Forsyth County Schools - Lesson Planning Form (Master/Detailed) Focus on Engaging All Students During Instruction ● Universal Design for Learning via Developmentally Appropriate Supports Activity or Lesson Targets: __________________________________________________________ Social Stages: Social-Orienting * Seeking-Liking * Social Maintaining (circle observed social stages of students in classroom) Communication Stages: Before Words * Emerging Language * Conversational (circle observed communication stages of students in classroom)
* Allow Multiple Options of Expression: Foster participation and INITIATION throughout activity. -What supports, materials, strategies can I embed that: … can be independently accessed to participate? … are readily available for self-regulation or problem-solving? … encourage opportunities to engage with others? … help students communicate at their developmental stage? … provide multiple options for initiating and sustaining engagement? _________________________________________ _________________________________________ Key Priorities for 3 Stages of Social Development - Social Orienting: ● Increase length and enjoyment of play and social interactions with adults ● Develop interest in and awareness of people - Seeking-Liking: ● Increase awareness that people are sources of help to meet needs or support when upset ● Increase independent initiations using gestures, single words, pictures, or flexible word combinations ● Increase ability to direct others, comment, & express likes/dislikes through gestures, words, pictures, or AAC - Social Maintaining: ● Develop a sense of self-efficacy, awareness of social norms, and ability to navigate social interactions
Key Supports for 3 Stages of Communication Development - Before Words (Pre-Symbolic): ● Use of real objects ● Use of sensory components: (music, water, wind, light, visual stimuli, noises, textures, movement, etc.) ● Modeling of priority vocabulary: names, verbs, prepositions, descriptives, etc. - Emerging Language: ● Use of pictures, Core Word Board, AAC devices to ultimately promote understanding & flexible expression of subject+verb+object/descriptor word combinations - Conversational Stage: ● Use of pictures, written words, and strategies for self regulation, engaging in social interactions, and planning ahead * Provide Information in Multiple Ways : Increase understanding to support INDEPENDENCE . -What supports or strategies can I use to: … present my verbal language in different ways? … present cognitive targets and academic concepts inmultiple ways? … present social or behavior expectations to facilitate comprehension across activities? … weave cognitive targets and academic concepts across multiple activities?
_____________________________________________ _____________________________________________ … stimulate motivation or include special interests? … are meaningful to students or applicable to real life? * Foster Engagement: Get students emotionally hooked by ensuring their INVESTMENT (Interest) in the activity. -What supports or strategies can I use that: … provide predictability? … emotionally draw students in or ensure interest? … help students stay actively engaged, alert & regulated?
UDL SUPPORTS to Foster Engagement = ALL MY STUDENTS Are Engaged & Learning
_________________________________________ _________________________________________
The 3 I ’s of Student Engagement: I nvestment (Interest), I ndependence and I nitiation.
Forsyth County Schools AT Team; 2020.7
Image 5: FCS Lesson Planning Form
ADDITIONAL INFORMATION AND RESOURCES RELATED TO SEE-KS: SEE-KS Social Engagement Ladder https://cxrweb.wordpress.com/see-ks-social-engagement- ladder-whole-group/
Rubin, Emily (2015, May). Social Emotional Engagement – Knowledge & Skills, Measuring Progress and Planning Next Steps. [Web-based presentation]. GaDOE State Professional Development Grant, Preschool Programs, various LEAs. Rubin, E., & Townsend, J. (2022). S ocial emotional engagement: Finding the fuel for learning in our classrooms (Using the freely accessible tools of SEE-KS) [Paper presentation]. OCALICON, Columbus, OH, United States. Siller, M., Morgan, L., Fuhrmeister, S., Wedderburn, Q., Schirmer, B., Chatson, E., & Gillespie, S. (2023). Feasibility and acceptability of a low-resource-intensive, transdiagnostic intervention for children with social-communication challenges in early childhood education settings . Autism, 28(3), 587-599. https://doi.org/10.1177/13623613231179289 (Original work published 2024)
SEE-KS Quick Reference Tool https://cxrweb.wordpress.com/see-ks-quick-reference/
SEE-KS 6 Step Mentorship https://cxrweb.wordpress.com/see-ks-mentorship-form/
Language as a Missing Link on the Deal Center website: https://www.galiteracycenter.org/language-as-a-missing- link
All images and this article are copyrighted by FCS Assistive Technology Team
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