Universal Design for Learning (UDL) Cross Linguistic Supports

The Center for Applied Special Technology (CAST) is the developer of this framework. According to CAST their definition for Universal Design for Learning (UDL) is a “framework for designing curricula that enable all individuals to gain knowledge, skills, and enthusiasm for learning. UDL provides rich supports for learning and reduces barriers to the curriculum while maintaining high achievement standards for all.”

In this blog post I am interested in highlight tools that are beneficial for the instructional planning for English language learners.
1. A link to the UDL principles (available in Spanish, English, Portuguese, Romanian, and other Asian languages). These principles has direct connections to instructional planning and the UDL guidelines. The Spanish principles guidelines provide information on “ Pautas de Diseño Universal para el Aprendizaje” This “pautas” present multiple ways of presentation, expression and motivation with direct explanations on “how to” plan instruction using these UDL guidelines. There are special video training, explanations and checklist to make sure the teachers use UDL when developing their lesson plans to be accessible for all.

For a video guidance of UDL from CAST please click here

For guides for cross linguistics support highlighted by CAST click here

Finally for a link to their online UDL Learning Tools click here.

I encourage everyone to take the summer to investigate and try these tools as you plan your instruction for the next school year.

Article on the Expansion of DUAL Language Programs in the US

It finally feels like we are making a dent in changing the perspectives of parents and educators. We are beginning to see what Europe has seen for decades- the benefits of being bilingual and even trilingual.

The following article in Scholastic administrators highlight the benefits of dual language instruction programs (learning in two languages) for both English dominant children and English language learners. It also highlights how the US is moving towards wide adoption of such school models showcasing a map that represents 27 states supporting over 300 schools programs. Visit the website http://www2.scholastic.com/browse/article.jsp?id=3752937&FullBreadCrumb=%3Ca+href%3D%22http%3A%2F%2Fwww2.scholastic.com%2Fbrowse%2Fsearch%2F%3FNtx%3Dmode%2Bmatchallpartial%26_N%3Dfff%26Ntk%3DSCHL30_SI%26query%3Ddual%2Blanguage%2Bprograms%26N%3D0%26Ntt%3Ddual%2Blanguage%2Bprograms%22+class%3D%22endecaAll%22%3EAll+Results%3C%2Fa%3E
Scholastic Administrator, Nov/Dec2009, Vol. 9 Issue 3, p10-10, 1/2p, 1 Color Photograph; Abstract: The article discusses the dual-language learning programs in elementary and middle schools in the US.

Great Reads for the Summer on Response to Intervention and Multi-tiered System of Support (MTSS) for Diverse Learners

Dear Readers,
I am happy to share an updated list of great resources for states, districts, and schools implementing Response to Intervention Models (RTI) or Multi-tired System of Support (MTSS) in their schools. As usual I have a particular interest in those resources meeting the needs of diverse learners. My favorite is the first one on my list as it provides information in the form of case studies about teachers working with diverse learners in schools implementing an RTI model with other types of instructional approaches such as Two-way bilingual programs or transitional bilingual programs. I would love your feedback and potential additions.

Haager, D., Klingner, J.K. & Acevedes, T. C. (2010). How to Teach English Language Learners: Effective Strategies from Outstanding Educators, Grades K-6. Jossey-Bass Publishing.

Collier, C. (2010). RTI for Diverse Learners: More Than 200 Instructional Interventions. Corwin Press.

Klingner, J.K., Peaster, L.G., Saunders, L., & Baca, L.M. (2009). Why Do English Language Learners Struggle With Reading?: Distinguishing Language Acquisition From Learning Disabilities. Corwin Press.

Rinaldi, C. & Stuart, S. K. (2009). Whole schooling and response to instruction. International Journal of Whole Schooling, 5(1), 41-58.

Stuart, S.K., & Rinaldi, C. (2009). A collaborative planning framework for teachers implementing tiered instruction. Teaching Exceptional Children, 41(4), 52-57.

Berkeley, S., Bender, W.N., Peaster, L.G. & Saunders, L. (2009). Implementation of Response to Intervention: A snapshot of progress. Journal of Learning Disabilities, 42 (1), 86-92.

Bradley, R., Danielson, L. & Doolittle, J. (2007). Responsiveness to Intervention: 1997-2007. Teaching Exceptional Children, 39 (5), 8-12.

Brown-Chidsey, R. (October, 2007). No more “waiting.” Educational Leadership: ASCP, 39-46.

Buffum, A. Mattos, M. & Weber, C. (2006). Pyramid Response to Intervention: RTI, professional learning communities, and how to respond when kids don’t learn.

Dewitz, P., Jones, J. & Leahy, S. (2009). Comprehension strategy instruction in core reading programs. Reading Research Quarterly, 44 (2), 102-126.

Fletcher, J.M. & Vaughn, S. (2009). Response to Intervention: Preventing and remediating academic difficulties. Child Development Series, 3 (1), 30-37.

Fuchs, D. & Fuchs, S.L. (2006). Introduction to Response to Intervention: What, why, and how valid is it? Reading Research Quarterly, 41(4), 93-99.

Fuchs, L.S. & Fuchs, D. (2007). A model for implementing responsiveness to intervention. Teaching Exceptional Children, 39 (5), 14-20.

Fuchs, D., Fuchs, L.S., & Vaughn, S. (2008). Response to Intervention: A framework for reading educators. International Reading Association, Newark: DE.

Gersten, R., Compton, D., Connor, C.M., Dimino, J., Santoro, L., Linan-Thompson, S. and Tilly, W.D. (2008). Assisting students struggling with reading: Response to Intervention and multi-tier intervention for reading in the primary grades. A Practice Guide. (NCEE 2009-4045). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved July 1, 2009 from http://ies.ed.gov/ncee and http://ies.ed.gov/ncee/wwc/publications/practiceguides.

Gersten, R., Baker, S.K., Shanahan, T., Linan-Thompson, S., Collins, P., & Scarcella, R. (2007). Effective literacy and English language instruction for English learners in the elementary grades: A practice guide (NCEE 2007-4011). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved July 1, 2009 from http://ies.ed.gov/ncee.

Moore, J. & Whitfield, V. (2009). Building schoolwide capacity for preventing reading failure. The Reading Teacher, 62 (7), 622-624.

Murawski, W.W. & Hughes, C.E. (2009). Response to Intervention, collaboration, and co-teaching: A logical combination for successful systemic change. Preventing School Failure, 53 (4), 267-277.

National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel:
Teaching children to read. An Evidenced-based assessment of the scientific research literature on reading and its implications for http://www.nichd.nih.gov/publications.nrp/smallbrook.htm (or http://www.nationalreading panel.org).

Rinaldi, C. & Samson, J. (2008). English language learners and Response to Intervention: Referral Considerations. Teaching Exceptional Children 40 (5), 6-14.

Teale, W.H. (2009). Students learning English and their literacy instruction in urban schools. The Reading Teacher, 62 (8), 699-703.