1. Try to differentiate learning for English Language Leaners in the classroom.

2. Build background and provide opportunities to develop expressive and receptive language.

3. BICS = social language, CALP = academic language

4. Add visuals, repetition, modeling, slower pacing, smiling, explicit directions, videos (use captions), and audio to give extra support.

5. Create a low-anxiety learning environment.

6. Give longer wait time for students to gather their thoughts.

7. Teach about the cultures that make up your classroom (shallow, surface, deep).

To create a safe and inclusive learning environment, it is vital that teachers use person first language in the classroom, and model it for students to also adopt the same language. It is important to not define a person by their disability. The student is an individual first, so they should be put first. Each student has unique qualities and capabilities. Those difference should be embraced in the classroom. We never want a student to feel hurt, offended, or be put down. Adopting this language in the class will ensure students are treated inclusively.

PBIS is a proactive support and approach to teaching.

There are three tiers in PBIS:

1. Primary Prevention (80%): class wide system for all students.

2. Secondary Prevention (15%): specialized groups, systems for students at high-risk behavior, students that you are worried about.

3. Tertiary Prevention (5%): specialized, individualized, students you are really worried about, may need intervention and/or IEP).

It is crucial to meet the needs of all different types of learners in the classroom. Students come into the class with different cultures, religions, experiences, needs, and disabilities. All lessons in the class should meet the needs of all students. Here is an example lesson plan with examples of how to meet students' needs.

*These are not real students, just scenarios.