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One of the major challenges for students with disabilities when they enter post-secondary educational settings is:
Teachers can analyze data from all of their students to see learning targets students are meeting or not meeting
Up until this point they did not have to rely on self-advocacy.
Taught in a meaningful context.
Practice
Make a plan to scaffold and rapidly teach prerequisite skills.
Putting a priority on social and academic learning and focusing on the process of learning.
From the bottom level of chaos
It provides the flexibility needed to support learner variability.
Which of the following is one of the high-impact strategies identified by Marzano?
Teachers can analyze data from all of their students to see learning targets students are meeting or not meeting
Up until this point they did not have to rely on self-advocacy.
Taught in a meaningful context.
Practice
Make a plan to scaffold and rapidly teach prerequisite skills.
Putting a priority on social and academic learning and focusing on the process of learning.
From the bottom level of chaos
It provides the flexibility needed to support learner variability.
The levels of teaching as moving
Teachers can analyze data from all of their students to see learning targets students are meeting or not meeting
Up until this point they did not have to rely on self-advocacy.
Taught in a meaningful context.
Practice
Make a plan to scaffold and rapidly teach prerequisite skills.
Putting a priority on social and academic learning and focusing on the process of learning.
From the bottom level of chaos
It provides the flexibility needed to support learner variability.
Students more easily learn and retain skills that are:
Teachers can analyze data from all of their students to see learning targets students are meeting or not meeting
Up until this point they did not have to rely on self-advocacy.
Taught in a meaningful context.
Practice
Make a plan to scaffold and rapidly teach prerequisite skills.
Putting a priority on social and academic learning and focusing on the process of learning.
From the bottom level of chaos
It provides the flexibility needed to support learner variability.
What should be done if students have variety of ability and achievement levels and lack basic skills?
Teachers can analyze data from all of their students to see learning targets students are meeting or not meeting
Up until this point they did not have to rely on self-advocacy.
Taught in a meaningful context.
Practice
Make a plan to scaffold and rapidly teach prerequisite skills.
Putting a priority on social and academic learning and focusing on the process of learning.
From the bottom level of chaos
It provides the flexibility needed to support learner variability.
The principles of the Responsive Classroom approach include:
Teachers can analyze data from all of their students to see learning targets students are meeting or not meeting
Up until this point they did not have to rely on self-advocacy.
Taught in a meaningful context.
Practice
Make a plan to scaffold and rapidly teach prerequisite skills.
Putting a priority on social and academic learning and focusing on the process of learning.
From the bottom level of chaos
It provides the flexibility needed to support learner variability.
Which best describes the benefits of using common assessments?
Teachers can analyze data from all of their students to see learning targets students are meeting or not meeting
Up until this point they did not have to rely on self-advocacy.
Taught in a meaningful context.
Practice
Make a plan to scaffold and rapidly teach prerequisite skills.
Putting a priority on social and academic learning and focusing on the process of learning.
From the bottom level of chaos
It provides the flexibility needed to support learner variability.
Universal Design for Learning (UDL) as a structure for curriculum development can be beneficial because:
Teachers can analyze data from all of their students to see learning targets students are meeting or not meeting
Up until this point they did not have to rely on self-advocacy.
Taught in a meaningful context.
Practice
Make a plan to scaffold and rapidly teach prerequisite skills.
Putting a priority on social and academic learning and focusing on the process of learning.
From the bottom level of chaos
It provides the flexibility needed to support learner variability.
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