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Middle and high school teachers can adapt several strategies used by their elementary school peers.

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After more than 12 years of teaching high school English, I experienced what some teachers might call a bit of a mid-career crisis. I craved professional development that didn't come in the form of a typical workshop. In an attempt to use other teachers' classrooms as my own personal curriculum, I decided to leave my job and take a position as an upper elementary instructional coach.

I had the opportunity to observe how effective elementary school teachers create safe, engaging, and productive learning environments for their students. Thinking back to my time teaching high school, I realized that many of these elementary school strategies could be used-with some modifications-with middle and high school students.

Brain Breaks and Focused Attention Activities

When I first witnessed an elementary teacher stopping a lesson so that students could jog in place for a minute, I thought it was just a strategy to keep kids from bouncing off the walls. But over time I realized that the teachers who incorporated frequent brain breaks throughout their lessons were able to keep their students on task for longer bursts of time than those who didn't.

It turns out that both children and teenagers benefit from a one- to three-minute mental and physical break every 30 minutes so that their brains can keep up with the academic and social demands of the classroom.

Taking deep breaths-with meditation apps like Calm-gives students an opportunity to focus on their breathing and harness their energy.

Time-lapse videos (such as nature or food videos) sustain students' attention so they can refocus on learning tasks.

A game of thumb war or rock-paper-scissors gives students an opportunity to partner up for a fun, no-prep activity.

While jogging in place isn't always an option in a room full of teenagers, here are some focused attention activities that do work:

Morning Meeting and More

Morning meetings, student jobs, and other cute elementary classroom traditions are not just for fun. I found that elementary school teachers who used these approaches-which emphasize values like community, respect, and responsibility-had a far easier time implementing academic curricula than those who didn't.

I also observed that the students who didn't appear to feel safe, heard, or seen in the classroom didn't willingly participate in workshops, centers, or other activities-indicating a need for the teacher to reach out or make changes in classroom management.

Set and model clear expectations for kind, constructive student language and behavior. Anticipate, model, and explain behavioral norms before negative incidents occur.

Greet students by name at the door at the start of each class period so they feel seen.

Create an I Wonder wall where students respond to thought-provoking questions. This helps students feel heard and validated. You might designate I Wonder Wednesdays, or mix it up with Thankful Thursdays, Motivational Mondays, etc.

Here are some ways middle and high school teachers can create safe learning communities in their classrooms:

The Value of Manipulatives

Math manipulatives, such as colorful tiles and base 10 blocks, are found in many elementary classrooms. These manipulatives help break down abstract concepts into smaller parts so students can play around with and test different scenarios and solutions to complex problems.

As concepts in math, science, and the humanities get more complex, providing middle and high school students with a space to break down and manipulate abstract ideas allows them to create their own well-supported, logical arguments and proofs.

Online simulators-like Gizmos-allow math and science students to observe, test, graph, and manipulate hypotheses.

Concept maps allow students to visually assess relationships between concepts, problems, and ideas. Once students create maps-using software like Bubbl.us, Coggle, or Padlet-they can make arguments and observations about information.

Here are two ways middle and high school teachers can bring the benefits of manipulatives to their lessons:

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Middle and high school teachers can adapt several strategies used by their elementary school peers. © shutterstock/rawpixel.com After more than 12 years of teaching high school English, I experienced what some teachers might call a bit of a mid-career crisis. I craved professional development that didn't come in the form of a typical workshop.

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Shelley Moore: Transforming Inclusive Education

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Here you will find teacher resources and over 70 study guides you can use to expand your knowledge and learn new educational strategies. Explore a wide variety of useful links, forms, and PDFs. Print, copy, and distribute them to colleagues for shared learning, collaboration, and support.

3 simple steps to downloading free teaching resources:

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3. Sign into your Solution Tree account to download free reproducibles and study guides. (If you don't have an account, you can easily create one here.)

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Here you will find teacher resources and over 70 study guides you can use to expand your knowledge and learn new educational strategies. Explore a wide variety of useful links, forms, and PDFs. Print, copy, and distribute them to colleagues for shared learning, collaboration, and support.

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Discover the benefits of this systems-wide model for improving the quality and amount of time students spend in inclusive settings. Already implemented

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HANDOUT 9

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Resource Library | Stetson & Associates, Inc.

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Our Resource Library provides teachers with free access to resources that support students as well as instructional practices.

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Accommodation Rubric Enhancing the Role of the Paraprofessional Paraeducator Weekly Log Paraeducator Effectiveness Self-Check Paraprofessional Schedule Possible Paraeducator Roles in

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Providing daily standards-based instruction for learners with complex and multiple disabilities, such as autism and deaf-blindness, requires a variety of materials, strategies, and differentiation. Quality instruction cannot be provided without detailed, collaborative pre-planning . Planning is essential to the delivery of high quality instruction. Plans should include the identification of learning targets based on both academic standards and transition skills and concepts such as social emotional skills and life applied skills. Planning should include the integration of Universal Design, differentiation and individualized instructional strategies, tools and interventions. This section of the website provides guidance and resources as you plan to meet the needs of diverse learners across all learning environments (LRE's). Discussion will include unit planning, collaborative tiered planning (MTSS tiers of support), and daily planning. Co-planning is also addressed in further detail as it aligns with the Ohio Improvement Process (OIP) and State Professional Development Grant (SPDG) work around equity and inclusivity.

Important Concepts:

Planning for ALL students means that "tiers of supports" and instructional methods will be needed

Pre-planning directly aligns learning targets and standards to instruction and assessment

Planning should address and include both pre and post assessments, ensuring they are universally designed and tiered so all students can show what they know

Student specific accommodations, assistive technology (AT), and scaffolds should be included in tiered plans to ensure that individualized education program (IEP) requirements are met

Look to Science and Social Studies standards as they contain concepts that can guide unit themes at each grade level or grade band

Identify tools and materials for each lesson in advance so that they can be gathered and/or created ahead of time

Self-Check:

Are pre and post assessments accessible to all students so that they can each show what they know?

Are materials used in teaching each lesson individualized or adapted to meet the learner's needs/challenges and strengths?

Is the activity aligned to learning standards that are an age/grade match for all learners in the class?

Does the assessment measure student knowledge of the pre-determined learning target/standard?

How might having a plan change the outcomes for one or more students in the class?

Why are some students not participating or engaged in class activities? Could access to prepared materials change their ability to participate?

Planning Self-Assessment Checklist

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Ohio Center for Autism and Low Incidence

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Planning to Meet the Needs of Diverse Learners

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Providing daily standards-based instruction for learners with complex and multiple disabilities, such as autism and deaf-blindness, requires a variety of materials, strategies, and differentiation. Quality instruction cannot be provided without detailed, collaborative pre-planning . Planning is essential to the delivery of high quality instruction.

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