appreciating diversity in student needs and identities

APPRECIAT ING DIV ERS ITY IN STUDENT NEEDS AND ID E NTIT IES TOOLKIT :

EXECUTIVE SUMMA R Y

©2020 Hanover Research 1

APPRECIATING DIVERSITY IN STUDENT NEEDS AND IDENTITIES T o o l k i t 2 o f 1 0 i n t h e U t a h T e a c h e r T o o l k i t S e r i e s

Prepared for Utah Leading through Effect ive , Actionable , and Dynamic

(ULEAD) Educat ion

I n th i s too lk i t , Hanover Resea r ch and ULE AD exp lo re s t r a teg ie s

and resources tha t c u r ren t and asp i r ing teacher s can u t i l i z e t o

m eet Standard 2 : Le arn ing Di f fe rences o f the U tah E f f ec t i ve

T each ing S tandards and Ind i ca to r s .

D e ce m be r 2 0 2 0


EXECUTIVE SUMMA R Y


TABLE OF CONTENTS

INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3

OVERVIEW . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

AUDIENCE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

FOCUS ON ASSETS AND SET HIGH EXPECTATIONS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6

DESIGN INSTRUCTION FOR UNIVERSAL ACCESS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

PROVIDE DIRECT SUPPORT TO ENGLISH LEARNERS . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

ENDNOTES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

ABOUT HANOVER RESEARCH . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32


EXECUTIVE SUMMA R Y


INTRODUCTION T h i s too lk i t p rov ides gu idance and resources to as s i s t cu r ren t and asp i r ing Utah

teacher s i n d eve lop ing the i r ab i l i t y to suppor t the g rowth and l ea rn ing o f a l l

s tudent s v i a e f f ec t i ve pedagog ies and a com m i tm ent to s tudents , f am i l i e s , s choo l s ,

and the b roader m i s s ion o f educa t ion . I n pa r t i cu la r , Utah teachers should

cons tant ly s t r i ve to a l ign the i r da i l y work , sk i l l s deve lopment , and p rofess iona l

d i spos i t ions to the ten s tandards and re la ted ind i ca tors of the Utah E f fec t i ve

Teach ing S tandards ( l o ca ted here ) . Com m i tm ent to ach iev ing t hese s t andards w i l l

a l low teacher s to suppor t the m i s s ion o f pub l i c educa t ion to “ensu r [e ] l i t e racy and

num eracy fo r a l l U tah ch i ld ren , p rov id [e ] h igh qua l i t y i n s t ruc t ion fo r a l l U tah

ch i ld ren , [ e s tab l i sh ] cu r r i cu lum w i th h igh s tandards and re l e vance to a l l U t ah

ch i ld ren , and requ i r [ e ] e f f ec t i ve as se ssm e nt to in fo rm h igh qua l i t y i n s t ruc t ion and

accountab i l i t y . ” 1 Spec i f i ca l l y , th i s too lk i t p rov ides teacher s w i th t ip s , s t r a teg ies ,

and resources to suppor t the i r p ro fess ion a l wo rk and deve lopm ent a round Standard

2 : Learn ing Di f fe rences .

Utah E f fec t i ve Teaching S tandard 5 : Asses sment

The Learner

and Learning

Standard 1: Learner

Development

Instructional Practice

Teaching begins with the learner. To ensure that each student learns new

knowledge and skills, teachers must understand that learning and

developmental patterns vary among individuals, that learners bring unique

individual differences to the learning process, and that learners need

supportive and safe learning environments to thrive.

----------------------------------------------------------------------------------

Standard 2: Learning Differences

The teacher understands individual learner differences and cultural and

linguistic diversity. The teacher:

▪ Understands individual learner differences and holds high expectations

of students;

▪ Designs, adapts, and delivers instruction to address each student’s

diverse learning strengths and needs;

▪ Allows students different ways to demonstrate learning sensitive to

multiple experiences and diversity;

▪ Creates a learning culture that encourages individual learners to

persevere and advance; and

▪ Incorporates tools of language development into planning and

instruction for English language learners and supports development of

English proficiency.

Standard 2:

Learning

Differences

Standard 3: Learning

Environments

Instructional

Practice

Standard 4: Content

Knowledge

Standard 5:

Assessment

Standard 6:

Instructional

Planning

Standard 7:

Instructional

Strategies

Professional

Responsibility

Standard 8:

Reflection and

Continuous Growth

Standard 9:

Leadership and

Collaboration

Standard 10:

Professional and

Ethical Behavior

S o u r c e : U t a h S t a t e B o a r d o f E d u c a t i o n 2

https://www.schools.utah.gov/file/f0e86540-5617-4166-a701-fea403f2f848


EXECUTIVE SUMMA R Y


Resea rch shows tha t teachers a re the most

in f luent ia l and impact fu l e l ement o f the

fo rma l s choo l sys tem in p romot ing s tuden t

ach ievement . I n f ac t , r e sea r ch es t im ates t ha t

t eacher s “have two to th ree t im es the e f f ec t o f

any o ther s choo l f ac to r , i n c lud ing se rv i ces ,

f ac i l i t i e s , and even l eader sh ip . ” 3 A s the

im m ed ia te o rgan i ze r s and superv i so r s o f

s tudents ’ educa t iona l exper i ences , t each er s

exe r t t r em endous in f luence on s tudent

ou tcom es ac ross m u l t ip le a reas . 4 T hese e f f ec t s

ex tend ac ross dyna m ics such as acade m ic

ach ievem ent , a t t en dance , soc i a l - em ot iona l

l ea rn ing , behav io r , f u tu re ea rn ings , and

co l l ege a t tendan ce . 5 6

Consequent l y , teach ers should s t r i ve to

max imize the i r ef fect i veness in a l l f acets o f

the i r da i ly work , f rom p lann ing and

de l i ve r ing in s t ruc t ion to es tab l i sh ing a sa fe

and secu re l e a rn ing env i ronm ent to ac t ing l i ke a consum m ate p ro fess iona l . 7 T h i s

r equ i res an awarene s s o f l ea rner s ’ needs , o f s y s tem ic expec ta t ions , and o f one ’ s

own s t reng ths and weakne sses as th ey re l a te to p ro fess io na l p rac t i ce s and

pedagog ies . 8 I t a l so r equ i res tea cher s t a k ing concer ted a c t ion to expand the i r

con ten t knowledge , s t r eng then the i r i n s t ruc t iona l sk i l l s , and m a in ta in a

p ro fess iona l and pos i t i ve m indse t w i th s tudent s , f am i l i e s , and co l l eagues . 9

T h i s Apprec ia t ing D ivers i ty in S tudent Needs and Ident i t i e s Too lk i t and the n ine

accom pany ing too lk i t s i n the Utah Teacher Too l k i t Se r i e s suppor t U tah ' s cu r ren t and

asp i r ing teach er s i n m eet ing the dem ands o f the U tah E f f ec t i ve T each ing S tandards .

I n pa r t i cu la r , th i s too lk i t w i l l he lp use r s p rogress toward those ind i ca to r s a l igned

w i th h igh-e f fec t i ven e ss fo r S tandard 2 : Lea rn ing D i f f e rences .

Ind i ca tors o f H igh - Ef fec t i veness fo r S tandard 2 : Learn ing Di f fe rences

The highly effective teacher:

▪ Develops and maintains a positive and nurturing learning environment that values the contributions of students

with all backgrounds and abilities;

▪ Uses learner differences as an asset in designing effective instruction for all students;

▪ Scaffolds support for diverse learners in the classroom and matches resources and strategies to individual student

needs;

▪ Encourages students to demonstrate learning based on understanding of individual learning characteristics;

▪ Bridges school and community cultures by connecting multiple perspectives and encouraging students to learn

from each other;

▪ Incorporates knowledge of English language development and English learners’ strengths and assessed needs into

English language and content instruction; and

▪ Engages English learners in assessment of their progress in English language development and in meeting content

standards.

S o u r c e : U t a h S t a t e B o a r d o f E d u c a t i o n 10

Aspects of E f fec t i ve Teach ing

Qualities of

Effective

Teaching

Professional

Knowledge

Instructional

Planning

Instructional

Delivery

Assessment

Learning

Environment

Professional

Demeanor

S o u r c e : A s s o c i a t i o n f o r S u p e r v i s i o n

a n d C u r r i c u l u m D e v e l o p m e n t 6


EXECUTIVE SUMMA R Y


OVERVIEW T h i s too lk i t :

✓ Exp lo res the impor tance o f focus ing on the asse ts tha t s tudents posses s

and communica t ing h igh expecta t ions fo r s tudents wh i l e s im u l taneous l y

acknowledg ing cha l l e nges tha t s tudent s m ay encounte r i n the i r l ea rn ing ;

✓ Sugges t s s t r a teg ie s , too l s , and p rocedures to make ins t ruc t ion access ib le

to a s many s tudents a s poss ib le , w i th the u l t im ate asp i r a t io n to p rov ide

un i ve r sa l acce ss w i th i n the base cu r r i cu lum ; and

✓ Rev iews e f f ec t i ve p ra c t i ces to support Engl i sh l ea rners ( ELs ) in deve loping

s t rong content know ledge and Engl i sh l anguage sk i l l s .

AUDIENCE T h i s too lk i t i s des igned to suppor t cu r ren t and asp i r ing K -12 teacher s i n the s t a te

o f U tah in m eet ing the ind i ca to r s and ex pec ta t ions ou t l i ned i n the Utah E f f ec t i ve

T each ing S tandards , pa r t i cu la r l y S tandard 2 : Lea rn ing D i f f e renc es .

APPRECIAT ING DIV E RS ITY IN STUDENT NEEDS AND IDENTIT IES TOOLKIT : FOCUS

ON ASSETS AND HAVE HIGH EXPECTATI ONS


FOCUS ON ASSETS AND SET HIGH EXPECTATIONS Teachers who promote equ i ty and com mit

to p rov id ing a h igh- qua l i ty educat ion for

a l l s tudents emphas ize the asse ts inherent

in s tudents ’ cogni t i ve , cu l tura l , and

personal ident i t i es . 11 Such teach er s focus on

the idea tha t s tuden t s w i l l “do we l l i f th ey

can” and tha t s tuden t s a re ab le to do we l l

when g i ven the nec essa ry too l s , suppor t s ,

and in s t ruc t ion . 12 Such a m indse t

concen t ra te s on ex i s t ing capab i l i t i e s a nd

po ten t i a l capab i l i t i e s w i th d i f f e ren t i a t ed

suppor t s—and how schoo l s , f am i l i e s , a nd

com m un i t i e s can p rov ide those suppor t s . 13 14

F ocus ing on asse t s necess i t a tes tha t t e ache r s

m in im ize the i r th ink ing about what de f i c i t s ,

gaps , o r p rob lem s s tudents ca r r y w i th them in to the c l a s s room . 15 Such an approach

reo r i en t s pe r cep t ion s a round s tudents ’ d i ve r se ab i l i t i e s , backg rounds , and

iden t i t i e s a s s im p ly va r i a t ion , r a the r than as a “pa tho logy” i n need o f t r ea tm ent o r

a “p rob lem ” in need o f a so lu t ion . 16 T hus , t eacher s shou ld s e l f - r e f l ec t on the i r own

m indse t s and ac t ions and cons ider ways in wh i ch they can ac t i ve l y “v iew the

d i ve r s i t y tha t s tudent s b r ing to the c l a s s room , inc lud ing cu l tu re , l anguage ,

d i sab i l i t y , soc io -ec onom ic s ta tus , imm ig ra t ion s ta tus , and sexua l i t y a s

cha rac te r i s t i c s tha t add va lue and s t r en g th to c l a s s room s and com m un i t i e s . ” 17

F ocus ing on s t r eng ths a l lows teach er s to p rom ote h igh expec ta t ions o f s tudent s

and de l i ve r pos i t i ve l ea rn ing exper i ence s , whereas de f i c i t s - based o r i en ta t ions

incubate lowered exp ec ta t ions , negat i ve l a be l s , and adver se l ea r n ing exper i ence s . 18

D i f fe rences Between Assets - Based and Def i c i ts - Based Approaches

ASSETS-BASED APPROACH DEFICITS-BASED APPROACHES

▪ Implemented practices, resources, and procedures

are driven by student strengths.

▪ Teachers, students, and others focus on available

opportunities.

▪ Internal motivations regarding students’ success

guide teachers’, students’, and others’ actions.

▪ Teachers, students, and others build on skills and

knowledge that students already possess.

▪ Teachers, students, and others acknowledge and

appreciate supports and resources currently available

through families, schools, and the community.

▪ Teachers, students, and others build on past

successes and aspire to common goals.

▪ Implemented practices, resources, and procedures

are driven by student needs or deficits.

▪ Teachers, students, and others focus on the problems

facing students.

▪ External pressures for reform or solutions guide

teachers’, students’, and others’ actions.

▪ Teachers, students, and others correct gaps or

weaknesses in students’ skills and knowledge.

▪ Teachers, students, and other stakeholders highlight

gaps or limitations in family, school, and community

supports and resources.

▪ Teachers, students, and others dwell on past failures

and seek to rectify those failures.

S o u r c e : U n i v e r s i t y o f M e m p h i s a n d C a l i f o r n i a T e a c h e r s A s s o c i a t i o n I n s t i t u t e f o r T e a c h i n g 19

Identify students' existing strengths

Honor, value, and acknowledge

students' strengths

Help students become aware of

their strengths

Design instruction that boosts social

ties and draws on students' strengths

In tegra l Ac t ions to Imp lement ing

an Assets - Based Approach

S o u r c e : A s s o c i a t i o n f o r S u p e r v i s i o n a n d

C u r r i c u l u m D e v e l o p m e n t 1 4




As a foundat iona l s tep to p rac t i c ing an

asse t s -b ased approach , teachers should

cons ider the i r b i ases about par t i cu la r

groups o f s tudents and eva luate any

ingra ined percept ions they have about

why cer ta in demograph ics o f s tudents

cannot do cer ta in th ings . 20 I ndeed , t eacher s

m us t cons ider even s l igh t nuances in the i r

expec ta t ions o f s tudent s a s i n f luen ced by

cha rac te r i s t i c s such as soc ioeconom ic ,

d i sab i l i t y , and l anguage s ta tus , gender , o r

r ace and e thn i c i t y and f rom the i r pas t

exper i enc es o r accum u la ted p ro fess iona l

be l i e f s about work ing w i th spec i f i c “ t ypes ”

o f s tudent s . 21 Wh i l e teacher s m ay no t ac t i v e l y m agn i f y s tudent s ’ cha l l enge s in the i r

percep t ions o r lower the i r expec ta t ions o f s tudent s based on any pa r t i cu la r a spec t

o f the i r iden t i t i e s a nd background , t eac her s shou ld be w i l l i ng to exam ine the i r

be l i e f s , thought pa t te rns , and ac t ions to iden t i f y any im p l i c i t b i a ses tha t m ay be

im pac t ing the i r ab i l i t y to p rov ide a h igh -qua l i t y educa t ion to a l l s tudent s . 22 On ly

then can t each er s e f f ec t i ve l y exp lo re such b iases , de t e rm ine s t r a teg ies to m i t iga t e

the in f luence o f those b iases , and hopefu l l y e l im ina te the m w i th t im e . 23 24

Recogn i z ing and address ing im p l i c i t b i a ses in one ’ s th ink ing reduces the l i k e l i hood

tha t t each er s w i l l l abe l a s tudent a s m ore o r l e s s l i ke l y to succ eed based on the i r

dem ograph i cs o r a spec t s o f the i r pe r sona l iden t i t i e s . 25 A s such , t eacher s shou ld

seek to expand the i r know ledge o f d i f fe ren t sub -g roups o f s tudent s th rough

r esea r ch on per sona l iden t i t i e s and how tha t i n f luence s s tude nt s ’ exp ress ion o f

spec i f i c s k i l l s , know le dge , o r i n te res t s . 26 T h i s w i l l a l l ow tea cher s —and by ex ten s ion

s tudent s and f am i l i e s — to under s tand how to l eve rage s tudent s ’ ex i s t ing ta l en t s and

p rov ide add i t iona l r esources , a s necessa r y , to u t i l i z e those sk i l l s and knowledge

po in t s to suppor t success , even i f cha l l enges do a r i se . 27

Dev ia t ing Impacts of Assets - and Def i c i ts - Based Approaches on B ias

ASSETS-BASED APPROACHES DEFICITS-BASED APPROACHES

Such approaches help reduce the impacts of

biases by:

▪ Recognizing disconnects between home

and school cultures and addressing them

equitably;

▪ Expanding teachers’ views of how students

learn and achieve success; and

▪ Broadening teachers’ knowledge of how to

motivate and challenge all students based

on their unique strengths and traits.

Such approaches may increase the impacts

of biases by:

▪ Privileging academic culture and viewing

inconsistencies between home and school

culture as student deficiencies;

▪ Narrowing teachers’ views of who can and

cannot learn based on the dominant

cultural stereotypes; and

▪ Devaluing alternative ways to engage or

challenge students.

S o u r c e : R o s s i e r S c h o o l o f E d u c a t i o n , U n i v e r s i t y o f S o u t h e r n C a l i f o r n i a 28

Determin ing Your H idden B iases

Teachers can use tools such as the Implicit

Association Tests (IATs) developed by

psychologists at Harvard University, the

University of Virginia, and the University of

Washington, which are hyperlinked via the icon

below. The IATs help users to explore biases

related to items such as race, gender, sexual

orientation, social groups, and mental health.

S o u r c e : T e a c h i n g T o l e r a n c e a n d P r o j e c t

I m p l i c i t 2 4

https://implicit.harvard.edu/implicit/




F rom there , teachers should ac t i ve ly communica te h igh expecta t ions fo r s tudent

outcomes and gu ide s tudents in ident i fy ing and us ing the i r s trengths and asse ts

to meet those expecta t ions . 29 E s sen t i a l l y , t each er s shou ld an t i c ipa te th a t a l l

s tudent s w i l l m eet o r exce ed the ou t l i ned l ea rn ing s tandards fo r the i r con ten t a rea

and g rade l eve l and com m un ica te th ese expec ta t ion s v i a the i r conver sa t ions and

in te rac t ions w i th s tudent s . 30 F i r s t , t eache r s shou ld exp l i c i t l y and repea ted ly s ta te

the i r expec ta t ions fo r s tudent ach ievem ent and behav io r —verba l l y and in wr i t i ng —

so tha t s tudent s a re consc ious l y aware o f and have tang ib le ev idence fo r those

expec ta t ions . 31 I n add i t ion , t eacher s shou ld “ [ c ] r ea te an env i ronm e nt in wh i ch the re

i s genu ine respec t fo r s tudent s and a be l i e f i n the i r capab i l i ty , ” a s i nd i ca ted by

dynam ics such as : 32

• Product ive expendi ture o f ins t ruct iona l t im e ;

• Promot ion o f act ive par t i c ipat ion by a l l s tudents ;

• P lann ing o f r igorous tasks that s t re tch s tudents beyond the i r comfor t zones ;

• Accountab i l i t y measu res fo r s tudents to complete tasks and rece ive feedback ;

• Organ ized and aesthe t ica l l y p leas ing c l ass rooms ; and

• Cord ia l and pro fess iona l soc i a l in teract ions between s ta f f and s tudents .

T hese s t r a teg ies i nhe ren t l y i nvo l ve l ea rn ing about the s t r eng ths and in te res t s tha t

s tudent s possess and wou ld l i ke to deve lop fu r the r . I t a l so r equ i res us ing these

s t r eng ths and in te res t s to gu ide cu r r i cu la r con ten t and in s t ruc t iona l p l ann ing and

de l i ve r y . 33 B y do ing th i s , t eacher s can f r am e goa l s and expec ta t ions in a way tha t

acknowledges es tab l i shed l ea rn ing s tan dards wh i l e iden t i f y ing pa thways fo r

s tudent s to ach i eve t hose s tandards tha t bu i ld f rom the i r ex i s t ing s t r eng th s and

knowledge base . 34 F u r the rm ore , t eacher s can m ot i va te s tud ent s and p rom ote

g rea te r s tudent con f i dence l eve l s a s they s t r i ve to ward h igh expec ta t ions . 35

Mindsets and Act ions o f Teachers w i th High- Expecta t ions vs . Low-

Expecta t ions

TEACHERS WITH HIGH-

EXPECTATIONS

TEACHERS WITH LOW-

EXPECTATIONS

Focus on the learning intentions and success criteria

for instructional activities

Focus on the details and steps of instructional

activities

Ask more open-ended questions to extend or

enhance students’ thinking

Ask predominantly closed-ended questions grounded

in fact

Manage behavior positively and proactively Manage behavior negatively and reactively

Make more positive statements about student

performance and behavior

Make more negative statements about student

performance and behavior

Set specific goals with students that are regularly

reviewed and used for teaching and learning

Set universal goals for learning without student input

to guide instructional planning and delivery

Take a facilitative role during instruction Take a directive role during instruction

Provide multiple opportunities for student choice Provide little opportunity for student choice

Link achievement to motivation, effort, and goals Link achievement to ability and past performance

Encourage students to work with a variety of peers for

positive peer modeling

Use ability groupings and design different learning

activities for each achievement group




TEACHERS WITH HIGH-

EXPECTATIONS (continued)

TEACHERS WITH LOW-

EXPECTATIONS (continued)

Allow all learners to engage in advanced activities with

appropriate supports

Repeat lower-level activities for low-ability children,

and advanced activities for high-ability learners

Undertake more assessment and monitoring so that

learning strategies can be adjusted when necessary

Break learning down into inflexible incremental steps

and organize learning in a static linear fashion

Divide time equitably with all learners based on need

for additional support or further enrichment

Spend more time with low-achievers, and give high

achievers time to work independently

Give specific feedback about students’ achievement

and progress in relation to learning goals

Give broad praise or criticism focused on accuracy and

correctness

Respond to incorrect answers by exploring the wrong

answer, rephrasing explanations, or scaffolding the

student to the correct answer

Respond to incorrect answers by telling the student

they are wrong, providing no or a single explanation,

or asking another student to respond

Use student interests and drive for motivation Use incentives and rewards for motivation

S o u r c e : T h e E d u c a t i o n H u b 36

T he Assets - Based Prac t i ces and Percept ions Se l f - Asses sment on the nex t page

can he lp teacher s r e f l ec t on the i r cu r ren t ab i l i t y to im p lement the as se t s - o r

s t r eng ths -bas ed p rac t i ce s p resen t ed in the p reced ing pages . L i s ted i t em s a l low

teacher s to de te rm in e the degre e to wh i c h the i r p ro fess iona l be l i e f s and a c t ions

a l ign w i th as se t s - o r s t r eng ths -bas ed approaches to teach ing a nd l ea rn ing .

I n add i t ion , the Ref lec t i ve Ques t ions to Promote Assets - Based Prac t i ces on p . 11

can he lp teach er s i nves t iga te s tud ent s ’ ex i s t ing asse t s . Spe c i f i c a l l y , th i s too l a sks

teacher s to cons ider s tudent s ’ s t r eng ths a nd the cond i t ions under wh i ch s tudent s

l ea rn bes t —per the i r own observa t ions and s tudents ’ se l f -perc ep t ions . F u r the rm ore ,

i t f ac i l i t a te s i nves t ig a t ion in to how ins t ruc t iona l s t r a teg i es , cu r r i cu la , and l ea rn ing

m ate r i a l s can bes t l eve rage those s t r e ng ths to he lp s tudent s m eet l ea rn ing

s tandards and h igh expec ta t ions .




D i r ec t ions : Use th i s se l f -as s essm ent su rve y to de te rm ine the degree to wh i ch your

p ro fess iona l be l i e f s a nd ac t ions a l ign w i th as se t s - o r s t r eng ths -based approa ches

to teach ing and l ea rn ing .

I T E M S T R O N G L Y

D I S A G R E E D I S A G R E E

N E I T H E R

A G R E E N O R

D I S A G R E E

A G R E E S T R O N G L Y

A G R E E

Every student has the potential to be successful.

Every student has the desire to be successful.

Every student wants to find something to be good at.

Every student’s capacity to learn can be mobilized with

the right supports.

Students’ strengths and talents define who they are.

Students’ limitations and challenges do not define

who they are.

What a teacher chooses to focus on about a student

helps determine that student’s reality.

I focus on students’ existing strengths and abilities in

my daily work and interactions.

I focus on students’ existing weaknesses and

challenges in my daily work and interactions.

I engage my students in respectful and meaningful

ways.

A teacher’s job is to enhance students’ existing and

emerging strengths.

Challenges to student learning represent an

opportunity rather than a difficulty.

I take time to learn about my students’ identities,

aspirations, and experiences.

I use what I know about students to plan and deliver

effective instruction.

It is important to begin instruction with topics or skills

students already know.

Developing new skills and knowledge is both a

process and a goal.

It is important to value differences.

Teamwork and collaboration are important to

achieving goals.

I understand assets-based principles of practice.

I apply assets-based principles of practice in my

professional work.

S o u r c e : R e s i l i e n c y I n i t i a t i v e s 37

Asse ts -Based Prac t ices and Percept ions Se l f -Assessment




D i r ec t ions : Use th e ques t ions l i s ted in t h i s handout to he lp iden t i f y i nd i v idua l

s tudents ’ ex i s t ing s t r eng ths and the as se t s tha t accom pany the i r d i ve r se iden t i t i e s .

By f i nd ing answer s to these ques t ions , you w i l l be t te r under s tand how to p lan and

de l i ve r i n s t ruc t ion tha t bes t u t i l i z es s tude nt s ’ ex i s t ing knowled ge and sk i l l s .

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

Under what cond i t ions ( i . e . , when , where , how , and w i th whom) does th i s s tudent

l ea rn bes t based on m y observa t ions and da ta f rom fam i l i e s and o ther s ta f f ?

What s t r eng ths does th i s s tudent cons ider them se lves a s hav ing? What a re the i r

p re fe r red l ea rn ing s t y l es?

What i n s t ruc t iona l s t r a teg ies , cu r r i cu lum m ate r i a l s , and supp lem enta l suppor t s a re

ava i l ab le to m e to bu i ld on these s t r eng ths and address these l ea rn ing s t y l es?

S o u r c e : D e p a r t m e n t o f E d u c a t i o n a n d E a r l y C h i l d h o o d D e v e l o p m e n t , S t a t e o f V i c t o r i a 38

Ref lec t ive Ques t ions to Promote Asse ts -Based Prac t ices


DES IGN INSTRUCTION FOR UNIVERSAL A CCESS


DESIGN INSTRUCTION FOR UNIVERSAL ACCESS Resea rch and po l i cy gu idance inc re as in g l y

h igh l igh t the p rob lem at i c na tu re o f “one -

s i z e - f i t s -a l l ” i n s t ruc t ion , cons ide r ing the

inc reas ing sha re o f U .S . s tudent s f rom

d i ve r se popu la t ions . 39 A s such , t eac her s m us t

em brace the rea l i t y tha t l ea rner va r i ab i l i t y i s

the no rm and tha t even s tudent s f rom the

sam e sub -g roups w i l l be d i ve r se . 40 By

ex tens ion , t each er s shou ld in ten t iona l l y p lan

and de l i ve r i n s t ruc t ion to l eve rage a va r i e t y

o f s tudent s t r eng ths and p r ov ide f l ex ib i l i t y

fo r fu r the r m od i f i ca t ion and d i f f e ren t i a t ion

o f con ten t , p roces ses , and a sses sm e nts

beyond foundat iona l des ign . 41 42 43 44

Teachers should , there fore , adopt and app ly the p r inc ip les o f Un iversa l Des ign

for Learn ing (UDL) as a f r am ework to p lan and im p lem ent in s t ruc t ion tha t

p roac t i ve l y and p reem pt i ve l y accounts fo r d i ve r s i t y i n s tudent cogn i t ion , cu l tu ra l

a s se t s , and per sona l iden t i t i e s . 45 UDL bu i ld s on the theo ry tha t “ the des ign and

com pos i t ion o f an env i ronm ent [ shou ld a l low i t to ] be accessed , under s tood [ , ] and

used to the g rea tes t ex ten t poss ib le by a l l peop le r ega rd less o f the i r age , s i z e ,

ab i l i t y [ , ] o r d i sab i l i ty ” w i thou t r e t ro f i t t ing . 46 T o accom p l i sh th i s , UDL em beds

m u l t ip le suppor t s and pa thways in to cu r r i cu la and in s t ruc t ion f rom the ou t se t to

m in im ize the need fo r fu r the r d i f f e ren t i a t ion , accom m odat ions , and mod i f i ca t ions

beyond those resu l t i n g f rom UDL — though s t r a t eg ies a r e s t i l l pos s ib le to im p lem ent

in t andem w i th UDL . 47 Spec i f i ca l l y , UDL p r inc ip les focus on teacher s p rov id ing

m ul t ip le m eans o f r ep resen ta t ion , ac t ion and exp ress ion , and engagem ent v i a “ a

se t o f conc re te sugges t ions tha t can be app l i ed to any d i s c i p l i ne o r dom a in to

ensu re tha t a l l l ea rner s can access and pa r t i c ipa te in m ean ing fu l , cha l l eng ing

l ea rn ing oppor tun i t i es . ” 48

The Three Ma in Facets o f UDL

PROVIDE MULTIPLE MEANS OF REPRESENTATION

Learners differ in how they perceive and comprehend information presented to them. For example, those with

sensory disabilities, learning disabilities, language or cultural differences, and so forth may require different ways of

approaching content. Others may simply grasp information more quickly or more efficiently through visual or

auditory means rather than printed text. Learning, and transfer of learning, occurs when multiple representations are

used because they allow students to make connections within and between concepts.

PROVIDE MULTIPLE MEANS OF ACTION AND EXPRESSION

Learners differ in how they navigate a learning environment and express knowledge. For example, individuals with

significant movement impairments, those who struggle with strategic and organizational abilities, those who have

language barriers, and so forth approach learning tasks very differently. Some may be able to express themselves

well in writing but not speech and vice versa. It should also be recognized that action and expression require a great

deal of strategy, practice, and organization—another area in which learners can differ.

L e a r n M o r e

Watch the following videos to learn more

about Universal Design for Learning (UDL):

▪ “UDL at a Glance” – Center for Applied

Special Technology42

▪ “Universal Design for Learning” –

Teachings in Education43

▪ “The UDL Guidelines” – National Center

on Universal Design for Learning44

https://www.youtube.com/watch?v=bDvKnY0g6e4&feature=emb_title

https://www.youtube.com/watch?v=gmGgplQkrVw

https://www.youtube.com/watch?v=rfsx3DGpv5o&feature=emb_title




PROVIDE MULTIPLE MEANS OF ENGAGEMENT

Affect represents a crucial element to learning, and students differ markedly in the ways in which they can be

engaged or motivated to learn. There are a variety of sources that can influence individual variation in affect including

neurology, culture, personal relevance, subjectivity, and background knowledge. Some learners are highly engaged

by spontaneity and novelty while others are disengaged, even frightened, by those aspects and prefer strict routine.

Some learners might like to work alone, while others prefer to work with their peers.

S o u r c e : C e n t e r f o r A p p l i e d S p e c i a l T e c h n o l o g y 49

Teachers should cons ider va r ious obs tac les to l ea rn ing and potent ia l

d i f fe rences in s tudent in te res t l eve ls , sk i l l s , ap t i tudes , lea rn ing s ty les , and

p r io r knowledge f rom the ea r l i e s t s tages o f p lann ing through f ina l de l i very o f

a g iven un i t o f ins t ruc t ion . 50 Moreover , t eacher s shou ld know a nd s t r i ve to adher e

to those cha rac t e r i s t i c s o f cu r r i cu la , i n s t ru c t iona l p rac t i c e , and c l a s s room c l im ate

tha t a s soc ia t e w i th g rea te r f l ex ib i l i t y i n s tudent s acqu i r ing and p rac t i c ing new

knowledge and sk i l l s . 51 T hey shou ld a l so m a in ta in h igh expec ta t ions fo r a l l s tudent s

wh i l e l eve rag ing m u l t ip le i n s t ruc t iona l s t r a teg ies , com m un ica t ion m ethods , and

assessm en t techn ique s to : 52

• Presen t content and model sk i l l s to s tudents so tha t they can more eas i l y

access in format ion , concepts , and ideas ( the "what" o f learn ing) ;

• P lan and execute learn ing tasks that avo id a “one -s i ze - f i t s -a l l ” pathway that

inh ib i t s s tudents who requ i re f l ex ib i l i t y ( the "how" o f learn ing) ; and

• Engage s tudents—and keep them engaged— in learn ing tasks focused on a

spec i f i c set o f con ten t s tandards ( the "why" o f learn ing) .

Charac ter i s t i cs o f E f fec t i ve UDL Imp lementat ion

EQUITABLE USE FLEXIBILITY IN USE SIMPLE AND INTUITIVE

Instruction is accessible by students

with diverse abilities and provides

different ways to acquire and show

knowledge.

Instruction accommodates a wide

range of abilities and creates

freedom to revamp approaches and

provide many options for students.

Instructional methods and goals are

straightforward and predictable,

regardless of students’ cognitive

skills, experience, or knowledge.

PERCEPTIBLE INFORMATION TOLERANCE FOR ERROR LOW PHYSICAL EFFORT

Instruction shares knowledge in

multiple ways and communicates

well, regardless of students’ sensory

abilities or ambient conditions.

Instruction anticipates variation in

student learning pace and

prerequisite skills. Teachers meet

students where they are.

Instruction minimizes nonessential

physical effort, seeks to maintain

student alertness, and reduces

fatigue.

SIZE AND SPACE FOR APPROACH A COMMUNITY OF LEARNERS INSTRUCTIONAL CLIMATE

Instruction considers physical space

and the potential challenges and

benefits it may provide.

Teachers establish an environment

and plan tasks to drive interaction

with and among students.

Instruction is welcoming and

inclusive. High expectations are

espoused for all students.

S o u r c e : N a t i o n a l E d u c a t i o n A s s o c i a t i o n a n d C e n t e r f o r A d v a n c e m e n t o f L e a r n i n g , D a r t m o u t h C o l l e g e 53




F u r therm ore , t eacher s shou ld under s tand how UDL p r inc ip les penet ra te a l l a spec t s

o f the educa t iona l exper i ence , i nc lud ing : 54

• Goals : Go a l s r ep rese nt the k nowled ge , concept s , and sk i l l s s t uden ts n eed to m as te r

and a re usua l l y a l ig ne d to s ta te s tandar ds . Goa l s shou ld be l i n ke d exp l i c i t l y to

c l a s s room ac t i v i t i e s and shou ld be h igh l igh ted a s what s tude nts shou ld s t r i ve toward .

• Methods : Met hods a re the ins t ruc t io na l s t r a t eg ies used by educa to r s to suppor t

s tude nt l ea rn i ng . Met h ods shou ld be ev idence -based and suppor ted by an ana l ys i s

o f l ea rne r va r i ab i l i t y . U D L m ethods a re f l ex i b le and a d jus ted t h ro ugh cons i s t ent

m on i to r ing o f s tuden t p rogres s .

• Mater ia l s : Mat e r i a l s i n c lude m ed ia and m an ip u la t i v es used to p resen t content a nd

gu ide l ea r n ing . UDL mate r i a l s o f f e r mu l t ip le opt ions and inc lude embedded suppor t s .

• Assessment s : As ses sm ents ga th e r da ta abo ut s tude nt p rogres s us ing a va r i e ty o f

m ethods and m ate r i a l s . U D L as ses sm ents a re pa r t i cu la r l y conce rned w i th ac cura te l y

m easur ing know ledge , s k i l l s , and eng agem en t by m a in ta in i ng cons t ruc t r e l evance and

reduc ing o r e l im ina t in g d i s t r ac t ing e lem e nts th a t i n te r f e re w i th a s ses sm ent va l id i t y .

UDL Guide l ines wi th Sample S t ra teg ies fo r Use Across A l l D is c ip l ines

G U I D E L I N E

L I N K T O

V I D E O

E X P L A N A T I O N

S A M P L E S T R A T E G I E S

L I N K T O

A D D I T I O N A L

S T R A T E G I E S

P r o v id e M u l t ip l e M e a n s o f R e p r e s e n t a t i on

O p t i o n s f o r

P e r c e p t i on

▪ Use multilingual and visual guides for vocabulary

▪ Graph coordinates on the floor

O p t i o n s f o r

L a n g u a g e ,

E x p r e s s i o n s , an d

S y m b o l s

▪ Use mnemonic devices to support recall

▪ Support vocabulary with online tools

O p t i o n s f o r

C o m p r e h e n s i o n

▪ Bridge content with more accessible texts

▪ Offer “talking point” cards to support discussions

P r o v i d e M u l t i p le M e an s o f A c t i o n a n d E x p re s s i o n

O p t i o n s f o r

P h y s i c a l A c t i o n

▪ Color code materials for each class

▪ Make tasks active

O p t i o n s f o r

E x p r e s s i o n an d

C o m m u n i c a t i o n

▪ Invite writing across languages

▪ Offer choice among readings

O p t i o n s f o r

E x e c u t i v e

F u n c t i o n

▪ Have clear roles for group work

▪ Invite students to develop assessment criteria

P r o v i d e M u l t i p le M e an s o f E n g a g e me n t

O p t i o n s f o r

R e c r u i t i n g

I n t e r e s t

▪ Provide video and visuals to preview content

▪ Create graduated learning objectives

O p t i o n s f o r

S u s t a in i n g E f f o r t

a n d P e r s i s t en c e

▪ Use self-scoring to increase reflection

▪ Increase choice through learning menus

O p t i o n s f o r S e l f -

R e g u l a t i o n

▪ Set goals to support students developing agency

▪ Use task-oriented checklists and rubrics

S o u r c e : U D L f o r T e a c h e r s 55

https://www.youtube.com/watch?v=FptsfV8cC3U

http://udlforteachers.com/category/principle-1/guideline-1/

https://www.youtube.com/watch?v=p5YupIXXZKA


https://www.youtube.com/watch?v=G1dNKeDvT4M


https://www.youtube.com/watch?v=uyOGnFNlVPU


https://www.youtube.com/watch?v=7Gxen6g9Dl8


https://www.youtube.com/watch?v=94UHSdkRvGQ


https://www.youtube.com/watch?v=vSJXJKHFp0A


https://www.youtube.com/watch?v=QTmb6leqX94


https://www.youtube.com/watch?v=fK60uIRTuKg





However , even when app ly ing UDL p r inc ip les to in s t ruc t iona l p l ann ing and de l i ve ry ,

teachers should recognize tha t d i f fe rent ia t ion o f ins t ruc t ion to ind iv idua l

s tudents wi l l s t i l l be necessa ry . 56 Whi le UDL m ay m ax im ize the acce ss ib i l i t y and

e f f ec t i ven ess o f i n s t ruc t ion fo r m os t s tudent s , som e s tudents w i l l r equ i re m ore

ta rge ted o r i n tens i ve suppor t s and accom m odat ions o r m ay bene f i t f rom fu r the r

en r i chm ent to ex ten d the i r sk i l l s and knowledge . 57 T here fo re , t eacher s shou ld

con t inuous l y m on i to r the deve lop ing s t r en g ths , l ea rn ing p re fe re nces , and n eeds o f

s tudent s i n the i r c l a s s room s , espec ia l l y those who rece i ve a ccom m odat ions o r

m od i f i ca t ions r esu l t ing f rom an ind iv idua l i z ed educa t ion p rogram ( I EP ) o r o ther

spec ia l i z ed l ea rn ing p lan wh i ch m us t be im p lem ented d ur ing in s t ruc t ion . 58

Di f fe rent ia t ion Versus Universa l Des ign

S o u r c e : N e w Z e a l a n d M i n i s t r y o f E d u c a t i o n 59

T he Sel f - Ref l ec t ion D iagnos t i c on Universa l Des ign for Learn ing on the fo l low ing

page can suppor t t eacher s i n de te rm in ing how we l l the i r cu r ren t v i ews and p rac t i ces

a l ign to com ponents o f UDL . L i s ted i t em s r e fe r to v i t a l dynam ics o r s t r a teg ies tha t

a re es sen t i a l fo r success fu l l y em bedd ing UDL in the c l a s s room .

I n add i t ion , the Universa l Des ign for Learn ing S tep - by-S tep P lann ing Too l

l o ca ted on pp . 17 -19 p rov ides r e f l ec t i ve ques t ions tha t t eacher s can use to eva lua te

how we l l ex i s t ing l e s son p lans con fo rm to U DL p r inc ip les .




D i r ec t ions : Use the fo l low ing d iagnos t i c su rvey to he lp de te rm ine your cu r ren t

ab i l i t y and w i l l i ngness to beg in o r con t inue im p lem ent ing the key f ace t s o f

Un ive r sa l Des ign fo r Lea rn ing (UDL ) .

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

REFLECTION PROMPT STRONGLY

DISAGREE DISAGREE

NEITHER AGREE

NOR DISAGREE AGREE

STRONGLY

AGREE

My lessons provide options for students to reach

higher levels of comprehension and understanding.

My lessons provide options to help students

understand symbols and expressions.

My lessons help students understand precisely what

they are meant to learn.

My lessons ask students to think and act strategically

to learn new content.

My lessons provide multiple pathways for students to

express themselves.

My lessons demand that students regulate their own

learning to sustain effort and motivation.

My lessons are designed to be engaging and

interesting to all students.

My lessons present new content via multiple formats

(e.g., audio, text, visuals, physical manipulatives).

My lessons include differentiated activities to best

match student needs.

My lessons include student choice in the assignments

and assessments that they complete.

My lessons leverage technology to appeal to a wide

range of student abilities and learning styles.

My lessons remain focused on helping students

achieve the intended learning objective.

My lessons generally meet the needs of all students

without much need for modifications.

My personal teaching style indicates enthusiasm for

the content addressed in my lessons.

My personal teaching style reflects an appreciation for

the diverse experiences and backgrounds that

students bring to the classroom.

S o u r c e : C e n t e r f o r A p p l i e d S p e c i a l T e c h n o l o g y a n d A C C E S S P r o j e c t , C o l o r a d o S t a t e U n i v e r s i t y 60

Se l f -Re f lec t ion D iagnos t ic on Unive rsa l Des ign for Learn ing




D i r ec t ions : Use the fo l low ing worksheet to as sess an ex i s t ing o r i n -p rogress l e s son

p lan to suppor t i n teg ra t ion o f Un ive r sa l Des ign fo r Lea rn ing (UDL ) p r inc ip les .

ANTICIPATE VARIABILITY IN REPRESENTATION

1. What do you anticipate the range of student background experience, vocabulary, and perception will be for this

lesson?

2. What assets do students currently possess to support their comprehension? Do you anticipate any barriers to

student comprehension?

3. Do the current lesson design strategies support the range of students’ perception, language and symbol knowledge,

and comprehension?

4. What are one or two design strategies you can add to your lesson to increase options for representation?

Universa l Des ign for Learn ing S tep -by -S tep P lanning Too l




ANTICIPATE VARIABILITY IN ACTION AND EXPRESSION

1. What do you anticipate the range of student action and expression will be for this lesson?

2. What assets do students currently possess to support their action and expression? What do you anticipate as barriers

to students demonstrating what they know?

3. Do the current lesson design strategies support the range of students’ physical action, expression and

communication, and executive function?

4. What are one or two design strategies you can add to your lesson to increase options for action and expression?




ANTICIPATE VARIABILITY IN ENGAGEMENT

1. What do you anticipate the range of student interest and effort will be for this lesson?

2. What assets do students currently possess to support their engagement? What do you anticipate as barriers to

student engagement?

3. Do the current lesson design strategies support the range of students’ interest, effort, or self-regulation?

4. What are one or two design strategies you can add to your lesson to increase engagement?

S o u r c e : U n d e r s t o o d 61


PROVIDE DIRECT SUPPORT TO ENGLISH LEARNERS


PROVIDE DIRECT SUPPORT TO ENGLISH LEARNERS L i ke a l l s tudent s f ro m d i ve r se backg rounds , Eng l i sh l ea rner s ( ELs ) dese rve to be

he ld to the sam e h ig h expec ta t ions as o ther s tudent s and to bene f i t f rom asse t s -

based p rac t i ce s u t i l i z ed by the i r t eacher s . 62 T h i s m eans tha t t eac her s m us t ac t i ve l y

and exp l i c i t l y seek to l eve rage the s t r eng ths tha t ELs possess to d r ive in s t ruc t ion ,

r a ther than focus ing on ex i s t ing “ l anguage gaps” a s hu rd les to be overcom e . 63

I ndeed , teachers work ing wi th ELs should take t ime to p rof i l e each s tudent ’s

ex i s t ing s t rengths — i n te rms o f the i r academic knowledge and sk i l l s and the i r

l anguage p rof ic i enc ies —and to p lan and de l i ver s ca f fo lded ins t ruc t ion wi th

bu i l t i n supports fo r access ib i l i ty , pa r t i cu la r ly a s they re la te to b r idg ing

l ingu i s t i c d ivers i ty . 64 T h i s m eans tha t they shou ld dep loy a b road range o f

s t r a teg ies to s im u l taneous l y nu r tu re ELs ’ s t r eng ths as the y re l a t e to techn i ca l sk i l l s ,

conten t knowledge , and cogn i t i ve p rocesses and cu r io s i t i e s wh i l e em bedd ing

sca f fo lds to advance l anguage p ro f i c i ency . 65 Such s t r a teg ies i nc lu de : 66

• Lea rn i ng abou t , va lu i ng , and bu i ld i ng on the l a nguag es , exper i ences , k nowledg e , and

in te r es t s o f each s tudent to a f f i rm the i r ident i t y and to b r idge to n ew l ea rn ing ;

• U s ing m ul t ip le too l s and sources o f i n f o rm at ion to cont in ua l l y l ea rn about and

obse rve s tuden t pe r f o rm ance , us ing th e knowl edge ga in ed to in f o rm teach ing ;

• I nvo l v ing eve r y s tude nt in au the nt i c , cha l l eng in g , and e ngag i ng exper ie nces ,

i nc lud i ng ta sks tha t p ro m pt c r i t i c a l th ink ing an d connec t ions to l i ved exper i e nces ;

• P lann i ng f o r and deve l op ing a l l f our l ang uag e dom a ins ( i . e . , l i s te n i ng , speak i ng ,

r ead ing , and wr i t i ng ) th rough m ean i ng f u l , t a sk - based conten t i ns t r uc t i on ;

• I nvo l v ing eve r y s tud ent i n academ ic in te rac t ion s w i th pe er s who rep r esent a va r i e t y

o f p ro f ic i ency l eve l s and w i th p ro f i c i en t speak er s and wr i te r s , i nc lu d i ng the teac h er ;

• Sca f f o ld ing ins t ruc t ion so tha t eve ry s tu den t can pa r t i c ipa te in cha l l e ng ing , g rade -

leve l conten t i ns t r uc t io n wh i l e deve lo p ing aca dem ic l anguage an d l i t e racy ; and

• Engag i ng and com m unica t in g w i t h a l l s ta k eho lde r s r eg a rd in g s t uden t succes s ,

espec ia l l y w i t h s tude nts ’ f am i l i e s and comm uni t i e s .

Educat iona l P rogramming E lements That Impact Engl i sh Learners

EMPOWERING ELEMENTS

DISABLING ELEMENTS

First language and culture are viewed as assets. First language and culture are viewed as handicaps.

Bilingual education, primary language support, or

English-language support are offered.

Sink-or-swim instruction with little or no linguistic

support is emphasized.

There is a true emphasis on the multicultural. The primary emphasis is on the culture of the majority.

Interactive and experiential methods expand the

literacy spectrum (e.g., gradual release).

Teachers rely on the transmission mode (i.e., “talk

teaching”).

Students’ prior knowledge and experiences are

incorporated into the instruction.

Students’ experiences are ignored or excluded during

instructional planning and delivery.

Students help determine learning goals. Teachers set all learning goals.

Families and schools are active partners. Family participation is not valued.

Authentic assessment is used to determine

appropriate instruction.

Formal paper and pencil testing determine students’

success and failure.

S o u r c e : B e n c h m a r k E d u c a t i o n C o m p a n y 67




A Glossa ry of “Go -To” S t ra teg ies

“The GO TO Strategies: Scaffolding Options for Teachers of English Language Learners, K-12” (downloadable via the

webpage linked in the icon below) describes a total of 78 strategies that general, special education, and EL teachers

can all use to support ELs across the curriculum. The repository organizes strategies by language modality and across

seven purposes: community-building; interactive; teaching; student learning; vocabulary teaching; reading; and

writing.

S o u r c e : C e n t e r f o r A p p l i e d L i n g u i s t i c s a n d P r o j e c t E X C E L L | U n i v e r s i t y o f M i s s o u r i - K a n s a s C i t y a n d

N o r t h K a n s a s C i t y S c h o o l s ( M O ) 68

Im por tan t l y , many s tra teg ies tha t benef i t a l l s tudents wi l l benef i t ELs and v i ce

versa (e .g . , bui ld ing background , co l l abora t ion wi th peers ) . 69 However , when

work ing w i th ELs , t eacher s m us t cons ider the ava i l ab i l i t y o f m u l t ip le m eans by wh i ch

ELs can acce ss and p rac t i ce ne w in fo rm at ion and sk i l l s u s ing the fu l l r ange o f the i r

exp ress i ve and rec e p t i ve l anguage m oda l i t i e s — s in ce bo th Eng l i sh l anguage

p ro f i c i ency and con ten t m as te ry a re key goa l s . 70 L i kew i se , s tudent s need

appropr i a te s ca f fo lds and too l s to nav iga te spoken and wr i t t en Eng l i sh w i th in these

m u l t ip le m eans to bene f i t f rom teache r - in s t ruc t ion , peer co l l abo ra t ions , and

independent eng age m ent w i th cu r r i cu lu m conten t and m ate r i a l s . 71 F o r exam p le ,

t eacher s m igh t dep loy som e o f the fo l low ing s t r a teg ies based on s tudent s ’ cu r ren t

l eve l o f Eng l i sh p ro f i c i ency : 72

• Re cyc l e ne w word s : Re in t rod uce new words in a d i f f e rent contex t o r use recent l y

l ea rned words to re i n t r oduce o r expand a concept .

• S imp l i f y s e n te nce s t r u c tu r e : Avo id com plex sent ences and pas s i ve ve rbs . F o r exam p le ,

i ns tead o f s ay ing , “T he hom ework m us t be com ple ted and ha n ded in by F r iday , ” i t

would be be t te r to say , “You m us t f i n i sh th e work and g i ve i t to m e on F r iday . ”

• High l igh t k e y ide as and in s t ruc t ions : Rev iew in s t ruc t ions an d concept s pe r iod i ca l l y

wi th the c l a s s to re in f orce com prehens ion . Pa use to ge t s tudents ’ a t te n t ion be f o re

m ak ing im por tan t po in t s , and m ake su re a l l s t uden ts can see you . U se ges tu res f o r

em phas i s , r a i s e p i t ch a nd vo lum e s l ight l y , r ep ea t , o r r ephrase (o r a sk a s tudent to ) .

• Prov ide no te s tha t h igh l igh t key idea s and new words : Use the cha lkboard o r pos t a

cha r t i n th e c l a s s room f o r ongo ing re f e rence . P rov ide a sum m ary shee t so tha t

s tude nts can re f e r to i t when s t udy i ng a t hom e .

• G iv e c l ea r , e xp l i c i t i n s t ruc t ions : Num ber an d l a be l th e s teps in an ac t i v i t y . Re i n f o rce

o ra l i ns t ruc t io ns f o r hom ework a nd p ro jec t s w i th a wr i t te n out l i ne to he lp s tude nts

who m ay no t be ab le to p roces s o ra l i ns t ruc t ion s qu i ck l y enoug h to un d er s tand f u l l y .

• Use many non -ve rba l cue s : Ges tu res , f ac i a l exp r es s ions , and m im e he lp l ea rne r s g rasp

the m ea n ing o f wh at yo u a re say i n g . B e aware tha t som e ges tu res ( e . g . , po in t ing a t

peop le ) m ay have nega t i ve m ean ings in som e cu l tu res .

• Make f r eque n t u se o f a v a r i e t y o f conc r e te and v i sua l suppor t s : Regu la r l y us e m ode l s ,

toys , m an ipu la t i ves , p i c tu res , cha r t s , f l a shca rds , l i s t s , v i sua l s , pos te r s , and banner s .

D em ons t ra te p rocedure s and p rov ide re l a ted h ands -on ac t i v i t i e s .

• Al low su f f i c i en t r e sponse t ime when in te rac t ing o ra l l y : S tude nts nee d t i me to th ink in

the f i r s t l ang uage and c om pose a response in the second .

• Che ck o f t e n for comprehe ns ion : F o r exam p le , a t f r equen t i n t e rva l s s ay , “Te l l m e wha t

you have to do nex t . ”

https://www.cal.org/what-we-do/projects/project-excell/the-go-to-strategies




• Prov ide b i l i ngua l suppor t : F o r s tudents who a re i n the ea r l y s tages o f l ea rn ing Eng l i sh ,

b i l i ng ua l pee r s can c l a r i f y i ns t ruc t io n , p rov id e t r ans l a t ions o f key words tha t a re

d i f f i cu l t to exp la in in E ng l i sh , and he lp to d e te rm ine whe ther a s tud en t und er s ta nds .

• Spe ak na tu ra l l y bu t pa use b r i e f l y be twee n ph rase s : Th i s g i ves ELs t im e to p roces s the

sm a l l e r chunks o f l anguage . T h i s a l so he lps them recogn i ze Eng l i sh a s i t i s ac tua l l y

spoken .

• Be cons c ious o f word s tha t ne ed fu r the r e xp lana t ion : I t m ay be neces s a ry to exp la in

cont rac t ions s uch as “d on ’ t ” an d non - s ta ndard spoken f o rm s such as “gonna . ”

• Moni to r you r u s e o f i d ioms , cu l tu ra l r e fe re nce s , j oke s , c o l l oqu ia l f o rms , f i gu ra t i ve

language , s lang , and unusua l i d ioms : F o r exam p le , s ay ing , “Ru n tha t by m e aga in , ” o r

“Tha t answer i s i n the b a l lpa rk , ” may be confus ing . Avo id us i ng s l an g and unusua l

i d iom s w i th beg i nn i ng E Ls . W i th s t ude nts who h ave p rogres sed beyo nd the beg inn ing

s tage , deve lop techn i q ues f o r exp la in i ng the use o f non - l i t e ra l exp res s ions . F o r

exam ple , pos t a l i s t o f the week ’ s i d iom s on a bu l l e t in board .

Teachers can ma inta in both the i r own commitment to de ve loping l anguage

prof ic i ency and content mas tery and s tu dents ’ awareness o f th i s dua l purpose

v ia the use o f content and l anguage ob jec t i ves . 73 Spec i f i ca l l y , t eacher s shou ld

exam ine the ou t l i ned l ea rn ing s tandards they seek to address v i a a g i ven un i t o f

i n s t ruc t ion and wr i te two com p lem enta ry ob jec t i ves tha t w i l l be com m un ica ted

d i r ec t l y to s tudent s . 74 The con ten t ob jec t i ve w i l l ou t l i ne the con te n t a rea knowledge

s tudents w i l l a cqu i re o r app ly o r the d i s c ip l i na ry sk i l l tha t s tudent s w i l l u se ( e .g . ,

m u l t ip l i ca t ion , a rgum enta t ion ) . I n con t ras t , l anguage ob jec t i ves w i l l i den t i f y the

spec i f i c exp ress i v e o r r ecep t i ve l anguage sk i l l s ( i . e . , r ead ing , w r i t i ng , speak ing ,

l i s t en ing ) s tudent s w i l l u t i l i z e du r ing the l e s son as they p rogress toward

ach ievem ent o f the c on ten t ob jec t i ve . 75

Sample Content and Language Ob jec t i ves

S U B J E C T C O N T E N T O B J E C T I V E L A N G U A G E O B J E C T I V E

Math Students will order rational numbers. Students will write number sentences comparing rational

numbers using greater than or less than in words and symbols.

Language

Arts

Students will compare and contrast

the themes and structures of

mysteries.

Students will write a reflection that explains their thinking

about the similarities and differences of the themes and

structures of mysteries.

Science Students will trace the flow of energy

through a food web. Students will read and interpret symbols in a food web.

Social

Studies

Students will use topographical maps

to determine elevation of a place.

Students will verbally explain how topography corresponds to

the elevation in a location by using comparative adjectives.

S o u r c e : C o n n e c t i c u t S t a t e D e p a r t m e n t o f E d u c a t i o n 76

On the nex t page , the Content and Langua ge Ob jec t i ves Compos i t ion Worksheet

p rov ides fo rm u las and gu idance to he lp teacher s wr i t e e f f ec t i ve ob jec t i ves . Use o f

th i s too l w i l l f ac i l i t a te g rea te r co r respon dence be tw een l ea rn ing s tandards and

in s t ruc t iona l foc i a s they re l a te to con ten t m as te ry and l anguage p ro f i c i ency .




D i r ec t ions : Use th i s wo rksheet to he lp you com pose s t rong con ten t and l ang uage

ob jec t i ves to gu ide your own in s t ruc t iona l p l ann ing and de l i ve ry . T h i s too l a l so

p rov ides a l i s t i ng o f sam p le ob jec t i ve e le m ents fo r r e fe rence to as s i s t you .

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

POTENTIAL CONTENT OBJECTIVE ELEMENTS POTENTIAL LANGUAGE OBJECTIVE ELEMENTS

▪ Audience: the population of students being taught

▪ Behavior: what the students will be able to think, know,

or do

▪ Condition: the circumstances or context in which

learning will occur

▪ Degree: how well or how much the behavior must be

performed

▪ Language modality: the use case of written or spoken

language

▪ Grammatical structures: the targeted elements of

language (e.g., word types, verb tenses, punctuation)

▪ Vocabulary: the terms students will learn and apply

▪ Supports: any additional tools provided beyond the

condition

CONTENT STANDARD CORRESPONDING CONTENT OBJECTIVE CORRESPONDING LANGUAGE OBJECTIVE

Example

Analyze and interpret data from fossils to

provide evidence of the organisms and

the environments in which they lived long

ago. – Next Generation Science Standards

Example

Students will use a magnifying glass to

make and record four observations about

the fossilized organism’s body.

Example

Students will write a descriptive

paragraph in their lab report template

explaining how they made their

observations.

Example

Solve real-world and mathematical

problems involving volume of cylinders,

cones, and spheres. – Common Core State

Standards for Math

Example

Students will accurately calculate volume

for three cylindrical, conical, or spherical

objects found in the classroom.

Example

Students will verbally explain to a peer

how they completed their calculations.

S o u r c e : M u l t i p l e 77

Content and Language Objec t ives Compos i t ion Workshee t


ENDNOTES


ENDNOTES 1 “ U t a h E f f e c t i v e T e a c h i n g S t a n d a r d s . ” U t a h S t a t e B o a r d o f E d u c a t i o n , A u g u s t 2 0 1 3 . p . x i .

h t t p s : / / w w w . s c h o o l s . u t a h . g o v / f i l e / f 0 e 8 6 5 4 0 - 5 6 1 7 - 4 1 6 6 - a 7 0 1 - f e a 4 0 3 f 2 f 8 4 8

2 F i g u r e c o n t e n t s q u o t e d v e r b a t i m , w i t h m i n o r a d a p t a t i o n s , f r o m : “ U t a h E f f e c t i v e T e a c h i n g

S t a n d a r d s a n d I n d i c a t o r s . ” U t a h S t a t e B o a r d o f E d u c a t i o n , 2 0 1 3 . p p . 1 – 3 .

h t t p s : / / w w w . s c h o o l s . u t a h . g o v / f i l e / 7 3 1 3 c f e 5 - 5 e 6 8 - 4 1 e f - 9 d e 4 - 0 3 e 5 a 9 d 3 9 5 d 8

3 O p p e r , I . M . “ T e a c h e r s M a t t e r : U n d e r s t a n d i n g T e a c h e r s ’ I m p a c t o n S t u d e n t A c h i e v e m e n t . ” R A N D

C o r p o r a t i o n , R A N D C o r p o r a t i o n , 2 0 1 9 . p . 1 .

h t t p s : / / w w w . r a n d . o r g / p u b s / r e s e a r c h _ r e p o r t s / R R 4 3 1 2 . h t m l

4 [ 1 ] G u a d a l u p e , C . “ T e a c h e r s a s P r i m a r y A g e n t s o f E d u c a t i o n a l S y s t e m s . ” C a n a d i a n F o u n d a t i o n

f o r t h e A m e r i c a s . h t t p s : / / w w w . f o c a l . c a / e n / p u b l i c a t i o n s / f o c a l p o i n t / 2 5 9 - j u n e - 2 0 1 0 - c e s a r -

g u a d a l u p e - e n [ 2 ] “ E f f e c t i v e T e a c h e r s A r e t h e M o s t I m p o r t a n t F a c t o r C o n t r i b u t i n g t o S t u d e n t

A c h i e v e m e n t . ” E d u c a t i o n a l R e s e a r c h N e w s l e t t e r a n d W e b i n a r s , S e p t e m b e r 2 0 0 3 .

h t t p s : / / w w w . e r n w e b . c o m / e d u c a t i o n a l - r e s e a r c h - a r t i c l e s / e f f e c t i v e - t e a c h e r s - a r e - t h e - m o s t -

i m p o r t a n t - f a c t o r - c o n t r i b u t i n g - t o - s t u d e n t - a c h i e v e m e n t / [ 3 ] T e r a d a , Y . “ U n d e r s t a n d i n g a T e a c h e r ’ s

L o n g - T e r m I m p a c t . ” E d u t o p i a | G e o r g e L u c a s E d u c a t i o n a l F o u n d a t i o n , F e b r u a r y 4 , 2 0 1 9 .

h t t p s : / / w w w . e d u t o p i a . o r g / a r t i c l e / u n d e r s t a n d i n g - t e a c h e r s - l o n g - t e r m - i m p a c t

5 [ 1 ] H a y c o c k , K . “ G o o d T e a c h i n g M a t t e r s : H o w W e l l - Q u a l i f i e d T e a c h e r s C a n C l o s e t h e G a p . ” T h e

E d u c a t i o n T r u s t , 1 9 9 8 . p p . 3 – 1 0 .

h t t p s : / / i m a g e s . p e a r s o n a s s e s s m e n t s . c o m / i m a g e s / N E S _ P u b l i c a t i o n s / 1 9 9 9 _ 0 4 H a y c o k _ 3 9 7 _ 1 . p d f [ 2 ]

T u c k e r , P . D . a n d J . H . S t r o n g e . “ L i n k i n g T e a c h e r E v a l u a t i o n a n d S t u d e n t L e a r n i n g , C h a p t e r 1 . T h e

P o w e r o f a n E f f e c t i v e T e a c h e r a n d W h y W e S h o u l d A s s e s s I t . ” A s s o c i a t i o n f o r S u p e r v i s i o n a n d

C u r r i c u l u m D e v e l o p m e n t , A p r i l 2 0 0 5 .

h t t p : / / w w w . a s c d . o r g / p u b l i c a t i o n s / b o o k s / 1 0 4 1 3 6 / c h a p t e r s / T h e - P o w e r - o f - a n - E f f e c t i v e - T e a c h e r -

a n d - W h y - W e - S h o u l d - A s s e s s - I t . a s p x [ 3 ] L i u , J . a n d S . L o e b . “ E n g a g i n g T e a c h e r s : M e a s u r i n g t h e

I m p a c t o f T e a c h e r s o n S t u d e n t A t t e n d a n c e i n S e c o n d a r y S c h o o l . ” S t a n f o r d C e n t e r f o r E d u c a t i o n

P o l i c y A n a l y s i s , J a n u a r y 2 0 1 7 . p p . 1 – 2 , 5 . h t t p s : / / c e p a . s t a n f o r d . e d u / s i t e s / d e f a u l t / f i l e s / w p 1 7 - 0 1 -

v 2 0 1 7 0 1 . p d f [ 4 ] T o r n i o , S . “ 1 2 P o w e r f u l S t a t i s t i c s T h a t P r o v e W h y T e a c h e r s M a t t e r . ”

W e A r e T e a c h e r s , M a y 1 5 , 2 0 1 9 . h t t p s : / / w w w . w e a r e t e a c h e r s . c o m / t e a c h e r - i m p a c t - s t a t i s t i c s / [ 5 ]

H a n u s h e k , E . A . “ V a l u i n g T e a c h e r s . ” E d u c a t i o n N e x t , 2 0 1 1 . p p . 4 2 – 4 3 .

h t t p : / / h a n u s h e k . s t a n f o r d . e d u / s i t e s / d e f a u l t / f i l e s / p u b l i c a t i o n s / H a n u s h e k % 2 0 2 0 1 1 % 2 0 E d N e x t % 2 0 1 1

% 2 8 3 % 2 9 . p d f [ 6 ] C h e t t y , R . , J . N . F r i e d m a n , a n d J . E . R o c k o f f . “ T h e L o n g - T e r m I m p a c t s o f T e a c h e r s :

T e a c h e r V a l u e - A d d e d a n d S t u d e n t O u t c o m e s i n A d u l t h o o d . ” N a t i o n a l B u r e a u o f E c o n o m i c

R e s e a r c h , D e c e m b e r 2 0 1 1 . p . i i . h t t p : / / w w w . n b e r . o r g / p a p e r s / w 1 7 6 9 9 . p d f [ 7 ] C h e t t y , R . , J . N .

F r i e d m a n , a n d J . E . R o c k o f f . “ M e a s u r i n g t h e I m p a c t s o f T e a c h e r s I I : T e a c h e r V a l u e - A d d e d a n d

S t u d e n t O u t c o m e s i n A d u l t h o o d . ” N a t i o n a l B u r e a u o f E c o n o m i c R e s e a r c h , S e p t e m b e r 2 0 1 3 . p . i i .

h t t p s : / / w w w . n b e r . o r g / p a p e r s / w 1 9 4 2 4 . p d f [ 8 ] B l a z a r , D . a n d M . A . K r a f t . “ T e a c h e r a n d T e a c h i n g

E f f e c t s o n S t u d e n t s ’ A t t i t u d e s a n d B e h a v i o r s . ” E d u c a t i o n a l E v a l u a t i o n a n d P o l i c y A n a l y s i s , 3 9 : 1 ,

M a r c h 2 0 1 7 . h t t p s : / / w w w . n c b i . n l m . n i h . g o v / p m c / a r t i c l e s / P M C 5 6 0 2 5 6 5 / [ 9 ] J a c k s o n , C . K . “ T e a c h e r s ’

I m p a c t o n S t u d e n t B e h a v i o r M a t t e r s M o r e f o r S t u d e n t S u c c e s s T h a n T h e i r I m p a c t o n T e s t S c o r e s . ”

E d u c a t i o n N e x t , 1 9 : 1 , 2 0 1 9 . h t t p s : / / w w w . e d u c a t i o n n e x t . o r g / t e a c h e r s - i m p a c t - s t u d e n t - b e h a v i o r -

m a t t e r s - s t u d e n t - s u c c e s s - i m p a c t - t e s t - s c o r e s /

6 F i g u r e c o n t e n t s q u o t e d v e r b a t i m , w i t h m i n o r a d a p t a t i o n s , f r o m : S t r o n g e , J . H . “ Q u a l i t i e s o f

E f f e c t i v e T e a c h e r s , 3 r d E d i t i o n , C h a p t e r 1 . Q u a l i t i e s o f E f f e c t i v e T e a c h e r s : A n I n t r o d u c t i o n . ”

A s s o c i a t i o n f o r S u p e r v i s i o n a n d C u r r i c u l u m D e v e l o p m e n t , M a r c h 2 0 1 8 .

h t t p : / / w w w . a s c d . o r g / p u b l i c a t i o n s / b o o k s / 1 1 8 0 4 2 / c h a p t e r s / Q u a l i t i e s - o f - E f f e c t i v e - T e a c h e r s @ - A n -

I n t r o d u c t i o n . a s p x

7 I b i d .

8 [ 1 ] S a c k s , A . “ W h a t M a k e s a G r e a t T e a c h e r : P e d a g o g y o r P e r s o n a l i t y ? ” E d u c a t i o n W e e k ,

S e p t e m b e r 2 5 , 2 0 1 9 . h t t p s : / / w w w . e d w e e k . o r g / t m / a r t i c l e s / 2 0 1 9 / 0 9 / 2 5 / w h a t - m a k e s - a - g r e a t -

t e a c h e r - p e d a g o g y - o r . h t m l [ 2 ] H a s s e t t , M . F . “ W h a t M a k e s a G o o d T e a c h e r ? ” R o w a n U n i v e r s i t y . p p .

2 – 4 . h t t p : / / u s e r s . r o w a n . e d u / ~ l e v y / W h a t % 2 0 M a k e s % 2 0 A % 2 0 G o o d % 2 0 T e a c h e r . p d f

9 [ 1 ] “ T o p Q u a l i t i e s o f a n E f f e c t i v e T e a c h e r . ” C e n t e r f o r N e w D e s i g n s i n L e a r n i n g a n d S c h o l a r s h i p ,

G e o r g e t o w n U n i v e r s i t y . h t t p s : / / c n d l s . g e o r g e t o w n . e d u / a t p r o g r a m / t w l / e f f e c t i v e - t e a c h e r / [ 2 ]

G o l d b e r g , M . F . “ K e e p i n g G o o d T e a c h e r s , C h a p t e r 2 6 . T h e Q u a l i t i e s o f G r e a t T e a c h e r s . ”


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A s s o c i a t i o n f o r S u p e r v i s i o n a n d C u r r i c u l u m D e v e l o p m e n t , 2 0 0 3 .

h t t p : / / w w w . a s c d . o r g / p u b l i c a t i o n s / b o o k s / 1 0 4 1 3 8 / c h a p t e r s / T h e - Q u a l i t i e s - o f - G r e a t - T e a c h e r s . a s p x

10 F i g u r e c o n t e n t s q u o t e d v e r b a t i m , w i t h m i n o r a d a p t a t i o n s , f r o m : “ U t a h E f f e c t i v e T e a c h i n g

S t a n d a r d s , ” O p . c i t . , p p . 8 – 9 .

11 “ A n A s s e t - B a s e d A p p r o a c h t o E d u c a t i o n : W h a t I t I s a n d W h y I t M a t t e r s . ” S t e i n h a r d t S c h o o l o f

C u l t u r e , E d u c a t i o n , a n d H u m a n D e v e l o p m e n t , N e w Y o r k U n i v e r s i t y , S e p t e m b e r 1 6 , 2 0 2 0 .

h t t p s : / / t e a c h e r e d u c a t i o n . s t e i n h a r d t . n y u . e d u / a n - a s s e t - b a s e d - a p p r o a c h - t o - e d u c a t i o n - w h a t - i t - i s -

a n d - w h y - i t - m a t t e r s /

12 [ 1 ] V e n e t , A . S . “ K i d s D o W e l l I f T h e y C a n : A S t r e n g t h - B a s e d A p p r o a c h . ” E d u t o p i a | G e o r g e L u c a s

E d u c a t i o n a l F o u n d a t i o n , O c t o b e r 1 4 , 2 0 1 4 . h t t p s : / / w w w . e d u t o p i a . o r g / d i s c u s s i o n / k i d s - d o - w e l l - i f -

t h e y - c a n - s t r e n g t h - b a s e d - a p p r o a c h [ 2 ] “ S t r e n g t h B a s e d A p p r o a c h . ” A m e r i c a n A c a d e m y o f

P e d i a t r i c s . h t t p : / / w w w . a a p . o r g / e n - u s / a d v o c a c y - a n d - p o l i c y / a a p - h e a l t h - i n i t i a t i v e s / H A L F -

I m p l e m e n t a t i o n - G u i d e / c o m m u n i c a t i n g - w i t h - f a m i l i e s / P a g e s / S t r e n g t h - B a s e d - A p p r o a c h . a s p x

13 [ 1 ] “ D e f i c i t M i n d s e t . ” A c h i e v e m e n t N e t w o r k , J a n u a r y 1 4 , 2 0 2 0 .

h t t p s : / / w w w . a c h i e v e m e n t n e t w o r k . o r g / a n e t b l o g / e d u s p e a k / d e f i c i t - m i n d s e t [ 2 ] S t o e r k e l , E . “ W h a t I s

a S t r e n g t h - B a s e d A p p r o a c h ? ( I n c l . A c t i v i t i e s a n d E x a m p l e s ) . ” P o s i t i v e P s y c h o l o g y . C o m , D e c e m b e r

1 0 , 2 0 2 0 . h t t p s : / / p o s i t i v e p s y c h o l o g y . c o m / s t r e n g t h s - b a s e d - i n t e r v e n t i o n s / [ 3 ] S o m a , C . “ S t r e n g t h -

B a s e d V e r s u s D e f i c i t - B a s e d T h i n k i n g . ” S t a r r C o m m o n w e a l t h , J a n u a r y 1 9 , 2 0 1 6 .

h t t p s : / / s t a r r . o r g / s t r e n g t h - b a s e d - v e r s u s - d e f i c i t - b a s e d - t h i n k i n g /

14 F i g u r e c o n t e n t s q u o t e d v e r b a t i m , w i t h m i n o r a d a p t a t i o n s , f r o m : Z a c a r i a n , D . , L . A l v a r e z - O r t i z ,

a n d J . H a y n e s . “ T e a c h i n g t o S t r e n g t h s , C h a p t e r 1 . T h e U r g e n t N e e d f o r a S t r e n g t h s - B a s e d

A p p r o a c h . ” A s s o c i a t i o n f o r S u p e r v i s i o n a n d C u r r i c u l u m D e v e l o p m e n t , S e p t e m b e r 2 0 1 7 .

h t t p : / / w w w . a s c d . o r g / p u b l i c a t i o n s / b o o k s / 1 1 7 0 3 5 / c h a p t e r s / T h e _ U r g e n t _ N e e d _ f o r _ a _ S t r e n g t h s -

B a s e d _ A p p r o a c h . a s p x

15 [ 1 ] P a u n e s k u , D . “ T h e D e f i c i t L e n s o f t h e ‘ A c h i e v e m e n t G a p ’ N e e d s t o B e F l i p p e d . H e r e ’ s H o w . ”

E d u c a t i o n W e e k , J u l y 9 , 2 0 1 9 . h t t p s : / / w w w . e d w e e k . o r g / e w / a r t i c l e s / 2 0 1 9 / 0 7 / 1 0 / t h e - d e f i c i t - l e n s -

o f - t h e - a c h i e v e m e n t - g a p . h t m l [ 2 ] A s b y , D . “ E q u i t y i n E d u c a t i o n P a r t I : A S t r e n g t h - B a s e d

A p p r o a c h . ” C e n t e r f o r E d u c a t i o n a l I m p r o v e m e n t , A u g u s t 1 3 , 2 0 1 9 .

h t t p : / / w w w . e d i m p r o v e m e n t . o r g / 2 0 1 9 / 0 8 / e q u i t y - i n - e d u c a t i o n - a - s t r e n g t h s - b a s e d - a p p r o a c h /

16 [ 1 ] H a r r y , B . a n d J . K l i n g e r . “ D i s c a r d i n g t h e D e f i c i t M o d e l . ” E d u c a t i o n a l L e a d e r s h i p , 6 4 : 5 ,

F e b r u a r y 2 0 0 7 . h t t p : / / w w w . a s c d . o r g / p u b l i c a t i o n s / e d u c a t i o n a l -

l e a d e r s h i p / f e b 0 7 / v o l 6 4 / n u m 0 5 / D i s c a r d i n g - t h e - D e f i c i t - M o d e l . a s p x [ 2 ] Z a c a r i a n , D . a n d D . S .

F e n n e r . “ F r o m D e f i c i t - B a s e d t o A s s e t s - B a s e d : B r e a k i n g D o w n t h e W a l l O n e E s s e n t i a l S h i f t a t a

T i m e . ” L a n g u a g e M a g a z i n e , J a n u a r y 2 2 , 2 0 2 0 .

h t t p s : / / w w w . l a n g u a g e m a g a z i n e . c o m / 2 0 2 0 / 0 1 / 2 2 / f r o m - d e f i c i t - b a s e d - t o - a s s e t s - b a s e d - b r e a k i n g -

d o w n - t h e - w a l l - o n e - e s s e n t i a l - s h i f t - a t - a - t i m e / [ 3 ] “ S t r e n g t h s - B a s e d A p p r o a c h t o E q u i t y i n E a r l y

C h i l d h o o d . ” E a r l y C h i l d h o o d E d u c a t i o n A s s e m b l y , N a t i o n a l C o u n c i l o f T e a c h e r s o f E n g l i s h .

h t t p s : / / c d n . n c t e . o r g / n c t e f i l e s / s t r e n g t h s b a s e d . p d f

17 “ A s s e t - B a s e d P e d a g o g i e s . ” C a l i f o r n i a D e p a r t m e n t o f E d u c a t i o n , J a n u a r y 1 6 , 2 0 2 0 .

h t t p s : / / w w w . c d e . c a . g o v / p d / e e / a s s e t b a s e d p e d a g o g i e s . a s p

18 H a m m o n d , W . a n d R . Z i m m e r m a n . “ A S t r e n g t h s - B a s e d P e r s p e c t i v e . ” R e s i l i e n c y I n i t i a t i v e s . p p . 3 –

4 . h t t p s : / / w w w . e s d . c a / P r o g r a m s / R e s i l i e n c y / D o c u m e n t s / R S L _ S T R E N G T H _ B A S E D _ P E R S P E C T I V E . p d f

19 F i g u r e a d a p t e d f r o m : [ 1 ] “ C o m p a r i s o n B e t w e e n A s s e t a n d D e f i c i t B a s e d A p p r o a c h e s . ” U n i v e r s i t y

o f M e m p h i s . h t t p s : / / w w w . m e m p h i s . e d u / e s s / m o d u l e 4 / p a g e 3 . p h p [ 2 ] “ T h e D e f i c i t - S t r e n g t h

D i f f e r e n c e . ” C a l i f o r n i a T e a c h e r s A s s o c i a t i o n I n s t i t u t e f o r T e a c h i n g , 2 0 1 8 .

h t t p : / / w w w . t e a c h e r d r i v e n c h a n g e . o r g / d e f i c i t - s t r e n g t h - d i f f e r e n c e

20 [ 1 ] R e n k l y , S . a n d K . B e r t o l i n i . “ S h i f t i n g t h e P a r a d i g m f r o m D e f i c i t O r i e n t e d S c h o o l s t o A s s e t

B a s e d M o d e l s : W h y L e a d e r s N e e d t o P r o m o t e a n A s s e t O r i e n t a t i o n i n O u r S c h o o l s . ” E m p o w e r i n g

R e s e a r c h f o r E d u c a t o r s , 2 : 1 , J a n u a r y 2 0 1 8 . p . 2 4 .

h t t p s : / / o p e n p r a i r i e . s d s t a t e . e d u / c g i / v i e w c o n t e n t . c g i ? a r t i c l e = 1 0 1 2 & c o n t e x t = e r e [ 2 ] M a i e r , J .

“ C a p a c i t y o r D e f i c i t ? T h e L e n s W e U s e t o V i e w S t u d e n t s D o e s M a k e a D i f f e r e n c e . ” R e S o u r c e s |

C a l i f o r n i a D e a f - B l i n d S e r v i c e s , 1 9 : 1 , 2 0 1 4 . p p . 2 – 6 . h t t p : / / f i l e s . c a d b s . o r g / 2 0 0 0 0 2 2 5 6 -

b a 6 e e b b 6 8 3 / r e S o u r c e s % 2 0 M a i e r % 2 0 2 0 1 4 . p d f

21 [ 1 ] L o m b a r d i , J . D . “ T h e D e f i c i t M o d e l I s H a r m i n g Y o u r S t u d e n t s . ” E d u t o p i a | G e o r g e L u c a s

E d u c a t i o n a l F o u n d a t i o n , J u n e 1 4 , 2 0 1 6 . h t t p s : / / w w w . e d u t o p i a . o r g / b l o g / d e f i c i t - m o d e l - i s - h a r m i n g -

s t u d e n t s - j a n i c e - l o m b a r d i [ 2 ] G e r s h e n s o n , S . a n d N . P a p a g e o r g e . “ T h e P o w e r o f T e a c h e r

E x p e c t a t i o n s . ” E d u c a t i o n N e x t , 1 8 : 1 , O c t o b e r 2 4 , 2 0 1 7 . h t t p s : / / w w w . e d u c a t i o n n e x t . o r g / p o w e r - o f -


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t e a c h e r - e x p e c t a t i o n s - r a c i a l - b i a s - h i n d e r s - s t u d e n t - a t t a i n m e n t / [ 3 ] “ T e a c h e r B i a s : T h e E l e p h a n t i n

t h e C l a s s r o o m . ” T h e G r a i d e N e t w o r k , A u g u s t 2 7 , 2 0 1 8 . h t t p s : / / w w w . t h e g r a i d e n e t w o r k . c o m / b l o g -

a l l / 2 0 1 8 / 8 / 1 / t e a c h e r - b i a s - t h e - e l e p h a n t - i n - t h e - c l a s s r o o m

22 [ 1 ] S t a r c k , J . G . e t a l . “ T e a c h e r s A r e P e o p l e T o o : E x a m i n i n g t h e R a c i a l B i a s o f T e a c h e r s

C o m p a r e d t o O t h e r A m e r i c a n A d u l t s . ” E d u c a t i o n a l R e s e a r c h e r , 4 9 : 4 , M a y 2 0 2 0 . p p . 2 7 3 – 2 7 5 , 2 8 1 –

2 8 2 . [ 2 ] C h i n , M . J . e t a l . “ B i a s i n t h e A i r : A N a t i o n w i d e E x p l o r a t i o n o f T e a c h e r s ’ I m p l i c i t R a c i a l

A t t i t u d e s , A g g r e g a t e B i a s , a n d S t u d e n t O u t c o m e s . ” A n n e n b e r g I n s t i t u t e , B r o w n U n i v e r s i t y ,

F e b r u a r y 2 0 2 0 . p p . 2 – 5 , 1 4 – 2 2 . h t t p s : / / w w w . e d w o r k i n g p a p e r s . c o m / s i t e s / d e f a u l t / f i l e s / a i 2 0 - 2 0 5 . p d f

[ 3 ] F l a n n e r y , M . E . “ W h e n I m p l i c i t B i a s S h a p e s T e a c h e r E x p e c t a t i o n s . ” N a t i o n a l E d u c a t i o n

A s s o c i a t i o n , S e p t e m b e r 9 , 2 0 1 5 . h t t p s : / / w w w . n e a . o r g / a d v o c a t i n g - f o r - c h a n g e / n e w - f r o m -

n e a / w h e n - i m p l i c i t - b i a s - s h a p e s - t e a c h e r - e x p e c t a t i o n s [ 4 ] “ U n c o n s c i o u s B i a s i n S c h o o l s . ” L e a d e r I n

M e . h t t p s : / / w w w . l e a d e r i n m e . o r g / u n c o n s c i o u s - b i a s - i n - s c h o o l s /

23 [ 1 ] “ H o w D o I K n o w I f M y B i a s e s A f f e c t M y T e a c h i n g ? ” N a t i o n a l A s s o c i a t i o n f o r M u l t i c u l t u r a l

E d u c a t i o n . h t t p s : / / w w w . n a m e o r g . o r g / l e a r n / h o w _ d o _ i _ k n o w _ i f _ m y _ b i a s e s _ a f f . p h p [ 2 ] G a r c i a , M .

“ W h y T e a c h e r s M u s t F i g h t T h e i r O w n I m p l i c i t B i a s e s . ” E d u c a t i o n W e e k , J u l y 2 5 , 2 0 1 8 .

h t t p s : / / w w w . e d w e e k . o r g / t m / a r t i c l e s / 2 0 1 8 / 0 7 / 2 5 / w h y - t e a c h e r s - m u s t - f i g h t - i m p l i c i t - b i a s e s . h t m l [ 3 ]

“ B i a s - P r o o f Y o u r C l a s s r o o m . ” S c h o l a s t i c . h t t p : / / w w w . s c h o l a s t i c . c o m / t e a c h e r s / a r t i c l e s / t e a c h i n g -

c o n t e n t / b i a s - p r o o f - y o u r - c l a s s r o o m /

24 F i g u r e a d a p t e d f r o m : [ 1 ] “ T e s t Y o u r s e l f f o r H i d d e n B i a s . ” T e a c h i n g T o l e r a n c e .

h t t p s : / / w w w . t o l e r a n c e . o r g / p r o f e s s i o n a l - d e v e l o p m e n t / t e s t - y o u r s e l f - f o r - h i d d e n - b i a s [ 2 ] “ H o m e . ”

P r o j e c t I m p l i c i t . h t t p s : / / i m p l i c i t . h a r v a r d . e d u / i m p l i c i t /

25 [ 1 ] K e l l y , M . “ A v o i d i n g T e a c h e r B i a s a n d E r r o n e o u s B e l i e f s . ” T h o u g h t C o , F e b r u a r y 9 , 2 0 1 9 .

h t t p s : / / w w w . t h o u g h t c o . c o m / a v o i d i n g - t e a c h e r - b i a s - a n d - e r r o n e o u s - b e l i e f s - 8 4 0 7 [ 2 ] “ A w a r e n e s s o f

I m p l i c i t B i a s e s . ” P o o r v u C e n t e r f o r T e a c h i n g a n d L e a r n i n g , Y a l e U n i v e r s i t y .

h t t p s : / / p o o r v u c e n t e r . y a l e . e d u / I m p l i c i t B i a s A w a r e n e s s

26 [ 1 ] S u t t i e , J . “ F o u r W a y s T e a c h e r s C a n R e d u c e I m p l i c i t B i a s . ” G r e a t e r G o o d S c i e n c e C e n t e r ,

U n i v e r s i t y o f C a l i f o r n i a a t B e r k e l e y , O c t o b e r 2 8 , 2 0 1 6 .

h t t p s : / / g r e a t e r g o o d . b e r k e l e y . e d u / a r t i c l e / i t e m / f o u r _ w a y s _ t e a c h e r s _ c a n _ r e d u c e _ i m p l i c i t _ b i a s [ 2 ]

D h a l i w a l , T . K . e t a l . “ E d u c a t o r B i a s I s A s s o c i a t e d w i t h R a c i a l D i s p a r i t i e s i n S t u d e n t A c h i e v e m e n t

a n d D i s c i p l i n e . ” B r o o k i n g s I n s t i t u t i o n , J u l y 2 0 , 2 0 2 0 . h t t p s : / / w w w . b r o o k i n g s . e d u / b l o g / b r o w n -

c e n t e r - c h a l k b o a r d / 2 0 2 0 / 0 7 / 2 0 / e d u c a t o r - b i a s - i s - a s s o c i a t e d - w i t h - r a c i a l - d i s p a r i t i e s - i n - s t u d e n t -

a c h i e v e m e n t - a n d - d i s c i p l i n e / [ 3 ] S t a a t s , C . “ U n d e r s t a n d i n g I m p l i c i t B i a s . ” A m e r i c a n F e d e r a t i o n o f

T e a c h e r s , 2 0 1 5 . h t t p s : / / w w w . a f t . o r g / a e / w i n t e r 2 0 1 5 - 2 0 1 6 / s t a a t s

27 [ 1 ] P a t t o n i , L . “ S t r e n g t h s - B a s e d A p p r o a c h e s f o r W o r k i n g w i t h I n d i v i d u a l s . ” I n s t i t u t e f o r

R e s e a r c h a n d I n n o v a t i o n i n S o c i a l S e r v i c e s , M a y 1 , 2 0 1 2 .

h t t p s : / / w w w . i r i s s . o r g . u k / r e s o u r c e s / i n s i g h t s / s t r e n g t h s - b a s e d - a p p r o a c h e s - w o r k i n g - i n d i v i d u a l s [ 2 ]

C l a b a u g h , G . K . “ S t r e n g t h s - B a s e d E d u c a t i o n : P r o b i n g I t s L i m i t s . ” E d u c a t i o n R e s o u r c e s I n f o r m a t i o n

C e n t e r , I n s t i t u t e o f E d u c a t i o n S c i e n c e s . p p . 1 6 7 – 1 7 0 .

h t t p s : / / f i l e s . e r i c . e d . g o v / f u l l t e x t / E J 6 8 5 0 5 6 . p d f

28 F i g u r e c o n t e n t s q u o t e d v e r b a t i m , w i t h m i n o r a d a p t a t i o n s , f r o m : F i l b a c k , R . a n d A . G r e e n . “ A

F r a m e w o r k o f E d u c a t o r M i n d s e t s a n d C o n s e q u e n c e s . ” R o s s i e r S c h o o l o f E d u c a t i o n , U n i v e r s i t y o f

S o u t h e r n C a l i f o r n i a , A u g u s t 2 0 1 3 . p . 2 . h t t p s : / / r o s s i e r . u s c . e d u / f i l e s / 2 0 1 3 / 0 8 / E d u c a t o r - M i n d s e t s -

a n d - C o n s e q u e n c e s - T a b l e - F i l b a c k - G r e e n - 2 0 1 3 . p d f

29 [ 1 ] “ H o l d i n g H i g h E x p e c t a t i o n s . ” A s s o c i a t i o n o f A m e r i c a n E d u c a t o r s , S e p t e m b e r 1 9 , 2 0 1 2 .

h t t p s : / / w w w . a a e t e a c h e r s . o r g / i n d e x . p h p / b l o g / 8 3 8 - h o l d i n g - h i g h - e x p e c t a t i o n s [ 2 ] N a p p e r , K . “ T h e

N e c e s s i t y o f H a v i n g H i g h E x p e c t a t i o n s . ” E d u t o p i a | G e o r g e L u c a s E d u c a t i o n a l F o u n d a t i o n , J u n e

2 6 , 2 0 1 9 . h t t p s : / / w w w . e d u t o p i a . o r g / a r t i c l e / n e c e s s i t y - h a v i n g - h i g h - e x p e c t a t i o n s [ 3 ] B i l b r e y , D .

“ S u p p o r t i n g H i g h S t a n d a r d s t h r o u g h H i g h E x p e c t a t i o n s . ” E d u c a t o r s f o r H i g h S t a n d a r d s , N o v e m b e r

1 8 , 2 0 1 9 . h t t p s : / / w w w . e d u c a t o r s f o r h i g h s t a n d a r d s . o r g / s u p p o r t i n g - h i g h - s t a n d a r d s - t h r o u g h - h i g h -

e x p e c t a t i o n s /

30 [ 1 ] “ H i g h E x p e c t a t i o n s . ” G l o s s a r y o f E d u c a t i o n R e f o r m | G r e a t S c h o o l s P a r t n e r s h i p , D e c e m b e r 2 ,

2 0 1 3 . h t t p s : / / w w w . e d g l o s s a r y . o r g / h i g h - e x p e c t a t i o n s / [ 2 ] S a p h i e r , J . “ C o m m u n i c a t e H i g h

E x p e c t a t i o n s . ” C o m m u n i c a t o r | N a t i o n a l A s s o c i a t i o n o f E l e m e n t a r y S c h o o l P r i n c i p a l s , 4 0 : 6 ,

F e b r u a r y 2 0 1 7 . h t t p s : / / w w w . n a e s p . o r g / c o m m u n i c a t o r - f e b r u a r y - 2 0 1 7 / c o m m u n i c a t e - h i g h -

e x p e c t a t i o n s [ 3 ] M a r z a n o , R . J . “ C o m m u n i c a t i n g H i g h E x p e c t a t i o n s . ” A s s o c i a t i o n f o r S u p e r v i s i o n

a n d C u r r i c u l u m D e v e l o p m e n t , 2 0 1 0 . h t t p : / / w w w . a s c d . o r g / a s c d - e x p r e s s / v o l 5 / 5 2 2 - v i d e o . a s p x


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31 [ 1 ] K e l l y , M . “ 1 0 W a y s T e a c h e r s C a n C o m m u n i c a t e E x p e c t a t i o n s t o S t u d e n t s . ” T h o u g h t C o , M a y

2 9 , 2 0 2 0 . h t t p s : / / w w w . t h o u g h t c o . c o m / w a y s - t e a c h e r s - c a n - c o m m u n i c a t e - s t u d e n t - e x p e c t a t i o n s -

8 0 8 1 [ 2 ] S o l o m o n , B . “ T h e P y g m a l i o n E f f e c t : C o m m u n i c a t i n g H i g h E x p e c t a t i o n s . ” E d u t o p i a |

G e o r g e L u c a s E d u c a t i o n a l F o u n d a t i o n , D e c e m b e r 1 6 , 2 0 1 4 .

h t t p s : / / w w w . e d u t o p i a . o r g / b l o g / p y g m a l i o n - e f f e c t - c o m m u n i c a t i n g - h i g h e r - e x p e c t a t i o n s - b e n -

s o l o m o n

32 P r e c e d i n g a n d b u l l e t e d t e x t a d a p t e d f r o m : [ 1 ] “ C o m m u n i c a t i o n s o f H i g h E x p e c t a t i o n s . ” T h e

E d u c a t i o n A l l i a n c e , B r o w n U n i v e r s i t y . h t t p s : / / w w w . b r o w n . e d u / a c a d e m i c s / e d u c a t i o n -

a l l i a n c e / t e a c h i n g - d i v e r s e - l e a r n e r s / c o m m u n i c a t i o n s - h i g h - e x p e c t a t i o n s [ 2 ] F r a n k , R . “ H i g h

E x p e c t a t i o n s : W h a t t o L o o k F o r . ” A s s o c i a t i o n f o r S u p e r v i s i o n a n d C u r r i c u l u m D e v e l o p m e n t ,

A u g u s t 3 0 , 2 0 1 8 . h t t p s : / / i n s e r v i c e . a s c d . o r g / h i g h - e x p e c t a t i o n s - w h a t - t o - l o o k - f o r / [ 3 ] D o c k t e r m a n ,

D . “ T u r n i n g H i g h E x p e c t a t i o n s i n t o S u c c e s s . ” G r a d u a t e S c h o o l o f E d u c a t i o n , H a r v a r d U n i v e r s i t y ,

A u g u s t 7 , 2 0 1 7 . h t t p s : / / w w w . g s e . h a r v a r d . e d u / n e w s / u k / 1 7 / 0 8 / t u r n i n g - h i g h - e x p e c t a t i o n s - s u c c e s s

33 [ 1 ] C o r n w a l l , G . “ I s S t r e n g t h - B a s e d L e a r n i n g a ‘ M a g i c B u l l e t ? ’ ” T h e H e c h i n g e r R e p o r t , F e b r u a r y

2 , 2 0 1 8 . h t t p s : / / h e c h i n g e r r e p o r t . o r g / s t r e n g t h - b a s e d - l e a r n i n g - m a g i c - b u l l e t / [ 2 ] “ B u i l d i n g a

S t r e n g t h s - B a s e d S c h o o l . ” G a l l u p . h t t p s : / / w w w . g a l l u p . c o m / e d u c a t i o n / 2 2 0 9 9 7 / b u i l d - s t r e n g t h s -

b a s e d - s c h o o l . a s p x

34 [ 1 ] “ D e v e l o p i n g C l a s s r o o m E x p e c t a t i o n s . ” P r o j e c t I D E A L , T e x a s C o u n c i l f o r D e v e l o p m e n t a l

D i s a b i l i t i e s . / v / d e v e l o p i n g - c l a s s r o o m - e x p e c t a t i o n s / [ 2 ] “ T e a c h e r E x p e c t a t i o n s o f S t u d e n t s . ” T h e

P r o g r e s s o f E d u c a t i o n R e f o r m | E d u c a t i o n C o m m i s s i o n o f t h e S t a t e s , 1 3 : 6 , D e c e m b e r 2 0 1 2 . p p . 1 – 2 ,

6 . h t t p s : / / w w w . e c s . o r g / c l e a r i n g h o u s e / 0 1 / 0 5 / 5 1 / 1 0 5 5 1 . p d f

35 [ 1 ] M a r z a n o , R . J . “ H i g h E x p e c t a t i o n s f o r A l l . ” E d u c a t i o n a l L e a d e r s h i p , 6 8 : 1 , S e p t e m b e r 2 0 1 0 .

h t t p : / / w w w . a s c d . o r g / p u b l i c a t i o n s / e d u c a t i o n a l - l e a d e r s h i p / s e p t 1 0 / v o l 6 8 / n u m 0 1 / H i g h -

E x p e c t a t i o n s - f o r - A l l . a s p x [ 2 ] W i l l i a m s o n , R . “ I m p o r t a n c e o f H i g h E x p e c t a t i o n s . ” E d u c a t i o n

P a r t n e r s h i p s , I n c . , A u g u s t 2 0 1 2 . p p . 1 – 2 .

h t t p s : / / o r e g o n g e a r u p . o r g / s i t e s / o r e g o n g e a r u p . o r g / f i l e s / r e s e a r c h - b r i e f s / h i g h e x p e c t a t i o n s . p d f

36 F i g u r e c o n t e n t s q u o t e d v e r b a t i m , w i t h m i n o r a d a p t a t i o n s , f r o m : “ H i g h I m p a c t T e a c h i n g ,

O v e r v i e w : H o w t o D e v e l o p H i g h E x p e c t a t i o n s T e a c h i n g . ” T h e E d u c a t i o n H u b , M a r c h 2 0 1 8 . p p . 3 – 4 .

h t t p s : / / w w w . t h e e d u c a t i o n h u b . o r g . n z / w p - c o n t e n t / u p l o a d s / 2 0 1 8 / 0 3 / H o w - t o - d e v e l o p - h i g h -

e x p e c t a t i o n s - t e a c h i n g . p d f

37 A s s e t s - B a s e d P r a c t i c e s a n d P e r c e p t i o n s S e l f - A s s e s s m e n t a d a p t e d f r o m : H a m m o n d a n d

Z i m m e r m a n , O p . c i t . , p p . 1 7 – 1 8 .

38 R e f l e c t i v e Q u e s t i o n s t o P r o m o t e A s s e t s - B a s e d P r a c t i c e s a d a p t e d f r o m : “ S t r e n g t h - B a s e d

A p p r o a c h : A G u i d e t o W r i t i n g T r a n s i t i o n L e a r n i n g a n d D e v e l o p m e n t S t a t e m e n t s . ” D e p a r t m e n t o f

E d u c a t i o n a n d E a r l y C h i l d h o o d D e v e l o p m e n t , S t a t e o f V i c t o r i a , F e b r u a r y 2 0 1 2 . p . 1 2 .

h t t p s : / / w w w . e d u c a t i o n . v i c . g o v . a u / d o c u m e n t s / c h i l d h o o d / p r o f e s s i o n a l s / l e a r n i n g / s t r e n g t h b a p p r . p d f

39 [ 1 ] A v a l l o n e , A . “ U n i v e r s a l D e s i g n f o r L e a r n i n g : B e c a u s e O n e S i z e F i t s N o n e . ” N e x t G e n e r a t i o n

L e a r n i n g C h a l l e n g e s , N G L C , D e c e m b e r 3 , 2 0 1 8 .

h t t p s : / / w w w . n e x t g e n l e a r n i n g . o r g / a r t i c l e s / u n i v e r s a l - d e s i g n - f o r - l e a r n i n g - b e c a u s e - o n e - s i z e - f i t s -

n o n e [ 2 ] S e m r u d - C l i k e m a n , M . “ R e s e a r c h i n B r a i n F u n c t i o n a n d L e a r n i n g . ” A m e r i c a n P s y c h o l o g i c a l

A s s o c i a t i o n , 2 0 1 0 . h t t p s : / / w w w . a p a . o r g / e d u c a t i o n / k 1 2 / b r a i n - f u n c t i o n [ 3 ] R h o d e s , D .

“ D e m o g r a p h i c s a n d D i v e r s i t y . ” E d u c a t i o n W r i t e r s A s s o c i a t i o n , M a y 2 0 2 0 .

h t t p s : / / w w w . e w a . o r g / d e m o g r a p h i c s - d i v e r s i t y [ 4 ] “ R a c i a l / E t h n i c E n r o l l m e n t i n P u b l i c S c h o o l s . ”

N a t i o n a l C e n t e r f o r E d u c a t i o n S t a t i s t i c s , I n s t i t u t e o f E d u c a t i o n S c i e n c e s , M a y 2 0 2 0 .

h t t p s : / / n c e s . e d . g o v / p r o g r a m s / c o e / i n d i c a t o r _ c g e . a s p [ 5 ] “ M a k i n g L e a r n i n g P e r s o n a l f o r A l l : T h e

G r o w i n g D i v e r s i t y i n T o d a y ’ s C l a s s r o o m . ” D i g i t a l P r o m i s e G l o b a l , S e p t e m b e r 2 0 1 6 . p p . 3 , 1 0 .

h t t p s : / / d i g i t a l p r o m i s e . o r g / w p - c o n t e n t / u p l o a d s / 2 0 1 6 / 0 9 / l p s - g r o w i n g _ d i v e r s i t y _ F I N A L - 1 . p d f

40 [ 1 ] “ R e s e a r c h E v i d e n c e . ” C e n t e r f o r A p p l i e d S p e c i a l T e c h n o l o g y , 2 0 1 8 .

h t t p : / / u d l g u i d e l i n e s . c a s t . o r g / m o r e / r e s e a r c h - e v i d e n c e [ 2 ] C h e n , E . “ T h e I m p o r t a n c e o f U n i v e r s a l

D e s i g n f o r L e a r n i n g . ” G r a d u a t e S c h o o l o f E d u c a t i o n , H a r v a r d U n i v e r s i t y , D e c e m b e r 2 0 , 2 0 0 8 .

h t t p s : / / w w w . g s e . h a r v a r d . e d u / n e w s / u k / 0 8 / 1 2 / i m p o r t a n c e - u n i v e r s a l - d e s i g n - l e a r n i n g [ 3 ] A r m s t r o n g ,

T . “ A p p r e c i a t i n g S p e c i a l E d u c a t i o n S t u d e n t s ’ D i v e r s i t y . ” E d u c a t i o n W e e k , F e b r u a r y 5 , 2 0 1 3 .

h t t p s : / / w w w . e d w e e k . o r g / e w / a r t i c l e s / 2 0 1 3 / 0 2 / 0 6 / 2 0 a r m s t r o n g . h 3 2 . h t m l [ 4 ] “ T h e D i v e r s i t y o f

E n g l i s h L a n g u a g e L e a r n e r s . ” C o l o r í n C o l o r a d o . h t t p s : / / w w w . c o l o r i n c o l o r a d o . o r g / a r t i c l e / d i v e r s i t y -

e n g l i s h - l a n g u a g e - l e a r n e r s [ 5 ] “ I d e n t i f y i n g G i f t e d C h i l d r e n f r o m D i v e r s e P o p u l a t i o n s . ” N a t i o n a l

A s s o c i a t i o n f o r G i f t e d C h i l d r e n . h t t p s : / / w w w . n a g c . o r g / r e s o u r c e s - p u b l i c a t i o n s / r e s o u r c e s / t i m e l y -


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t o p i c s / e n s u r i n g - d i v e r s e - l e a r n e r - p a r t i c i p a t i o n - g i f t e d - 0 [ 6 ] “ P a g e 3 : C u l t u r a l D i v e r s i t y . ” I R I S

C e n t e r , V a n d e r b i l t U n i v e r s i t y . h t t p s : / / i r i s . p e a b o d y . v a n d e r b i l t . e d u / m o d u l e / d i v / c r e s o u r c e / q 2 / p 0 3 /

41 [ 1 ] O l i n g h o u s e , N . “ D e s i g n i n g L e s s o n s f o r D i v e r s e L e a r n e r s . ” C o l l e g e o f E d u c a t i o n , M i c h i g a n

S t a t e U n i v e r s i t y , 2 0 0 8 . p p . 1 – 4 . h t t p s : / / e d w p . e d u c . m s u . e d u / t e / w p -

c o n t e n t / u p l o a d s / s i t e s / 4 9 / 2 0 2 0 / 0 6 / D e s i g n i n g - L e s s o n s - f o r - D i v e r s e - L e a r n e r s . p d f [ 2 ] P l a n k , K . a n d

S . R o h d i e c k . “ T h e A s s u m p t i o n s W e M a k e A b o u t D i v e r s i t y . ” N a t i o n a l E d u c a t i o n A s s o c i a t i o n . p p . 1 –

2 .

h t t p s : / / s t a t i c 1 . s q u a r e s p a c e . c o m / s t a t i c / 5 5 7 2 2 7 c e e 4 b 0 c 5 a c 0 2 7 0 c 3 3 1 / t / 5 8 9 0 f a 3 4 8 6 e 6 c 0 d c a b 4 f d e 3 4 /

1 4 8 5 8 9 6 2 4 4 2 4 4 / A s s u m p t i o n s W e M a k e A b o u t D i v e r s i t y . p d f [ 3 ] P a r r i s h , N . “ E n s u r i n g T h a t I n s t r u c t i o n

I s I n c l u s i v e f o r D i v e r s e L e a r n e r s . ” E d u t o p i a | G e o r g e L u c a s E d u c a t i o n a l F o u n d a t i o n , M a y 1 5 , 2 0 1 9 .

h t t p s : / / w w w . e d u t o p i a . o r g / a r t i c l e / e n s u r i n g - i n s t r u c t i o n - i n c l u s i v e - d i v e r s e - l e a r n e r s [ 4 ] M c C a r t h y , J .

“ 3 W a y s t o P l a n f o r D i v e r s e L e a r n e r s : W h a t T e a c h e r s D o . ” E d u t o p i a | G e o r g e L u c a s E d u c a t i o n a l

F o u n d a t i o n , A u g u s t 2 8 , 2 0 1 5 . h t t p s : / / w w w . e d u t o p i a . o r g / b l o g / d i f f e r e n t i a t e d - i n s t r u c t i o n - w a y s - t o -

p l a n - j o h n - m c c a r t h y

42 “ U D L a t a G l a n c e . ” C e n t e r f o r A p p l i e d S p e c i a l T e c h n o l o g y , J a n u a r y 6 , 2 0 1 0 .

h t t p s : / / w w w . y o u t u b e . c o m / w a t c h ? v = b D v K n Y 0 g 6 e 4 & f e a t u r e = e m b _ t i t l e

43 “ U n i v e r s a l D e s i g n f o r L e a r n i n g : U D L . ” T e a c h i n g s i n E d u c a t i o n , D e c e m b e r 1 8 , 2 0 1 9 .

h t t p s : / / w w w . y o u t u b e . c o m / w a t c h ? v = g m G g p l Q k r V w

44 “ T h e U D L G u i d e l i n e s . ” N a t i o n a l C e n t e r o n U n i v e r s a l D e s i g n f o r L e a r n i n g , M a r c h 1 7 , 2 0 1 0 .

h t t p s : / / w w w . y o u t u b e . c o m / w a t c h ? v = r f s x 3 D G p v 5 o & f e a t u r e = e m b _ t i t l e

45 “ U D L a n d t h e L e a r n i n g B r a i n . ” C e n t e r f o r A p p l i e d S p e c i a l T e c h n o l o g y , 2 0 1 8 . p p . 1 – 2 .

h t t p : / / w w w . c a s t . o r g / b i n a r i e s / c o n t e n t / a s s e t s / c o m m o n / p u b l i c a t i o n s / a r t i c l e s / c a s t - u d l a n d t h e b r a i n -

2 0 1 8 0 3 2 1 . p d f

46 [ 1 ] “ U n i v e r s a l D e s i g n f o r L e a r n i n g : A C o n c i s e I n t r o d u c t i o n . ” A C C E S S P r o j e c t , C o l o r a d o S t a t e

U n i v e r s i t y , 2 0 1 1 . p p . 1 – 2 .

h t t p : / / a c c e s s p r o j e c t . c o l o s t a t e . e d u / u d l / m o d u l e s / u d l _ i n t r o d u c t i o n / u d l _ c o n c i s e _ i n t r o . p d f [ 2 ] “ W h a t

I s U n i v e r s a l D e s i g n . ” C e n t r e f o r E x c e l l e n c e i n U n i v e r s a l D e s i g n , N a t i o n a l D i s a b i l i t y A u t h o r i t y .

h t t p : / / u n i v e r s a l d e s i g n . i e / W h a t - i s - U n i v e r s a l - D e s i g n /

47 [ 1 ] “ F r e q u e n t l y A s k e d Q u e s t i o n s . ” C e n t e r f o r A p p l i e d S p e c i a l T e c h n o l o g y , 2 0 1 8 .

h t t p : / / u d l g u i d e l i n e s . c a s t . o r g / m o r e / f r e q u e n t l y - a s k e d - q u e s t i o n s [ 2 ] “ U n i v e r s a l D e s i g n f o r

L e a r n i n g : R e a c h i n g A l l , T e a c h i n g A l l . ” D e l a w a r e D e p a r t m e n t o f E d u c a t i o n . p p . 4 , 7 – 1 0 .

h t t p s : / / f i l e s . e r i c . e d . g o v / f u l l t e x t / E D 4 8 5 4 7 0 . p d f [ 3 ] “ U n i v e r s a l D e s i g n f o r L e a r n i n g . ” A m e r i c a n

S p e e c h - L a n g u a g e - H e a r i n g A s s o c i a t i o n , A m e r i c a n S p e e c h - L a n g u a g e - H e a r i n g A s s o c i a t i o n .

h t t p s : / / w w w . a s h a . o r g / S L P / s c h o o l s / U n i v e r s a l - D e s i g n - f o r - L e a r n i n g / [ 4 ] “ A b o u t U n i v e r s a l D e s i g n f o r

L e a r n i n g . ” C e n t e r f o r A p p l i e d S p e c i a l T e c h n o l o g y . h t t p : / / w w w . c a s t . o r g / i m p a c t / u n i v e r s a l - d e s i g n -

f o r - l e a r n i n g - u d l # . X s V P M G h K g 2 y

48 “ T h e U D L G u i d e l i n e s . ” C e n t e r f o r A p p l i e d S p e c i a l T e c h n o l o g y , 2 0 1 8 .

h t t p : / / u d l g u i d e l i n e s . c a s t . o r g /

49 F i g u r e c o n t e n t s q u o t e d v e r b a t i m , w i t h m i n o r a d a p t a t i o n s , f r o m : [ 1 ] “ P r i n c i p l e : P r o v i d e M u l t i p l e

M e a n s o f R e p r e s e n t a t i o n . ” C e n t e r f o r A p p l i e d S p e c i a l T e c h n o l o g y , 2 0 1 8 .

h t t p : / / u d l g u i d e l i n e s . c a s t . o r g / r e p r e s e n t a t i o n [ 2 ] “ P r i n c i p l e : P r o v i d e M u l t i p l e M e a n s o f A c t i o n a n d

E x p r e s s i o n . ” C e n t e r f o r A p p l i e d S p e c i a l T e c h n o l o g y , 2 0 1 8 . h t t p : / / u d l g u i d e l i n e s . c a s t . o r g / a c t i o n -

e x p r e s s i o n [ 3 ] “ P r i n c i p l e : P r o v i d e M u l t i p l e M e a n s o f E n g a g e m e n t . ” C e n t e r f o r A p p l i e d S p e c i a l

T e c h n o l o g y , 2 0 1 8 . h t t p : / / u d l g u i d e l i n e s . c a s t . o r g / e n g a g e m e n t

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A s s i s t a n c e C e n t e r o n T r a n s i t i o n , A p r i l 2 0 1 6 . p . 1 .

h t t p s : / / t r a n s i t i o n t a . o r g / s i t e s / d e f a u l t / f i l e s / Q G _ U D L _ S e c o n d a r y _ 2 0 1 6 . p d f [ 2 ] “ U n i v e r s a l D e s i g n f o r

L e a r n i n g O v e r v i e w . ” C e n t e r f o r E x c e l l e n c e i n L e a r n i n g a n d T e a c h i n g , I o w a S t a t e U n i v e r s i t y .

h t t p s : / / w w w . c e l t . i a s t a t e . e d u / t e a c h i n g / e f f e c t i v e - t e a c h i n g - p r a c t i c e s / u n i v e r s a l - d e s i g n - f o r - l e a r n i n g -

o v e r v i e w /

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h t t p s : / / d c a l . d a r t m o u t h . e d u / r e s o u r c e s / t e a c h i n g - l e a r n i n g - f o u n d a t i o n s / u n i v e r s a l - d e s i g n - e d u c a t i o n

52 P r e c e d i n g a n d b u l l e t e d t e x t a d a p t e d f r o m : [ 1 ] “ U n i v e r s a l D e s i g n . ” C e n t e r f o r T e a c h i n g

E x c e l l e n c e , C o r n e l l U n i v e r s i t y , a n d M u l t i c u l t u r a l E d u c a t i o n P r o g r a m , U n i v e r s i t y o f C a l i f o r n i a a t

B e r k e l e y , N o v e m b e r 2 9 , 2 0 1 2 . p . 1 .

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h t t p s : / / l i n c s . e d . g o v / s i t e s / d e f a u l t / f i l e s / 2 _ T E A L _ U D L . p d f

53 F i g u r e c o n t e n t s q u o t e d v e r b a t i m , w i t h m i n o r a d a p t a t i o n s , f r o m : [ 1 ] D a r b y , A . “ U n d e r s t a n d i n g

U n i v e r s a l D e s i g n i n t h e C l a s s r o o m . ” N a t i o n a l E d u c a t i o n A s s o c i a t i o n .

h t t p : / / w w w . n e a . o r g / / h o m e / 3 4 6 9 3 . h t m [ 2 ] “ U n i v e r s a l D e s i g n i n E d u c a t i o n , ” O p . c i t .

54 B u l l e t e d t e x t q u o t e d v e r b a t i m , w i t h m i n o r a d a p t a t i o n s , f r o m : R a l a b a t e , P . K . “ U n i v e r s a l D e s i g n

f o r L e a r n i n g : M e e t i n g t h e N e e d s o f A l l S t u d e n t s . ” T h e A S H A L e a d e r , 1 6 : 1 0 , A u g u s t 2 0 1 1 .

h t t p s : / / l e a d e r . p u b s . a s h a . o r g / d o i / 1 0 . 1 0 4 4 / l e a d e r . F T R 2 . 1 6 1 0 2 0 1 1 . 1 4

55 F i g u r e a d a p t e d f r o m : [ 1 ] “ A n I n t r o d u c t i o n t o U n i v e r s a l D e s i g n . ” U D L f o r T e a c h e r s .

h t t p : / / u d l f o r t e a c h e r s . c o m / [ 2 ] “ G u i d e l i n e : P e r c e p t i o n . ” U D L f o r T e a c h e r s .

h t t p : / / u d l f o r t e a c h e r s . c o m / c a t e g o r y / p r i n c i p l e - 1 / g u i d e l i n e - 1 / [ 3 ] “ G u i d e l i n e : L a n g u a g e , M a t h

E x p r e s s i o n s , S y m b o l s . ” U D L f o r T e a c h e r s . h t t p : / / u d l f o r t e a c h e r s . c o m / c a t e g o r y / p r i n c i p l e -

1 / g u i d e l i n e - 2 / [ 4 ] “ G u i d e l i n e : C o m p r e h e n s i o n . ” U D L f o r T e a c h e r s .

h t t p : / / u d l f o r t e a c h e r s . c o m / c a t e g o r y / p r i n c i p l e - 1 / g u i d e l i n e - 3 / [ 5 ] “ G u i d e l i n e : P h y s i c a l A c t i o n . ” U D L

f o r T e a c h e r s . h t t p : / / u d l f o r t e a c h e r s . c o m / c a t e g o r y / p r i n c i p l e - 2 / g u i d e l i n e - 4 / [ 6 ] “ G u i d e l i n e :

E x p r e s s i o n a n d F l u e n c y . ” U D L f o r T e a c h e r s . h t t p : / / u d l f o r t e a c h e r s . c o m / c a t e g o r y / p r i n c i p l e -

2 / g u i d e l i n e - 5 / [ 7 ] “ G u i d e l i n e : E x e c u t i v e F u n c t i o n . ” U D L f o r T e a c h e r s .

h t t p : / / u d l f o r t e a c h e r s . c o m / c a t e g o r y / p r i n c i p l e - 2 / g u i d e l i n e - 6 / [ 8 ] “ G u i d e l i n e : R e c r u i t i n g I n t e r e s t . ”

U D L f o r T e a c h e r s . h t t p : / / u d l f o r t e a c h e r s . c o m / c a t e g o r y / p r i n c i p l e - 3 / g u i d e l i n e - 7 / [ 9 ] “ G u i d e l i n e :

E f f o r t a n d P e r s i s t e n c e . ” U D L f o r T e a c h e r s . h t t p : / / u d l f o r t e a c h e r s . c o m / c a t e g o r y / p r i n c i p l e -

3 / g u i d e l i n e - 8 / [ 1 0 ] “ G u i d e l i n e : S e l f R e g u l a t i o n . ” U D L f o r T e a c h e r s .

h t t p : / / u d l f o r t e a c h e r s . c o m / c a t e g o r y / p r i n c i p l e - 3 / g u i d e l i n e - 9 /

56 [ 1 ] “ T E A L C e n t e r F a c t S h e e t N o . 2 : U n i v e r s a l D e s i g n f o r L e a r n i n g , ” O p . c i t . , p p . 1 – 2 . [ 2 ]

“ U n i v e r s a l D e s i g n f o r L e a r n i n g ( U D L ) : M a k i n g L e a r n i n g A c c e s s i b l e a n d E n g a g i n g f o r A l l S t u d e n t s . ”

N a t i o n a l E d u c a t i o n A s s o c i a t i o n , 2 0 0 8 . p . 2 .

h t t p s : / / w w w . k c d s g . o r g / f i l e s / c o n t e n t / U n i v e r s a l % 2 0 D e s i g n % 2 0 f o r % 2 0 L e a r n i n g % 2 0 O v e r v i e w . p d f

57 [ 1 ] B u r g s t a h l e r , S . “ U n i v e r s a l D e s i g n o f I n s t r u c t i o n ( U D I ) : D e f i n i t i o n , P r i n c i p l e s , G u i d e l i n e s , a n d

E x a m p l e s . ” D i s a b i l i t i e s , O p p o r t u n i t i e s , I n t e r n e t w o r k i n g , a n d T e c h n o l o g y C e n t e r , U n i v e r s i t y o f

W a s h i n g t o n , 2 0 2 0 . h t t p s : / / w w w . w a s h i n g t o n . e d u / d o i t / u n i v e r s a l - d e s i g n - i n s t r u c t i o n - u d i - d e f i n i t i o n -

p r i n c i p l e s - g u i d e l i n e s - a n d - e x a m p l e s [ 2 ] R e i s , S . M . a n d J . S . R e n z u l l i . “ T h e F i v e D i m e n s i o n s o f

D i f f e r e n t i a t i o n . ” G i f t e d E d u c a t i o n P r e s s Q u a r t e r l y , 2 9 : 3 , 2 0 1 5 . p p . 5 – 6 .

h t t p s : / / g i f t e d . u c o n n . e d u / w p -

c o n t e n t / u p l o a d s / s i t e s / 9 6 1 / 2 0 1 8 / 0 7 / F i v e _ D i m e n s i o n s _ o f _ D i f f e r n t i a t i o n . p d f

58 B u r g s t a h l e r , S . “ E q u a l A c c e s s : U n i v e r s a l D e s i g n o f I n s t r u c t i o n . ” D i s a b i l i t i e s , O p p o r t u n i t i e s ,

I n t e r n e t w o r k i n g , a n d T e c h n o l o g y C e n t e r , U n i v e r s i t y o f W a s h i n g t o n , 2 0 2 0 .

h t t p s : / / w w w . w a s h i n g t o n . e d u / d o i t / e q u a l - a c c e s s - u n i v e r s a l - d e s i g n - i n s t r u c t i o n

59 F i g u r e c o n t e n t s q u o t e d v e r b a t i m , w i t h m i n o r a d a p t a t i o n s , f r o m : “ U D L a n d D i f f e r e n t i a t i o n a n d

H o w T h e y A r e C o n n e c t e d . ” N e w Z e a l a n d M i n i s t r y o f E d u c a t i o n .

h t t p s : / / w w w . i n c l u s i v e . t k i . o r g . n z / g u i d e s / u n i v e r s a l - d e s i g n - f o r - l e a r n i n g / u d l - a n d - d i f f e r e n t i a t i o n -

a n d - h o w - t h e y - a r e - c o n n e c t e d

60 S e l f - R e f l e c t i o n D i a g n o s t i c o n U n i v e r s a l D e s i g n f o r L e a r n i n g a d a p t e d f r o m : [ 1 ] “ K e y Q u e s t i o n s

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h t t p : / / u d l g u i d e l i n e s . c a s t . o r g / b i n a r i e s / c o n t e n t / a s s e t s / c o m m o n / p u b l i c a t i o n s / a r t i c l e s / c a s t - u d l -

p l a n n i n g q - a 1 1 y . p d f [ 2 ] “ H o w D o Y o u T e a c h ? - A Q u i c k U D L C h e c k l i s t . ” A C C E S S P r o j e c t , C o l o r a d o

S t a t e U n i v e r s i t y . h t t p s : / / d u r h a m c o l l e g e . c a / c a f e / w p -

c o n t e n t / u p l o a d s / s i t e s / 5 / 2 0 1 9 / 0 7 / a c c e s s p r o j e c t . c o l o s t a t e . e d u _ u d l _ d o c u m e n t s _ h o w _ d o _ y o u _ t e a c h _

c h e c k l i s t . p d f

61 U n i v e r s a l D e s i g n f o r L e a r n i n g S t e p - b y - S t e p P l a n n i n g T o o l c o n t e n t s q u o t e d v e r b a t i m , w i t h

m i n o r a d a p t a t i o n s , f r o m : “ S t e p - b y - S t e p P l a n n e r : U D L L e s s o n D e s i g n . ” U n d e r s t o o d , 2 0 1 9 . p p . 1 – 4 .

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p p . 1 – 2 , 5 . D o w n l o a d e d v i a h t t p s : / / w w w . c a l . o r g / r e s o u r c e - c e n t e r / p u b l i c a t i o n s - p r o d u c t s / c c -

i n t e r r o g a t i n g - l g [ 2 ] “ S t r e n g t h s - B a s e d I n s t r u c t i o n f o r E n g l i s h L a n g u a g e L e a r n e r s . ” C o l o r í n

C o l o r a d o . h t t p s : / / w w w . c o l o r i n c o l o r a d o . o r g / s p e c i a l - e d u c a t i o n - e l l / s t r e n g t h s [ 3 ] Z a c a r i a n , D . , L .

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64 [ 1 ] W i l l n e r , L . S . a n d M . M o n r o e . “ U s i n g a ‘ C a n D o ’ A p p r o a c h t o E n s u r e D i f f e r e n t i a t e d

I n s t r u c t i o n I n t e n t i o n a l l y S u p p o r t s t h e N e e d s o f L a n g u a g e L e a r n e r s . ” C o l o r í n C o l o r a d o , 2 0 1 6 .

h t t p s : / / w w w . c o l o r i n c o l o r a d o . o r g / a r t i c l e / u s i n g - c a n - d o - a p p r o a c h - e n s u r e - d i f f e r e n t i a t e d -

i n s t r u c t i o n - i n t e n t i o n a l l y - s u p p o r t s - n e e d s [ 2 ] K a p l a n , E . “ 6 E s s e n t i a l S t r a t e g i e s f o r T e a c h i n g

E n g l i s h L a n g u a g e L e a r n e r s . ” E d u t o p i a | G e o r g e L u c a s E d u c a t i o n a l F o u n d a t i o n , A p r i l 1 2 , 2 0 1 9 .

h t t p s : / / w w w . e d u t o p i a . o r g / a r t i c l e / 6 - e s s e n t i a l - s t r a t e g i e s - t e a c h i n g - e n g l i s h - l a n g u a g e - l e a r n e r s [ 3 ]

“ H o w t o S u p p o r t E L L s i n E v e r y A s p e c t o f Y o u r C l a s s r o o m . ” T h e G r a i d e N e t w o r k , A u g u s t 2 0 1 9 .

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l e a d e r s h i p / d e c 0 4 / v o l 6 2 / n u m 0 4 / T e a c h e r - S k i l l s - t o - S u p p o r t - E n g l i s h - L a n g u a g e - L e a r n e r s . a s p x [ 2 ]

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h t t p : / / w w w . a s c d . o r g / p u b l i c a t i o n s / n e w s l e t t e r s / e d u c a t i o n - u p d a t e / o c t 1 4 / v o l 5 6 / n u m 1 0 / S e t t i n g -

E L L s - U p - f o r - S u c c e s s . a s p x [ 3 ] W a l q u i , A . a n d M . H e r i t a g e . “ M e a n i n g f u l C l a s s r o o m T a l k : S u p p o r t i n g

E n g l i s h L e a r n e r s ’ O r a l L a n g u a g e D e v e l o p m e n t . ” W e s t E d , O c t o b e r 5 , 2 0 1 8 .

h t t p s : / / w w w . w e s t e d . o r g / w e s t e d - i n s i g h t s / s u p p o r t i n g - e n g l i s h - l e a r n e r s - o r a l - l a n g u a g e -

d e v e l o p m e n t /

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I n s t r u c t i o n f o r E n g l i s h L e a r n e r s . ” C e n t e r f o r A p p l i e d L i n g u i s t i c s , 2 0 1 4 . p . 1 . D o w n l o a d e d v i a

h t t p s : / / w w w . c a l . o r g / r e s o u r c e - c e n t e r / p u b l i c a t i o n s - p r o d u c t s / s e v e n - p r i n c i p l e s - e l

67 F i g u r e c o n t e n t s q u o t e d v e r b a t i m , w i t h m i n o r a d a p t a t i o n s , f r o m : “ R e a d A b o u t B e s t P r a c t i c e s i n

S u p p o r t i n g E n g l i s h - L a n g u a g e L e a r n e r s i n R e a d i n g a n d W r i t i n g . ” B e n c h m a r k E d u c a t i o n C o m p a n y .

h t t p s : / / b e n c h m a r k e d u c a t i o n . c o m / b e s t - p r a c t i c e s - l i b r a r y / s u p p o r t i n g - e n g l i s h - l a n g u a g e - l e a r n e r s - i n -

r e a d i n g - w r i t i n g . h t m l

68 F i g u r e a d a p t e d f r o m : [ 1 ] “ T h e G O T O S t r a t e g i e s : S c a f f o l d i n g O p t i o n s f o r T e a c h e r s o f E n g l i s h

L a n g u a g e L e a r n e r s , K - 1 2 . ” C e n t e r f o r A p p l i e d L i n g u i s t i c s . h t t p s : / / w w w . c a l . o r g / w h a t - w e -

d o / p r o j e c t s / p r o j e c t - e x c e l l / t h e - g o - t o - s t r a t e g i e s [ 2 ] L e v i n e , L . N . , L . L u k e n s , a n d B . A . S m a l l w o o d .

“ T h e G O T O S t r a t e g i e s : S c a f f o l d i n g O p t i o n s f o r T e a c h e r s o f E n g l i s h L a n g u a g e L e a r n e r s , K - 1 2 . ”

P r o j e c t E X C E L L | U n i v e r s i t y o f M i s s o u r i - K a n s a s C i t y a n d N o r t h K a n s a s C i t y S c h o o l s ( M O ) , 2 0 1 3 .

p p . 3 – 5 . D o w n l o a d a b l e v i a h t t p s : / / w w w . c a l . o r g / w h a t - w e - d o / p r o j e c t s / p r o j e c t - e x c e l l / t h e - g o - t o -

s t r a t e g i e s

69 [ 1 ] W h i t s e t t , G . a n d J . H u b b a r d . “ S u p p o r t i n g E n g l i s h L a n g u a g e L e a r n e r s i n t h e E l e m e n t a r y a n d

S e c o n d a r y C l a s s r o o m s : H o w t o G e t S t a r t e d . ” S R A T E J o u r n a l , 1 8 : 2 , 2 0 0 9 . p p . 4 1 – 4 6 . [ 2 ]

“ E d g e n u i t y : S u p p o r t i n g E n g l i s h L a n g u a g e L e a r n e r s . ” E d g e n u i t y , I n c . , J a n u a r y 2 0 1 7 . p p . 2 – 4 .

h t t p s : / / w w w . e d g e n u i t y . c o m / w p - c o n t e n t / u p l o a d s / 2 0 1 7 / 0 1 / E d g e n u i t y - E n g l i s h - L a n g u a g e - L e a r n e r -

I s s u e - B r i e f - 1 . p d f [ 3 ] “ H o w t o D e v e l o p a L e s s o n P l a n T h a t I n c l u d e s E L L s . ” C o l o r í n C o l o r a d o .

h t t p s : / / w w w . c o l o r i n c o l o r a d o . o r g / a r t i c l e / h o w - d e v e l o p - l e s s o n - p l a n - i n c l u d e s - e l l s [ 4 ] G r a y , T . a n d

S . F l e i s c h m a n . “ S u c c e s s f u l S t r a t e g i e s f o r E n g l i s h L a n g u a g e L e a r n e r s . ” E d u c a t i o n a l L e a d e r s h i p ,

6 2 : 4 , D e c e m b e r 2 0 0 4 . h t t p : / / w w w . a s c d . o r g / p u b l i c a t i o n s / e d u c a t i o n a l -

l e a d e r s h i p / d e c 0 4 / v o l 6 2 / n u m 0 4 / S u c c e s s f u l - S t r a t e g i e s - f o r - E n g l i s h - L a n g u a g e - L e a r n e r s . a s p x [ 5 2 ]

F o r d , K . “ D i f f e r e n t i a t e d I n s t r u c t i o n f o r E n g l i s h L a n g u a g e L e a r n e r s . ” C o l o r í n C o l o r a d o .

h t t p s : / / w w w . c o l o r i n c o l o r a d o . o r g / a r t i c l e / d i f f e r e n t i a t e d - i n s t r u c t i o n - e n g l i s h - l a n g u a g e - l e a r n e r s

70 [ 1 ] H a y n e s , J . “ S i x S t r a t e g i e s f o r T e a c h i n g E L L s A c r o s s t h e C o n t e n t A r e a s . ” T E S O L I n t e r n a t i o n a l

A s s o c i a t i o n , J u n e 5 , 2 0 1 4 . h t t p : / / b l o g . t e s o l . o r g / s i x - s t r a t e g i e s - f o r - t e a c h i n g - e l l s - a c r o s s - t h e -

c o n t e n t - a r e a s / [ 2 ] “ O h i o ’ s S u p p o r t G u i d e f o r T e a c h e r s o f E n g l i s h L e a r n e r s . ” O h i o D e p a r t m e n t o f

E d u c a t i o n , S e p t e m b e r 4 , 2 0 2 0 . h t t p : / / e d u c a t i o n . o h i o . g o v / T o p i c s / R e s e t - a n d - R e s t a r t / O h i o s -

S u p p o r t - G u i d e - f o r - T e a c h e r s - o f - E n g l i s h - L e a r n


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71 [ 1 ] D u g u a y , A . e t a l . “ I m p l e m e n t i n g t h e C o m m o n C o r e f o r E n g l i s h L e a r n e r s : R e s p o n s e s t o

C o m m o n Q u e s t i o n s . ” C e n t e r f o r A p p l i e d L i n g u i s t i c s , S e p t e m b e r 2 0 1 3 . p p . 5 – 7 , 9 – 1 1 .

D o w n l o a d a b l e v i a h t t p s : / / w w w . c a l . o r g / r e s o u r c e - c e n t e r / b r i e f s [ 2 ] “ H o w C a n I S u p p o r t E L L s i n M y

C l a s s r o o m ? ” C o l l e g e o f E d u c a t i o n , P e n n s y l v a n i a S t a t e U n i v e r s i t y .

h t t p s : / / e d . p s u . e d u / p d s / e l e m e n t a r y / i n t e r n - r e s o u r c e s / e s l - h a n d b o o k / s u p p o r t i n g - e l l s [ 3 ] H a g g a r t ,

H . “ I n s t r u c t i o n a l S t r a t e g i e s f o r E L L s i n M a i n s t r e a m C l a s s r o o m s . ” A S C D E x p r e s s , 7 : 1 7 , M a y 2 4 ,

2 0 1 2 . h t t p : / / w w w . a s c d . o r g / a s c d - e x p r e s s / v o l 7 / 7 1 7 - h a g g a r t . a s p x

72 B u l l e t e d t e x t q u o t e d v e r b a t i m , w i t h m i n o r a d a p t a t i o n s , f r o m : “ S u p p o r t i n g E n g l i s h L a n g u a g e

L e a r n e r s : A P r a c t i c a l G u i d e f o r O n t a r i o E d u c a t o r s , G r a d e s 1 t o 8 . ” O n t a r i o M i n i s t r y o f E d u c a t i o n ,

2 0 0 8 . p p . 5 5 – 5 7 . h t t p : / / w w w . e d u . g o v . o n . c a / e n g / d o c u m e n t / e s l e l d p r o g r a m s / g u i d e . p d f

73 [ 1 ] K u m a r , S . “ U s i n g C o n t e n t a n d L a n g u a g e O b j e c t i v e s t o H e l p A l l S t u d e n t s i n T h e i r L e a r n i n g . ”

A c h i e v e t h e C o r e , O c t o b e r 1 6 , 2 0 1 8 . h t t p s : / / a c h i e v e t h e c o r e . o r g / a l i g n e d / u s i n g - c o n t e n t - a n d -

l a n g u a g e - o b j e c t i v e s - t o - h e l p - a l l - s t u d e n t s - i n - t h e i r - l e a r n i n g / [ 2 ] A l b a n o , K . “ I n c o r p o r a t i n g C o n t e n t

a n d L a n g u a g e O b j e c t i v e s w i t h E n g l i s h L e a r n e r s . ” E m e r g i n g A m e r i c a , F e b r u a r y 2 , 2 0 1 7 .

h t t p : / / e m e r g i n g a m e r i c a . o r g / b l o g / i n c o r p o r a t i n g - c o n t e n t - a n d - l a n g u a g e - o b j e c t i v e s - e n g l i s h -

l e a r n e r s

74 H i m m e l , J . “ L a n g u a g e O b j e c t i v e s : T h e K e y t o E f f e c t i v e C o n t e n t A r e a I n s t r u c t i o n f o r E n g l i s h

L e a r n e r s . ” C o l o r í n C o l o r a d o , 2 0 1 2 . h t t p s : / / w w w . c o l o r i n c o l o r a d o . o r g / a r t i c l e / l a n g u a g e - o b j e c t i v e s -

k e y - e f f e c t i v e - c o n t e n t - a r e a - i n s t r u c t i o n - e n g l i s h - l e a r n e r s

75 [ 1 ] H a y n e s , J . a n d D . Z a c a r i a n . “ T e a c h i n g E n g l i s h L e a r n e r s A c r o s s t h e C o n t e n t A r e a s , C h a p t e r 2 .

L e s s o n P l a n n i n g t o E n s u r e O p t i m a l E n g a g e m e n t o f E L L s . ” A s s o c i a t i o n f o r S u p e r v i s i o n a n d

C u r r i c u l u m D e v e l o p m e n t , F e b r u a r y 2 0 1 0 .

h t t p : / / w w w . a s c d . o r g / p u b l i c a t i o n s / b o o k s / 1 0 9 0 3 2 / c h a p t e r s / L e s s o n - P l a n n i n g - t o - E n s u r e - O p t i m a l -

E n g a g e m e n t - o f - E L L s . a s p x [ 2 ] M a r k o s , A . a n d J . H i m m e l . “ U s i n g S h e l t e r e d I n s t r u c t i o n t o S u p p o r t

E n g l i s h L e a r n e r s . ” C e n t e r f o r A p p l i e d L i n g u i s t i c s , M a r c h 2 0 1 6 . p p . 3 – 5 . D o w n l o a d a b l e v i a

h t t p s : / / c a l . o r g / r e s o u r c e - c e n t e r / b r i e f s

76 F i g u r e c o n t e n t s q u o t e d v e r b a t i m , w i t h m i n o r a d a p t a t i o n s , f r o m : “ L a n g u a g e O b j e c t i v e s :

D e f i n i t i o n a n d E x a m p l e s . ” C o n n e c t i c u t S t a t e D e p a r t m e n t o f E d u c a t i o n . p . 2 .

h t t p s : / / p o r t a l . c t . g o v / - / m e d i a / S D E / E n g l i s h -

L e a r n e r s / T O T / G e n _ E d _ M o d _ 1 _ L a n g u a g e _ O b j e c t i v e s _ d e f i n i t i o n _ a n d _ e x a m p l e s . p d f ? l a = e n

77 C o n t e n t a n d L a n g u a g e O b j e c t i v e s C o m p o s i t i o n W o r k s h e e t a d a p t e d f r o m : [ 1 ] I b i d . , p p . 1 – 3 . [ 2 ]

“ A s s e s s m e n t T o o l b o x : L e a r n i n g O u t c o m e s . ” U n i v e r s i t y o f C a l i f o r n i a a t S a n D i e g o . p p . 1 – 2 .

h t t p s : / / v c s a . u c s d . e d u / _ f i l e s / a s s e s s m e n t / A B C % 2 0 S t u d e n t L e a r n i n g O u t c o m e s . p d f [ 3 ] “ W r i t i n g C l e a r

L e a r n i n g O b j e c t i v e s . ” B o s t o n U n i v e r s i t y .

h t t p s : / / w w w . b u . e d u / c m e / f o r m s / R S S _ f o r m s / t i p s _ f o r _ w r i t i n g _ o b j e c t i v e s . p d f [ 4 ] “ W r i t i n g M e a s u r a b l e

C o u r s e O b j e c t i v e s . ” C e n t e r f o r T e a c h i n g a n d L e a r n i n g , U n i v e r s i t y o f N o r t h C a r o l i n a a t C h a r l o t t e .

h t t p s : / / t e a c h i n g . u n c c . e d u / t e a c h i n g - g u i d e s / c o u r s e - d e s i g n / w r i t i n g - m e a s u r a b l e - c o u r s e - o b j e c t i v e s

[ 5 ] “ A S c a f f o l d f o r W r i t i n g L a n g u a g e O b j e c t i v e s : U s i n g t h e F o r m u l a . ” C e n t e r f o r A d v a n c e d

R e s e a r c h o n L a n g u a g e A c q u i s i t i o n , U n i v e r s i t y o f M i n n e s o t a .

h t t p s : / / c a r l a . u m n . e d u / c o b a l t t / m o d u l e s / c u r r i c u l u m / f o r m u l a . h t m l [ 6 ] “ C o n t e n t a n d L a n g u a g e

O b j e c t i v e s S a m p l e P l a n n i n g T e m p l a t e . ” G e o r g i a D e p a r t m e n t o f E d u c a t i o n , 2 0 1 9 . p p . 1 – 2 .

h t t p s : / / w w w . g a d o e . o r g / S c h o o l - I m p r o v e m e n t / F e d e r a l - P r o g r a m s / D o c u m e n t s / T i t l e % 2 0 I I I / C o n t e n t -

a n d - L a n g u a g e - O b j e c t i v e s % 2 0 P l a n n i n g % 2 0 T e m p l a t e . p d f [ 7 ] “ 3 - L S 4 - 1 B i o l o g i c a l E v o l u t i o n : U n i t y

a n d D i v e r s i t y . ” N e x t G e n e r a t i o n S c i e n c e S t a n d a r d s . h t t p s : / / w w w . n e x t g e n s c i e n c e . o r g / p e / 3 - l s 4 - 1 -

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I n i t i a t i v e . h t t p : / / w w w . c o r e s t a n d a r d s . o r g / M a t h / C o n t e n t / 8 / G /


ABOUT HANOVER RESEARCH

Hanover Resea r ch p rov ides h igh -qua l i t y , cus tom resea r ch and ana l y t i c s th rough a

cos t -e f f ec t i ve m ode l tha t he lps c l i en t s m ake in fo rm ed dec i s ions , i den t i f y and se i ze

oppor tun i t i e s , and he igh ten the i r e f f ec t i ve ness

OUR SOLUTIONS

ACADEMIC SOLUTIONS ADMINISTRATIVE SOLUTIONS

• College & Career Readiness: Support on-time student graduation and

prepare all students for post-secondary

education and careers.

• Program Evaluation: Measure program impact to support informed,

evidence-based investments in resources that

maximize student outcomes and manage costs.

• Safe & Supportive Environments: Create an environment that supports the

academic, cultural, and social-emotional needs

of students, parents, and staff through a

comprehensive annual assessment of climate

and culture.

• Family and Community Engagement: Expand and strengthen family and

community relationships and identify

community partnerships that support student

success.

• Talent Recruitment, Retention & Development: Attract and retain the best staff through an

enhanced understanding of the teacher

experience and staff professional

development needs.

• Operations Improvement: Proactively address changes in demographics,

enrollment levels, and community

expectations in your budgeting decisions.

LEADERSHIP SOLUTION Build a high-performing administration that is the first choice for students, parents, and staff.

OUR BENEFITS

appreciating diversity in student needs and identities

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