Engaging All Learners - Planning Guide to Maximize Interest & Investment, Understanding, and Expression
Identify Student's Communication Stage
Plan Daily Instruction Using UDL Guidelines
Implement Visual Supports and Strategies Appropriate for all students for each of the 5 Categories of visuals based on communication stage of development Available consistently and readily for all students to utilize and reference, when needed Individualized when necessary
Before Words Stage ...pre-symbolic; movement, actions, behavior
Provide multiple means of Engagement … to ensure investment and interest
Emerging Language Stage ...symbolic; generally, 1-2 word, picture, or gesture combinations
Provide multiple means of Representation … for understanding to support independence Provide multiple means of Action & Expression … to facilitate participation and initiation
Conversational Stage ...reciprocal interactions more effectively maintained & socially navigated
Developed visuals should support UDL Guidelines in lessons and within daily classroom routines
REMINDER : Keep in mind each student's social stage and social-emotional sensory regulation needs during lessons
Above: A high-level overview of steps taken during coaching and implementation sessions focused on “Engaging All Learners” through social interaction, visual supports, and AAC.
proved essential but was often limited by competing priorities and resource constraints. Early on to get the program running quickly, it made sense to begin with a series of staff development sessions with class- rooms at a few schools. As the number of classrooms and schools increased in successive years, organizing large-group coaching sessions became logistically difficult. The plan to build capacity and support growth through a peer-to-peer mentoring model at each school was also a challenge due to turnover and the in- creased time demands on educators. As available resources changed and priorities evolved, our approach shifted. Large-scale group training and mentoring sessions gave way to a more flexible model based on educator request. Today, teachers and staff in our district may make a re- ferral for coaching, implementation, or training, as needed for themselves or for their department. Equally important was providing teachers the time for struc- tured reflection and “downtime” to process their practice. This was especially important for teachers who operated frequently
in “response mode” to meet the immediate needs of individual students. Supporting teachers through these moments and helping them shift to a proactive, engagement-focused mindset requires school and district administrator support, intentional guidance, and consistent mentorship. Despite it all, each challenge offers opportunities for reflection and growth; reinforcing our collec- tive commitment to fostering engagement, connection, and meaningful learning experiences for all students. CONCLUSION While noted challenges require ongoing attention and cre- ative problem-solving, they also emphasize the value of inten- tional structures, consistent support, and a collaborative cul- ture in sustaining meaningful change. By acknowledging and addressing these areas, our district has refined practices, while maintaining a focus on student growth in communication and social-emotional development. Though our district was fortunate to participate in initial
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