A ready-to-use tool for co-teachers to use twice a week to identify and respond to the needs of special education students through differentiated instruction.
Universal Design for Learning in Online Formats
Presents ideas that can help you make sure your online learning environment provides opportunities for individualized learning that can help students with learning and linguistic differences. Many of the strategies are also useful for students who cannot yet access complex texts independently.
20 Tips for Teaching an Accessible Online Course
Twenty guidelines, along with links to resources, that provide a good starting place when designing an accessible course. The tips include how to create accessible videos for free.
Co-teaching in an Age of Remote Learning
Tips to encourage practice and creativity of co-teachers online.
ATLAS: Learning From Student Work protocol
This protocol helps teachers focus on student learning collaboratively by looking at student work samples. Using a protocol like this can help shift teacher conversation back to student learning in a moment where they are thinking about countless logistics.
English Learners Success Forum
Includes guidance and resources for supporting instruction for English Learners during COVID-19.
Distance Learning for ELLs: Colorín Colorado Guide
A guide that shares ideas on how to get started with distance learning for English language learners, tools that can increase language production, and lessons learned about communicating with multilingual families during COVID-19.
COVID-19’s Impact on English Learner Students
A commentary that builds from research evidence to provide recommendations for how policy can support EL students and schooling both if schools are physically closed and providing distance education, and once they partially or fully reopen.
3 Participation Strategies for Live Video Instruction
Offers how-to strategies on: getting student input using polls; using the chat function to ask compelling questions; and prompting discussions with word clouds.
Trauma-informed practices
Use the reflection questions and list in this article to inform your district or school’s selection of trauma-informed practices. For example: begin class time with a social ritual; introduce a short “mental stretch” break during class; offer monitored hangout time before class starts; and create small groups that meet socially.