Learning for All

Effective Instruction and Assessment for All Students

It is our belief that:

• All students can succeed.

• Each student has his or her own unique patterns of learning.

• Successful instructional practices are founded on evidence-based research, tempered by experience.

• Universal design and differentiated instruction are effective and interconnected means of meeting the learning or productivity needs of any group of students.

• Classroom teachers are the key educators for a student’s literacy and numeracy development.

• Classroom teachers need the support of the larger community to create a learning environment that supports all students.

• Fairness is not sameness.

Reaching Every Student - Instructional Approaches

Core concepts of UDL

  • Universality and equity
  • Flexibility and inclusiveness
  • Appropriately designed space
  • Simplicity
  • Safety

Core concepts of Differentiated Instruction

Students differ significantly in their:

  • interests
  • learning styles
  • readiness to learn

Teachers can differentiate one or a number of the following elements in any classroom learning situation:

  • The content of learning
  • the process of learning
  • the product of learning
  • the affect/environment of learning

Core concepts of the Tiered approach

The tiered approach can:

  • facilitate early identification of both students who may be at risk and students who may be in need of greater challenges.
  • Ensure appropriate and timely intervention to address these students' needs and significantly reduce the development of future intractable problems.

Planning Assessment and Instruction

Develop a class and student profile

The class profile

The class profile is an information-gathering tool, a reference tool, and a tracking tool, all in one. It helps teachers plan effective assessment and instruction for all the students in the class, monitor student progress, and provide timely interventions when needed.

The Student Profile

The student profile gives detailed, in-depth information about the learning strengths and needs of the individual student. It supplements the class profile as a tool for planning precise and personalized assessment and instruction for students who need extra attention and support in particular areas of learning.

Learning for All through Professional Learning - The Three Big Ideas Guiding PLCs

  1. A commitment to ensure learning for all students
  2. A culture of collaboration
  3. A focus on results