Embedded Files
22: Access to the General Education Curriculum
22: Access to the General Education Curriculum
Should be an integrated component and the basis of each students’ academic program.
Should be an integrated component and the basis of each students’ academic program.
Building Classroom
Building Classroom
On-line Platform
On-line Platform
Students are included in a platform with their peers
The general education curriculum is differentiated to meet the needs of students
Remote Learning
Remote Learning
Curriculum should be identical to that used in the school setting
Materials may depend on what is available in the remote setting
Access to the General Education Curriculum Tools
Access to the General Education Curriculum Tools
23: Accommodations and Curriculum Differentiation
23: Accommodations and Curriculum Differentiation
Both accommodations and differentiation to the general education curriculum are used to enhance engagement, comprehension and independent task completion.
Both accommodations and differentiation to the general education curriculum are used to enhance engagement, comprehension and independent task completion.
Building Classroom
Building Classroom
On-line Platform
On-line Platform
Universal design for learning
provide multiple means of engagement (session 1 ppt)
Provide multiple means of representation (session 2 ppt)
Provide Multiple means of action/expression (session 3ppt)
Remote Learning
Remote Learning
Accommodations and directions with demonstrations on how to use them should come in advance from the student’s teachers via written instruction and/or synchronous meeting during teacher’s office hours
24: Clear Instructions
24: Clear Instructions
All instructions are provided in a way that students are able to complete tasks as independently as possible.
All instructions are provided in a way that students are able to complete tasks as independently as possible.
Building Classroom
Building Classroom
Step-by-step
On-line Platform
On-line Platform
Step by step directions with visuals (MSSC challenge example)
Templates are provided for student work
Remote Learning
Remote Learning
Step-by-step directions may need to be provided for the caregiver on how to present the materials
Step by step same as the classroom
Clear Instruction Tools
Clear Instruction Tools
25: Engagement
25: Engagement
Instead of being solely the student's responsibility, engagement is fostered through meaningful activities using strategies to increase participation in small and large group instruction, independent work, and routines.
Instead of being solely the student's responsibility, engagement is fostered through meaningful activities using strategies to increase participation in small and large group instruction, independent work, and routines.
Building Classroom
Building Classroom
On-line Platform
On-line Platform
Custom cursor in form of student’s interest
Use of pictures of teacher (bitmoji, photos, etc.)
Use of backgrounds or icons that are interesting to students (favorite topic, etc.)
Remote Learning
Remote Learning
26: Active Student Responding
26: Active Student Responding
An effective teaching strategy, active student responding is integrated across subjects and assignments with high rates of opportunities to respond (OTR).
An effective teaching strategy, active student responding is integrated across subjects and assignments with high rates of opportunities to respond (OTR).
Building Classroom
Building Classroom
On-line Platform
On-line Platform
Students are given multiple ways to respond: verbally, use of icons, polls, kahoot, flipgrid, type in chat, thumbs up, responding visuals, etc.
Remote Learning
Remote Learning
Active Student Responding Tools
Active Student Responding Tools
27: Efficient Use of Time
27: Efficient Use of Time
Teacher's and caregivers use their time efficiently by staying focused on instruction and learning opportunities to maximize time on task and academic engagement.
Teacher's and caregivers use their time efficiently by staying focused on instruction and learning opportunities to maximize time on task and academic engagement.
Building Classroom
Building Classroom
On-line Platform
On-line Platform
Videos are kept to a maximum of 6 minutes
Teacher utilizes agenda/schedule to keep up with activities
Remote Learning
Remote Learning
28: Instructional Schedule
28: Instructional Schedule
How the day is structured is vital in effective instruction. Make sure the schedule includes a combination of interactive instruction, small group activities, and independent tasks whenever possible.
How the day is structured is vital in effective instruction. Make sure the schedule includes a combination of interactive instruction, small group activities, and independent tasks whenever possible.
Building Classroom
Building Classroom
On-line Platform
On-line Platform
Online platform includes synchronous, asynchronous, breakout roms, whole group tasks
Remote Learning
Remote Learning
29: Activities and Materials
29: Activities and Materials
What students do during their day and the materials that they engage with are most effective when they are consistent with grade-level expectations.
What students do during their day and the materials that they engage with are most effective when they are consistent with grade-level expectations.
Building Classroom
Building Classroom
On-line Platform
On-line Platform
Materials and content are universally designed so that accessibility and comprehension for all is at forefront
Remote Learning
Remote Learning
30: Instructional Feedback and Support
30: Instructional Feedback and Support
For best results instructional feedback and support is specific and provided to facilitate academic success; faded systematically to promote independence.
For best results instructional feedback and support is specific and provided to facilitate academic success; faded systematically to promote independence.
Building Classroom
Building Classroom
On-line Platform
On-line Platform
Comments on discussion boards (picture of schoology/google classroom)
Comment options when students submit assignments online
Programs that provide the feature of explaining an answer as soon as a student answers (google form:” yes it’s correct!” “No it’s not and this is why”)
Remote Learning
Remote Learning
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