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AI - Ethical, Inclusive, and Impactful Leadership in a Digital Age

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AI - Ethical, Inclusive, and Impactful Leadership in a Digital Age

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AI and Universal Design for Learning (UDL) offer powerful opportunities to enhance education by making learning more accessible, inclusive, and personalized.

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LUDIA = UDL + AI Designed by Beth Stark and Jérémie Rostan http://bit.ly/LUDIA_FYI ...Discover the 4T's Process and Learn More About LUDIA. LUDIA, your AI-powered UDL partner, can help you reduce learning barriers and discover ways to support all learners in reaching their full potential as expert learners. Disclaimer: Nobody is perfect. LUDIA's suggestions are here to enhance, not replace, your own professional reflection and judgment. Get in touch! [email protected] Please Note: As the creators of LUDIA, we do not have access to the information generated by the use of LUDIA or any identifying information about users or followers of LUDIA. We receive no financial revenue from LUDIA. Universal Design for Learning. Universally Accessible. That is Our Goal. Accessibility Statement: In anticipation of user variability, we have followed the Web Content Accessibility Guidelines (WCAG 2.0, Level AA), published by the World Wide Web Consortium (W3C), as closely as possible. Conformance with these guidelines will help to reduce barriers and expand web equity worldwide. If you have any comments or suggestions about improving the accessibility of LUDIA, please contact us, or the Platform for Open Exploration (Poe): https://help.poe.com/hc/en-us/requests/new View more

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LUDIA = UDL + AI Designed by Beth Stark and Jérémie Rostan http://bit.ly/LUDIA_FYI ...Discover the 4T's Process and Learn More About LUDIA. LUDIA, your AI-powered UDL partner, can help you reduce learning barriers and discover ways to support all learners in reaching their full potential as expert learners. Disclaimer: Nobody is perfect.

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You are probably either confused or overwhelmed with the amount of "AI for teachers" resources floating around these days. I completely understand, because I have been there myself.

The web is...

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Colleague AI: Specialized AI Assistant that Empowers K-12 Educators to Offer High-Quaulity, Personalized Learning For All Students.

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Colleague: An AI Assistant to Empower K-12 Teachers for High-Quality, Personalized Teaching and Learning

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The Ultimate Guide to Universal Design for Learning (UDL)

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Resources and guides breaking down what is universal design for learning, why implement UDL, and how to get started with UDL. Your essential guide to UDL.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

Reenvisioning the UDL Guidelines

Because the UDL Guidelines are meant to be informed by feedback from the field as well as new research, they have been updated several times in the past. We are in the process of updating the Guidelines once again in our UDL Rising to Equity initiative.

This update will focus specifically on addressing systemic barriers that result in inequitable learning opportunities and outcomes. CAST aims to develop a transparent, inclusive, and community-driven process. If you are interested in collaborating and staying updated on our progress, we invite you to complete a brief survey.

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The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.

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Finding the time to adapt lessons to meet the needs of every student can be a daunting task. Lesson planning with Universal Design for Learning (UDL) can help you design your lessons to teach the range of students in your classrooms.

UDL can transform your classroom practice. However, there is no "magic box" of tools and resources in a UDL classroom. Instead, when you integrate UDL, you'll notice the following:

There is a strong focus on goals. In a UDL classroom, there is a strong focus on learning goals for students. Teachers and students talk about why those goals matter and how they support challenging, meaningful opportunities to learn. You'll also see students creating their own learning goals.

There is a focus on variability. In a UDL learning environment, differences in experience, knowledge, and ability are expected. Flexible options are built into lessons for all students. That allows you and your students to talk about how different tools or resources support them as they work toward the goal. It also means not all of your students will be doing the same thing at the same time.

There is a focus on the barriers in the design of the environment. In a UDL classroom, the focus is on how to change the design of the curricular goals, assessments, methods, and materials - not on how to "fix" the students. For example, you may have asked yourself, "Why aren't my students engaged?" UDL would encourage you to reframe the question: "How can the design of this lesson better engage students?"

Learn more about how Universal Design for Learning (UDL), a framework developed by CAST, can help you design your lessons to meet the needs of all your students. Planning a lesson with UDL includes three stages:Proactive design, implementation of the lesson, and reflection and redesign.

Step 1: Proactively design

Why: We have so many goals for our students. We want them to build content expertise. We want them to build skills, develop socially and emotionally, and also meet curricular standards. One of the most critical parts of planning with UDL is to analyze and understand the different parts of a lesson goal. (Those different parts are the measurable outcomes of the lesson and are sometimes known as objectives.)

How: Take one of your curricular standards or objectives and separate the means ( how students must demonstrate understanding) from the content ( what students need to know).

For example, imagine a lesson in which your students read about the stages of butterfly metamorphosis and then draw a diagram of the process. This lesson has three main objectives - to have your students read, learn the stages of butterfly metamorphosis, and draw a scientific process. To analyze the goal, you need to identify the primary objective for this part of the lesson.

All of the lesson's objectives are important. In the end, you'll want students to integrate all of them. But planning with UDL requires you to step back and recognize that there are barriers for students in each of these tasks. You can provide support for these barriers. Consider this:

If the primary objective is to work on reading comprehension, engaging with the topic could be a barrier. After all, butterfly metamorphosis may not be compelling to all students. Having a few topics to choose from could help students engage and build their reading skills.

If the primary objective is to learn the stages of butterfly metamorphosis, reading a complex textcould be a barrier. Because reading is not the essential part of the lesson, there could be a text-to-speech option or a video on the stages of butterfly metamorphosis.

If the primary objective is to learn how to diagram a scientific process, not knowing which pieces of information to include could be a barrier. Having the option to use a template or to collaborate with a partner could reduce the barrier and help deepen the understanding of how to diagram a scientific process.

The UDL Lesson Planning Template can help you analyze the goals and decide on the primary content or skills you want students to develop. It will help you think about the content your students need to understand, group work that may be involved, and different skills they'll use in the activity or task.

You can create flexible options in the design of the goals, assessments, methods, materials, and environment - and make them available for all your students.

How: Use CAST's UDL Guidelines as a tool to help you anticipate variability among your students. Then, design flexible learning options to align with the three broad learning networks of the brain: affective (the "why" of learning), recognition (the "what" of learning), and strategic (the "how" of learning).

Choice boards to recruit interest

Options for collaboration to sustain effort and persistence

Options for how students can reflect on self-regulation

Visual and auditory options for perception

Vocabulary supports for language and symbols

Graphic organizers for comprehension

Assistive technology for physical action

Flexible ways to draw, record, write, or build for expression and communication

Checklists or rubrics for executive functioning skills

This phase involves facilitating the lesson, observing, and getting feedback on how students are building the skills and habits.

Why: In a UDL environment, your students are invited to take charge of some of their learning decisions. That's why we say the lessons are "facilitated" instead of "taught." Students are encouraged to connect learning to real-world issues that matter to them. They're also invited to show what they know in a variety of ways and build background knowledge to become " expert learners " in the discipline.

For example, if your students typically struggle with a new concept after you present it, you could make a short video recording of key ideas. Or you could offer a bulleted list of the key ideas. Students can then choose to use one or more of those options. Make sure that there are options regularly available for any student to use as needed.

Observe how students are - or aren't - using the options.

Work with students to develop a deeper understanding of what they need - or don't need - to achieve the goal.

Offer process-based feedback to students as they are working. Connect feedback to progress toward the desired goal.

Step 3: Reflect and redesign

The reflection and redesign phase allows you to consider your next instructional moves.

Was the goal meaningfuland challenging? Did students know what the goal and objectives were so they could make progress?

Did the lesson design anticipate variability? How was there a range of engagement, background understanding, and skills? Were there flexible options available for engagement, representation, and action and expression that students could choose?

Could the lesson design further reduce barriers? Where were students still stuck or frustrated? Where did you have to reteach? Can you identify one or two new ideas you could integrate into the design of the lesson next time? How could you collaborate with other teachers and invite discussion with students for ideas to help reduce the barriers, and increase the challenge and meaning of the goal?

As the year progresses, you'll get to know your students better. Plus, they'll become more familiar with the flexible tools and strategies available to them. Lesson planning with UDL will become more automatic and will help the full range of students to become expert learners.

About the author

About the author

Allison Posey, MEd, CAST, Inc. is a curriculum and design specialist at CAST.

Reviewed by

Reviewed by

Brittney Newcomer, MS, NCSP is the associate director of thought leadership at Understood. She has served in public schools for more than a decade as a teacher, evaluator, and curriculum manager.

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Finding the time to adapt lessons to meet the needs of every student can be a daunting task. Lesson planning with Universal Design for Learning (UDL) can help you design your lessons to teach the range of students in your classrooms. UDL can transform your classroom practice.

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The MTSS Fidelity of Implementation Rubric and Summary Sheet are for use by individuals responsible for monitoring the school-level fidelity of MTSS implementation. They may also be used by schools for self-appraisal evaluation; however, they were not designed for compliance monitoring and therefore should not be used for this purpose. The rubric and the summary sheet are designed to be used together and are aligned with the essential components of MTSS.

Please note that these are revised editions of the rubric and worksheet, originally developed by the National Center on Response to Intervention. The rubric has been further refined by AIR and states to shift the focus to MTSS. Examples from two states are provided below.

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Multi-Tiered System of Supports (MTSS) Fidelity of Implementation Rubric

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The MTSS Fidelity of Implementation Rubric and Summary Sheet are for use by individuals responsible for monitoring the school-level fidelity of MTSS implementation. They may also be used by schools for self-appraisal evaluation; however, they were not designed for compliance monitoring and therefore should not be used for this purpose.

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Leading MTSS: The power of assessment literacy and a balanced assessment system - Teach. Learn. Grow.

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Multi-tiered system of supports, or MTSS, is a framework designed to meet the needs of students through strategic, evidence-based practices.

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Essential Components of MTSS | Center on Multi-Tiered Systems of Support

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A multi-tiered system of supports (MTSS) is a proactive and preventative framework that integrates data and instruction to maximize student achievement and support students social, emotional, and behavior needs from a strengths-based perspective. MTSS offers a framework for educators to engage in data-based decision making related to program improvement, high-quality instruction and intervention, social and emotional learning, and positive behavioral supports necessary to ensure positive outcomes for districts, schools, teachers, and students. The MTSS framework is comprised of four essential components: screening, progress monitoring, multi-level prevention system, and data-based decision making. Depending on state law, MTSS data may also support identification of students with learning or other disabilities.

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Discover strategies to enhance academic outcomes, empower educators, and create positive learning environments with a strong Tier 1 foundation.

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Universal Design for Learning: Principles, Framework, and Practice - CAST Professional Publishing

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An updated edition of Anne Meyer and David Rose’s foundational text on Universal Design for Learning (UDL)

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The "Twofer" That Will Equip and Empower you to Support and Teach the Whole Child.

Don't you love a twofer? I totally do! For all you shoppers out there, you know what I mean. It's when you score a deal that gives you two things for the price of one. Two bags of potatoes for the price of one! Two pairs of Nike shoes for the price of one! Ok, not a shopper. Twins! A two-for-one pregnancy. Not about babies? What about two for one travel deals? We all like those twofers. They just make life easier and a bit more fun. I think we all need a little bit of that right now, don't you?

What if I were to tell you that as you are universally designing your learning experiences and environments by using a Universal Design for Learning (UDL) lens, you are supporting your learners with Social and Emotional Learning (SEL) practices that support the whole child? That's an amazing twofer, right?!

With what is happening right now in education and all of society's uncertainties, the need to support our students not just with academics, but more importantly with social and emotional learning is imperative because all learning IS social and emotional. But, can educators take one more thing "to do"? Well, a twofer would make it a lot easier. Plus, it's a must. Intrigued? Not quite sure how to do this? Read on.

Ok, we have all seen the pendulum swing in education, new initiatives come and go. UDL, SEL, or any other initiative can feel like just another overwhelming thing on very full plates, honestly, full platters for educators that are overflowing. But when we begin to unpack and understand the overlaps between initiatives, we realize that they aren't really different things so much as complimentary things that all lead to embracing variability both academically, socially, and emotionally. UDL is all about removing barriers, offering choices and options that will improve teaching & instruction that will ultimately lead to better outcomes for our students. Used and woven seamlessly together, it doesn't have to be "another thing" for teachers "to do", but this twofer will equip and empower you to support and teach the whole child. Isn't that our goal?

How to weave together UDL and SEL throughout your day

Ready to see how these two initiatives, UDL and SEL, overlap and can be woven in throughout your teaching day to support all of your learners? Let's take a look at CASEL's Core Competencies and see how many of the UDL guidelines and checkpoints support social and emotional learning. Check out the two circles at the center of this graphic.

1. Self-awareness

CASEL describes self-awareness as a person's ability to develop an awareness of their thoughts, feelings, and emotions, examine personal biases, cultivate self-efficacy and a growth mindset, and develop interests and a sense of purpose. But where's a good place to start with your students? Easy. Surveys.

As I work with districts and their educators, I suggest conducting them all of the time. Surveys of all sorts will help you make learning relevant, culturally responsive, interesting, and goal-oriented. You can start with a simple survey format (old school paper/pencil or a techy Google questionnaire), an informal chat during class or after school, or a rousing class discussion in person or in breakout rooms. What are they passionate about? Video games, their culture, science, animals, TikTok, a musical artist or group, discovering a cure for cancer? Tap into their interests. Not only does that develop a student's self-awareness, but it helps us recruit student interest that we can weave throughout our lesson design to make those connections to deepen their learning.

As UDL practitioners, it's our job to figure out how our students prefer to learn, access information, and demonstrate what they know. How do they like to learn? What various ways do they prefer? You may get the infamous shrug of the shoulders or "I dunno", but it's your job to find out. Why? You are helping them to become self-aware. UDL is all about removing barriers to student learning by providing options and choices by Optimizing Individual Choice (checkpoint 7.1 ) and making learning socially, culturally relevant and responsive, personalized to learners' lives so they "see" themselves in our learning experiences and environment by Optimizing Relevance, Value, and Authenticity(checkpoint 7.2).

Want another fabulous way to develop your students' self-awareness as they become expert learners to the next level?! Check out this document that I created straight from Katie Novak's book, UDL Now! This survey document not only taps into students' interests but also how they like to learn by asking some key reflective questions: Student Survey: Prompts for Student Reflection.

Here's a tip, give this type of student survey, periodically, throughout the year. UDL is about proactively embracing student variability and providing choices and options that remove barriers to student learning. Your students' learning preferences, based on context, might change overtime. Knowing this information, both you and your students will be able to learn what choices and options work best for them as they are progressing in the learning process and become expert learners.

Will students always make the right learning or behavioral choices? Nope. Do you? I surely don't. Failure is an opportunity to learn and grow which defintely is a mindset shift for many of us. This is where your feedback is key. As we provide meaningful Mastery-Oriented Feedback it can help students become more self-aware, develop needed academic mindsets to excel, and reflect on what worked, what didn't work, and what better choices they will make next time.

"Without reflection, we go blindly on our way, creating more unintended consequences, and failing to achieve anything useful." - Margaret J. Wheatley

I know, I know. Where can I fit in time for my students to reflect. In the business of teaching this is many times overlooked, yet having our students reflect on choices and their work is the key to growth.The UDL checkpoint Develop self-assessment and reflection (checkpoint 9.3) will give you some fabulous ideas to engage your students

Need some ideas on reflection type questions for your students? What about having your students reflect on the following questions after they have made a choice either academically, behaviorally or socially and emotionally:

What choice did you select?

Did that choice help you_____(whatever that choice was intended to do)

Given the choice again, would you select it? Why or why not?

2. Self-management

CASEL defines self-management as, " The abilities to manage one's emotions, thoughts, and behaviors effectively in different situations and to achieve goals and aspirations." I know, I know, easier said than done, especially in the times we are living. Definitely takes time and support, but it's not only doable, it's a must. Yet, in order to develop and practice self-management strategies, people need to feel safe. When we create an environment that is nurturing, respectful, supportive, and non-judgmental, students will be open and vulnerable to not only identify and share their feelings but try a variety of options and choices that help them self-regulate their emotions and set goals for both emotional and academic growth.

Check out how UDL supports a student's ability to manage their emotions.

3. Social Awareness

According to CASEL, social awareness is: "The abilities to understand the perspectives of and empathize with others, including those from diverse backgrounds, cultures, & contexts." This includes the capacities to feel compassion for others, understand broader historical and social norms for behavior in different settings, and recognize family, school, and community resources and supports. Isn't that what UDL is all about: recognizing that we are all different, have different backgrounds, perspectives, strengths, and weaknesses. When we are socially aware of each other's emotions and needs, we can empathize, support and challenge one another.

The UDL checkpoints Increase mastery-oriented feedback (checkpoint 8.4) and Foster collaboration and community (checkpoint 8.3) found in the Engagement principle helps educators cultivate social awareness in their students by offering mastery-oriented feedback and opportunities to collaborate with other peers. Both of these checkpoints provide chances to receive feedback both academically and behaviorally, which helps students reflect, understand another's perspective, develop empathy, and learn how to work productively with others.

4. Relationship Skills

CASEL defines relationship skills as the ability to establish and maintain healthy and supportive relationships and to effectively navigate settings with diverse individuals and groups. This includes the capacities to communicate clearly, listen actively, cooperate, work collaboratively to problem solve and negotiate conflict constructively, navigate settings with differing social and cultural demands and opportunities, provide leadership, and seek or offer help when needed.

Relationships matter. People with healthy relationships have a longer life span, better health, and outlook on life. In fact, the Harvard Medical School published an article, The Health Benefits of Strong Relationships which stated: "social connections like these not only give us pleasure, they also influence our long-term health in ways every bit as powerful as adequate sleep, a good diet, and not smoking."

Convinced that relationships matter? Let's take a look at where SEL and UDL intersect when it comes to relationship skills. As we provide students the opportunities to Foster Collaboration and Community (checkpoint 8.3) students work with peers to solve problems, assist each other, and work towards shared goals. This requires active listening, cooperating, and negotiating conflict constructively in a positive way. Checkpoint 5.3 Build Fluencies with Graduated Levels of Support for Practice and Performance
also promotes relationship skill-building by allowing students to use their relationships to get support from one another, mentors, and their teachers to reflect, learn, grow, and move forward.

5. Responsible Decisions

According to CASEL, " The abilities to make caring and constructive choices about personal behavior and social interactions across diverse situations. This includes the capacities to consider ethical standards and safety concerns and to evaluate the benefits and consequences of various actions for personal, social, and collective well-being."

When we offer options and choices to our students, as we do with UDL, and put them in charge of their own learning, it requires them to own and make responsible decisions for themselves. They learn about themselves, the process of decision-making (it is a process!), and the outcomes, both positive and negative on others and themselves.

So how does responsible decision-making connect to the UDL guidelines? Responsible decision-making doesn't just happen, it's a thought process that needs to be taught. If we want our students to make responsible decisions, the following checkpoints found in the Action and Expression principle will help them do just that. All three checkpoints, Facilitate managing information and resources (checkpoint6.3), Support planning and strategy development (checkpoint6.2), and Guide appropriate goal-setting (checkpoint6.1) help students think strategically about their decisions, make a plan and then create goals to work toward achieving them. Doing so will help them taste success!

Ready to make this happen? Put this all together and you can have an amazing twofer that will not only support your students academically but socially, and emotionally. I always share with others that "we need to touch the heart before we ever teach the mind. " Remember our goal? It's all about supporting the whole child.

Explore Further

Download this chart and see how each UDL checkpoint can help us achieve the SEL competencies.

Learn how to Educate the Whole Child. Introducing the self-paced course created to give the tools to implement UDL and SEL.
This post has been edited from the original post from 12/20/20

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How weaving together UDL and SEL will empower you to support and teach the whole child. 5 ways to implement UDL and SEL throughout your day

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New Opportunities for SEL in Updates to Universal Design for Learning Guidelines - CASEL

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Key Points Back to top Intentionally integrating social and emotional learning (SEL) across academics and school days rather than, say, making it one department’s responsibility or squeezing it in “if there’s time,” is increasingly recognized as essential to better prepare students for life beyond graduation. Our own experience at Ori Learning backs this up. As […]

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Advancing Social and Emotional Learning - CASEL

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CASEL is helping make evidence-based social and emotional learning an integral part of education, preschool through high school.

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Talk One On One With Student | PBIS World

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

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Building Capacity - Teaching English in Multilingual classrooms - Lexis Education Course Option

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Building Capacity - Teaching English in Multilingual classrooms - Lexis Education Course Option

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Overview
Ensuring your multilingual/EAL students' success in learning.
Teaching in English in multilingual classrooms: Language in learning across the curriculum (TEMC: LiLAC) focuses on the needs of EAL/multilingual students and ways to ensure their success in learning.

Formerly known as Teaching ESL students in mainstream classrooms (TESMC), the course has been delivered and recognised around the world for more than two decades. Newly updated in 2020, its content reflects the latest developments in both language theory and teaching practice.

Download brochure Enrol

Who is it for?

All our professional development courses are intended for classroom teachers.

TEMC is aimed specifically at teachers working with diverse student cohorts aged between 8 and 18 years.

TEMC has particular benefit for teachers whose students are learning in a language that is not their primary language.

What will I learn?

the language-related needs of students learning through a language that is not their primary language

how student literacy is a capacity for making meaning across the whole curriculum, predominantly through language and visuals

the ways that language underpins learning

teaching practices that will build up students' language and visual resources so that they can be successful learners across all learning areas

teaching practices that address students' language and learning needs in a holistic and explicit manner

positive strategies for self-reflection and self-appraisal

how to develop collaborative working relationships with other teachers across subject areas

how to pass on your new understanding and skills to your whole school

LEARN MORE ABOUT OUR APPROACH

How does it work?

When you do a course with Lexis Education, you learn the skills you need in the classroom, but you also learn how to be a tutor for other teachers. This train-the-trainer method ensures that schools can benefit from our professional development in a cost-effective way that is school-managed.

We refer to the courses we deliver as the Tutor Training, and the courses you then deliver as the Teacher Course.

Tutor Training

We deliver Tutor Training in intensive multi-day courses to small groups of up to 10 teachers online, or up to about 15 teachers at host venues around the world. TEMC is structured as a 5-day tutor course.

Teacher Course

Once you have successfully completed the Tutor Training course, you will be a Licensed Tutor. This allows you to deliver the Teacher Course, which incorporates group workshops, classroom-based activities and highly practical readings. The course entails 23 hours of face-to-face learning, which, when combined with between-module readings and activities, is equivalent to more than 50 hours of professional development for teachers.

Research has shown that implementing our courses can lead to significant improvement in students' results.
READ CASE STUDIES
What's new in 2020?

TEMC has been updated to reflect the latest developments in the course's theoretical underpinnings as well as in the practice of teachers and schools.

New activities and more tailored content, with options for Primary and Secondary contexts.

New intuitive design and increased use of videos to enhance and support delivery.

For a more detailed outline of what's changed, read this useful article.

What does it cost?

The cost of the TEMC Tutor Training is AU$4,850 (plus GST for Australian venues/teachers). The cost covers the training, training materials and, where it is delivered face to face, lunches and refreshments on the training days. Other costs, such as for transport or accommodation, are not covered.

Information for current Licensed Tutors

If you are already a TESMC Tutor, you can access the new TEMC course at no additional cost. If you wish to refresh your training and attend a session of the new TEMC course, you are eligible for a 50% discount. For more detailed guidance on changes in the course and any further questions, please contact us: info@lexised.com.

Course Content

The first module asks participants to:

consider the needs of our students in multilingual classrooms

discuss how the diversity of knowledge and experiences that students bring can be a valuable resource to be drawn on for the benefit of all learners

experience for themselves what is involved in learning another language so as to gain insight into the challenges for all students of learning in the language of the curriculum.

In this second module, participants:

explore how we can make meaning though a range of meaning-making systems, principally language but also through other means such as visuals and music

consider the notion of literacy and how it links to meaning-making and discuss the implications for our teaching practices

focus on the literacy demands that are inherent in curriculum statements.

In this module, participants are introduced to the major underpinnings of the course. They consider:

the model of language that underpins the course

scaffolding at three levels: macro-scaffolding, meso-scaffolding and micro-scaffolding

cycles of teaching and learning that allow for language to be considered in an integrated approach.

This fourth module has a strong focus on ways to build a student's capacity to comprehend a range of texts expected of them across the curriculum. Participants:

explore the different language choices we make at different points along the Register continuum and the demands this makes on students

appreciate the challenges school contexts make on students and the need to support students to comprehend and compose texts across this range of contexts

explore the language patterns of simple Procedures and Recounts

consider the function of active and passive voice, and the implications for their teaching practice

consider how the relationship between the visuals and language of any text impacts on a student's capacity to comprehend that text

are introduced to a series of metalinguistic strategies that will allow all students to access the meanings in any given text.

In this module, participants continue to focus on the comprehending side of meaning making but now with a focus on the resources that make a text a cohesive whole. Participants consider:

the role of different kinds of conjunctions

two key resources that build the cohesion of a text: the reference system and word chains

practical ways they can help students understand the causal relationships holding within a given text, which will be critical in comprehending more complex texts

the role of modality, a crucial resource in English for expressing both how certain we are about something and how often some phenomenon occurs, as well as meanings to do with obligation and necessity.

This module is comprised of two options that are based on the age of the students.

In Option 1, participants consider:

key language resources for expressing the content of any text, both fiction and non-fiction

the range of resources needed by a student writer in constructing the imagined worlds of stories.

In Option 2, participants consider:

how students can develop their knowledge while expanding their vocabulary

how to support students to express more abstract and technical meanings.

The focus of this module is on three main strategies that support writing. Participants:

use the notion that the content of texts can be set up through guiding questions, and that this process can be modelled for student writers

experience a dictogloss activity, which is a key strategy for supporting students in maintaining the appropriate Register in their writing

explore the various resources available for joining clauses to make longer stretches of text and use this knowledge for understanding how students can control how a text unfolds by varying sentence beginnings.

In this module, participants consider how:

students can be supported when they are listening to and viewing extended, dense texts, such as speeches and documentaries

we can evaluate language development in students and see what their learning looks like on a continuum where language and learning are interdependent.

In this final module, participants:

draw together all the understandings they have built over the course to inform their programming and assessment practices

explore some of the key issues related to programming and assessment by reflecting on one of their own teaching and learning programs using the notion of 'backward planning'

evaluate how their school is addressing the needs of EAL students

consider some of the ways the setting up of successful whole-school frameworks can be achieved over timeframes that are manageable and sustainable.

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Teaching in English in multilingual classrooms - Lexis Education

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Our most popular option for international schools, TEMC focuses on the needs of multilingual students and how to ensure their success in learning.

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International Forums of Inclusion Practitioners

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Join us to learn more about being increasingly inclusive at a systems level.

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SENIA International - To Live in an Inclusive World

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Choose Your Conference​ Style Starts November 21, 2025 Available for Six Months Learn more April 10-12 American School Dubai Learn more Dates Vary Bring SENIA professional development to your location Learn more Heard Around The World Stéphane M. KADJOInternational Community School of Abidjan I really enjoy the presentation “Frustration to Fluency” by Irene MacCan-Braun which

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Practical, flexible, and built around trustworthy resources, IRIS PD Certificates for Educators are a terrific option for educators who are ready to take their professional development to the next level, including:

K-12 general and special education teachers

Principals

Paraeducators

Substitutes

Other school support staff (e.g., bus drivers, hallway/cafeteria/playground monitors)

Did You Know?

IRIS PD Certificates for Educators will remain free through December 2023! The IRIS Center's free Professional Development options are made possible by a generous donation from the Wachs family and the ongoing support of IRIS users like you.

Self-guided and self-paced, IRIS Modules cover numerous relevant topics in a way that is in-depth but approachable. These online resources can be used to improve educator's knowledge of:

Evidence-based instructional and behavioral practices

IEPs

Accommodations

Teaching English language learners

Instructional supports for students with disabilities

And more

Getting started couldn't be simpler!

1. Create an account with a username and password.

2. Browse available IRIS STAR Legacy Modules and select those that best suit your PD needs. Thirty-seven modules are now available, and more are added all the time.

3. Work through the module. To do so, you will:

Your IRIS PD Certificate (accessible through email or as a downloadable PDF) includes your name, the module you completed, the date, the clock hours you earned, and your pre- and post-test scores, if you choose.

Want to share at-a-glance information about IRIS PD with your principal, superintendent, or other school administrator? We've done the work for you. Download and print this handy factsheet.

Are you a school or district leader looking for personalized learning opportunities for your educators? Do you want to learn more about how IRIS resources benefit K-12 educators and how IRIS Modules align with the Every Students Succeeds Act (ESSA). Download and print this personalized learning handout.

For Your Information

IRIS Modules can be used as self-study units for which learners can earn a Certificate of Completion. These certificates are appropriate for professional development requirements in circumstances where clock hours are accepted. IRIS Modules, however, are not equivalent to courses through which learners can earn credit hours (rather than clock hours), such as those offered through a university or continuing education office that include associated transcripts.

The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 [email protected]. The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E220001. The contents of this Website do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Sarah Allen.

Copyright 2023 Vanderbilt University. All rights reserved.

* For refund and privacy policy information visit our Help & Support page.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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Practical, flexible, and built around trustworthy resources, IRIS PD Certificates for Educators are a terrific option for educators who are ready to take their professional development to the next level, including: K-12 general and special education teachers Principals Paraeducators Substitutes Other school support staff (e.g., bus drivers, hallway/cafeteria/playground monitors) IRIS PD Certificates for Educators will remain free through December 2023!

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For over five decades, the Association of International Schools in Africa (AISA), has been developing and delivering strategic programmes supporting professional growth, good governance, strategic thinking and wellbeing in international schools across the continent.

We also provide our members with access to world-leading experts, advisors, trainers and facilitators specialising in matters such as school governance and leadership, professional learning, blended learning, child protection and wellbeing, inclusive education, innovation and technology, and more.

AISA's membership includes some 80 Associate Members comprising businesses, organisations and universities throughout the world whose primary mission is to serve the various needs of our member schools. The contribution of these Learning Partners is invaluable.

AISA ensures that school leaders, educators, and co-professionals are always learning and growing, thereby creating a productive school environment within which fresh, new ideas and practices can inspire students to focus, flourish and fully prepare to become global citizens.

Click here to find out more about AISA.

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Home | AISA | Association of International Schools in Africa

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For over five decades, the Association of International Schools in Africa (AISA), has been developing and delivering strategic programmes supporting professional growth, good governance, strategic thinking and wellbeing in international schools across the continent.

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Learn and develop with AMISA through our several professional learning services. We offer Virtual Learning, In-Focus Institutes, Conferences, Speaker Showcases and much more!

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Recruitment for Inclusion Questions, Ideas and Considerations

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Copy of HS Learning Support Questions Rubric

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5 States of Mind -Thinking Collaborative

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5 States of Mind -Thinking Collaborative

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The MTSS Fidelity of Implementation Rubric and Summary Sheet are for use by individuals responsible for monitoring the school-level fidelity of MTSS implementation. They may also be used by schools for self-appraisal evaluation; however, they were not designed for compliance monitoring and therefore should not be used for this purpose. The rubric and the summary sheet are designed to be used together and are aligned with the essential components of MTSS.

Please note that these are revised editions of the rubric and worksheet, originally developed by the National Center on Response to Intervention. The rubric has been further refined by AIR and states to shift the focus to MTSS. Examples from two states are provided below.

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Multi-Tiered System of Supports (MTSS) Fidelity of Implementation Rubric

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The MTSS Fidelity of Implementation Rubric and Summary Sheet are for use by individuals responsible for monitoring the school-level fidelity of MTSS implementation. They may also be used by schools for self-appraisal evaluation; however, they were not designed for compliance monitoring and therefore should not be used for this purpose.

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A school-specific analytics platform that takes student performance, demographics, and survey data and produces easy-to-read dashboards and reports.

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A school-specific analytics platform that takes student performance, demographics, and survey data and produces easy-to-read dashboards and reports.

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School Data Insights: AI Analytics for Schools.

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Instant, easy-to-use school data analysis with comprehensive reports on performance, demographics, examinations and more, to enhance educational strategies.

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A classroom-oriented AI tool aimed at personalization and adaptivity, which also has data-modules to help track and respond to individual student progress

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A classroom-oriented AI tool aimed at personalization and adaptivity, which also has data-modules to help track and respond to individual student progress

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Reach Every Student, Every Day | SchoolAI

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SchoolAI gives every student personal AI tutoring while showing teachers exactly what each student needs. Make school awesome with AI built to improve student outcomes.

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What to think about when using AI to support analyzing student data

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What to think about when using AI to support analyzing student data

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✅ How Schools Can Use Them

Trend identification: See which subgroups are making progress or falling behind, and look at possible causes (attendance, engagement, assessment results).

Predictive insights: Use AI to forecast which students might need more support (for example, based on early data) so interventions can be proactive.

Visualization & communication: Turn raw data into charts, dashboards, or reports that are easily understood by teachers, administrators, and stakeholders.

Time savings: Automate much of the data-cleaning, summarizing, and reporting so educators spend less time sifting through spreadsheets and more time interpreting and acting on insights.

Differentiated support: Identify different learner needs and adjust instruction or supports accordingly, supported by data rather than just intuition.

⚠️ Important Considerations

Data privacy and equity: Using student-level data with AI demands clear policies on who has access, how the data is protected, and how decisions based on the data maintain fairness.

Data maturity: Schools need a foundational level of clean, reliable data (attendance, assessment, behavior) for these tools to be useful; garbage-in, garbage-out still applies.

Interpretation & action: Tools provide the “what” and sometimes the “why,” but human judgment is still required to decide what to do next.

Training and buy-in: Educators and leaders must understand how to use the insights and integrate them into instruction, interventions, and decision-making.

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10 AI/data tools tailored for K-12 schools 

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10 AI/data tools tailored for K-12 schools 

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10 AI/data tools tailored for K-12 schools

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Five K-12 AI/data tools including approximate cost/licensing, data types supported, and pros & cons specific to K-12 use. Note: Pricing is often variable and must be verified with each vendor.

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Five K-12 AI/data tools including approximate cost/licensing, data types supported, and pros & cons specific to K-12 use. Note: Pricing is often variable and must be verified with each vendor.