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We cannot teach lessons as we have in the past, and we can never settle for following a boxed curriculum as it is designed.

No one likes change, but everyone likes improvement. We need to help both gen and special educators recognize that change is worthwhile; we need to be strategic. As we build awareness of UDL, it must be clear that we NEED practices and placements that benefit all learners.

This reality is at the heart of why so many well-intentioned professional development (PD) efforts fall short. Here is a three-part blueprint to help leaders and districts streamline professional learning. hubs.la/Q03kqZmJ0

A student who receives supports is NOT a “Tier 2” or a “Tier 3” student but has access to support in Tier 2 and/or in Tier 3, which mitigates barriers that may prevent the student from accessing support in Tier 1.

Tiers are not placements or designations that follow students throughout their schooling.

Given the cost of staffing and the complicated nature of school budgeting, one resource that we can address is scheduling. This resource was designed as a tool to help you maximize your school's time. bit.ly/4j18oL1 #MTSS

MTSS's work should not be confined to a central office or leadership meetings. Engage and collaborate with diverse stakeholders to build, share, and use your vision and mission statements to build motivation for change and improvement! Learn more: bit.ly/44zUGeL

This is what’s possible when schools lead with collective efficacy, data, and a belief that ALL students belong. We’re thrilled to celebrate our work with Lowell Elementary @seapubschools Read their story - and see the results for yourself: hubs.ly/Q03nlhNK0 #EdChat

UDL makes rigorous curriculum accessible for all students, and when you see what they’re capable of, it will increase your expectations.

We’ve had so many educators asking for UDL-driven resources that clarify what skills and mindsets are essential to remove barriers to learning and design inclusive instruction. So, we created a self-assessment tool just for that! Get your copy hubs.la/Q03nXhJ80

Whether students are multilingual, neurodiverse, introverted, or still building confidence, our job is to design the supports that help every learner contribute meaningfully. With the right strategies, participation becomes a skill that students can build hubs.la/Q03nXCBP0

Prioritizing human connection and building relationships isn’t something we can do at the start of the semester and then forget about the rest of the year. Nurturing and maintaining relationships in the classroom is something we must prioritize and dedicate time to all year.

A self-aware student is more likely to admit confusion and seek help.

Keep these questions on hand. Learn strategies to help cultivate stronger relationships and social support in classrooms + more bit.ly/4kMOTqW

Who's coming!? hubs.la/Q03rd9N90 #CAMTSS CAMTSSPLI

Transitions don't have to be chaotic. Jeff Horwitz outlines three ways to universally design transitions. Strategies that will help guide transitions at school and at home! hubs.la/Q03rLBKr0 #Summerbreak #UDL

If you have a few minutes today, dive into this piece. It begins with a single moment—a deeply human, heartbreaking IEP meeting—and builds into a powerful call to action. Share it with a colleague and start a conversation. Let’s keep doing the work!! hubs.ly/Q03rXcwt0

If we are going to make robust systemic change to meet the needs of all learners, we must not hide away with a group of comfortable confidants. Rather, we must share this work with the community we serve and must engage them with diligence.

As we utilize technology in classrooms, part of the goal should be to free teachers from the front of the room so they can provide more individualized attention, working alongside students to support progress toward standards-aligned learning objectives.

What happens to students when there is only one way for learners to engage, receive information, or demonstrate learning?