In the reading program, students are grouped according to ability by the DIBELS benchmarking and curriculum progress monitoring. Groups rotate through stations that are tailored to their learning goals. Typically group 1 will work with focus and support on early literacy skills from k-3. Group 2 operates at grades 3-5 to expand their fluency and comprehension. Group 3 will be a stretch group that are working on bridging gaps from 6th grade material to grade level. Each group may encounter different materials and teaching modalities as they rotate through the stations in the classroom.

An example of this classroom design is shown in the video opposite.

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.

In partnership with the CEEDAR, the Council for Exceptional Children has developed and published a set of high-leverage practices (HLPs) for special educators and teacher candidates. The HLPs are organized around four aspects of practice:

• Collaboration
• Assessment
• Social/emotional/behavioral
• Instruction

From these four aspects of practice, there are 22 practices intended to address the most critical practices that every K–12 special education teacher should master and be able to demonstrate. The selected practices are used frequently in classrooms and have been shown to improve student outcomes if successfully implemented.