start this section of your IEP binder with a copy of your rights that the school gives you. That's because whenever you go to an IEP meeting, the IEP team will offer another copy. It's important information. But if you show the school that you already have it, you can avoid taking home another big stack of paper!

In this section, file your child's IEP and prior written notice for each meeting related to the IEP. Many schools attach meeting notes to the prior written notice form. Keep those notes here as well as your own notes from the IEP meeting.

The IEP needs to be updated annually. But you may have more than one meeting a year. If changes are made to the IEP, put the newest plan and prior written notice on top, behind the procedural safeguards.

4. Report cards/Progress notes

The federal law, the Individuals with Disabilities Education Act (IDEA), says you have to be updated on your child's progress toward meeting IEP goals at least as frequently as you get progress reports on your child's general education. Keep these progress notes and report cards in this section.

5. Sample work

Use this section to file samples of your child's homework or classwork that show signs of progress or concern. It's a good idea to file samples at least monthly. And just like in the other sections of your IEP binder, put the newest papers on top to help you find the most recent information.

6. Behavior

Start this section with a copy of the school's code of conduct. Some teachers may have also provided class-specific behavior plans and rules. Keep copies of these here.

If your child has a behavior intervention plan, file it next in this section. This is also the place to file disciplinary notices, if your child receives any. Why keep these in your IEP binder? Because kids have additional rights and protection if the behavior they're disciplined for could be related to their disability.

Use these downloads to organize key sections

The "Communication" section can be tricky to stay on top of. Use these two downloads to help keep track of it all.

The first download is a school contact sheet. Put it at the front of this section to help you quickly find and reach out to key people with questions or concerns.

The second download goes right behind the school contact list. Use the school communication log to include a brief summary of each interaction you have with the school, including important emails and calls.

In the "Report cards/Progress notes" section, use the IEP goal tracker to keep track of your child's progress. This form can help you monitor your child's progress toward each annual goal in the IEP.

Include a zippered pouch and sticky notes

Since your IEP binder will come to IEP meetings with you, you may want to add a zippered supply pouch. Stocking it with some pens and an extra set of sticky notes means you'll have one less thing to worry about during your IEP meeting.

Why sticky notes? They're a great way to flag key information. Paper clips are good too. Come up with a system that can help you quickly find what you want to discuss with the IEP team.

Learn more

Remember that organizing your child's IEP binder will take some time at first. But once the initial steps are done, it's easy to maintain. Here are more IEP resources you may want to explore:

# data[].attributes.attachment_link.description
Learn how to make an IEP binder for your child. Watch this video to learn what documents you need and what order to put them in to help you track your child's progress and prepare for IEP meetings.

# data[].attributes.attachment_link.title
Speaking of Speech.com, inc. - Free Speech Therapy Materials, Speech Therapy Games, Speech Therapy Schools

# data[].attributes.attachment_link.description
Interactive forum for speech/language pathologists and teachers to improve communication skills in our skills. Loads of free speech therapy materials.

# data[].attributes.attachment_link.title
PBIS World | A Complete Tier 1 Through Tier 3 Positive Behavior Interventions & Supports System

# data[].attributes.attachment_link.description
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.

# data[].attributes.attachment_link.title
Response to Intervention | RTI | RTI Resources | Intervention Central

# data[].attributes.attachment_link.description
Intervention Central is the leading resource for Response to Intervention (RTI) tools and resources, including academic and behavior interventions for classroom management.

# data[].attributes.attachment_link.title
Modified Lessons for Students with Disabilities

# data[].attributes.attachment_link.description
Modified Lessons for Students with Intellectual Disabilities

# data[].attributes.attachment_link.readable_text
CAST is a multifaceted organization with a singular ambition: Bust the barriers to learning that millions of people experience every day. We do this by helping educators and organizations apply insights from the learning sciences and leading-edge practices to educational design and implementation.

Learn about our mission and values

UDL-Con: International

This year, for the first time, CAST's Annual Symposium and the UDL-IRN Summit are joining forces to create the world's largest International UDL Convention.

Learn More

Upcoming Learning Events

Search all learning events

PreK-12: Instructor-Led Course

In this introductory online course for preK-12 educators, participants learn the research basis for UDL, practical applications of UDL to lesson design, and helpful technology tools that support flexible, inclusive instruction.

Monday, September 11 - Monday, December 11, 2023

PreK-12: Instructor-Led Course

In this introductory online course for preK-12 educators, participants learn the research basis for UDL, practical applications of UDL to lesson design, and helpful technology tools that support flexible, inclusive instruction.

Monday, February 5 - Monday, May 13, 2024

Postsecondary: Instructor-Led Course

Designed exclusively for higher education, this course includes strategies to remove barriers to learning for postsecondary students.

Monday, February 5 - Friday, March 29, 2024

Stories From Our Work

Learn more about our impact

News from CAST

Search all news

Visit our Newsroom

Top of Page

# data[].attributes.attachment_link.description
Find out more about CAST. We're busting barriers to learning, until learning has no limits®.

# data[].attributes.attachment_link.title
AEM Center - National Center on Accessible Educational Materials at CAST

# data[].attributes.attachment_link.description
The National Center on Accessible Educational Materials for Learning at CAST provides technical assistance, coaching, and resources to increase the availability and use of accessible educational materials and technologies for learners with disabilities across the lifespan.

# data[].attributes.attachment_link.authors[].name
Center on the Developing Child at Harvard University

# data[].attributes.attachment_link.title
InBrief: Executive Function: Skills for Life and Learning

# data[].attributes.attachment_link.readable_text
The DEC Recommended Practices are designed to help improve the learning outcomes of young children (birth through age five) who have or who are at-risk for developmental delays or disabilities. Please note that, because the IRIS Center has not yet developed resources aligned with DEC Topic 8: Transition, that topic is not currently listed on this page.
Instruction

INS1. Practitioners, with the family, identify each child's strengths, preferences, and interests to engage the child in active learning.

INS2. Practitioners, with the family, identify skills to target for instruction that help a child become adaptive, competent, socially connected, and engaged and that promote learning in natural and inclusive environments.

INS3. Practitioners gather and use data to inform decisions about individualized instruction.

INS4. Practitioners plan for and provide the level of support, accommodations, and adaptations needed for the child to access, participate, and learn within and across activities and routines.

INS5. Practitioners embed instruction within and across routines, activities, and environments to provide contextually relevant learning opportunities.

INS6. Practitioners use systematic instructional strategies with fidelity to teach skills and to promote child engagement and learning.

INS7. Practitioners use explicit feedback and consequences to increase child engagement, play, and skills.

INS8. Practitioners use peer-mediated intervention to teach skills and to promote child engagement and learning.

INS9. Practitioners use functional assessment and related prevention, promotion, and intervention strategies across environments to prevent and address challenging behavior.

INS10. Practitioners implement the frequency, intensity, and duration of instruction needed to address the child's phase and pace of learning or the level of support needed by the family to achieve the child's outcomes or goals.

INS11. Practitioners provide instructional support for young children with disabilities who are dual language learners to assist them in learning English and in continuing to develop skills through the use of their home language.

INS12. Practitioners use and adapt specific instructional strategies that are effective for dual language learners when teaching English to children with disabilities.

INS13. Practitioners use coaching or consultation strategies with primary caregivers or other adults to facilitate positive adult-child interactions and instruction intentionally designed to promote child learning and development.

Interaction

INT1. Practitioners promote the child's social-emotional development by observing, interpreting, and responding contingently to the range of the child's emotional expressions.

INT2. Practitioners promote the child's social development by encouraging the child to initiate or sustain positive interactions with other children and adults during routines and activities through modeling, teaching, feedback, or other types of guided support.

INT3. Practitioners promote the child's communication development by observing, interpreting, responding contingently, and providing natural consequences for the child's verbal and non-verbal communication and by using language to label and expand on the child's requests, needs, preferences, or interests.

INT4. Practitioners promote the child's cognitive development by observing, interpreting, and responding intentionally to the child's exploration, play, and social activity by joining in and expanding on the child's focus, actions, and in tent.

INT5. Practitioners promote the child's problem-solving behavior by observing, interpreting, and scaffolding in response to the child's growing level of autonomy and self-regulation.

# data[].attributes.attachment_link.description
The DEC Recommended Practices are designed to help improve the learning outcomes of young children (birth through age five) who have or who are at-risk for developmental delays or disabilities. Please note that, because the IRIS Center has not yet developed resources aligned with DEC Topic 8: Transition, that topic is not currently listed on this page.

# data[].attributes.attachment_link.title
2024 - 2025 Student Services / IEP Dates

# data[].attributes.attachment_link.provider_name
Teaching for Robust Understanding Framework

# data[].attributes.attachment_link.readable_text
TRU is a framework for characterizing powerful learning environments in crisp and actionable ways. It provides a straightforward and accessible language for discussing what happens (and should happen) in classrooms, in professional preparation and Professional Development (PD). TRU is consistent with what we know to be good practice, and it focuses classroom and administrative attention on what counts in learning. What that means, in particular, is that high-quality instruction and PD will be consistent with TRU and that if we adopt this framework and language, parallels in instruction across disciplines will be clear.

Central to TRU are the 5 dimensions of classroom activity. Classrooms that do well on these 5 dimensions produce students who are powerful thinkers:

Parts of this website are based upon work supported by the National Science Foundation under Grant No. Award 1503454. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
Next page: TRU Intro

# data[].attributes.attachment_link.title
Teaching for Robust Understanding Framework

# data[].attributes.attachment_link.description
https://videopress.com/v/8aW0FatC?resizeToParent=true&cover=true&preloadContent=metadata TRU is a framework for characterizing powerful learning environments in crisp and actionable ways. It provides a straightforward and accessible language for discussing what happens (and should happen) in classrooms, in professional preparation and Professional Development (PD). TRU is consistent with what we know to be good practice, and it focuses classroom and administrative attention...

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.description
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.

# data[].attributes.attachment_link.title
Module 1.a Slides: TED 515 (Summer 2024, July 8)

# data[].attributes.attachment_link.title
Module 1.b Slides: TED 515 (Summer 2024, July 9)

# data[].attributes.attachment_link.readable_text
Education Opportunity Act of 2008, P.L. No. 110-315, 122nd Cong., §3079 (2008).

Hitchcock, C.G., Meyer, A., Rose, D., & Jackson, R. (2005). Equal access, participation, and progress in the general education curriculum. In D. Rose, A. Meyer, & C. Hitchcock (Eds). The universally designed classroom: Accessible curriculum and digital technologies (pp. 37-68). Cambridge, MA: Harvard Education Press.

National UDL Center. (2011). UDL examples and resources. Retrieved on May 28, 2011 from www.udlcenter.org/implementation/examples.

Rose, D. H., & Gravel, J. W. (2010). Universal design for learning. In P. Peterson, E. Baker, & B. McGraw, (Eds.), International encyclopedia of education (pp. 119-124). Oxford: Elsevier. Retrieved April 23, 1011 from www.udlcenter.org/sites/udlcenter.org/files/TechnologyandLearning.pdf [PDF].

Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for learning. Alexandria, VA: ASCD.

Rose, D. H., & Meyer, A. (2005). The future is in the margins: The role of technology and disability in educational reform. In D. H. Rose, A. Meyer, & C. Hitchcock (Eds.), A practical reader in universal design for learning (pp. 13-35). Cambridge, MA: Harvard Education Press.

Rose, D. H., & Meyer, A. (2006). A practical reader in universal design for learning. Cambridge, MA: Harvard Education Press.

Rose, D. H., Meyer, A., & Hitchcock, C. (Eds). (2005). The universally designed classroom: Accessible curriculum and digital technologies. Cambridge, MA: Harvard Education Press.

Rose, D. H., & Vue, G. (2010). 2020's Learning landscape: A retrospective on dyslexia. International Dyslexia Association, Perspectives on Language and Literacy, 36(1), 33-37. Retrieved on April 23, 2011 from http://www.udlcenter.org/resource_library/articles/2020.

# data[].attributes.attachment_link.title
Universal Design for Learning: Meeting the Needs of All Students

# data[].attributes.attachment_link.description
Universal Design for Learning (UDL) provides the opportunity for all students to access, participate in, and progress in the general-education curriculum by reducing barriers to instruction. Learn more about how UDL offers options for how information is presented, how students respond or demonstrate their knowledge and skills, and how students are engaged in learning.

# data[].attributes.attachment_link.title
Module 2.a Slides: TED 515 (Summer 2024, July 10)

# data[].attributes.attachment_link.title
Module 2.b Slides: TED 515 (Summer 2024, July 11)

# data[].attributes.attachment_link.readable_text
Sponsored by PowerSchool and ISTE U

This post contains Amazon Affiliate links. When you make a purchase through these links, Cult of Pedagogy gets a small percentage of the sale at no extra cost to you.

When I taught seventh grade language arts, one of my favorite things to teach was S.E. Hinton's book The Outsiders. Every year, we began the unit with a discussion about the cliques that formed in students' lives, how these groups interacted, the unwritten rules that governed their behavior, and what happened when groups clashed or people formed relationships across group lines. After we did some reflecting, writing, and talking, we were ready to start the book.

The reading went fine, more or less. Some chapters we did in class (I would read to them, then they would read silently), and others at home. Some students became as absorbed in the novel as I'd hoped they would; others, not so much. Predictably, some fell behind in the book like they did with all assigned reading.

I checked students' progress with occasional quizzes, we did some work on plot and characters, setting and theme, and then, after a unit test over the whole book-containing mostly questions that asked students to identify characters, setting, and key plot points-we spent nearly three class periods watching Francis Ford Coppola's movie version of the book. And I got to drool over Matt Dillon in the movie's opening scene again and again and again. From start to finish, the whole unit took about three weeks.

In retrospect, I'm not sure why it was my favorite. Seriously. I mean, even though I loved the book, my students' response to it was mostly lukewarm. Maybe it was just the idea of teaching it that I loved. Maybe it was the connections I was able to make to the stuff students dealt with on a day-to-day basis. I don't know. I taught that book a few times, and even though I looked forward to it every time, I always finished the unit a little unsatisfied.

And it's only now, years later, that I'm starting to understand that dissatisfaction: I can't say with any confidence that my students actually learned something from that unit. Upon deeper reflection, I'm not confident that any of my students learned anything of lasting value from at least half the lessons I taught.

This is a hard pill to swallow, because I wasn't half bad as a teacher. I had decent relationships with my students and I believe most of them had good experiences in my classroom, but real, durable learning? I can't say how much of that actually happened.

I don't love admitting that.

But at least now I understand why my teaching didn't produce a lot of actual learning: I never set clear, measurable learning targets.

Things would have been so different if I'd known about backward design.

When teachers talk to each other about the stuff they're teaching, they often say things like this:
"What novels do you do in 8th grade?""Oh that'll be perfect. I can use this when I teach the American Revolution!"
"I don't think I can fit that in; we're doing moon phases next month."

We tend to talk about our teaching plans in terms of the broad topics we cover. This shorthand is practical; we're not going to drill down into specific skill and knowledge objectives while waiting our turn at the bagel table. But when I think about the lessons I gave my students, the ones I observed in my colleagues' classrooms, and the work I've seen my own children do, I think this shorthand might be a pretty fair representation of what many of us are still doing: churning out lessons that keep students busy with our content without ever getting clear about what we want them to learn.

Instead of starting with a topic, we'd do better if we start with an end goal, and that's where backward design comes in.

Traditional vs. Backward Planning

Traditional Lesson Design

For many years, teachers have been planning lessons and units of instruction like this:

Step 1: Identify a topic or chunk of content that needs to be covered.

Step 2: Plan a sequence of lessons to teach that content.

Step 3: Create an assessment to measure the learning that should have taken place in those lessons.

Notice that in this approach, the assessment is created after the lessons are planned. Sometimes it isn't created until most of those lessons have already taken place. The assessment is kind of an afterthought, a check to see if students were paying attention to the stuff we taught them.

For most of my teaching career, this is how I planned. It's presumably how most of my colleagues planned. I believe it's still how many teachers plan.

So what's wrong with it? Well, when we plan this way, we're more likely to include content and activities that have questionable value. When teaching the American Revolution, for example, if our goal is just to "teach about the American Revolution," we can throw in anything that has any relation to that topic: a coloring page of the Boston Tea Party, a colonial flag craft project, or a worksheet where students unscramble words like minuteman, independence, and Hancock.

This random approach creates two problems.

The first and most important problem is a lack of durable, transferable learning. One reason so many of us don't remember much of what we learned in school is that we learned it through this haphazard, topic-driven approach. These random activities are taking up precious time that could be spent on much more valuable stuff.

The other is poor student engagement. Our students know when they're being asked to do something pointless. If they don't see the relevance of what they're learning or a direct line between the content of your course and a desirable outcome, they'll tune it out. Sure, many students will do what you ask anyway, because they want good grades and the benefits that come from them. But they're not learning. If you don't believe me, ask them.

Backward Design

In their book Understanding by Design, which was originally published in 1998, Grant Wiggins and Jay McTighe introduced us to backward design, an approach to instructional planning that starts with the end goal, then works backward from there. The "full" version of Wiggins and McTighe's original approach is pretty complex and can be time-consuming to implement. If you're ready for that, I recommend digging into their book. For now, though, I'm just going to share the most basic version of backward design.

Here are the steps:

Step 1: Identify what students should know and be able to do by the end of the learning cycle.

Step 2: Create an assessment to measure that learning.

Step 3: Plan a sequence of lessons that will prepare students to successfully complete the assessment.

The difference in order is significant: Plan the assessment first, then plan only lessons that will contribute to student success on that assessment.

I was first introduced to this concept in my sixth year of teaching, and the genius of it completely blew me away. I used it when planning my next unit and experienced the biggest spike in student success I'd ever seen. On top of that, I was actually excited about teaching the lessons I had planned. For the first time, it felt like none of my class was wasted; everything actually mattered. There was something a lot more satisfying about doing things this way.

Let's take a look at an example to illustrate the difference between a unit planned the traditional, topic-driven way, and the same unit planned with backward design.

Before and After: The Lunar Cycle

The Before, Where the Final Product is a Test

At some point in their school careers, students study the phases of the moon. One pretty typical way to teach this is as follows:

A lecture or video about the phases of the moon, followed by a worksheet to label the phases.

An interactive activity like scraping the filling out of Oreos to represent the lunar phases.

Following a teacher's sample, creating a physical model of the moon phases using something like styrofoam balls.

A unit test that requires labelling the phases of the moon from memory and answering multiple-choice questions about the lunar cycle, eclipses, and seasons.

In many classrooms, teachers also have students track the appearance of the moon over the course of a month, so that might be added as well.

Following this plan, a teacher would feel pretty satisfied that they "covered" the topic of moon phases. But if we look at the Next Generation Science Standards (NGSS), the standard relating to moon phases says that grade 6-8 students will:

" Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons" ( MS-ESS1-1).

Note the language here: Students are meant to develop a model, then use it to describe these patterns. But in the plan above, students merely copied a model, and they didn't use it to describe anything; even if the model required some written captioning to explain what was going on, because the model was a copy, it can't be safely said that students were really the ones describing the system.

Then there's the test. If we assume that a large portion of a student's grade is based on the test, then students are not being measured on their achievement of that standard. The standard does not require students to memorize the phases of the moon. Nor does it ask them to "demonstrate knowledge" of how the whole system works. The standard wants students to develop a model and use it to describe the system.

It would be easy to blow off this distinction, to say Bah, same difference. The test asks students a lot of questions that would show an understanding of these concepts, so we're covered.

But not really. Asking a person to develop a model is a much higher-order task than asking them to copy a model. Describing systems and patterns is way more challenging than selecting the correct description.

Developing models and explaining things is the work of real scientists: They notice phenomena, study it, then figure out how to represent those phenomena in order to make it clear to other people. To say, "Look at this! It's interesting and it explains why things are the way they are!"

And that's exactly what the NGSS authors had in mind: "Any education that focuses predominantly on the detailed products of scientific labor-the facts of science-without developing an understanding of how those facts were established or that ignores the many important applications of science in the world misrepresents science and marginalizes the importance of engineering." (National Research Council, 2012, p. 43).

In other words, a superior education will teach students to think and practice like scientists. If we don't plan learning experiences that make that possible, we're giving them a sub-par education.

The After, Where the Final Product is a Model and a Presentation

So if we re-do this unit plan with backward design, we'll need to start by developing an assessment that would measure success with that standard. That means the assessment would not be a test where students merely label the moon phases, but a student-developed model of the moon phases along with some kind of presentation where students use that model to explain lunar phases, eclipses, and seasons.

When designing this final assessment, it's essential that the teacher crafts a rubric that clearly outlines specific, high standards for both the model and presentation. The rubric should list criteria for the accuracy and functionality of the model, plus the quality of the presentation itself. Here's an example of what that might look like:

With a good rubric in place, we then work backwards to determine what lessons students need to do excellent work on the final assessment.

Direct Instruction: Students still need to know the basics of the lunar system. Memorization is not the goal, so we're not grading for that, but students do need to know the information well enough to explain it and use the right vocabulary, so we can keep the lecture or video from the original plan. And having them work with the information a bit on some kind of worksheet or with some kind of online practice is fine, but I wouldn't give points for this work. If you need to motivate students to do it, require them to demonstrate proficiency (like scoring at least 80% on the match game with a set of Quizlet flashcards) before they can move on to the next step.

Active processing with models: Next, give students a chance to work with a model so that they experience the cycle in action. This will deepen their understanding of the earth-sun-moon system, which will better prepare them to give their own presentations. Something like this interactive model from CK-12 allows students to manipulate the time of day and the position of the moon to see how these variables change what we see in the sky. Working in groups, students could use the simulator to answer questions about the moon's appearance depending on what phase it's in and the time of day, then transition into making and checking predictions based on those variables.

Presentation practice: If students are going to do well on the final presentation, they'll need practice in explaining the lunar cycle in their own words. Using an existing model (such as the interactive mentioned in the previous step), have students explain the lunar phases, including information about the seasons and eclipses, to a partner or small group. Ask the listening partners to "coach" the presenter if their description has any holes or inaccuracies. Hearing their peers explain the system, along with attempting the explanation themselves, will help them use the language of the lunar cycle more fluently.

Model development: Now students begin developing their own models. The standard does not specify that this has to be a physical model, so you could offer students choice: The model could very well be made with styrofoam balls, but it could also be a hand-drawn diagram, a slideshow presentation, an animated video, a children's book, or even a short skit they present to the class or record on video. Many of these options, like the children's book, include the "presentation" piece right along with the model. Give students time in class to work on these models; this will ensure that they do their own work and will allow you to give feedback if a student is heading in the wrong direction. Remind them regularly that the explanation of the model is nearly half their grade, so they should consider scripting that out if their presentation is going to be "live."

Model presentations: Finally, students present their models. If you have a lot of students opt to give a "live" presentation this could take several class periods, which could be pretty mind-numbing since the subject matter is exactly the same for everyone. To cut down on that overall time, only have students present to the whole class if the class is actually participating in the model (like in some sort of skit or simulation). Otherwise, students can record their presentations on video or present to you one-on-one while their classmates work on something else independently.

With this "after" version, every lesson is designed to prepare students to give excellent presentations at the end. The whole time, they are using the lunar cycle vocabulary, correcting each other's misconceptions, and just like scientists, thinking about how to explain concepts to other people.

Some Questions About Your Lessons

Okay, so we've looked very closely at one small unit for a middle school science class. Now, take this same process and apply it to the things you teach.

1. What exactly do your standards require? Do they ask students to memorize and identify facts, or do they ask them to describe, explain, analyze, or create? (It's probably the latter.)

2. If it's the latter, how closely do your assessments measure those standards? Do they actually require students to do the describing, explaining, analyzing, or creating (which would likely require them to write, present, or create some product), or do they merely ask them to recognize when someone else does it in the form of an answer on a multiple-choice test?

3. Do you need to adjust your assessments so they more closely align with the standards?

4. If you do, the next step is to rework the lessons that lead up to that assessment. Does every lesson contribute to student success on that assessment? Could some of your lessons be omitted because they don't connect directly to the assessment? Are you missing anything? For example, if your assessment requires students to write in academic language and support their ideas with evidence, you should include some lessons that give students practice with that kind of writing.

5. Finally, will the assessment be weighted heavily in your gradebook? (It should be.)The lessons and activities leading up to the final assessment are there to give students exposure to the knowledge and practice with the skills necessary to perform on that final assessment; ideally, they should receive no grades at all on those activities. If you absolutely must assign some points, be sure the final assessment is worth a heck of a lot more than those smaller tasks.

Like I did, you probably also have some favorite lessons and activities. Some of these might turn out to be not just fun to teach, but also solid in terms of equipping students with knowledge and skills that will last.

If it turns out that those favorite lessons don't really align with any standards, you might be able to revise them so they do. Or you might keep them for other reasons-not every minute of class time has to be spent on standards-based instruction. Some activities have value because they help us get to know each other better, they help students develop social-emotional skills, or they simply offer a bit of fun. But if a lesson doesn't do any of these things, if it's disguised as learning but is doing little more than keeping students busy, it's time for it to go.

Using a process like backward design helps us get better at making these decisions. By making this approach part of our regular practice, we'll be able to look back on a day, a week, or a year of teaching and say with a lot more certainty that when they were under our care, our students learned.
Reference:
National Research Council (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. The National Academies Press. https://doi.org/10.17226/13165.

Come back for more.
Join our mailing list and get weekly tips, tools, and inspiration that will make your teaching more effective and fun. You'll get access to our members-only library of free downloads, including 20 Ways to Cut Your Grading Time in Half, the e-booklet that has helped thousands of teachers save time on grading. Over 50,000 teachers have already joined-come on in.

# data[].attributes.attachment_link.description
Are we planning with clear, measurable, meaningful learning goals in to guide us, or are we just keeping students busy?

# data[].attributes.attachment_link.title
Instructional Tips Based on the Educator’s Practice Guide.pdf

# data[].attributes.attachment_link.title
Module 3 Slides: TED 515 (Summer 2024, July 15)

# data[].attributes.attachment_link.readable_text
The following Problem Based Learning (PrBL) curriculum maps are based on the Math Common Core State Standards and the associated scope and sequences. The problems and tasks have been scoured from thoughtful math bloggers who have advanced our practice by posting their materials online.

The Scope and Sequences for Algebra 1, Geometry, Algebra 2, Math 9 (Integrated), Math 10 (Integrated), and Math 11 (Integrated) are from Pearson. Other Scope and Sequences were developed by me, modeling a similar visual style.
Grade 3 CCSS PrBL Curriculum Map Grade 4 CCSS PrBL Curriculum Map Grade 5 CCSS PrBL Curriculum Map Grade 6 CCSS PrBL Curriculum Map Grade 7 CCSS PrBL Curriculum Map Grade 8 CCSS PrBL Curriculum Map Math 9 (Integrated) CCSS PrBL Curriculum Map Math 10 (Integrated) CCSS PrBL Curriculum Map Math 11 (Integrated) CCSS PrBL Curriculum Map Algebra 1 CCSS PrBL Curriculum Map Geometry CCSS PrBL Curriculum Map Algebra 2 CCSS PrBL Curriculum Map
Be sure to check back often as these curriculum maps are bound to change when new cool activities are added on math blogs worldwide. I'll be adding more and more curriculum maps in due time. Also, if you have a favorite particular task that isn't here (or just comments in general), let me know in the comments!

For more on Problem Based learning, you can check out my previous posts on the topic.

- Geoff

# data[].attributes.attachment_link.title
Common Core Problem Based Curriculum Maps

# data[].attributes.attachment_link.description
The following Problem Based Learning (PrBL) curriculum maps are based on the Math Common Core State Standards and the associated scope and sequences. The problems and tasks have been scoured from thoughtful math bloggers who have advanced our practice by posting their materials online. The Scope and Sequences for Algebra 1, Geometry, Algebra 2, Math...

# data[].attributes.attachment_link.readable_text
Skip to main content

How we think about mathematics education

In our vision of mathematics education, teachers support and mentor students as they engage deeply with mathematical concepts and ideas through investigations, collaborative learning, and mathematical thinking and discourse. This vision is supported by current research on children's mathematics learning and teaching practices linked with student growth. Teachers must understand content deeply in ways that support them in making content and practices learnable by children and be skillful in a set of high-leverage teaching practices.

Teachers must also work to broaden conceptions of what it means to do mathematics and what it looks like to be proficient in mathematics. This involves noticing and naming student strengths that are not only related to correctness and fluency. It means integrating reading, writing, discourse, and critical thinking into the daily mathematics routines that children engage in.

How we think about teaching mathematics

When teachers support students to deeply engage with concepts and practices, students make sense of mathematical ideas, engage in mathematical practices, and make connections across ideas. This requires teachers to treat students as people capable of developing and sharing their own ideas and understandings, evaluating and adjusting their ideas and understandings, and engaging with challenging content. This means that teacher educators must support teacher candidates to be curious about children's mathematical ideas and methods and to seek to understand those ideas. Additionally, they must support teacher candidates to develop mathematical knowledge for teaching (Ball, Thames, & Phelps, 2008), the ways in which teachers need to know mathematics in order to support student learning; skill with teaching mathematical practices; and schema for matching content with appropriate teaching practices.

Advancing justice through mathematics teaching

To advance justice through mathematics teaching, teachers must have deep knowledge of learners and create opportunities for all children to engage in deep mathematical work. Teachers must also carefully consider the contextual aspects of their curricular materials, in particular, how they and their materials portray the work of mathematics and what it means to be successful in mathematics class. Novice teachers need opportunities to interrogate curricular materials and structures in order to adapt them to broaden ideas of mathematics engagement and success.

Teachers must have a broad view of mathematics and a deep understanding of mathematical knowledge for teaching in order to be able to notice and name the strengths of each of their students in ways that position children as capable in mathematics classrooms. Novice teachers should have ample opportunities to practice examining student work and talk in order to become facile with identifying student strengths carefully and quickly.

How we think about high-leverage content for teaching mathematics

Mathematics teachers must have a deep understanding of mathematics-both the mathematics they teach and the broader k-12 curriculum. In addition to what is traditionally thought of as mathematics content, the mathematical topics, teachers must understand mathematical practices and key strategies that students may use to solve problems. Because the mathematics curriculum is quite broad, we focus in teacher preparation on a set of content that meets some of the following criteria:

It is foundational to other k-12 concepts

It occupies a lot of space in the curriculum

It is difficult for novice teachers

It requires significant unpacking

Examples of such topics are fractions in the elementary curriculum and ratio and proportional reasoning at the middle school level. In addition to these topics, teacher preparation should focus on core mathematical practices including building and critiquing arguments and using mathematical structure.

# data[].attributes.attachment_link.description
Skip to main content In our vision of mathematics education, teachers support and mentor students as they engage deeply with mathematical concepts and ideas through investigations, collaborative learning, and mathematical thinking and discourse. This vision is supported by current research on children's mathematics learning and teaching practices linked with student growth.

# data[].attributes.attachment_link.readable_text
The store will not work correctly in the case when cookies are disabled.

JavaScript seems to be disabled in your browser. For the best experience on our site, be sure to turn on Javascript in your browser.

Hands-On Math Goes Digital In and Beyond the Classroom!

Explore Our Collection of FREE Virtual Manipulatives

From Number Lines to Base Ten, Pattern Blocks to Place Value, Disks our collection of free Virtual Manipulatives gives educators and families access to visual and hands-on digital resources that lead to understanding. Students can use these resources in class and at home to practice math concepts, reinforce their growing math understanding, technology they love in the process.

Free Resources & Instructions for Teachers and Families

We've developed these resources for easy access and easy use:

How-To Videos

There's a short video for each of the Virtual Manipulatives in our collection so teachers can use these digital materials easily and confidently with students.
Watch Now

Activities

Activities from the Didax books that teachers use most for easy download. Engaging challenges address core math operations, concepts and skills, from early numeracy all the way to introductory geometry and algebra.
Access Now

FAQ

Download this document of FAQ's to answer your Virtual Manipulative questions.
Download Now

# data[].attributes.attachment_link.description
Demonstrate key math concepts in your classroom using our new virtual manipulatives!

# data[].attributes.attachment_link.title
Thinking about math in terms of literacy — not levels

# data[].attributes.attachment_link.title
Scaffolding Examples & Explicit Instruction for the Classroom

# data[].attributes.attachment_link.title
High School Interactive Notebook Set Up | Back to School Series

# data[].attributes.attachment_link.readable_text
By Sue O'Connell, adapted from A Guide for Teachers, part of the Math in Practice resource.

What does it mean to be good at math? For many of us, it was about memorizing our maths, following the standard algorithm, and getting the right answers. Elementary math was about memory, speed, and right answers, right? And if we could do those things we were rewarded with good grades.

But is that true today?Is that how we should think about math instruction, whether we're teaching remotely or in person?

Today our expectations for students go well beyond the ability to memorize math facts and perform basic computations. While those skills are important, we recognize them as just a part of what our students need to know and be able to do. We expect our students to understand math, think mathematically, and be able to use the math they have learned.

This blend of rote skills and thinking skills is not a new idea in teaching. In reading we recognize that basic skills alone do not make you a reader. Just because a student is adept at phonics and can name sight words does not mean he can read. How many students have you seen who can call out words, but don't understand what they are reading? Without comprehension, calling out words is simply a rote process.

Teaching facts and procedures, and hoping that understanding happens on its own, makes as much sense as teaching phonics without attention to comprehension. The result is the acquisition of rote skills on a very weak foundation of memory and with little hope for application. We want more for our students. Our students' performance on international tests shows that they are more proficient in computations than in reasoning, justifying, or problem solving (Heibert, 2003) and that their performance falters when more complex situations are posed.

So, if memorizing math facts and standard algorithms does not make a mathematician, what skills are missing? Beyond procedural fluency, what do we want our students to know and be able to do?

Here are 10 things we want our students and to consider when planning instruction:

So much of mathematics makes sense when you understand the big ideas. When students understand the counting sequence, place value, properties, and the ways in which numbers work, math makes sense to them.

We want our students to act out situations, use concrete objects, draw pictures and diagrams, or use abstract symbols to express math ideas. Modeling math ideas pushes our students to think deeply about the ideas, provides a way for them to show their understandings and justify their thinking, and allows them to simplify math tasks and solve math problems.

We want our students to be able to use their math understandings to efficiently perform a variety of computations, including computations with whole numbers, fractions, and decimals.

We want our students to develop a strong understanding of numbers that allows them to compose or decompose numbers as needed, perform computations in varied ways, make sense of various number representations, make predictions, interpret solutions, and understand when solutions make sense.

While we still value efficient procedures, we want our students to understand what they are doing and why it works. When students explore math procedures through models and discussions, not only do the procedures make sense, but students discover important ideas about how math works. Armed with understanding, students are better able to apply their knowledge to new situations or problems. By first exploring math procedures through discussions and place value models, our students develop a solid foundation which later helps them make sense of standard algorithms.

Math is a series of interconnected concepts and skills, not a set of isolated skills. Seeing connections between math ideas allows students to continually build their math knowledge. As our students explore addition, they connect it to previous experiences with counting on. As they explore tools for measurement, they think about the fraction number lines they have created. As they explore area measurement, they reflect back on the use of arrays in multiplication. As they explore decimal subtraction, they connect the new procedure to the known procedures for whole number subtraction and decimal addition. The interconnectedness of math ideas allows our students to build on previous knowledge and discover important insights.

We want our students to know more than how to add, subtract, multiply, and divide. We want them to be able to apply math skills to real situations. We want them to know when to add, subtract, multiply, or divide. We want them to have a strong repertoire of skills and strategies to be able to solve complex math problems.

We want our students to reason through math tasks, to analyze data, to discover insights, to test conjectures, and to draw conclusions.

We want our students to be able to precisely explain their strategies, defend their answers, describe math concepts, summarize their findings, and explain their conclusions. We want them to communicate about math in talk and writing in order to process their ideas and refine their own thinking, and in order to show us and others what they know.

We want our students to feel confident in their math abilities, to be willing to take risks, and to persevere during complex tasks. We want them to love math!

♦ ♦ ♦ ♦

Sue O'Connell has decades of experience supporting teachers in making sense of mathematics and effectively shifting how they teach. A former elementary teacher, reading specialist, and math specialist, she is also a nationally known speaker and education consultant who currently directs Quality Teacher Development, an organization committed to providing outstanding math professional development for schools and districts across the country.

# data[].attributes.attachment_link.title
10 Things We Must Want for All Our Math Students

# data[].attributes.attachment_link.description
By Sue O'Connell, adapted from A Guide for Teachers, part of the Math in Practice resource. What does it mean to be good at math? For many of us, it was about memorizing our maths, following the standard algorithm, and getting the right answers. Elementary math was about memory, speed, and right answers, right?

# data[].attributes.attachment_link.readable_text
Introduction and definition of each HLP

Brief review of the research

Several brief videos of general education and special education teachers implementing the practice

What the videos are:

A resource to augment training/professional learning

A demonstration of HLP practice across degrees of intensity

A portrayal of teachers' implementation of an HLP

A demonstration of practices that can be used with all students, not only those with disabilities

What the videos are not:

A complete resource for training/professional learning

A demonstration of each tier across various settings

A depiction of all features of quality instruction/student engagement

Promoting the use of practices that would replace the need for intense, data-driven decisions and interventions provided by special educators or other specialists

This content was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H325A170003 & S283B120021-12A . David Guardino serves as the project officer. The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any project, commodity, service, or enterprise mentioned in this website is intended or should be inferred.

# data[].attributes.attachment_link.title
Welcome to Our New Series on High-Leverage Practices

# data[].attributes.attachment_link.description
This introductory video introduces and defines high-leverage practices (HLPs) and provides a roadmap for the remainder of the HLP Video Series.

# data[].attributes.attachment_link.readable_text
Introduction and definition of each HLP

Brief review of the research

Several brief videos of general education and special education teachers implementing the practice

What the videos are:

A resource to augment training/professional learning

A demonstration of HLP practice across degrees of intensity

A portrayal of teachers' implementation of an HLP

A demonstration of practices that can be used with all students, not only those with disabilities

What the videos are not:

A complete resource for training/professional learning

A demonstration of each tier across various settings

A depiction of all features of quality instruction/student engagement

Promoting the use of practices that would replace the need for intense, data-driven decisions and interventions provided by special educators or other specialists

This content was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H325A170003 & S283B120021-12A . David Guardino serves as the project officer. The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any project, commodity, service, or enterprise mentioned in this website is intended or should be inferred.

# data[].attributes.attachment_link.title
HLP #12: Systematically Design Instruction Toward a Specific Learning Goal

# data[].attributes.attachment_link.description
This video provides a definition, background, and rationale for high-leverage practice (HLP) 12 and demonstrates three key components of this HLP through video exemplars from in-service practitioners. The three key components highlighted in this video are the importance of setting specific and measurable learning goals for students, organizing and sequencing lessons logically, and supporting students in organizing new knowledge by providing scaffolds and structures for learning.

# data[].attributes.attachment_link.readable_text
NGSS Standards

On September 4, 2013, the SBE adopted the Next Generation Science Standards for California Public Schools, Kindergarten through Grade Twelve (CA NGSS) as required by California Education Code 60605.85. The NGSS Appendices A-M were also adopted to assist teachers in the implementation of the new science standards and to aid in the development of the new science curriculum framework.

The SBE-adopted California Next Generation Science Standards (CA NGSS) can be viewed below by grade level Disciplinary Core Ideas (DCI): Life Sciences, Earth and Space Sciences, and Physical Sciences or by grade level Topic (e.g., Chemical Reactions, Structure and Function, or Space Systems).

For information on how to read the standards and implement the standards, please read How to Read CA NGSS (PDF) or consult the 2016 Science Framework or visit the Adopting and Implementing NGSS page. For questions about the CA NGSS and 2016 Science Framework, contact the Curriculum Frameworks and Instructional Resources Division (CFIRD) at cfird@cde.ca.gov or 916-319-0881.

Kindergarten through Grade Five Standards

Standards Arranged by Disciplinary Core Ideas (Life, Earth and Space, and Physical Science)

Grades Six through Eight Standards

On November 6, 2013, the SBE approved the Science Expert Panel's (SEP) recommended Integrated Learning Progression model as the preferred model for middle grades six through eight. At the same November meeting, the SBE approved a recommendation by the SSPI to reconvene the SEP in order "to develop ... as an alternative model ... a discipline specific model" for the grade span of six through eight based on Achieve's domains model in Appendix K.

In December 2013, the SEP reconvened to develop an alternative domain specific course model.

The documents below provide middle school educators the rationale for the CA NGSS Integrated Learning Progression Course for middle grades six through eight and the Alternative Discipline Specific Course for grades six through eight. The documents also describe learning progressions for each grade level.

Integrated Learning Progression Model (PDF)
This document provides middle school educators the rationale for the Integrated Learning Progression Course arrangement of standards developed by the California Science Expert Panel. Documents containing the standards for each grade level are below.

Discipline Specific Model (PDF)
This document provides middle school educators the rationale for the Discipline Specific Course arrangement. Documents containing the standards for each grade level are below.

Integrated Model Standards Arranged by Disciplinary Core Ideas

Discipline Specific Model Standards

Grades Nine through Twelve Standards

Standards Arranged by Disciplinary Core Ideas (Life, Earth and Space, and Physical Science)

NGSS Appendices A-M

The NGSS Appendices A-M were adopted to assist teachers in the implementation of NGSS and in the development of the new science curriculum framework.

Questions: Curriculum Frameworks and Instructional Resources Division | cfird@cde.ca.gov | 916-319-0881

Last Reviewed: Tuesday, September 26, 2023

# data[].attributes.attachment_link.title
NGSS for California Public Schools, K-12

# data[].attributes.attachment_link.description
In 2013, the State Board of Education (SBE) adopted the Next Generation Science Standards for California Public Schools, Kindergarten through Grade Twelve.

# data[].attributes.attachment_link.title
Module 4 Slides: TED 515 (Summer 2024, July 16)

# data[].attributes.attachment_link.readable_text
Skip to main content

How we think about science teaching

Our vision of science teaching involves students engaging in science practice through investigations to develop conceptual understandings. This vision is informed by current research in science education. For students to engage in this kind of learning, teachers must have a rich knowledge base and be skillful in a set of high-leverage science teaching practices.

We make a set of assumptions elementary science teaching and learning. Those assumptions lead us to adopt certain perspectives about science teaching and how to prepare elementary science teachers. For example, we assume that sensemaking is a crucial element of learning. Therefore, it is important to train novice teachers to support students in making connections among ideas. Additionally, and in line with the Framework for K-12 Science Education , we assume science learning should involve integrating disciplinary core ideas, science and engineering practices, and crosscutting concepts while engaging with natural phenomena. Therefore, it is important to support teacher candidates to learn to teach in a "three-dimensional" way. To do so, we advocate for the use of instructional frameworks and for the use of investigations as a signature pedagogy. This helps beginning teachers to organize instruction in a coherent, consistent manner and engage students in a range of science practices while learning science content. We use the Engage, Experience, and Explain+Argue (EEE+A) framework as an instructional framework for science teaching, and many of our materials are organized around this framework.

How we think about equity in science teaching

All children deserve to engage in rigorous and consequential science learning. For us, equity refers to providing each student, despite their racial, ethnic, linguistic, and exceptionality differences, with the opportunity to learn and enjoy science in a way that engages who they are and their varied funds of knowledge. Teachers have a set of ethical obligations and can employ a suite of equity leverage points to support all children in learning science. For example, we ask novice teachers to select and support their students' scientific experiences with care, considering implicit assumptions about students' prior experiences context, and other barriers. Additionally, novice teachers should be supported when learning to make scientific practices and content explicit and introduce and use both scientific and everyday language carefully. Finally, novice teachers should consider the ways in which they will support meaningful participation by all students in their classrooms, including broadening the concept of scientific proficiency and attending to students' positioning in small and whole group contexts.

How we think about high-leverage content for teaching science

Elementary teachers need to have rich understandings of an enormous array of subject areas and topics, including across all fundamental disciplines of science (physics, chemistry, biology, earth science, and astronomy) as well as engineering. Furthermore, elementary teachers must have rich understandings of the science and engineering practices and the crosscutting concepts threaded through all science and engineering disciplines. Because of the limitations in time in a teacher education program, we cannot focus in depth on each of these areas in a science methods class. The areas of high-leverage content on which we focus include: cause and effect, energy and matter, structure and function, explanation and argumentation, and planning and carrying out investigations. We selected these areas based on our analysis of the Next Generation Science Standards as well as our understanding of what constitutes high-leverage content. Other choices could reasonably be made.

# data[].attributes.attachment_link.title
Science – TeachingWorks Resource Library

# data[].attributes.attachment_link.title
Promoting Inclusive Practices in Inquiry-Based Science Classrooms.pdf

# data[].attributes.attachment_link.title
Promising Practices for Supporting Students with Disabilities through Writing in Science.pdf

# data[].attributes.attachment_link.title
 Ensuring Meaningful Access to the Science Curriculum for Students With Significant Cognitive Disabilitie.pdf

# data[].attributes.attachment_link.title
DIS2ECT A Framework for Effective Inclusive Science Instruction.pdf

# data[].attributes.attachment_link.readable_text
Content Standards
All of the state content standards, including history-social science. Content standards were designed to encourage the highest achievement of every student, by defining the knowledge, concepts, and skills that students should acquire at each grade level.

History-Social Science Framework
The State Board of Education adopted the History-Social Science Framework on July 14, 2016. Curriculum frameworks provide guidance to educators, parents, and publishers, to support implementing California content standards.

External Resources
Outside Web sites providing information regarding History-Social Science.

Professional Learning
Resources and information for enhancing the content knowledge and teaching skills of classroom teachers and links to foundational documents which guide California's History‒Social Science instruction.

# data[].attributes.attachment_link.description
Information that defines the knowledge, concepts, and skills students should acquire at each grade level.

# data[].attributes.attachment_link.title
Module 5 Slides: TED 515 (Summer 2024, July 17)

# data[].attributes.attachment_link.title
Social Studies Interactive Notebook Example

# data[].attributes.attachment_link.readable_text
Skip to main content

What is history and social science?

We believe the study of history and the social sciences is rooted in inquiry and relies on disciplinary practices such as asking questions, analyzing and evaluating artifacts and texts, and developing interpretations or arguments based on evidence. History-social science reinforces important ways of thinking, or disciplinary concepts, such as consideration of multiple perspectives, causation, context, civic virtue and democratic principles, human-environment interactions, and economic decision-making. Questions pursued in these disciplines highlight a range of disciplinary topics such as social, historical, geographic, economic, and civic issues as well as links between the past and the present. In history-social science, "content" is not just a list of fixed factual information; instead, "content" is a way of constructing interpretations of the past and present that is guided by disciplinary practices, concepts, and topics. We highlight such "high-leverage content" throughout these materials. .

What does teaching history and social science involve?

Teaching history and social science through inquiry means conducting investigations of issues or topics with students. Investigations involve engaging students in a topic and extending their background knowledge, modeling key disciplinary practices, selecting and preparing materials to fuel students' inquiry, giving students opportunities to work together as they analyze artifacts and texts, leading discussions that allow students to co-construct ideas, and providing ways for students to communicate their findings to others. Through history and social science inquiries, students learn disciplinary practices and develop conceptual understandings as they construct evidence-based arguments about specific topics. We use an instructional framework- Engage, Experience, Argue-to highlight the core components of inquiry-based history-social science lessons. Learn more.

In what ways does teaching history and social science advance justice?

History and social sciences give students opportunities to understand the world they live in today and its origins, including complex contemporary problems and histories of injustice and social action. In using a range of sources to learn about historical and social issues, students are positioned to think about multiple perspectives and experiences and both the variety and commonalities in human experience. In approaching history and social science as inquiry and evidence-based interpretation, students develop citizenship skills when they evaluate sources of evidence for their reliability, listen to the ideas of others, critique arguments, construct their own arguments, and communicate their ideas. Finally, inquiry work in social studies classrooms develops students' literacy practices such as reading and writing, practices that are often gatekeepers to advancement. Students ideally leave social studies classrooms ready to understand and learn about complex historical and social issues and sources, communicate with others about these issues, and ultimately, take action in response.

What does preparing new teachers of history and social science involve?

Preparing new teachers requires attention to the disciplines, pedagogy, and contexts that may or may not support inquiry-oriented instruction. Inquiry-oriented history-social science instruction relies on understanding of the disciplines (including disciplinary practices, concepts, and topics) as well as how to represent the disciplines in ways that support students' learning. New teachers must learn high-leverage teaching practices that allow them to represent history and the social sciences as inquiry-oriented subjects and to develop students' conceptual understanding and disciplinary practices through investigations. Because it can be challenging to teach history-social science as inquiry while using existing materials and standards, we adapted an instructional framework from science education to highlight key elements of history-social science investigations and to provide a structure for modifying existing materials in support of inquiry. .

# data[].attributes.attachment_link.description
Skip to main content We believe the study of history and the social sciences is rooted in inquiry and relies on disciplinary practices such as asking questions, analyzing and evaluating artifacts and texts, and developing interpretations or arguments based on evidence.

# data[].attributes.attachment_link.provider_name
The Institute for Arts Integration and STEAM

# data[].attributes.attachment_link.readable_text
Teaching strategies in the Social Studies classroom can be very daunting. But, it can also have very rewarding results for your students when done with fidelity. Fortunately, social studies is a pretty all inclusive subject. However, in order to teach it, you have to hone in on a myriad of objectives for each topic. Consider these questions when planning your lessons.

Pre-learning:

What should students know prior to learning about this topic? How can students grasp the overall essential idea of this topic? What connections from students' 'out-of-classroom' lives can teachers use to help students master the objectives? What teaching strategies should be implemented to engage students from beginning to end?

During Learning:

What specific activities will help students demonstrate mastery of the objective? What skills should be paired with this particular objective to help obtain optimum mastery? How are students practicing mastery? What should they do with a partner? What should they do individually? How are students being measured at this level?

Post-learning:

What teaching strategies should be implemented to ensure students have a 'long-term mastery' of the objective? How can the content and skills from this lesson be transferred to the next lesson?
While these are questions teachers ask themselves when preparing lessons for other 'non-Social Studies' classes, these questions can transform a Social Studies class from low-engagement/low-mastery to high-engagement/high mastery!

So, let's get to discussing some of these strategies! These pre-lesson strategies require teachers to internalize the lesson DAYS before the lesson is taught.

Pre-lesson Strategies

Strategy 1 - Power 60 - Pre-Write

Write the topic on the board. Have students to complete a 60-second pre-write where they write everything they know about the topic in shorthand. This is a great opportunity to encourage students to incorporate what they may have heard/viewed in a movie, a song, in an overheard conversation with their parents, in a previous class, etc. They may even include relevant vocabulary words, historical elements, and more!

During the 60-second period, teachers should move about the room and monitor student progress. Encourage students who may want to quit, not participate, or just want to lean on other students' responses. During this time, too, make note of high points students wrote on their papers and reference them during share out time.

Strategy 2 - The Ol' Switch-a-Roo

After the time is up, have students to switch papers with a partner.
The partner must now read the original student's response and suggest ways to add depth.

Let's pretend the original student says, "He didn't fight the battle." This is without a sufficient amount of detail. The partner should note, "This was a great start, but in order to earn all of your points, try adding more specific details. For example, who are you speaking about? What is his name? What is his position?
Why didn't he fight? What was the cause of the battle? Did he end up fighting? If so, why did he change his mind? What was the effect of the battle?"

Partners should offer suggestions of new ideas, correct any 'suspected' errors, and challenge him to push for more depth. The suspected error in the original student's writing was that the emperor didn't fight. The emperor DID indeed fight the battle and eventually won the battle. The partner also suggested ways to add depth. Then, at the end of the allotted time, students should return papers back to their original owners. Students should be writing the entire time.

That's better...

Now, with the help of his partner, the original student will present his final answer: "Emperor Justinian was afraid of being killed in war because he knew the strong sentiment of dislike the people of his empire had for him. However, at the persuasion of his wife, Empress Theodora, he decided they would both continue the battle and fight for the unity of the empire they both loved dearly."

With the help of a peer, the original student was able to learn how to add more depth to his responses. With much practice and encouragement, students will be able to write with fidelity independently.
Allot time for students to review their partners' responses and allow share out time. It may be great to choose 1-2 student work samples to demonstrate corporately.

Strategy 3 - The Great Inquiry

Brainstorm a good, solid question that you can pose that will engage students. Write it on the board. For example, my go-to favorite question is: should women rule over men? This question ALWAYS stirs up intense debates!

Of course, your questions will change based upon your topic and objective, but it is a great way to stir up initial interest. Interest which can then turn into lesson-long, life-long engagement.

Allow students a 30-second NO-GO, where they only think of their responses and not write or talk. Distribute 2 post-it notes to each student. On one post-it note, students should complete one of the two sentence stems that are posted on two large sheets of butcher papers (labeled as such).

- No, women should not rule over men because...
- Yes, women should rule over men because...

Upon completion, have students to post their responses on the corresponding butcher paper. Allow time for students to do a quick gallery walk to read their fellow students' responses. For the gallery walk, each student should respond (on the post-it note) with at least two questions about two of their classmates' responses.

For example, Claire may write "No, women should not rule over men because we have gotten too far away from traditional values." Bethany may inquire, "Shouldn't gender roles be as modern as the times in which we live?" Bethany will post her questions on the bottom tip of Claire's original statement.

At the end of the gallery walk, allow students to revisit the gallery to read some of the responses. This will precede your oral discussion on the topic.

DURING LESSON STRATEGIES

Strategy 4: IDA - In-Depth Analysis

To transform their responses, encourage students to respond in ways that mirror deep analysis of the topic at hand. This in-depth analysis should mirror your specific field and should coincide with the overall objectives of your course. For example, in AP Human Geography, students learn to respond to prompts using E, S, P, eN. This stands for Economic, Social, Political, and eNvironmental.

In response to this initial inquiry, a student may say "In many societies, women are placed into second-class citizenship because men consider them inferior." Of course, this is super general. How can we leverage what students leave with during this activity?

Choose 4-6 statements to be placed on a sheet of paper and edited by other students. This will depend upon the amount of space you have in your room to post working material. Put students in evenly numbered groups and assign them to each poster. Each student must take a two-minute turn at the poster and write one sentence to add to the original response that will add depth.

As they wait, they must be taking note of what they can add to the poster.

Possible additions could include

- Real-world examples
- Historical examples
- Connections to another unit
- Vocabulary word definitions
- Relevant Quotes

After all students have included their lines, the entire group should verify every part that has been included in this response and make changes. This should span 4-5 minutes. If students are finished before this time, teachers should progress to the next stage of the process, which should be a discussion of your choosing that will help students substantiate their thoughts.

During this activity, teachers should monitor academic progress. Students should write factual information to prevent the rest of the group proceeding down the wrong path, thus hindering the learning process.

POST-LESSON STRATEGIES

Strategy 4: HIS-TAC-TOE

Now, this is hands down my favorite history game to have my students play and is meant to be a review game to be played at the end of the unit.

Preparation:
Small bin
Two small dry erase boards
Two dry erase markers
Two buzzers

25 pre-written questions on your test topic
9 toddler-sized hula hoops taped together w/ duct tape
6 pieces of fabric in one color
6 pieces of fabric in a second color
A large area in your classroom where students can play

Time to Play!

Rules:
1. Appoint a picker from each side. This person will be responsible for picking a question out of the bin for his/her team. The picker will alternate after each question.

2. Appoint a writer on each side (these should change after each question). This student will be responsible for writing down the answer on the dry erase board and submitting it to the teacher for review.

3. The pickers should choose their question and then share with his/her respective group.

4. Each group should work together to answer the question fully, but quietly.

5. Once a group has finished, they should press their group's buzzer.

6. The object of the game is to: a) answer correctly; and b) answer first.

7. The group who buzzes first should show their answer. If the answer is correct, they get the opportunity to place their flag in their desired hoop. If the answer is INCORRECT, they do NOT get the opportunity to place their flag in the desired hoop.

8. After the first group has placed their flag in their desired hoop, now the second group has to answer. If the second group answers correctly, they have TWO choices: a) they can place their flag in their desired hoop; OR b) they can force the other team to pick up their flag. (The second group CANNOT pick up the other team's flag and place their flag down. It is one or the other.)

9. This should continue until a team has won. If you still have questions, you can start a new game, so you can finish out the questions.

10. You may want to add an incentive. I usually award 5 or 10 bonus points on the upcoming test.

PLEASE NOTE: All students should participate (based upon their ability). If students refuse to participate and happen to be on the winning team, inform them that the extra points are for participating students only.

Teacher actions: Teachers should be prepared to engage students with specific details about what information students need to know for the upcoming test.

POST-LESSON STRATEGIES

Strategy 5: DBQ at the BBQ!

DBQ's are fun, but they should be well-planned out before delivery to students. Consider your objectives. What do you want students to leave with at the VERY end of this unit? What will they need to take with them to the next unit? With document-based questions, consider a myriad of documents on varied topics. You should also consider a myriad of mediums as well.

For example, I noticed that several of history's greatest leaders' childhoods were well-documented in their histories. So for my documents, I chose a picture of a grandpa yelling at his son who was yelling at his daughter who was yelling at the little baby sitting on the floor; a short video of a successful celebrity whose status was elevated with positive affirmations in their home lives as children; and a short history of Ivan the Terrible, Julius Caesar or Alexander the Great

With each of these, I engaged students in deep analysis. For example, with the picture, I engaged students in psychology and how trauma affects the way people develop over time and, ultimately, the people they become.

Some are able to choose greatness. Some are not. Their choice, though, decides what legacy they will leave. Essentially, students were able to use the activities in the DBQ packet to help them provide a solid, well-developed response to the question: Leaders of the Old World: Did Adult Parental Figures in the Lives of Great Old World Leaders Propel Them to Greatness or Set Them Up for Failure?

I hope these strategies and ideas were helpful to you! I love conjuring new ways to help students maximize their learning. After all, they are our future!

# data[].attributes.attachment_link.title
Teaching Strategies in the Social Studies Classroom

# data[].attributes.attachment_link.description
LaQuita Middleton-Holmes | May 2019 Teaching Strategies in the Social Studies Classroom Teaching strategies in the Social Studies classroom can be very daunting. But, it can also have very rewarding results for your students when done with fidelity. Fortunately, social

# data[].attributes.attachment_link.title
Organizing Instruction and Study to Improve Student Learning- IES Practice Guide.pdf

# data[].attributes.attachment_link.title
Translating Vocabulary Research to Social Studies Instruction- Before, During, and After Text-Reading Strategies.pdf

# data[].attributes.attachment_link.title
Physical Education - Curriculum & Instruction (CA Dept of Education)

# data[].attributes.attachment_link.description
Resources for developing quality physical education programs designed to provide students with knowledge and ability needed to maintain active, healthy lifestyles.

# data[].attributes.attachment_link.readable_text
Content Standards
All of the state content standards, including health education. Content standards were designed to encourage the highest achievement of every student, by defining the knowledge, concepts, and skills that students should acquire at each grade level.

Health Education Framework
Curriculum frameworks provide guidance to educators, parents, and publishers, to support implementing California content standards.

Recommended Literature for Pre-K Through Grade 12
This searchable list of books supports, students, teachers, and parents in finding books that will engage readers of varying skill levels in history-social science, mathematics, science, visual and performing arts, and health as well as general literature.

# data[].attributes.attachment_link.title
Health Education - Teaching & Learning (CA Dept of Education)

# data[].attributes.attachment_link.description
Information and resources related to health education for students in grades K-12.