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What is Well-Being - IB Informed Practice

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What is Well-Being - IB Informed Practice

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Emotional Wellbeing - Outside of the classroom

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Emotional Wellbeing - Outside of the classroom

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Login to access and create your next design.

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During Enrollment, provide a student survey that asks what student wants Staff to know about him/her and also includes the ways the student learns best, and give teachers a checklist with that information. Student accommodations will be included.

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Designing an Effective Makerspace Environment: Makerspace Survey and Promotion

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Designing an Effective Makerspace Environment: Makerspace Survey and Promotion

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Don’t chase happiness. Become antifragile | Tal Ben-Shahar | Big Think

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Limitless Mind : Learn, Lead, and Live Without Barriers

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Limitless Mind by Jo Boaler | Having A Growth Mindset Can Make Learning Math Easy | LIT Videobooks

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How you can be good at math, and other surprising facts about learning | Jo Boaler | TEDxStanford

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See what this essential daily routine looks like in real classrooms!

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 How can we model respect for multiple perspectives and diversity?

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 How can we model respect for multiple perspectives and diversity?

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How do teaching and learning build on student interests, what they know, and what they can do? 

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How do teaching and learning build on student interests, what they know, and what they can do? 

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How do teaching and learning build on student interests, what they know, and what they can do? 

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How do teaching and learning build on student interests, what they know, and what they can do? 

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How do we encourage an understanding of learner variability among all staff and students? 

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How do we encourage an understanding of learner variability among all staff and students? 

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How do we focus on using students’ strengths to extend and empower learning? 

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How do we focus on using students’ strengths to extend and empower learning? 

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How do we extend learning for all students? 

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How do we extend learning for all students? 

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How do we scaffold student learning experiences?  

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How do we scaffold student learning experiences?  

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How do we identify and value prior knowledge?  

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How do we identify and value prior knowledge?  

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How do we affirm identity and self-esteem? 

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How do we affirm identity and self-esteem? 

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How do we ensure that students have opportunities to explore and develop their personal and cultural identities?

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How do we ensure that students have opportunities to explore and develop their personal and cultural identities?

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How do we ensure that students take ownership of their learning by setting challenging goals and pursuing personal inquiries? 

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How do we ensure that students take ownership of their learning by setting challenging goals and pursuing personal inquiries? 

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I chose this because I feel it's a great example of reframing a concept. It's also a great example of open-mindedness because it gives us the perspective of another culture and its values.

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Students that struggle academically often feel broken or they are flawed in some way. It's important to help them see that they are not, they too can be mended and shine, that this "flaw" is not who they are but something they will/have embraced and grow.

I always tell my students that I too had an IEP and used it through college. I did not let my struggles define me. I have my masters degree and believe they can be whatever they wish to be. What is important is they are happy with their choices and know they are amazing.

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This photo incorporates equity and inclusion as the unique cracks are incorporated, included, and supported by the rest of the object. The cracks were not seen as a barrier but instead valued and empowered.

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I chose this picture as I believe as educators, we can always help ensure each student is catered for in the classroom. Diversity and Inclusion means understanding individual needs and thinking how we can change the way we present things to the students and allow everyone to access the learning. We shouldn't see to change the students, we need to change our thinking and processes.

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Equity is about providing students with what they need to be successful. Inclusion is the process of ensuring all learners have a shared experience of engagement and belonging.

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I chose this slide because I feel it's a great example of reframing an issue and it also speaks to the learner attribute of Open-mindedness. Not only does it get us to consider an alternate view it also informs us about another culture and its value system.

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As educators, we need to start looking at neurodiverse learners as children who think differently, rather than children who have 'something wrong with them'. Parents also need to breakdown their own personal fears of what it means to have a neurodiverse child. We need to look for silver linings when we work with children who learn or behave differently than others. In an ASD child, the silver lining is often that we really know what they are thinking - because they tell us - rather than trying to guess what a child might be feeling.

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Personal Grapes:

Students write about their personal experiences in each of the following categories:

Geography, Rituals, Achievements, Politics, Economics, Social/societal

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Discography Activity:
Students pick three songs that are important to them and submit directly to the teacher:

1. A guilty pleasure song

2. A song that reminds you of someone dead or alive

3. A go-to song; happy or sad

Teacher uses the songs to create a classroom discography (playlist) to be used for the year.

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Browse conversation uno resources on Teachers Pay Teachers, a marketplace trusted by millions of teachers for original educational resources.

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Incorporating movement & sound, e.g. have students trace the map of Europe together in the air with sound effects for each one. 

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Incorporating movement & sound, e.g. have students trace the map of Europe together in the air with sound effects for each one. 

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Having students find commonalities with partners, groups,etc.

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Having students find commonalities with partners, groups,etc.

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Home school visits were a practice in Kristin's school- every student in her school and their family is visited at home. Checking with students and getting to know their background if they are coming into the school. Connecting with students when possible and getting to know their names. Having a greeting line coming into school at the beginning of the day with all staff members acknowledging students. Extracurricular groups (affinity groups), engaging in fun activities, being present in classrooms.

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*Card: your name, what do you want me to know about you, one thing you'd like to do in this class this year "Coffee with Lesley"
*2 truths and a lie
*share a burning issue
*hallway chat
*discuss expectations
*welcome letter
*rose, thorn, bud activity / popsicle, poopsicle, dreamsicle (something good, something hard and something you're looking forward to)
*share the small moments (this summer I had 4 popsicles in ONE day)
*

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Mario videos where Ss are acting out the video game together (movement)

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Mario videos where Ss are acting out the video game together (movement)

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Different types of games that allow students to relate and communicate with each other.

Conversation Uno- each Uno card is a different discussion prompt.  You can give a student three skip cards just in case they are uncomfortable sharing a certain prompt.

Conversation cube- different prompts on each side of the cube.

Get to know you scavenger hunt- find classmates that have similarities or differences.  The scavenger card can have visuals and students can help each other read the prompts as well.

5 things in common gallery walk- students will walk the room to find commonalities/differences they have with other students. Can help students find things are UNIQUE to them!

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Meet Ss at the door, greet them, set the expectation that the classroom is a safe space even before entering classroom.

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Meet Ss at the door, greet them, set the expectation that the classroom is a safe space even before entering classroom.

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Classroom meetings throughout the day in advisory and also content classes.

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Classroom meetings throughout the day in advisory and also content classes.

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Establishing classroom rules & essential agreements with students, holding Ss accountable throughout the year to what they agreed upon.

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Establishing classroom rules & essential agreements with students, holding Ss accountable throughout the year to what they agreed upon.

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Why students should study sign language | IB Community Blog

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Learning sign language in the Middle Years Programme (MYP) can help facilitate communication and cultural understanding between the deaf and hearing communities. IB World magazine reports

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These chairs if you  can find them, are great for students with sensory concerns or need a place to regulate.

https://www.ikea.com/ca/en/p/ikea-ps-loemsk-swivel-armchair-white-red-10407136/

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Since 2003, children throughout the world have spun, hidden and created their own cozy space in LÖMSK swivel armchair. Child psychologist Barbie Clarke, who has researched children and their development, has seen it act like a magnet to children. "Children love things that change into something else. It stimulates the imagination and gives a feeling of having magical powers. And spinning in the armchair is not just a fun game, it also contributes to important physical development," explains Barbie. "When children climb, hang upside down, run, balance and spin, their sensory systems develop ─ particularly their balance."

Today, Designer Monika Mulder has four children of her own. "In our home, it has been used as a toy stove, so that sometimes when the room is to be quickly cleaned, everything from the floor is hidden under the pulled down hood. Later in the evening, LÖMSK often looks like a glowing ball when one of the children sits inside it with a tablet." For Monika, the fact that LÖMSK is used in unexpected ways is positive. "In a pretend world, children can comfortably prepare for adult life ─ with nothing predetermined. It's the imagination of children that decides what LÖMSK should be."

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IKEA PS LÖMSK Swivel armchair, white/red - IKEA CA

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IKEA PS LÖMSK Swivel armchair, white/red Round and round you go! Your child sets the pace - spinning slowly relaxes; spinning quickly develops balance. When your child pulls down the hood, it becomes a cozy hideaway. With the hood pulled down the chair is a secret hiding place for a child.

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Removing Barriers for Special Education Students at MRMS

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Removing Barriers for Special Education Students at MRMS

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When implemented well with a systems-thinking approach, these 10 best practices can help superintendents and district leaders improve outcomes cost-effectively for students with special needs and all students who struggle.
Improving special education is challenging. All school districts want to close the achievement gap and improve outcomes for students with special needs and for students who struggle, but school and district practices are not always aligned to meet this objective most effectively.

But there is reason to be hopeful. Best practices exist that, when implemented well with a systems-thinking approach, can help school districts of all sizes and types achieve dramatic gains in achievement and inclusion and expand services for students with disabilities. DMGroup has developed our top 10 best practices for improving special education based on extensive research by the What Works Clearinghouse, the National Reading Panel, John Hattie's Visible Learning, numerous major research studies, and our own hands-on work with hundreds of school districts. Surprisingly, the cost of this approach is no more, and in some cases less, than current efforts. One note: these best practices are appropriate for most students with mild to moderate disabilities or no disability at all. Other students need a different approach.

1. Focus on student outcomes, not inputs

In too many districts, if last year's efforts didn't work as well as desired, the response is to add more staff, more paraprofessionals, more co-teaching, and more hours of service. These changes seldom help students and always cost more. Over the past decade, districts constantly increased the number of special educators and paraprofessionals, and yet achievement levels have barely budged.

If the current approach isn't achieving great outcomes, current practices must be reviewed and modified. The districts that have successfully raised achievement for students with special needs and other students who struggle are the districts that keep the focus on results.

2. Effective general education instruction is key

Effective general education instruction is key: higher performance of general education students correlates to higher performance of students with disabilities, as shown by the National Assessment of Educational Progress (NAEP). Students with special needs and students who struggle spend most of their day in the general education classroom; therefore, core instruction provided by the classroom teacher must meet most of their needs. In some districts, a culture has emerged where special education staff take the lead in serving students with disabilities. In many schools, elementary school children who struggle to read are pulled out of the core reading block to be taught by a special education teacher or paraprofessional.

While well-intentioned, these common practices are not what's best for students with special needs and students who struggle-students are best served academically when their general education teacher takes primary responsibility for their learning. Beyond core instruction, even interventions are often best provided by general education staff, which is the hallmark of RTI. Fundamentally, RTI and efforts like it embrace general education as the foundation for all students' success.

3. Ensure all students can read

In many districts, up to half of the referrals to special education are, at their root, due to reading difficulties. Referral rates jump in third through sixth grades when reading problems make it difficult to learn math, science, and social studies. An overwhelming majority of students who have not mastered reading by the end of third grade will continue to struggle throughout high school and beyond. These students tend to have increased rates of behavioral problems in later grades and are less likely to graduate from high school or to enroll in college.

In order to raise achievement for all students who struggle, districts need to faithfully implement best practices for teaching reading and ensure that students with mild to moderate disabilities are benefiting from these best practices.

4. Provide extra instructional time every day for students who struggle

Students who have difficulty achieving grade-level standards often need more time for instruction in order to catch up and keep up with their peers. At both the elementary and secondary levels, this additional time can be used to pre-teach materials, reteach the day's lesson, address missing foundational skills, and correct misunderstandings.

In many schools, struggling students are provided extra adults, but not extra time. Struggling learners may receive additional support from a teaching assistant, paraprofessional, special education teacher, co-teacher, etc. while staying in the same classroom as their peers for the same duration. Some schools have specialized instruction in place, but it is typically not in addition to the regular period. Struggling students, for example, may be assigned to a "replacement" class, a lower-level general education class that covers less content with less rigor. Extra "help time" should not be confused with extra instructional time. It is common for students with special needs to have a resource room period or a support period where a special education teacher provides ad hoc help or test prep across multiple subjects, grades, and courses. This is not the same as a daily dedicated extra period focused explicitly on math skills, for example.

Districts that have successfully closed the achievement gap and significantly raised the achievement of students with and without special needs provide extra instructional time each day in addition to core content instruction time.

5. Ensure that content-strong staff provide interventions and support

As standards have risen and the complexity of the content has increased, staff's having a deep understanding and mastery of what they teach becomes even more important. A teacher who has engaged in extensive study and training in a particular subject is more likely to have a wider repertoire of ways to teach the material. However, in most districts, extra instruction is provided either by paraprofessionals, or by special education teachers, who have expertise in pedagogy but often are generalists without specialized expertise in teaching subjects such as math, English, and reading.

Districts that have made the most significant gains among struggling students have done so by providing these students, whether or not they have IEPs, with teachers skilled in content instruction during extra instructional time.

6. Allow special educators to play to their strengths

Districts that have made strides in improving services for struggling students have focused on ensuring that teachers are able to play to their strengths. For example, some special education teachers may have expertise in specific content areas, while others may be very efficient and skilled in assessing and managing the IEP process.

It is highly beneficial to leverage these areas of expertise:

Content-Specific Expertise

Teachers who have particular strengths in academic content areas (e.g. reading instruction, math instruction) should focus on maximizing their time supporting students in their academic area of specialization.

Pedagogical Expertise

Teachers with pedagogical expertise should coach general education teachers on accommodating the needs of students with disabilities and on using scaffolding, differentiation, Universal Design for Learning (UDL), chunking, and other teaching strategies.

Social-Emotional Expertise

Special education teachers with a strong background in providing social-emotional or behavior supports to students should focus on delivering these important supports.

Case Management Expertise

Some special education teachers are particularly efficient and effective in managing the IEP process. These teachers should focus on case management responsibilities and thereby allow other special education teachers more time to serve students.

Making these shifts in roles enables teachers to focus on applying their particular strengths to benefit students. Specialization of roles also simplifies professional development for special education teachers; teachers can develop deeper skills in one area rather than having to master many different skills and specialties.

Focus paraprofessional support on health, safety, and behavior needs, rather than academic needs

Across the country, the number of paraprofessionals supporting students has been steadily increasing in recent years. Paraprofessionals play a critical role in the lives and education of many students, especially those with severe needs, autism, or behavior issues, and have helped expand inclusion. However, paraprofessionals have also been given a growing role in supporting academic needs.

This seemingly logical, caring effort actually runs counter to many of the best practices. Students with special needs and students who struggle need to be receiving instruction from content-strong teachers, and they need to be receiving extra instructional time rather than having additional support during core instruction. What's more, the presence of an aide can actually decrease the amount of instruction a student receives from the classroom teacher; it is not uncommon for a classroom teacher to feel that a student with an aide already has 100% of an adult's time, and therefore to focus attention on those students without aides. As a result, students with the greatest needs receive the least attention from a teacher certified in the subject.

It is important that districts focus paraprofessional support on health, safety, and behavior needs, and have certified reading teachers, RTI interventionists, and other trained specialists focused on academic and other specific needs. Fortunately, most districts can shift their staffing to better meet the needs of students in a cost-neutral way.

Expand the reach and impact of social, emotional, and behavioral supports

Addressing students' social, emotional, and behavioral needs is critical, and many districts have responded to a growing need for these services by adding counselors, social workers, or paraprofessionals but still feel more is needed. The key is to expand the reach and impact of existing staff, expand staffing by shifting resources, and partner with others to provide free or low-cost services.

Some districts have managed to double the amount of student services delivered by existing staff by streamlining meetings and paperwork. But even if all non-student work were streamlined, many districts still would be understaffed. Fortunately, many districts can improve and expand social, emotional, and behavioral supports within their existing budget by shifting to having fewer lower-skilled paraprofessionals but more staff with the highly specialized skills required, such as certified behaviorists. Finally, some districts further expand social and emotional services by partnering with local nonprofit counseling agencies, teaching hospitals, graduate psychology programs, or even insurance-funded mental health counselors.

Provide high-quality in-district programs for students with more severe needs

In the past, many mid-sized and smaller districts decided against providing in-house special education programs; these districts felt they lacked sufficient numbers of students at any given grade level to justify the cost of such services. This needn't be the case. If a district has at least three students with similar needs within the same age range, it may be more cost-effective to establish an in-house program than to place the students in an out-of-district program. Of course, the savings resulting from decreased tuition payments and transportation costs must be invested in providing enhanced in-district services.

The key to providing effective and cost-effective programs is to hire staff with the right skills and training, to adjust staffing levels throughout the year as enrollment shifts, and to provide dedicated leadership for these programs.

Know how staff spend their time and provide guidance on the effective use of time

To implement best practices at-scale and in a cost-effective manner, districts must have a detailed understanding of how staff, including special educators, related services providers, and RTI staff, are currently serving students. Then, the district must work collaboratively to establish expectations regarding the service delivery model and to set guidelines on the amount of time to be spent with students.

Given the vast range of tasks that staff perform, it is challenging for districts to develop an in-depth understanding of how staff spend their time. When districts utilize schedule-sharing technology to gain a deep understanding of current practices, both staff and administrators are often surprised at how much time is spent in meetings, how much service is provided 1:1 or 2:1 even though the IEPs call for small groups, and how much instruction is provided by paraprofessionals. Armed with a detailed understanding of current practices, districts can thoughtfully plan what is the best use of time for each role, grade level, and student need.

Finally, school and district leaders must assist principals and special education and intervention staff to build thoughtful schedules in accordance with best practices. Too often, the master building schedule forces teachers to pull students from core instruction in reading or math, prevents grouping of students with like needs, or demands attendance at too many meetings.

Scheduling is both an art and a science, and effective scheduling is key to ensuring that student needs are best met. There is no reason to believe every teacher or principal is an expert scheduler; even if they are, their schedule is impacted by dozens of other people's schedules, so efficient and effective schedules cannot be built in a vacuum. Coordinated scheduling is essential to ensure that time is being used most effectively.

Implementing these best practices is not easy or quick, but it is worth the effort

While implementing these best practices can have a significant positive impact, to say that implementation is easy would be misleading. It takes time and hard work to effect large-scale shifts in service delivery, staffing, scheduling, and roles and responsibilities. It takes time, much communication, and attentiveness to foster buy-in and ensure fidelity of implementation. It requires participation from leaders across all functions of the district as well as dialogue with key stakeholders such as parents. Clear goals, careful planning, and lots of communication can help to pave the way.

Taking a close look at current practices and taking a systems-thinking approach to implementing best practices can make a significant difference in student outcomes. It is hard work, and a time-consuming process, but well worth the effort to improve the lives of students with special needs and students who struggle.
Want to dive deeper into these best practices for improving special education and supports for students who struggle? Check out these resources:

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Improving Special Education: 10 Best Practices for School Districts

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When implemented well with a systems-thinking approach, these 10 best practices can help superintendents and district leaders improve outcomes cost-effectively for students with special needs and all students who struggle. Improving special education is challenging.

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Removing Barriers for Special Education Students at MRMS

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Removing Barriers for Special Education Students at MRMS

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Schools in Rhode Island that received rankings of "low performing" and "in need of improvement" share one common factor-the failure of the subgroup with individualized education programs (IEPs) to meet annual measurable objectives on state assessments. However, no single measure-such as a score on a state test-can adequately determine the effectiveness of a school. We need to look beyond test scores of subgroups and, as ASCD contends, assess a school's effectiveness using multiple measures. One such measure-longitudinal studies-can provide a truer picture of school achievement.

In support of this position, members of the Rhode Island ASCD affiliate conducted a longitudinal study of all 320 public schools in the state. Using data from state testing in language arts and math, the study compared the performance of students who have special needs with that of the student population as a whole.

By considering subgroup performance data from 2001-2004, the research team sought to determine which schools, including those not making adequate yearly progress, were, in fact, making significant progress toward closing the gap between students with individualized education programs and all tested students. Meeting the classification of "moderate" or "high performing" was not the focus of the study.

Using the disaggregated data of each school, the research team analyzed subgroup performance for all grade levels tested, using three-year averages of student performance (index proficiency scores). The study revealed that nearly 100 of Rhode Island's 320 public schools demonstrated significant improvement in closing the gap between the IEP subgroup and all students in either language arts or math on the New Standards Reference Exam (NSRE). Nine schools demonstrated significant improvement in both tested areas.

Sixty schools that had demonstrated the ability to close the gap responded to a survey designed to identify effective practices. The three profiles that follow-of an elementary school, a middle school, and a high school-illustrate how some schools are making substantial progress.

Schools That Closed the Gap

West Broadway Elementary School

West Broadway Elementary School in Providence, Rhode Island, enrolls more than 500 students in grades preK-5 and has a teaching staff of 39. More than 88 percent of students are minority, and more than 85 percent receive free or reduced-price lunch. Approximately one in six students has an individualized education program.

West Broadway has shown three years of progress in the tested grade in both mathematics and language arts for all students and for students with IEPs. Both groups achieved the school's annual measurable objective for mathematics, reducing the achievement gap from 10 points in 2001-2002 to 5.4 in 2003-2004. The school also significantly closed the gap in language arts: In 2001-2002, there was a 48-point gap; by 2003-2004, the gap had decreased to 7.1.

West Broadway's reported practices and intervention included implementing a balanced literacy program, which included teacher read-alouds; self-selected reading; home reading; and teacher-directed reading, writing, and vocabulary building. In mathematics, teachers engaged all students in consistent, in-depth problem solving through focused, small-group instruction and provided manipulatives that helped students learn mathematical concepts. Teachers also immediately addressed students' conceptual and procedural errors.

Gilbert Stuart Middle School

Gilbert Stuart Middle School, also in Providence, enrolls more than 800 students in grades 6-8, with a staff of approximately 65. Almost 25 percent of students have an individualized education program, and approximately 80 percent receive free or reduced-price lunch. More than 95 percent of students are minority.

The school has substantially reduced the gap between all students and students with IEPs in both language arts and math. By the 2003-2004 school year, students with IEPs achieved a score of 51.6 in language arts (up from 28.4 in 2001-2002), reducing the achievement gap from 26.3 points to 15.5. In math, the results were even more impressive. By 2003-2004, students with IEPs were scoring at slightly higher levels in math than all students were.

To achieve these gains, the school implemented a double block of English language arts instruction and regularly scheduled common planning time for teacher teams. In math, special education teachers used the same scope and sequence as the regular education teachers did. They also implemented the same strategies and techniques for differentiating instruction. Special education teachers were included in the English, math, and science departments.

The school has a culture of collegiality and collaboration, with a strong focus on professional development. Regular education teachers used special education teachers as instructional models because of their expertise in scaffolding and differentiating instruction. Teachers also created their own professional development by visiting one another's classrooms to identify effective practices.

Davies Career and Technical Regional High School

Davies Career and Technical Regional High School has an eclectic student population, drawing from numerous cities and towns within the Providence metropolitan area. The school enrolls 800 mostly urban students in grades 9-12, with a staff of almost 100. One student in seven has an individualized education program, one-half receive free or reduced-price lunch, and more than one-third are minority.

In 2001-2002, the gap between the performance of all students and that of students with IEPs was 8.1 points in language arts and 14.7 in math. By 2003-2004, the gap had decreased to 5.4 points in language arts and 12.3 in math.

One teacher/one support teacher, in which a subject-expert lead teacher pairs with a support teacher specialist.

Station teaching, in which teachers divide the content among student groups and teach a miniclass. When the miniclasses are over, students switch groups.

Parallel teaching, in which teachers divide the class and teach the same content after planning cooperatively.

Alternative teaching, in which a smaller group receives preteaching or reteaching.

Team teaching, in which teachers share instruction and planning.

In addition, the school has fully integrated special education staff members into academic departments, meeting weekly for common planning. Special education and regular education teachers work together in all science classes and in most of the English, math, and social studies classrooms.

Davies also offers ramp-up and remedial assistance in language arts and mathematics. Students in grade 9 who are at least three years behind in reading are required to take a daily 90-minute instructional block taught by an English teacher and a reading specialist. The curriculum doesn't differ from the regular curriculum; the students simply have more time to cover the material. Similarly, students in grade 9 who score significantly below grade level in math are required to take a one-credit remedial ramp-up math class in addition to their regularly scheduled math class. Class size is limited to 12 students to ensure an exemplary, self-paced, individualized program with significant teacher interaction.

Striving to Succeed

Two schools surveyed-Richmond Elementary and William R. Dutemple Elementary-indicated that they embedded high expectations for all students in daily activities. For example, teachers and students in these schools understood grade-level expectations. The schools practiced "learning walks" (walk-throughs), focused on strong early reading instruction, and hired excellent, high-quality teachers.

As a result of this focus on high expectations, the achievement gap between students with IEPs and all students in both language arts and math decreased by approximately 40 percent. Dutemple and another school in the study, Garvin Memorial Elementary, implemented inclusion so effectively that it was nearly impossible to distinguish between students with IEPs and general education students. Any student who needed an intervention, an alternate strategy, or other assistance received it, with teachers addressing specific requirements as discreetly as possible.

The diverse populations of schools that have successfully reduced the achievement gap suggest that strategies are applicable and effective in a variety of settings. For example, Richmond Elementary is a rural school that enrolls 500 students, with a minority population of approximately 2 percent. Dutemple, on the other hand, has a minority population of more than 28 percent and is defined as "urban ring."

In 1997-1998, Rhode Island implemented a school accountability reporting system known as SALT (School Accountability for Learning and Teaching). SALT visits involve teams of local educators who spend a week in schools to gather and review evidence on teaching and learning. A SALT visit to Potter-Burns Elementary School indicated a need to expand collaborative planning and teaching models and support greater inclusiveness. By differentiating instruction and analyzing student work, the school experienced a dramatic increase in student achievement. Teachers engaged in collaborative work and planning, integrating the arts with social studies, writing, and math.

In 1998, fewer than 5 percent of the school's students achieved proficiency on the state assessments in language arts and mathematics. By 2003, 86 percent of all students had achieved proficiency in language arts, and more than 73 percent had achieved proficiency in mathematics. For students with IEPs, standard achievement levels dropped slightly during this period, from 75 percent to 69 percent.

Practices That Work

Using inclusive strategies that engage students with special needs in general classrooms.

Establishing common, high expectations for all learners, with a focus on achievement.

Providing professional development to all staff members in research-based best practices.

Employing a highly qualified staff that is trained, committed, and responsive to student needs.

Having teams of teachers frequently analyze student work.

Using multiple forms of assessment.

Differentiating instructional practices to address student needs.

Increasing instructional time in literacy.

Involving parents in student learning.

Creating safe learning environments that incorporate incentives for success.

The Rhode Island ASCD affiliate study proved that students with special needs can achieve high standards when schools address learning needs. Successful schools had strong leadership and incorporated effective practices that promoted a responsive learning environment. Most important, they were committed to ensuring the success of each student.

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Narrowing Gaps for Special-Needs Students

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Schools in Rhode Island that received rankings of "low performing" and "in need of improvement" share one common factor-the failure of the subgroup with individualized education programs (IEPs) to meet annual measurable objectives on state assessments. However, no single measure-such as a score on a state test-can adequately determine the effectiveness of a school.

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Removing Barriers for Special Education Students at MRMS

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Removing Barriers for Special Education Students at MRMS

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How might we revamp the master schedule to support the inclusion of diverse learners?

Jennifer and Katelyn

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Choose from a wide variety of shapes to create diagrams and charts. Free from Google.

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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What strategies do you use successfully to develop relationships with students?        What strategies do you use successfully to develop mutual respect amongst every member of the learning community?         

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What strategies do you use successfully to develop relationships with students?        What strategies do you use successfully to develop mutual respect amongst every member of the learning community?         

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Suli Breaks -  I Will Not Let An Exam Result Decide My Fate (Spoken Word)

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My story in 9 minutes￼. I travel a country and share my story ￼

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Sorry, we just need to make sure you're not a robot. For best results, please make sure your browser is accepting cookies.

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Competitive Edge Charter Academy

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St. John's Learning and Inclusion Policy

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St. John's Learning and Inclusion Policy

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Julian Middle School - Inclusion Philosophy

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Tianna Quiller - 2013 Conference of the Americas

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Why an IB guide to inclusive education?

In the publication Learning diversity in the International Baccalaureate programmes (2010), the IB states, "Inclusion is an ongoing process that aims to increase access and engagement in learning for all students by identifying and removing barriers. This can only be successfully achieved in a culture of collaboration, mutual respect, support and problem solving. Inclusion is the learner profile in action, an outcome of dynamic learning communities." IB Programme standards and practices documents the practices required by schools to demonstrate their support for learning diversity.

The IB expects that schools will be in different places along their inclusion journey. The guide has been designed to support this journey and the associated ongoing process of:

increasing access and engagement

removing barriers to learning.

Taking into account the learner profile and its importance in empowering students and the IB Programme standards and practices, the guide is specific to IB World Schools. It is designed to facilitate inclusive school development by increasing awareness and knowledge in the field of inclusive education and provoking discussion through reflection and inquiry. The statements and review questions, taken together, provide a self-review process that IB World Schools and IB staff can use to explore, inquire, reflect, define and plan for inclusion in their specific context.

The IB and inclusion

What it means to be an IB World School is articulated in the Programme standards and practices. The following practices require schools to demonstrate their support for learning diversity.

A9. The school supports access for students to the IB programme(s) and philosophy.

B1:5. The school develops and implements policies and procedures that support the programmes.

B2:8. The school provides support for its students with learning and/or special educational needs and support for their teachers.

C1:6. Collaborative planning and reflection incorporates differentiation for students' learning needs and styles.

C3:10. Teaching and learning differentiates instruction to meet students' learning needs and styles.

Inclusion supports the democratic process by teaching through the learner profile so that all students, including those with learning support requirements, are equipped to exercise their rights and accept their responsibilities as citizens in mainstream social life. As detailed in What is an IB education? (2013), IB programmes aim to increase access to the curriculum and engagement in learning for all students, and therefore the terms "inclusion" and "inclusive education" refer to a broad understanding that embraces the diversity of learners and all minority groups. Inclusion is achieved through a culture of collaboration, mutual respect, support and problem solving. "Dynamic learning communities" refers to the whole school community, and any work on developing inclusion should not forget the voices of all learners, their parents and caregivers, support staff and non-teaching staff.

Students are at the centre of international education in the IB, with their own learning styles, strengths and challenges. Students aged 3-19 come to school with unique and shared patterns of values, knowledge and experience of the world and their place in it (IBO 2013: 3). It is the responsibility of the school and the leadership team to put in place processes to remove barriers to learning for every member of the school community. Barriers to learning may be found in the way schools are organized and resourced, their cultures and policies, the approaches to teaching and learning, the physical aspects of buildings and the ways in which individuals within the school community interact with each other.

The four principles of good practice (refer to page 5 of Learning diversity in the International Baccalaureate programmes (2010) for more information) identified by the IB as promoting equal access to the curriculum for all learners are: affirming identity and building self-esteem, valuing prior knowledge, scaffolding and extending learning. Student learning is enhanced when these four principles of good practice are considered in conjunction with the IB approaches to teaching and learning, which are those deliberate strategies, skills and attitudes that permeate the teaching and learning environment. The IB definition of differentiation (IBO 2010: 4) is stated as a way of thinking about teaching and learning; it is a process of identifying with each learner the most effective strategies for achieving agreed goals.

Note: The guide is not a definitive or stand-alone document on inclusive education, and it should be used with a range of other resources, both IB (see "Resources and references") and non-IB, to support your journey in your context.

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The IB guide to inclusive education: a resource for whole school development

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In the publication Learning diversity in the International Baccalaureate programmes (2010), the IB states, "Inclusion is an ongoing process that aims to increase access and engagement in learning for all students by identifying and removing barriers. This can only be successfully achieved in a culture of collaboration, mutual respect, support and problem solving.

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MEETING STUDENT DIVERSITY IN THE CLASSROOM

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MEETING STUDENT DIVERSITY IN THE CLASSROOM

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School Self-Review for inclusive Practices

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School Self-Review for inclusive Practices

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Learning Diversity and Inclusion in IB Programmes

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Learning Diversity and Inclusion in IB Programmes

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1. Know your students' strengths and barriers

All students are unique, and the way they learn best can be as individual as a fingerprint. Some students learn best by reading and working independently, while others excel by watching videos and working in groups. The goal is to understand their strengths and barriers, and to use that when designing lessons.

Determining strengths and barriers can be as simple as asking students their learning preferences, or observing them over time and keeping notes on which methods work best for which students. There are also many surveys that can help you learn more about individual strengths and barriers. One caveat is that asking students their preference doesn't always equate to what's best for them. For example, just because a student says he prefers watching videos doesn't mean that is actually how he learns best.

You should also be prepared to create an individual education plan for students requiring specific accommodations.

2. Use digital materials when possible

Although things are changing, I find that many classrooms still use paper-based materials. I'm not opposed to paper (I still buy real books from Amazon), but digital materials can make implementing UDL in a classroom much easier.

With digital content you can increase font size, easily look up definitions, use text-to-speech to read text aloud, and link out to more detailed information on almost any topic imaginable. This is particularly useful for students needing dyslexia-friendly reading tools, or translation.

If your current classroom materials are not in a digital format, consider ways you can change this. For example, you could replace outdated content with more up-to-date, digital content available online, or use tools like OrbitNote to convert paper-based materials to digital, accessible materials.

3. Share content in a variety of ways

In addition to having content available in a digital format, it's also important to share that content in a variety of ways. This can help ensure it fits with students' strengths and barriers discussed above.

For example, if you're teaching a unit on area and perimeter, you may know that some students will do well simply reading the textbook, while others would benefit from watching a video or listening to a hiphop version of the lesson on Flocabulary. Once they've got the concept down, let everyone get their hands dirty by working with manipulatives on their own or in a group to solve a real-life problem.

Offering multiple means of representation ( UDL's first principle) helps to ensure that students who struggle in one area do not automatically fall behind their peers.

4. Offer choices for how students demonstrate their knowledge

Sharing content in a variety of ways is only half the battle. Engaging students by giving them access to audio, video, digital text, and interactive sites, only then to hand out a paper and pencil quiz at the end of the day isn't ideal.

Obviously some of this is out of your control as standardized testing is a necessary part of education. When possible however, do your best to give students options for how they share their knowledge. This could be a demonstration, slideshow, speech, essay or video. Even using simple free tools like Google Forms provides an upgrade to standard multiple choice tests by making it digital and helping you to streamline grading.

5. Take advantage of software supports

Technology plays an important role in supporting Universal Design for Learning (UDL). The number of apps, extensions, sites, and built-in supports available to students today is nearly infinite. If you have a student who needs support with reading, writing, math, history, chemistry, or any other subject, chances are, software exists to help.

Allowing students to take advantage of these supports is critical. Not only does it give them the ability to succeed independently both inside and outside of the classroom, but it also frees up your valuable time to help even more students.

A great example of a support from Texthelp that's helping millions of students worldwide is Read&Write. Our handy extension for the Google Chrome web browser allows anyone with a Google account to have access to reading and writing supports on the web, in Google Docs, Slides, Forms and more.
Watch the video below to see how one district is benefiting from Read&Write.
As you can see, tools like Read&Write are a great way to provide on-demand support when and where students need it. And one of the great things about modern apps and extensions is their ease of use. Many times students simply discover these apps on their own after they are deployed. If not, usually a quick overview at the beginning of a class is all that's needed.

6. Low and No Tech options do exist

Even though I've been talking about the importance of digital content, software supports, and other technology-related tools, it's important to know that technology is not required to implement UDL. Sure, it can help, but if you're in a classroom with little to no technology, that doesn't mean you can't implement UDL.

UDL is all about removing barriers. As mentioned, one way to do this is by providing a range of options when presenting content or asking students to demonstrate their knowledge. Instead of using technology you can still offer multiple means of representation with things like graphic organizers and handheld whiteboards that students can use as response cards. The goal is just to make sure that all students have a way to participate and learn.

7. Learn from others

Universal Design for Learning isn't new. There are loads of resources available online that can help you get started. You can start by heading over to the UDL Center's website to learn more about the topic and the research behind it. You can check out our dedicated UDL guide for educators which can help you determine each learner's needs and create a personalized learning environment in your classroom.

Just remember to start small. Implementing the principles of Universal Design for Learning doesn't happen overnight. For example, begin by taking one lesson and consider ways to represent the content in multiple ways to reduce barriers and help increase student comprehension. Then for another lesson, offer students multiple ways to demonstrate their knowledge. Or maybe create a short quiz in Google Docs instead of paper and demonstrate how students can use a tool like Read&Write to help with reading and responding to the questions.

By tackling UDL one step at a time, you can see what works and what doesn't for your unique students and classroom.
Editor's Note: This article was originally published in May 2017 and was updated in December 2022.

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7 Universal Design for Learning Examples and Strategies for the Classroom

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While UDL is a common phrase in many schools today, it can be difficult to practically implement in the classroom. To help with this, I've put together a list of 7 ideas to make introducing Universal Design for Learning into the classroom just a bit easier.

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Date:
Wednesday, July 21, 2021

CAST today announced the release of the UDL School Implementation and Certification Criteria (UDL-SICC) on its Learning Designed™ platform. The Criteria will allow schools to guide and measure their use of Universal Design for Learning (UDL) to create inclusive learning experiences and environments.

The resource addresses four categories-School Culture and Environment, Teaching and Learning, Leadership and Management, and Professional Learning-with the goal of:

Supporting an ambitious vision for schoolwide implementation of UDL;

Providing a flexible roadmap for how to achieve this vision;

Offering a pathway toward school-level certification, which will be offered at a future date.

"The UDL-SICC gives schools significant support as they work to stimulate and sustain best practices in UDL," says Steve Nordmark, CAST's Director of Business Development who also directs the UDL-SICC initiative. "With the criteria, schools have research-based tools to design inclusive learning environments and monitor their progress toward that goal."

The UDL Implementation and Research Network and CAST Professional Learning, both divisions of CAST, developed the criteria in collaboration with an advisory board of school leaders with experience implementing UDL. The UDL-SICC builds on a foundation of implementation and improvement sciences, research from across the UDL field, and years of experience from UDL implementation specialists who support schools and districts.

The full UDL-SICC lives on Learning Designed™, an online platform that supports the UDL community with resources, credentials, and community-building opportunities. A related guide, implementation readiness tool, and self assessment support the use of the criteria. These resources are part of a larger UDL Credentialing and Certification Initiative, a multiyear, global field-change effort to support the voluntary, scaled implementation of UDL.

About the UDL Implementation and Research Network

The UDL-IRN, a division of CAST, is a grassroots organization that supports the scaled implementation and research related to Universal Design for Learning. Through collaboration, the UDL-IRN supports and promotes the identification and development of models, tools, research, and practices designed to foster effective UDL implementation in educational environments.

About CAST

Founded in 1984, CAST is a nonprofit whose mission is to transform education design and practice "until learning has no limits"®. Winner of the Smithsonian Innovation in Education award and many other honors, CAST conducts research and development, provides technical assistance and professional development, and publishes exceptional media for the education market. CAST authored the renowned Universal Design for Learning (UDL) framework and UDL Guidelines.

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CAST Announces New Criteria to Guide UDL Implementation, Certification for Schools

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Date: Wednesday, July 21, 2021 CAST today announced the release of the UDL School Implementation and Certification Criteria (UDL-SICC) on its Learning Designed™ platform. The Criteria will allow schools to guide and measure their use of Universal Design for Learning (UDL) to create inclusive learning experiences and environments.

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Updated: February 1, 2021 These Terms of Use ("Terms") govern your use of the Learning Designed Platform ("Site") and the Services on it. Please read these Terms carefully as your access to this Site or use of the Site or Services in any way means you accept these Terms and agree to be bound by them.

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CAST Guideline: Interesting Case Stories of Teachers who have used CAST Guidelines in their teaching can be found in the IB Resources Universal Design for Learning document

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CAST Guideline: Interesting Case Stories of Teachers who have used CAST Guidelines in their teaching can be found in the IB Resources Universal Design for Learning document

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http://udlguidelines.cast.org/

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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.

Coming soon! UDL Guidelines 3.0

The UDL Guidelines are a living, dynamic tool that is continuously developed based on new research and feedback from practitioners. In 2020, CAST launched our most recent effort to update the UDL Guidelines, with a specific focus on equity. There has been a strong call from the field-both practitioners and researchers alike-to more fully develop the Guidelines to address critical barriers rooted in biases and systems of oppression. The current update aims to respond to this call and to work toward fulfilling the promise of the Guidelines as a tool to guide the design of learning environments that more fully honor and value every learner.

Since our launch in 2020, we have been committed to a community-driven, inclusive, and transparent updating process. As part of this effort, we are:

Collaborating with an Advisory Board, a UDL Guidelines Collaborative, and a Young Adult Advisory Board to guide our work

Conducting focus groups with a diversity of participants to learn from their perspectives, lived experiences, and feedback

Reviewing the research on the UDL Guidelines research pages to understand the balance of different research fields, methodological approaches, epistemological approaches, and author positionalities

Conducting literature reviews of equity-oriented research that connect to and extend the Guidelines, such as disability studies and critical pedagogy studies

We are excited to share this next iteration of the UDL Guidelines in 2024. If you are interested in receiving our UDL Guidelines 3.0 newsletter to stay updated on our progress and to share your ideas and perspectives, please complete this brief form.

Review the Summary

Explore the Full Draft

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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.

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This image summarises the Todd Rose video

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This image summarises the Todd Rose video

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This research is very helpful in understanding why in the middle school we need to use many different Tier 1 engagement and learning strategies to help kids find success at the middle level.

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By Thomas Armstrong, Ph.D.
It almost goes without saying that midde school is the most challenging level of instruction in K-12 education. Children younger than middle school age tend to be more respectful of authority, and students older than middle school age are typically more thoughtful and serious.

It's in these ''in-between years'' that kids tend to be more concerned about their social status than about academics, appear to regard teachers and parents with greater suspicion than at earlier or later stages of development, and seem to be more emotionally sensitive and self-conscious than at any other time in life.

Now we know the reason why middle school kids are this way, and it has more to do with neurotransmitters than with hormones. The past 20 years of research in adolescent brain development has provided an entirely new way of understanding why adolescents-and young adolescents in particular-are the skittish, suspicious, status-conscious, peer-hungry creatures that they are.

The advent of puberty brings with it, of course, the hormonal changes associated with secondary sexual characteristics, but they also stimulate the production and regulation of neurotransmitters in the brain, including dopamine, which is associated with reward-seeking and risk-taking; serotonin, which is linked to mood, sleep, and appetite; and oxytocin, which is connected to social bonding.

On a structural level, the limbic system or emotional brain (which serves in a sense as a switchboard for these and other brain chemicals) matures several years before the prefrontal cortex, which governs such functions as inhibition, decision-making, planning, reflecting, organizing, and strategizing.

More than anything else, this gap between when the emotional brain develops and when the prefrontal cortex matures helps explain the erratic, kinetic, up-and-down behaviors of young teenagers. Knowing this in and of itself can help educators develop greater compassion for what these kids are going through. But more importantly, this understanding of brain development can provide a blueprint for what I like to call "adolescent brain-friendly practices'' in the classroom.

It's these two key features of the young adolescent brain-the developed ''emotional brain'' and the still undeveloped ''rational brain''-that offer a two-pronged approach for designing brain-based practices.

Maximizing the limbic system's potential

First, because the limbic system is alive and popping, middle school educators need to create activities that channel these energies in constructive directions. All too often, teachers attempt to deal with limbic system activity through disciplinary policies, or alternatively, through moral lectures on why unruly behavior isn't appropriate in the classroom.

Neither of these approaches acknowledges the reality and the power of the emotional brain in the lives of these kids. Here are four strategies that address the impact of the limbic system head-on:

1. Channel students' vibrant energies through the expressive arts.

When students engage in meaningful arts activities-creative writing, sculpture, painting, drama, music composition, dance, collage-they essentially take their turbulent emotions and turn them into something positive (Freud called this process ''sublimation'').

Sublimating activities can be tailored to subject matter. In science class, for example, students can pick the chemical element that best describes who they are, and then write a poem, do a collage, create a song or choreograph a dance-and in this way express themselves (e.g. ''my life as the element neon'').
2. Activate students' imaginations.
The imagination can be regarded simply as behavior turned inward. When students are asked to visualize a scene, they essentially transform their outwardly crackling energies into kinetic mental images. I believe that teaching through the imagination is the single most neglected resource in all of education.

In history class students can imagine the battles being studied; in literature, scenes from a novel; in science, the interior of the human anatomy; and in math, the structure of a dodecahedron. This strategy costs nothing, takes little time, and is easily implemented.

3. Make room for plenty of humor and laughter.

Middle school students are often laughing about things, but the problem is the substance of their humor usually has nothing to do with the instruction going on (unless it's to make fun of it). The trick is to integrate the humor directly into the subject matter. Start each lesson with a relevant cartoon.

For science or math class, for example, there are many Far Side cartoons that will fill the bill. Use funny videos to make a point about the content in a course; search YouTube for two to three minute segments related to instructional objectives. And assign students the task of writing jokes, skits, or funny stories related to the curriculum.

4. Relate instruction to the students' own personal lives.

Since kids in middle school often see the entire world as revolving around them alone, then look for ways in which content can be tied to their personal concerns. I often start such a strategy off with the phrase ''Think of a time in your life when you....'' If students are studying the Revolutionary War, ask them to ''think of a time in your life when you felt like revolting against authority.''

When reading a short story or novel in ELA class, ask students which character they most identify with and why. And, most of all, listen to students when they share their experiences.

Speeding up rationality

The second part of our two-fold approach to applying knowledge of the young adolescent brain to the classroom involves actively seeking to ''speed up'' the maturation of the rational prefrontal cortex. We now know that the adolescent brain is highly ''neuroplastic,'' meaning that its structure and function can be changed through environmental influences.

We also know that around the age of ten to twelve there is a ''spike'' in the growth of gray matter in the brain. This seems to coincide with what Jean Piaget called the formal operational stage of cognitive development.

This is great news because it means that the young adolescent is now capable of metacognition-of thinking beyond immediate concrete (and emotional) concerns. Consequently, we should be employing strategies that help these kids maximize this newly acquired ability. Here are a few ways to do this:

1. Teach students emotional self-regulation skills.

This refers to the ability of an individual to handle potentially disruptive internal emotions without letting things get out of hand. An important first step in this process is helping kids to identify their emotions.

If a student gets angry in the classroom, for example, the teacher can ask the student to label what he's feeling inside. Then the teacher can help the student identify appropriate ways of handling the emotion: by taking a deep breath, visualizing a peaceful scene, removing oneself from the classroom temporarily to regain control, etc.. The emphasis here is on learning a new skill, not punishing or judging a behavior.

2. Explain to students the importance of having a growth mindset.

The pioneering work of Stanford psychologist Carol Dweck suggests that students who believe that success in life is based on innate talent (a ''fixed mindset'') don't do as well as those who understand that success in school and life comes from hard work and a positive attitude. Teachers can help students to articulate which mindset they currently have and teach and support them as they program themselves to have a growth mindset.
3. Help students learn goal-setting behaviors.
Research suggests that students who set goals and commit to them have higher levels of motivation and achievement than those who don't do this. One approach that can be easily taught uses the SMART acronym (make a goal Specific, Measurable, Achievable, Realistic, and T ime-Bound).

Start with small goals ("How many math problems I'll do for homework tonight''), but also give students a chance to plan for the long-term ("'What three things would you most like to accomplish over the next five years?'').
4. Engage students in critical thinking.
With the limbic system in control, middle school students' ideas often are heavily freighted with emotion. Critical thinking can help them reason things out more clearly. Ask students open-ended questions (''Why do you think Romeo showed up at the Capulet's party? Was this a wise thing to do?'').

Challenge them to back up their opinions with facts (''Give me three solid reasons why you think the JFK assassination was a conspiracy''). Encourage students to take different sides of an argument through a debate format.

Adolescent culture requires we adopt updated brain theories

These are just a few of the many ways that teachers can implement ideas based upon the past 20 years of research into the adolescent brain. It should also be mentioned in passing, that educators need to abandon what I call ''adolescent brain-hostile practices.''

These include "data walls'' or the posting of grades and/or test scores (which humiliates and shames students in front of their peers), emotionally flat lectures and textbooks (which fuels disengagement and alienation in students), and bans on instructionally valid use of social media in the classroom (which frustrates the needs of students to affiliate with their peers).

Some teachers may feel that ''academic rigor'' should be favored over these ''soft skills.'' However, when we note the risks that our young adolescents face-depression, eating disorders, internet addiction, bulllying, substance abuse, and more-then it becomes obvious that we have no choice but to integrate these new understandings about adolescent brain development into our educational practice.

____________

Thomas Armstrong, Ph.D. is a former junior high school teacher and the author of The Power of the Adolescent Brain: Strategies for Teaching Middle and High School Students (ASCD, 2016). He can be reached through his website, www.institute4learning.com, and @Dr_Armstrong.

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Maximize the Power of the Middle School Brain

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By Thomas Armstrong, Ph.D. It almost goes without saying that midde school is the most challenging level of instruction in K-12 education. Children younger than middle school age tend to be more respectful of authority, and students older than middle school age are typically more thoughtful and serious.

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This IB document from above is valuable to give all teachers strategies for inclusion for students with many different challenges.

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http://udlguidelines.cast.org/

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Interesting Case Stories of Teachers who have used CAST Guidelines in their teaching can be found in the IB Resources Universal Design for Learning document

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Interesting Case Stories of Teachers who have used CAST Guidelines in their teaching can be found in the IB Resources Universal Design for Learning document

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Great tool to help kids better understand their learning needs before transitioning to high school. Helps support self-advocacy skills.

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https://www.positivediscipline.com/

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Products for Parents

Positive Discipline teaches young people from an early age to become responsible, respectful, and resourceful members of their communities. Based on the best-selling Positive Discipline parenting books by child psychologist Dr. Jane Nelsen, Positive Discipline teaches important social and life skills in a manner that is deeply respectful and encouraging for both children and parents. Recent research tells us that children are hardwired from birth to connect with others, and that children who feel a sense of connection to their community, family, and school are less likely to misbehave. Positive Discipline is based on the understanding that the key to positive parenting is not punishment, but mutual respect.

Products for Teachers

Do you find yourself spending time in the classroom controlling behavior and confronting apathetic students? You don't have to - Positive Discipline's proven, time-tested classroom management strategies foster cooperation and mutual respect in children. Positive Discipline in the Classroom gives you the tools to create a classroom atmosphere that motivates students and enhances learning.

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The Official Positive Discipline Website by Founder Dr. Jane Nelsen - Solutions for Parents and Teachers