We often mistake "delivering content" for "teaching. It’s an easy trap to fall into, especially when the concepts are tough. When students struggle, our instinct as educators is often to take over—to explain more, to talk longer, and to stand at the front of the room and "pour" knowledge into them. Ms. Diaz, a 4th-grade teacher I’ve been coaching, had this particular challenge, and she wanted to shift how she delivered content. Ms. Diaz has a very diverse classroom, including five students with learning disabilities related to reading. A wall of text on the SmartBoard was a bit of an overwhelm, and they tended to “check out”. During my initial observation of her lesson on main idea and details, Ms. Diaz was doing what she thought she had to do: lecturing. She stood at the front, modeling with a complex paragraph, highlighting sentences on the overhead, and doing 90% of the talking. The "high flyers" in the front row were with her. But when I scanned the room, I saw other students playing in their desks, flipping through papers, and shrinking into their chairs. They were passive. They were quiet. And they were completely lost. The cognitive load was entirely on Ms. Diaz. She was working harder than her students. In our next coaching session, I asked her a tough question. "Ms. Diaz," I asked, "Who is doing the thinking right now?" We realized that to reach everyone—especially those five learners who needed the most support—she had to fundamentally shift her role. She needed to move from the "sage on the stage" delivering a lecture, to a "supportive facilitator" circulating the room. So we shifted. A lot. We redesigned the next lesson. The goal: get Ms. Diaz off the stage and get the students into the work. Here is what the shift looked like in practice for the Main Idea lesson: Differentiated Inputs:  Instead of one complex text for everyone, Ms. Diaz prepared tiered reading passages. The content remained rigorous, but the reading levels were adjusted so every student could access the text independently. Visual and Concrete Scaffolding:  For her students with learning disabilities, we introduced a color-coded system. They got physical highlighters—yellow for "The Big Idea," blue for the "Evidence." We also provided graphic organizers with sentence stems to help them articulate their thoughts. The Teacher's New Role:  Ms. Diaz delivered a 5-minute mini-lesson, and then she released them to work. What Happened? There was a significant change in the energy and the “feel” in her classroom. Her kids went from silent passivity to “I think I get it!”. Ms. Diaz stopped being tethered to the whiteboard. She was kneeling next to desks. I watched her crouch beside Lester, one of her students with a reading disability. He was stuck. A week prior, Ms. Diaz would have just pointed to the main idea sentence for him to keep the lesson moving. This time, she pointed to his graphic organizer and asked, "What’s the one thing this whole paragraph is pointing to?" She waited. It took Lester thirty seconds of silence, but he eventually tapped a sentence and picked up his yellow highlighter. That 30 seconds of silence was the ‘wait time” that Lester needed. Win! Ms. Diaz didn't give him the answer; she gave him the space and the scaffold to find it himself. By stepping back, Ms. Diaz allowed her students to step up. The end-of-unit data showed growth across the board, but the biggest gains were among those five students who just needed a different entry point. Moving from lecturer to facilitator isn't easy. It requires trusting your students and trusting the scaffolds you’ve built, including those for classroom management. But when we can structure and differentiate our instruction in a way that supports student learning, every kid has a chance to succeed.

Remember when we taught like this? Standing at the front of the classroom, delivering what we believe is a clear, concise, and incredibly important lesson. We see nods, maybe a few diligent note-takers, and a couple kids raising their hands. But were all students truly engaged? Were they involved in their own learning, or were they simply passive recipients of information? This is the fundamental difference between a lecture-style, teacher-centered approach and one where the teacher facilitates learning. Understanding when and how to shift from "sage on the stage" to "guide on the side" can positively shift student engagement and learning outcomes. In a lecture-style classroom, the teacher is primarily the knowledge “dispenser”. The flow of information is largely one-way, from teacher to student. Students are expected to absorb, remember, and recall what they've been taught. Here’s a coaching scenario  from Ms. G’s 3rd grade class when she taught an ELA lesson on finding the main idea and details: The first “go ‘round” is a lecture style. Great content, little engagement. Ms. G stood at the front of the class, holding up an article about a new discovery of an ancient dinosaur. She told her students that they were going to learn about the main idea and details. She defined the main idea as the most important thing an author wants you to know about a topic. Ms. G shared other relevant information like, “It's like the big umbrella that covers everything else.”, “The details are the smaller pieces of information that support the main idea.”, and “They tell you more about it”. She pointed to a paragraph and gave an example of the main idea and a couple of key details, like how big the dinosaur was and where it was found. She read the first paragraph and asked students to listen carefully for the main idea. Ms. G read the article aloud, pausing occasionally to ask questions like, "What was the main idea of that paragraph?" or "Can someone tell me a detail about the dinosaur?" She called on a few students, provided the correct answers, and then moved on to the next paragraph. The students primarily listened, a few raised their hands when called upon, and copied down the main ideas and details as Ms. G identified them. While this approach “delivered” content, how did Ms. G know that her students were retaining information? We had to make some adjustments to make sure that students were truly learning and that no students were left on the sidelines, waiting for the "right" answer rather than actively constructing their own understanding.  This idea of active engagement is especially important for neurodivergent kids or kids that struggle with confidence, executive functioning, or auditory processing. Ms. G and I had to make the shift toward more active participation and facilitating, but first, she had to understand its value. Facilitating learning shifts the focus from the teacher as the sole source of knowledge to the students as active participants in their own discovery. Ms. G’s role had to evolve into one of creating experiences, posing questions, providing resources, and guiding students as they explored and made sense of meaning. Here’s what her teaching, or facilitated learning, looked like when we made some adjustments and the lesson was re-taught the following day. Ms. G had her third graders work in small groups. Each group has a copy of the same article about the new dinosaur discovery, along with highlighters and sticky notes. Her students became 'main idea detectives’ and worked in groups to figure out what the most important message  was in this article, and then found the clues that helped prove it. She then shared a simple visual: a picture of a large tree with several smaller branches. She told students: The main idea is like the strong trunk of a tree. It holds everything up. And the details are like the branches and leaves because they grow out from the trunk and give us more information. Ms. G then gave them specific instructions: Read through the article together as a group. Using your highlighters, underline sentences you think are really important. On sticky notes, write down one sentence that you think tells the most important thing  the author wants you to know about the entire article. This is your group's main idea. Then, find at least three other sticky notes where you write down details from the article that support or explain your main idea. As the groups began to work, Ms. G monitored and listened to their discussions. She asked open-ended questions: "What makes you think that sentence is the main idea?" or "How do those details connect back to your main idea?" To struggling groups, she offered guiding questions rather than direct answers, prompting them to reread or discuss further. After about 15 minutes, she brought the class back together for a whole-group share. Each group presented their main idea and supporting details, and the class discussed similarities and differences in their findings, justifying their choices with evidence from the text. Ms. G guided the discussion to make sure that all voices were heard. Our coaching discussions in the few weeks after this adjustment, included these key concepts: Students are actively doing:  Reading, discussing, highlighting, writing, and justifying their thinking. Critical thinking is fostered:  Students are not just memorizing, but making sense of new information. Collaboration is key:  Students learn from each other and practice communication skills. Ownership of learning increases:  When students discover answers themselves, the learning is more meaningful and memorable. Differentiation is organic:  Students can work at their own pace and contribute in ways that suit their strengths. We love this for kids! Ms. G gains deeper insights:  By observing student interactions, Ms. G was able to identify misconceptions and areas where students need more support and re-teach and review when needed. We want teachers to be able to facilitate the growth and learning of their students. In the shift from teaching in a lecture-style to facilitated learning, we can help students become active, engaged, and independent learners.  Inclusiveology helps teachers make the shift to facilitated learning so every child can be included with supports, engagement, and learning tools that work.

How low-level reading skills can interfere with math computation We’ve all seen it: a student who breezes through a page of multiplication facts but hits a wall the moment those same numbers are embedded in a paragraph. I was at the Doctor’s office yesterday and was chatting with another person, who happened to be a Middle School Math teacher, about this exact thing! For both of us, we could have gone down the proverbial “rabbit hole” coming up with solutions for kids that struggle with math because of reading. The struggle with math isn't actually a struggle with math. It is a struggle with the literacy  required to access the problem. When we ask a student with low-level reading skills to solve a complex word problem, we are asking so much more than to simply calculate some numbers. We’re asking them to decode and switch back and forth between linguistic and mathematical concepts. That is a huge cognitive load! If we don't “decouple” reading ability from mathematical reasoning, we risk “labeling” kids with a math disability when that is absolutely not the case. It’s reading that becomes the barrier to math. Here’s an example: The Reading Barrier in Action Michael, a 5th grader, reads at a 2nd-grade level. He has excellent logic and understands the concept of "equal groups." Math is considered to be his strength. He was given this problem to solve: "A local community garden has 14 rows of carrots. Each row contains 26 carrots. If the gardeners harvest half of the carrots, how many carrots remain in the garden?" What did Michael experience? Decoding Fatigue:  He spends significant mental energy sounding out words like "community," "harvest," and "remain." Misinterpretation:  He confuses "rows" with "roads" and misses the word "half" entirely because he is so focused on the larger words. Michael was in complete cognitive overload! By the time he finishes reading the three sentences, his working memory is exhausted. He sees the numbers 14 and 26 and simply adds them together ($14 + 26 = 40$) just to produce an answer. So what happens? Michael gets the answer wrong. His teacher might assume he doesn't understand multi-digit multiplication or multi-step problems. In reality, Leo never even got to the "math" part of the problem. Think about that for a quick sec… Let’s Remove the Reading Barrier with Supports Now, let’s look at the same problem with Tier 1 or Tier 2 supports designed to bypass the reading deficit while keeping the mathematical rigor high. The Supports: Text-to-Speech (TTS):  Leo listens to the problem through headphones. Visual Anchor/Graphic Organizer:  A simple "Part-Part-Whole" or "Area Model" template is provided. Vocabulary Support:  A small icon of a carrot and a "division symbol" next to the word "half" to bridge the reading/decoding gap. Michael’s Experience with Support: Access:  Hearing the word "harvest" allows him to understand the context immediately without decoding effort. Visualization:  He recognizes that "14 rows of 26" means he needs to multiply. He uses an area model to calculate $14 \times 26 = 364$. Reasoning:  Because his brain isn't tired from reading, he catches the final step: "half." He divides 364 by 2. The Result:  Michael calculates the correct answer: 182. He has successfully demonstrated 5th-grade math mastery because the reading barrier was removed. I love the idea of adding a graphic organizer to Mchael’s supports so he can see what needs to happen to calculate correctly. A student’s math accuracy can’t be dependent on a student’s ability to read at grade level. We must shift our mindset: A student’s inability to decode text should not be a ceiling on their ability to think critically. That is so limiting. When we provide supports like read-alouds, visual prompts, and simplified syntax, we aren't "dumbing down" the math. We are leveling the playing field. By removing below-level reading as a barrier, we allow students to show us what they actually know about fractions, geometry, and algebraic thinking. We want to grow our students as readers, but during Math, we’re growing Mathematicians! How can you begin to shift your thinking to support below-level readers in Math? Look at your assessments:  Is a question difficult because of the numbers or the vocabulary? Normalize tools:  Make text-to-speech or simplified organizers available to all students, reducing the stigma for those who need them most. YES! Focus on the "Why":  Ask students to explain their logic verbally. You’ll often find a brilliant mathematical mind hidden behind a struggling reader. This also gives a chance to “show what they know” in a different way.

The coaching goal for one of my 5th grade teachers was to capture content knowledge for students who were reading below grade level. These were the kids that struggled with content vocabulary, multi-syllabic words, and fluency. We centered our attention on Science. One student that she was concerned about was Leo, who struggled significantly with reading decoding and fluency. The previous week, students were given a written chapter test on ecosystems. Since this assessment relied heavily on reading comprehension and written expression, Leo failed. In complete contrast, during class discussions and hands-on experiments, Leo is the first to correctly predict how introducing a new predator will affect the food web. Not only that, but I could see his excitement during class time. Leo clearly knew the content, but on the assessment, was unable to show it. When students read below grade level, traditional assessments often measure their reading ability rather than their instructional content knowledge. If we want an accurate picture of what a student knows about the subject being taught, we must “decouple” the assessment of content from the mechanical act of reading and writing. Remove the barrier. We had to shift the assessment strategy to focus on knowledge, not just decoding and fluency. Inclusiveology supports teachers and school communities in including every child learning. When we remove barriers and give learners a space to be successful, it's helping to move kids forward. And that's always a win. CLICK HERE  for a time for us to connect. The objective of the written assessment was for students to demonstrate an understanding of how energy flows in an ecosystem and predict the impact of introducing a new predator (a wolf) to an existing food web (deer) and how the deer population changed. Here’s what we decided for Leo, taking into consideration his strengths: Instead of writing about the ecosystem and the introduction of the predator, Leo created a digital model and orally narrated the changes. He used Padlet (the digital whiteboard), visual images of the organisms (wolves, deer, grass, etc.) scattered on the screen, and arrows. Leo dragged the images into place and drew the arrows to show the energy flow without the predator. To disrupt the energy flow, a peer dragged a "new predator" image (the wolf) into the web. Finally, Leo turned on the Screen Record/Microphone feature to further capture his knowledge. He uses the laser pointer tool to circle the animals that will be eaten and verbally explains: "Since the wolves eat deer, the deer population will go down. Because there are fewer deer, the grass might grow taller because fewer animals are eating it." The result? A total WIN for Leo and a glimpse into new possibilities for learners to show what they know that don’t rely on reading comprehension and writing, especially in content area subjects. Can you imagine how many other students would appreciate this type of assessment? It’s not just for Leo… When a student reads below grade level, their Reading score should not be their Science score! By offering choices and utilizing technology to bypass decoding, we gain a much better understanding of what they actually know. It’s in shifting our approach so we can see the student's actual knowledge. Inclusiveology supports teachers and school communities in including every child learning. When we remove barriers and give learners a space to be successful, it's helping to move kids forward. And that's always a win. CLICK HERE for a time for us to connect.

As educational leaders and teachers, your ultimate measure of success lies in what your students learn and how they apply that knowledge. While student learning outcomes are a required metric, they also help you guide your instructional choices that lead to meaningful learning for all students. Learning outcomes clearly define what a student should know, understand, or be able to do by the end of a course, grade level, or program. They shift the focus from merely teaching content to ensuring observable and measurable mastery of that content. When outcomes are clear, they support both educators in designing effective instruction and assessment and students in understanding the learning goal. The Challenge of One-Size-Fits-All Assessment Your classrooms are filled with creative thinkers, students with various levels of support needs, and those that think “outside the box”. Students come with varying backgrounds, strengths, and challenges - including those with unique learning needs or who are neurodivergent (e.g., students with ADHD, dyslexia, or autism). Expecting every student to demonstrate mastery in the exact same way—a standard five-paragraph essay or a timed multiple-choice test—often measures their ability to perform under specific constraints rather than their true understanding. This restrictive approach can obscure genuine learning, leading to inaccurate assessment data and, most critically, poorer learning outcomes for a significant portion of our student population. How Can We Make Learning Equitable for All Students? By using Universal Design for Learning (UDL)  as a foundation for creating learning opportunities that meet the needs of all of your students. UDL, a framework developed by CAST , guides the design of learning environments to be accessible and engaging for all. It anticipates learner variability from the outset and helps to create instruction that works better for everyone. UDL is structured around three core principles, each providing multiple options for how students can interact with content, directly supporting enhanced learning outcomes and the demonstration of mastery.  Let’s take a look: 1. Multiple Means of Engagement (The "Why" of Learning) This principle focuses on the affective network—the emotional component of learning. To improve engagement and motivation, UDL suggests offering choices: Offer options to make learning more intresting:  Let students choose topics or tools for a project, connect learning to their personal lives, or work in groups or independently. Offer options to help students adjust and monitor their own learning:  Provide clear rubrics, varied levels of challenge, and opportunities for self-reflection and goal-setting. 2. Multiple Means of Representation (The "What" of Learning) This principle addresses the recognition network—how students gather and categorize information. It ensures content is presented in ways that are accessible to all learners: Offer options that are accessible and multi-sensory:  Provide text paired with audio narration, use visual aids, offer adjustable font sizes, and ensure all media is captioned. Offer options for language, expressions, and symbols:  Define domain-specific vocabulary, use graphic organizers to illustrate relationships, and offer multiple formats (e.g., text, video, simulation) to explain complex concepts. 3. Multiple Means of Action and Expression (The "How" of Learning) This principle focuses on the strategic network—how students plan and perform tasks, and critically, how they demonstrate their learning and “show what they know”.  This is the core principle that directly supports the idea of multiple pathways to mastery. Offer options for students to physically respond:  Allow students to use speech-to-text, assistive technology, manipulatives, or alternative input methods instead of requiring manual writing or typing. Offer options for expression and communication:  Instead of a standard test, allow students to: Create a podcast or video documentary. Design an infographic or interactive presentation. Build a physical model or digital simulation. Write a formal paper or an oral report. Develop a comic strip or storyboard to explain a process. Do We Want Students to Deeply Understand Content? Yes. To make the shift towards greater student learning outcomes, we have to ensure that s tudents have multiple, flexible ways of showing that they are learning or have mastered content. When we implement UDL and offer diverse assessment methods, we are not lowering standards. We are simply making the assessment of those standards more accurate and equitable . A student with dysgraphia  who can brilliantly explain the principles of $F=ma$ in a verbal presentation has demonstrated the same understanding of physics as a student who wrote a perfect exam answer. A neurodivergent  student who struggles with abstract reading but excels at building a conceptual model of cellular respiration is showing clear mastery. By adopting UDL principles, especially in the areas of response and presentation, we can ensure accessible learning for all students, leading to more authentic expression, deeper engagement, and greater learning outcomes for all.

They would’ve mattered to me. In High School, I failed Math every year and went to summer school. In hindsight, I had terrible number sense throughout my own education until I took Graduate Statistics. It was in that class that I found a practical application for Math. I collected data for research that I was doing, had supportive tools (e.g. calculator, charts for processes and procedures, a peer to cross check my work), and felt valued and Mathematically intelligent! I also got an ‘A’. As folks in education, regardless of our roles, we all want to see our students succeed. For many students, Math can feel like a vaulting box that they’re scrambling to get over. The traditional way of teaching Math, mostly with paper and pencil, while effective for some, can leave others feeling frustrated, defeated, and convinced they "just aren't good at math." Because I was one of those kids, as a teacher, I took so many workshops and PD sessions on all things Math and number sense that I lost count. I was determined to teach Math in a way that made sense to kids and feel grounded in my ability to do so. I learned about different tools and strategies. I learned how to recognize when a student learns differently. I learned how to provide them with another way to grasp mathematical concepts, to “get it”. And I never lowered my expectations. Mrs. Turner, my High School Math teacher, would have been proud.  What could she have done differently to reach me? To reach other kids that were different thinkers? We know, there’s a need for more support! Tools for Support Are Readily Available. Think about it: if a student struggles to read a textbook, we don't just tell them to try harder. We offer audiobooks, graphic organizers, and assistive technology. Why should Math be any different? When students are given tools that align with their learning styles and address their specific challenges, awesome things can happen, like: Increased Engagement:  When math becomes less abstract and more tangible, students become more invested and curious. Reduced Anxiety:  The pressure of "getting it wrong" lessens when there are multiple ways to approach a problem. (I would’ve crawled under my desk, if she’d let me.) Deeper Understanding:  Hands-on experiences and visual representations can solidify conceptual understanding far more effectively than rote memorization. Boosted Confidence:  Success, even with the help of a tool, builds self-efficacy and encourages students to take on new challenges. Let’s find a time to connect  and see how Inclusiveology can support your teachers with tools and strategies for Math and other academic areas. We provide expert support and insights into supporting students who are struggling or learning differently. We’d love to help your school community. What Do These Tools and Strategies Look Like Across Grade Levels? The beauty of alternative approaches is their adaptability. Here are some examples of tools and strategies that can be implemented at various educational stages: Elementary School: Manipulatives:  Unifix cubes, base ten blocks, fraction tiles, and Cuisenaire rods help young learners physically represent numbers, operations, and fractions. Kids with sensory concerns might also choose a manipulative that best suits their tactile need. Visual Schedules/Timers:  For students who struggle with transitions or focus, visual timers can help them manage their time during Math activities. Sand timers, digital timers, or Time timers can be used depending on preference. Number Lines and 100 Charts:  These visual aids provide concrete representations of number sequences and can assist with addition, subtraction, and skip counting. Teachers can post large anchor charts on the wall or provide students with their own mini chart. Interactive Games & Apps:  Engaging digital tools can make practicing foundational Math skills fun and accessible. Middle School: Graphic Organizers:  Flowcharts for solving multi-step problems, KWL charts for new topics, or concept maps for understanding relationships between Mathematical ideas. Calculator Use:  While mental Math is important, strategic calculator use can reduce cognitive load for students struggling with basic computation, allowing them to focus on higher-order problem-solving. Virtual Manipulatives:  Online versions of physical manipulatives can be accessed anywhere and offer a dynamic way to explore concepts like algebra tiles or geometric shapes. Peer Tutoring & Collaborative Learning:  Working with peers can provide different perspectives and help students articulate their thinking.  High School: Formula Sheets & Reference Guides:  Allowing students to use well-organized formula sheets during assessments can support recall and reduce anxiety, particularly for those with working memory challenges. Assistive Technology:  Specialized software that offers text-to-speech, speech-to-text, or screen magnification can be invaluable for students with learning disabilities or visual impairments. Real-World Applications & Project-Based Learning:  Connecting abstract Math concepts to practical, real-world scenarios makes the learning more relevant and engaging. Chunking & Scaffolding:  Breaking down complex problems into smaller, ”digestible bites” and providing clear guidance at each stage.  “Getting” Math Matters. It mattered to me then, and it matters to kids now. Kids can be successful with Math when they have the right supports. When we give them tools and strategies that work for them, we show that we’re reaching all students. By giving our students appropriate tools, we support more than Mathematical ability - we build their resilience, enhance their thinking skills, and show them that there’s not a “one-size-fits-all” approach. I was a kid that experienced Math with a paper and pencil. In 2025, there’s so much available to helps kids “get great at Math”! Let’s find a time to connect and see how Inclusiveology can support your teachers with tools and strategies for Math and other academic areas. We provide expert support and insights into supporting students who are struggling or learning differently. We’d love to help your school community.

I recently moved to a new state and county and discovered, after doing some research, that 27.7%  of students in their public school district have a disability, which is significantly higher than the national average of approximately 15% . This high percentage means that a substantial number of students with diverse learning needs are being served in general education classrooms. For general education teachers, specialized training and consistent support in working with students with disabilities is no longer a niche skill—it’s a foundational requirement  for effective teaching.  Despite this reality, there is currently no mandate  for general education teachers to undergo professional development focused on diverse learners as part of their recertification requirements. Preparing these teachers with instructional skills benefits every student, teacher, and the entire district. The philosophy of inclusion—placing students with disabilities in the general education setting to the maximum extent appropriate—is supported by the Individuals with Disabilities Education Act (IDEA). When general education teachers receive targeted training, they are better prepared to meet the complex and varied needs of all  learners in their classroom. This training shifts the focus from "special education students" to differentiated instruction  for a diverse class. How Does Training and Ongoing Support Benefit Teachers? Investing in comprehensive, ongoing training for general education teachers creates a positive ripple effect throughout the entire educational community, directly impacting student achievement, instructional quality, inclusion, and district-wide outcomes. Impact on Student Achievement Training directly improves academic outcomes for students with disabilities and their peers. Better Skill Implementation:  Teachers learn to effectively implement accommodations and modifications required by a student's Individualized Education Program (IEP). This ensures students receive the specific support they need to access the curriculum. Effective Data-Driven Decisions:  Training helps teachers understand and utilize the data collected by special educators (and vice versa) to adjust their instruction, ensuring students are on track to meet their learning goals. Targeted Differentiation:  General education teachers learn to use evidence-based instructional strategies, like Universal Design for Learning (UDL) , which anticipate diverse needs from the outset, benefiting students who struggle even if they don't have a formal disability identification. A commitment to training general education teachers is the single most powerful investment a district can make to ensure equity, excellence, and achievement for every student in the classroom. How can Inclusiveology help you with that? Start the conversation HERE . Impact on Tier 1 Instructional Delivery Tier 1 instruction refers to the high-quality, research-based core instruction delivered to all  students in the general education classroom (the foundation of the Multi-Tiered System of Supports or MTSS  framework). Improved Core Instruction:  Training in behavior management techniques, structured teaching, and clear communication strategies—often essential for students with disabilities—elevates the quality of instruction for all  students, leading to fewer referrals to higher intervention tiers (Tier 2 and Tier 3). Chunking and Scaffolding:  Teachers become proficient in chunking information, scaffolding, and utilizing multi-modal methods (visual, auditory, kinesthetic) that make the curriculum accessible and engaging. Stronger Collaboration:  Training fosters a stronger partnership between general and special education teachers, leading to co-planned lessons that seamlessly integrate specialized teaching methods into the core curriculum. Impact on District Success and Compliance In a district like mine, where the population of students with disabilities is high, success is directly tied to how well all staff are trained. Compliance with Federal Mandates:  Proper training ensures that the district is meeting the legal requirements of IDEA by providing a Free Appropriate Public Education (FAPE)  in the Least Restrictive Environment (LRE) . This protects the district from costly due process complaints. Improved Teacher Retention:  Teachers who feel overwhelmed or unprepared are more likely to leave the profession or the district. Providing professional development and support focused on strategies for teachers to use directly in the classroom with students increases job satisfaction and retention, saving the district significant resources spent on recruitment and training new staff. Better Resource Allocation:  When Tier 1 instruction is strong, fewer students require intensive, costly interventions, allowing special education resources to be focused on students with the most complex needs. A commitment to training general education teachers is the single most powerful investment a district can make to ensure equity, excellence, and achievement for every student in the classroom. How can Inclusiveology help you with that? Start the conversation HERE .

As a "kid author", you are expected to use a pencil or other writing implement. TRUE or FALSE? NOT TRUE! The correct answer is FALSE. But WHY? Writing is an expressive medium. Yes, most of the time a pencil is used because that is the expectation. But what if a child has the desire to write but is not yet ready to hold a pencil? And let's be honest... so many kids aren't ready for a pencil because of fine motor challenges, hand strength, and sensory concerns. Especially for our neurodivergent kids. What if they can hold a pencil, crayon, marker, or colored pencil but is not yet making legible letters or words? Are they still authors? Most definitely, yes. Quite a few years ago in my classroom, we would celebrating writing with a day of Authors' Chair. Every last Friday of the month, we would send out invitations to our favorite folks and enjoy each other's creative writing. Sometimes, the writing was done with pencil, sometimes it was done with visuals or pictures to tell a story. Or, the writing contained letters, words, phrases, and sentences and sometimes it was scribbled colored with some visuals or vocalizations (to really help the story hit home!). As their teacher, it never really mattered what the writing "looked like". What mattered was... the attempt the stories that were told, regardless of the tools the patience in relaying their stories when their voices were not quite ready to tell a story yet the heart that went in to each of the stories whether we understood them or not building foundational writing skills that eventually lead to writing with a more standard pencil (or not!). My kiddos, regardless of ability or pencil grip were authors. They sat proud in that Authors' Chair, telling stories that inspired the rest of us to get creative and express ourselves. So how can we be support your kid with writing? The FIRST STEP is to get writing supports and strategies in writing (no pun intended...) in the IEP ! Not sure where to start with writing and other learning supports? CLICK HERE to schedule a time to chat and get started. Your first coaching session with Inclusiveology is FREE.

Long, long ago in high school, I was quite the introvert. Mostly. I was very quiet and unassuming, except to those that knew me best.  I stuck to my own circles, and that seemed to suit me just fine. I did not volunteer to "go first", raise my hand willingly, or offer up ideas.  I was more likely to slink down in my chair, making myself as small as possible, to avoid drawing any attention.  I was very smart, but chose to keep my ideas and thoughts to myself. Eleventh grade Advanced English.  There were about twenty of us in the class, and because I was quiet and unassuming, I had the honor of sitting directly in front of Mr. O’Connor. Side bar: Today, this would be considered preferential seating... I suppose he wanted to make sure that he had my attention. How could he not?  I was close enough to see the coffee stains on the front of his shirt which was almost a daily occurrence. We get our next assignment:  A book report. Great!  This assignment was right up my alley.  I have always loved to read and write, and in this instance, we could pick whatever book we wanted! BUT... there was a catch.  (Insert Jaws theme here...) In addition to writing the book report, we also had to present it orally to the class! The entire class... Quiet and unassuming me was concerned.  How was I ever going to do that?!?! Well, I quickly decided that I wasn't. I was NOT going to stand in front of the class and share my work. If you're the parent of a neurodivergent kid or a kid with an IEP or 504 Plan, and this sounds like your kid, reach out! Inclusiveology offers free initial consultations to get the conversation started on what's best to support your kid's learning. Fast forward to the day when my assignment was due.  The report was delightfully crafted in APA format, and I was sure to get an 'A'. As each of my classmates walked to the front of the classroom and stood next to the blackboard (it was the 80s...), my anxiety rose.  I was dreading hearing my name called. When Mr. O’Connor said, "DJ, it's your turn.", I sat there. That's right.  I sat there... right in the front row.  Slinking down in my chair once again, making myself as small as possible, to avoid drawing any attention. Mr. O’C: "Come on.  It's your turn." Me: "No." Mr. O’C: "No?"  Me: "No." Long story short, I did get an 'A' on my book report that was delightfully crafted in APA format.  That was a WIN . I got an 'F' for not sharing my report at the front of the class.  That was a LOSS . While this recount is from 1985, this practice of insisting that EVERY child do EVERYTHING the SAME way is still happening!  What was the goal here? Was it to see if I understood the depth of content of my book?  Or was it to see if I was able to present in front of my peers? Those were two very different learning outcomes! Let's shift our thinking... Decide what the learning outcome is for students.  What do you want them to know? What do you want them to be able to do by the end of the assignment/lesson? Give kids options on how to represent and express their knowledge. Be flexible. Support kids in growing their confidence. Recognize that kids are changing and so should teaching and learning. While it was upsetting to get a 'D' on my overall assignment, it was more upsetting that I was put in an uncomfortable and stress-inducing position.  Obviously… this was 40 years ago. Forty years. And in 2025, I'm still telling the story. Kids should never go from an 'A' to a 'D' simply because they are quiet and unassuming. I’ll stand on THAT all day long… P.S. I am no longer shy and unassuming and help parents and teachers know what's possible for kids that learn and think differently! P.P.S. If you're the parent of a neurodivergent kid or a kid with an IEP or 504 Plan, reach out! Inclusiveology offers free initial consultations to get the conversation started on what's best to support your kid's learning. Schedule an appointment HERE .

Best Supports for Non-Traditional Teachers Here’s our modern educational reality - classrooms are increasingly staffed by talented individuals who have taken non-traditional paths to the front of the room. Whether they are alternatively certified, uncertified, or coming from other fields, these “brand new to teaching” folks bring passion and diverse experience, and we value that. However, they also often come with significant gaps in pedagogical training. Your retention strategy, and more importantly, your commitment to Tier 1 instruction for all students, must include an ongoing support system for these teachers. I’ve coached in schools in which the primary concern was to simply fill a vacancy, but it’s more than that. It's about up-leveling, improving, and safeguarding student learning. For all kids. The Power of Instructional Coaching When we talk about support, let's skip the one-off workshops and take a closer look at a real “change maker”: instructional coaching. Instructional coaching is the single most effective lever for translating educational theory into actual, high-quality classroom practice. It's a collaborative partnership with no evaluation attached to it, and teachers can really appreciate that. For a teacher lacking traditional training, an instructional coach is their personal guide to more effective instruction. A coach works side-by-side with the teacher, focusing on specific, evidence-based practices. This immediate feedback loop - pre-conference, observation, debrief, goal-setting, co-teaching and modeling - ensures new strategies are implemented correctly and immediately. This directly improves the quality of instruction that students receive, particularly impacting Tier 1 instruction (the core teaching all students receive). We want student outcomes to be front and center.    When coaching improves instructional practice, student learning improves. Research overwhelmingly shows that coaching support has a significant positive effect on student outcomes, directly linking teacher growth to the results we all want to see for kids. Straight Talk:  A binder full of standards is no substitute for a skilled coach who can model a lesson and give a teacher actionable  feedback before the next bell rings. Targeted Professional Development Geared Toward Instructional Strategies Our emerging teachers, and some of our seasoned ones too, need training that goes beyond basic classroom management (though that's crucial). They need professional development that provides a toolkit of student-centered strategies for learning. This is especially critical for supporting all kids, especially those who are neurodivergent or have a disability. Simply telling a teacher to "differentiate" is unhelpful. They need concrete, high-leverage strategies. PD should focus on Universal Design for Learning ( UDL ) principles—providing multiple means of engagement, representation, and action/expression. This proactive design benefits the student with a formal plan and the one who just processes information differently. Many students - and especially those with ADHD or certain learning disabilities - struggle with Executive Functioning : planning, organizing, and task initiation. Teachers need strategies like providing clear, multi-modal instructions (written, visual, and verbal), using checklists, and breaking down large assignments into smaller, bite-sized steps. Training should introduce concepts like choice in demonstrating mastery, allowing sensory supports (fidgets, noise-reducing headphones), and establishing predictable routines to reduce cognitive overload. When create flexible learning environments for kids, we can increase focus, attention, and build classroom cultures of belonging and community. Invest in this kind of deeply practical, student-focused PD. It’s more than supporting one teacher. Build the capacity of your entire school to serve the full diversity of your student body. The Bottom Line for Leaders When you actively support teachers who lack traditional preparation, you are making a calculated, high-ROI investment in your school's instructional quality and retention. Your plan needs to be intentional, structured, and prioritize instructional coaching  as the primary vehicle for growth. Pair this with targeted, student-centered professional development , and you will not only retain good people but also elevate the learning experience for every single child in your classrooms.  The talent is there. Your job is to build the structure that allows that talent to flourish. Inclusiveology supports school communities with coaching and professional development to up-level your teachers' instruction to meet the diverse needs of every child. Schedule a strategy session and let's start the conversation.

When we invest in high-quality core instruction, we are doing more than just delivering content—we are actively building the foundational Executive Functioning (EF) skills  that determine a student's success across their entire academic life. And let’s be honest, there are many students across the nation who struggle with this very thing. In these last couple of years, supporting executive functioning skills has been a big focus of my instructional coaching. If you’re unfamiliar with executive functioning, these skills are the brain's "control tower." They include the ability to plan, organize, manage time, switch focus, and regulate emotions. For students who struggle with EF (and many who require Tier 2 or 3 support often do), the greatest intervention is a Tier 1 classroom that is already designed to support and strengthen these skills. When we make EF-boosting strategies a universal part of our instruction, students with identified disabilities feel supported, and all students gain important cognitive tools to go deeper with their learning. Making EF-Improving Strategies Part of All Instruction Earlier this year, I supported Ms. Heather, a 4th grade teacher, in her Tier 1 instruction. When we sat down to discuss a possible goal for our coaching, everything pointed to greater supports for executive functioning. So many of her students struggled with organization and time management; Ms. Heather was concerned that their learning (and thinking) would be more surface level rather than complex and critical. Our first goal was to adjust her instruction to minimize EF challenges and maximize student independence and critical thinking. Organizing Thoughts and Actions Two of the biggest EF hurdles her students had were organization  and task initiation . Students struggled to start because the task was overwhelming. Ms. Heather and I fixed these with simple tools: Graphic Organizers as Cognitive Scaffolds:  Instead of just telling students to take notes or plan a report, Ms. Heather provided graphic organizers  for every major assignment. For a lesson on finding the main idea and supporting details, she used a "Main Idea/Details" template. This external structure held the thinking process for the student, reduced the demands on working memory and allowed the student to focus their mental energy on the task itself rather than organization. Checklists for Breaking Down Complexity:  To tackle large assignments, she used task checklists or focus trackers  posted near the assignment submission tray on her desk. This helped students with planning and self-monitoring. The project checklist included: "1. Complete paper/paragraph organizer. 2. Write a rough draft. 3. Peer edit. 4. Final submission." This turned a daunting task into a series of achievable, sequential steps, making the work manageable. Mastering Time and Transitions Difficulties with time management and attentional control are classic EF struggles. I coached Ms. Heather on how to use visual cues to make the invisible visible: Visual Timers:  A prominent visual timer  (showing the time decreasing) was used for all work blocks longer than five minutes. This universally adopted tool allowed students to self-regulate and manage their focus without Ms. Heather having to verbally intervene. It provided a constant, non-verbal cue that helped students internalize the passage of time. Supporting Transitions:  Her class schedule was clear and visible. More importantly, she used explicit instruction for transitions. She taught a transition routine: "Clear your desk (30 seconds), Stand quietly behind your chair (15 seconds), Move to your next location when your group is called." This consistent routine minimized chaos and the EF demand of switching between activities and supported students who struggle with cognitive flexibility. Did These EF Supports Make a Difference? Yes. Ms. Heather maximized learning for all students by teaching critical life skills (Executive Functioning) alongside core content. She created a truly inclusive environment where students who needed specific EF supports weren’t singled out. ALL students were successful because the "accommodations" were simply how the class operates. When teachers provide Tier 1 instruction that is explicit, structured, and visually supported, they give every student the best possible shot at learning mastery and self-management.  Want to learn more about how to strengthen Tier 1 instruction in your school? Schedule a strategy session , and let’s start the conversation about up-leveling your professional development and coaching for your teachers.

Every student learns differently. Some grasp concepts quickly, while others benefit from a more hands-on approach. This is where differentiation and specially designed instruction come in. These strategies allow you to tailor your teaching to meet the unique needs of all your learners, ensuring everyone has the opportunity to succeed. Unlocking Learning Styles The first step is understanding how your students learn best. Here are some common learning styles: Visual Learners:  These students learn best through images, diagrams, and graphic organizers. Auditory Learners:  They benefit from lectures, discussions, and audiobooks (Think assistive technology !). Kinesthetic Learners:  Hands-on activities and movement are essential for their learning. Logical Learners:  They thrive on problem-solving, analyzing data, and using logic. The Art of Accommodations and Flexibility! Once you understand your students' learning styles, you can adjust your instruction: Content:  Offer tiered assignments with varying levels of complexity or provide alternative texts with different reading levels. Process:  Give students choices in how they demonstrate their learning. Some may prefer writing essays, while others might excel at creating presentations or building models. Product:  Offer students a variety of ways to showcase their understanding, such as drawings, mind maps, or digital presentations. Small Group Powers: Differentiated Instruction & Specially Designed Instruction For students who need targeted support, small group instruction can be a game-changer. Here's how to make it effective: Specially Designed Instruction (SDI) Focuses on Specific Skills:   Students that have an IEP have SDI to address specific skill deficits. Differentiated Instruction (DI):  This can be for all students! Within the small group, continue to differentiate based on learning styles and individual progress. Collaborative Learning:  Encourage collaboration and peer support within the small group setting. Differentiation and specially designed instruction aren't one-size-fits-all solutions. The key is to be flexible, creative, and responsive to your students' diverse needs. By tailoring your teaching, you can create a classroom where every student feels challenged, supported, and empowered to reach their full potential. Need new and engaging professional development for your teachers and staff? Schedule a free consultation and let's see what you need to move your teachers to student-centered, engaging, and inclusive learning for all kids!