Lesson 1.1: Elements of Equitable Environments PDF

**Lesson1.1: Elements of Equitable Environments** **Defining Equality and Equity** **Equality** refers to treating everyone equally, without regard to individual differences or needs. In a classroom context, this might mean providing all students with identical resources, opportunities, and suppor...

**Lesson1.1: Elements of Equitable Environments** **Defining Equality and Equity** **Equality** refers to treating everyone equally, without regard to individual differences or needs. In a classroom context, this might mean providing all students with identical resources, opportunities, and support regardless of their background or abilities. **Equity** recognizes that not all students start from the same place or have the exact needs. Equity involves providing each student with the resources, support, and opportunities they need to succeed, considering their strengths, challenges, and circumstances. In an equitable classroom, the focus is on ensuring that every student has access to the tools and assistance necessary to reach their full potential. Equality and equity tie directly to the dispositions of all individuals who can learn, as well as to the concepts of belonging and empathy. **Comparing Equality and Equity** **Equality** aims for sameness by treating everyone identically, while equity focuses on fairness by addressing individual needs and circumstances. For example, if two students have difficulty reading, an equal approach might provide them with the same textbook. However, an equitable approach would recognize that one student may need additional support, such as a textbook with a larger print. **Creating an Equitable Classroom** Differentiated instruction using high-leverage practices - Accommodates all students' needs at all grade levels. - Provide alternative assignments or assessments. - Offer flexible grouping arrangements. - Incorporate multimedia and technology to enhance learning experiences. Culturally responsive classroom - Ensures all students feel valued, respected, and supported. - Incorporate literature, historical events, or current events representing various cultures. Supportive and inclusive classroom - Ensures students feel safe to express themselves and engage in meaningful discussions about identify, diversity, and social justice. - Establish classroom norms and expectations that promote respect, empathy, and open-mindedness. - Provide opportunities for students to share their own experiences, perspectives, and traditions. *Culturally Responsive Teaching Strategies* A group of colorful rectangular boxes with text Description automatically generated **Lesson 1.2: Opportunity Gap** **Closing the Opportunity Gap** The **opportunity gap** is caused by disparities in access to resources and opportunities that affect certain groups of students, often due to systemic factors related to race, ethnicity, socioeconomic status, English proficiency, or family background. **Actions to Address the Opportunity Gap** - **Advocating for and implementing policies**: Educators can advocate for and implement policies prioritizing equitable resource distribution and opportunities within schools and communities. This approach may involve securing funding for programs supporting students from disadvantaged backgrounds. Examples include securing funding for free or reduced-price meals, providing access to healthcare services, and offering transportation assistance. - **Adopting culturally responsive teaching:** Educators can adopt culturally responsive teaching practices that honor and incorporate students\' backgrounds and experiences into the curriculum. This approach includes using culturally relevant instructional materials. Examples include incorporating various perspectives into lesson plans and creating a supportive and inclusive classroom environment. - **Collaboration with families and communities:** Collaboration with families and communities is essential for closing the opportunity gap. Educators can engage parents and caregivers as partners in their children\'s education. Examples include providing resources and support for families and building strong relationships with community stakeholders. **Lesson 2.**1: **Overview of MTSS** **Multi-tiered systems of support (MTSS)** is an evidence- based framework implemented in educational settings to address the needs of all students. At its core, MTSS aims to provide timely and targeted interventions to support students\' academic, social, emotional, and behavioral development. This framework operates on the principle of prevention, offering proactive strategies and interventions to prevent academic and behavioral difficulties before they escalate. MTSS is structured into three tiers, each offering varying levels of student support based on their needs. **Tier 1:** Encompasses universal supports provided to all students within the general education setting. - These supports are designed to meet the needs of most students and promote positive academic and behavioral outcomes for all. - **Tier 1 interventions** may include high-quality instruction, differentiated teaching strategies, and positive behavior supports implemented in the classroom. - **Response to intervention (RTI)** is a key component of Tier 1, involving the regular monitoring of student progress to ensure effective instruction. - By establishing a solid foundation of universal supports, Tier 1 aims to ensure that all students can access effective instruction and opportunities for success. When students require additional support beyond Tier 1, MTSS offers **Tier 2 Interventions:** - Tier 2 interventions are targeted interventions provided to students who demonstrate mild to moderate academic or behavioral challenges that universal supports alone do not address adequately. - These interventions are typically delivered in small-group settings and focus on providing supplemental instruction and support to help students progress toward grade-level expectations. - Tier 2 interventions are implemented by the classroom teacher and may include specific areas of need, such as reading interventions or social-emotional skills development. - RTI is also critical in Tier 2, as ongoing assessment helps tailor interventions to student needs. For students who require more intensive support, MTSS provides **Tier 3 Interventions:** - Tier 3 interventions are individualized supports tailored to meet the unique needs of students with significant academic or behavioral challenges. - These highly specialized interventions may involve intensive instruction, frequent progress monitoring, and collaboration with additional support personnel, such as a subject matter interventionist. - Tier 3 interventions are designed to address specific skill deficits or behavioral concerns that may impede students\' ability to succeed in the general education setting. - RTI plays a crucial role in Tier 3, ensuring that interventions are adjusted based on continuous data and student progress. *MTSS Tier Summary*  *Critical Components of Tier 1* A table of informational papers Description automatically generated with medium confidence *Critical Components of Tier 2*  *Critical Components of Tier 3* A table of information Description automatically generated with medium confidence **How Does MTSS Promote Equity** - One way in which MTSS promotes equity is through its tiered approach to intervention. Tier 1 interventions are provided universally to all students, ensuring every learner receives high-quality instruction and support. This approach helps prevent the need for disproportionate interventions based on individual characteristics, such as race, socioeconomic status, or language proficiency. For example, in a school implementing MTSS, all students may participate in universal screening assessments to identify areas of need and receive Tier 1 instruction aligned with their learning goals. - Additionally, MTSS promotes equity by providing targeted interventions to students who require additional support beyond Tier 1. Tier 2 interventions are designed to address the specific needs of students at risk of falling behind academically or behaviorally. These interventions are delivered in small-group settings and provide supplemental instruction and support to help students progress toward grade-level expectations. For instance, a school may offer Tier 2 reading interventions to students who struggle with phonics or fluency. - Furthermore, MTSS ensures equity by offering intensive interventions to students with the most significant learning or behavioral challenges. Tier 3 interventions are highly individualized and provided to students who have yet to respond adequately to Tier 1 and Tier 2 supports. These interventions may include one-on-one instruction, specialized programs, or intensive behavioral interventions tailored to each student\'s unique needs. By offering intensive supports to students with the greatest needs, MTSS aims to close opportunity gaps and ensure that every learner can succeed. **Lesson 3.1: Universal Design for Learning (UDL)** **Principles of UDL** UDL is an educational framework that aligns with the science of learning by providing all students equitable access to learning opportunities. It recognizes that students have various needs and backgrounds, and aims to create flexible learning environments that accommodate these differences and improve learning.  **Three Principles of UDL** - The first principle, **multiple means of representation**, emphasizes the importance of presenting information in various ways to cater to different learning preferences. This approach may include providing information through text, audio, video, images, or interactive multimedia. By offering multiple modes of representation, educators can ensure that students have access to content in ways that best suit their individual needs. - The second principle, **multiple means of action and expression**, focuses on allowing students to demonstrate their understanding and express themselves in various ways. This approach can involve providing options for how students interact with learning materials, such as through written assignments, oral presentations, artistic projects, or digital media. Educators can empower students to showcase their strengths and preferences by offering flexibility in how they engage with content and demonstrate their learning. - The third principle, **multiple means of engagement**, centers on fostering motivation and interest in learning by providing options for how students engage with content and activities. This approach may incorporate choice, autonomy, relevance, and personalization into the learning experience. Educators can increase student motivation and participation by offering engaging and meaningful learning opportunities, leading to improved learning outcomes. **How Can UDL be Used with MTSS** UDL can be applied to support the multi-tiered systems of support (MTSS) by providing a framework for designing and implementing interventions that address the various needs of students across all tiers. - At Tier 1, UDL principles can inform the design of universally accessible instruction and materials that benefit all students in the classroom. For example, educators can use multimedia presentations, interactive simulations, and varied instructional strategies to accommodate different learning preferences and abilities. - At Tier 2, UDL can support targeted interventions by offering flexible instructional approaches and materials tailored to the specific needs of students who require additional support. For instance, educators can provide alternative ways for students to demonstrate their understanding or engage with content, such as through hands-on activities, collaborative projects, or assistive technologies. - Finally, at Tier 3, UDL principles can guide the development of individualized interventions that address the unique needs of students with significant learning challenges. Educators can employ personalized learning plans, differentiated instruction, and specialized supports to accommodate learning profiles and promote academic success. **Lesson 3.2: Differentiated Instruction** **Differentiated instruction (DI)** is an approach to teaching that acknowledges and accommodates the various needs of students by offering multiple pathways for accessing content, demonstrating understanding, and engaging in learning activities. This approach aligns closely with UDL, which also emphasizes flexibility in teaching methods to support all learners. By combining DI with UDL principles, educators can create a more inclusive classroom that addresses students\' unique abilities, interests, and readiness levels. The four components of DI include **content, process, product, **and** learning environment**. - Content differentiation involves altering what students learn. - Process differentiation adjusts how students learn. - Product differentiation focuses on how students demonstrate their learning. - Learning environment differentiation pertains to the physical and emotional context of learning. Within the MTSS, DI can be utilized across all three tiers to meet the varying needs of students. - At Tier 1, teachers can differentiate instruction by offering varied learning materials and activities to address abilities and preferences within the general education classroom. - At Tier 2, DI can be further tailored to provide targeted interventions for students who require additional support. For example, teachers may use flexible grouping strategies or offer scaffolded assignments to address specific learning needs. - In Tier 3, DI becomes even more individualized, with teachers providing personalized learning plans and accommodations to meet the unique needs of students with the most significant challenges. **Lesson 3.3: Systematic, Direct, and Explicit Instruction** - **Direct instruction** is a teacher-centered approach that involves explicitly teaching a specific skill or concept systematically and sequentially. It typically follows a scripted format and involves clear modeling, guided practice, and independent practice. For example, in a direct instruction lesson on phonics, the teacher might introduce a new phonics rule, model how to apply it, guide students through practice activities, and provide independent practice opportunities. In MTSS, direct instruction can be utilized in Tier 1 to provide explicit and systematic instruction to all students, ensuring that foundational skills are taught effectively and efficiently. - **Systematic instruction** is a methodical approach to teaching that emphasizes breaking down complex skills or tasks into smaller, more manageable steps. It involves teaching skills in a logical sequence, providing ample opportunities for practice and reinforcement, and gradually increasing the complexity of tasks. For instance, in a systematic instruction lesson on addition, the teacher might start by teaching single-digit addition, then move on to double-digit addition with regrouping, and finally progress to multi-step word problems. In the context of MTSS, systematic instruction can be employed in Tier 2 or Tier 3 interventions to provide targeted instruction for students who require additional support in mastering specific skills or concepts. - **Explicit instruction** is a highly structured teaching approach that clearly states learning objectives, provides direct explanations and demonstrations, and offers guided and independent practice opportunities. It aims to make learning transparent and accessible to all students by providing explicit instruction on the steps needed to master a skill or concept. For example, in an explicit instruction lesson on reading comprehension strategies, the teacher might explicitly teach and model strategies such as predicting, visualizing, and summarizing, providing guided practice activities before students apply the strategies independently. In MTSS, explicit instruction can be implemented across all tiers to ensure that instruction is clear, focused, and targeted to students\' needs. *Instructional Approaches and Their Applications in MTSS*  **Lesson 3.4: Co-teaching** As conceptualized by Marilyn Friend, **co-teaching** involves collaborative partnerships between general and special education teachers to deliver instruction to all students. This approach fosters inclusive learning environments where educators share responsibility, expertise, and decision-making to meet the needs of every learner. Friend identifies six **co-teaching models**: 1. 1. **One teach, one assist**: One teacher leads instruction while the other supports individual students or the whole class. 2. **One teach, one observe**: One teacher delivers instruction while the other observes student learning, gathers data, or assesses student progress. 3. **Station**: Teachers divide the classroom into stations or learning centers, each led by one teacher, where students rotate to engage in different activities. 4. **Team**: Both teachers actively engage in instruction, sharing responsibility for planning, delivering lessons, and assessing student learning. 5. **Parallel**: Teachers work with two, separate small groups of students simultaneously, providing differentiated instruction tailored to individual needs. 6. **Alternative**: With this approach, one teacher instructs most of the class, and the other teacher teaches a smaller group of students who may need enrichment or reteaching of a previously taught skill. *Integration of Co-teaching within MTSS Tiers* A white grid with black text Description automatically generated **Lesson 4.1: Behavioral Support** **PBIS within MTSS** Positive Behavioral Interventions and Supports are an integral component of MTSS that offers a proactive approach to behavioral support, aiming to cultivate a positive school climate and enhance student behavior outcomes. Rather than focusing solely on punishment for negative behaviors, PBIS emphasizes teaching and reinforcing positive behaviors. Examples of **PBIS systems** that can be used in classrooms include the following: - **Behavior expectations**: Educators can establish clear and concise behavior expectations for different settings within the classroom, such as during whole-group instruction, independent work, or group activities. These expectations are taught explicitly to students and reinforced consistently. - **Behavior matrix**: Educators can create a behavior matrix that outlines specific behaviors expected in various classroom settings and situations, along with corresponding positive reinforcement strategies for demonstrating those behaviors. This matrix serves as a visual guide for both students and teachers. Please review the example behavior matrix linked below. - **Reward systems**: Educators may implement a reward system to acknowledge and reinforce positive behaviors. This may include a token economy system where students earn points or tokens for demonstrating desired behaviors, which can be exchanged for privileges or rewards. Rewards can also be non-tangible such as students earning extra time for a favorite classroom activity or participating in a special project. - **Check-in/check-out**: Educators can implement a check-in/check-out system where students receive daily feedback on their behavior from a designated staff member. This system provides additional support and accountability for students who may need extra guidance in meeting behavioral expectations. Check-in/check-out is typically used at the Tier 2 and Tier 3 level. - **Social skills instruction**: Educators can incorporate social skills instruction into the curriculum, as determined by educational standards, and teach students essential skills like communication, problem-solving, and conflict resolution. This proactive approach helps prevent behavior problems by equipping students with the skills needed to navigate social situations effectively. **Lesson 5: Moving Students throughout Tiers** **Determining the Appropriate MTSS Tier for Students** - Initially, students are placed in Tier 1, where universal interventions are provided to all students. However, some students may require additional support beyond Tier 1 to make adequate progress. - For students who require more targeted support, Tier 2 interventions may be appropriate. Tier 2 interventions are more intensive than Tier 1 but still occur within the general education setting. Students may move to Tier 2 if they are identified as at risk of falling behind academically or behaviorally and need to respond more adequately to Tier 1 supports. - In some cases, students may need even more intensive support than Tier 2 can provide. These students may be identified as needing Tier 3 interventions, which are highly individualized and provided to students who have yet to respond to Tier 1 and Tier 2 supports. Students may move to Tier 3 if they continue to struggle despite Tier 1 and Tier 2 interventions or if they have significant learning or behavioral challenges that require more intensive support. However, the goal of MTSS is not simply to move students up through the tiers but to provide them with the support they need to succeed. Therefore, students may also move backward in the tiers if their needs change or they demonstrate sufficient progress. For example, a student who receives Tier 3 interventions may demonstrate significant improvement and no longer require such intensive support, allowing them to transition back to Tier 2 or even Tier 1 interventions. Similarly, a student who receives Tier 2 interventions may make significant progress and no longer require supplemental support, allowing them to transition back to Tier 1 interventions.