[{"id":508,"date":"2026-09-01T14:06:16","date_gmt":"2026-09-01T14:06:16","guid":{"rendered":"https:\/\/blogs.vcu.edu\/ttacinfo\/?p=508"},"modified":"2026-09-01T14:06:16","modified_gmt":"2026-09-01T14:06:16","slug":"unit-organizer-routine-supports-students-sensemaking","status":"publish","type":"post","link":"https:\/\/blogs.vcu.edu\/ttacinfo\/2026\/09\/01\/unit-organizer-routine-supports-students-sensemaking\/","title":{"rendered":"Unit Organizer Routine supports students\u2019 sensemaking"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">The current Standards of Learning in the core content areas have become increasingly rigorous and focus on student sensemaking. As teachers, we should be helping students see themselves and their peers as the \u201cdoers\u201d of math, science, social studies, and English\/Language Arts. Another term for \u201cdoing\u201d is <em>sensemaking<\/em>. Advance organizers, concept mapping, and high-level questions are effective evidence-based approaches to supporting student sensemaking.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><em>Advance organizers <\/em>are related to learning intentions. They provide a Global Positioning System (GPS) that helps students to understand concepts and connect prior knowledge to new understandings (Deshler &amp; Lenz, 2004).<\/li>\n\n\n\n<li><em>Concept mapping <\/em>is the representation of relationships between critical information. Interestingly, concept mapping is part of learning intentions, as the map allows students to predict and revise the big picture of what they are learning. Hattie (2023) notes that teachers co-constructing concept maps with students can considerably accelerate student achievement (<a href=\"https:\/\/www.visiblelearningmetax.com\/research_methodology\" data-type=\"link\" data-id=\"https:\/\/www.visiblelearningmetax.com\/research_methodology\">Learn more about effect sizes here<\/a>).<\/li>\n\n\n\n<li><em>High-level questions <\/em>scaffold students in reflecting on their learning and deepening their thinking. Because rigorous standards require students to retrieve and combine separate skills during discussion, problem-solving, and task completion, good questions help students select wisely from their strategy toolkits (Goodwin, Rouleau, Abla, Baptiste, Gibson, &amp; Kimball, 2022). Students can use questions to self-assess their skill at selecting learner-owned strategies, another critical part of learning intentions (Deshler &amp; Lenz, 2004; Hattie, 2023).&nbsp;<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">It\u2019s important to focus on co-construction when considering advance organizers, concept maps, and high-level questions. Providing students with a concept map results in a much smaller effect size than teachers working together with students to co-construct a concept map. In these situations, the teacher sketches out the map ahead of time. However, the impact comes from working with students to scaffold <em>their<\/em> development of the big ideas, concepts, structures, and strategies\u2026and then predict and revise the relations among them (Hattie, 2023).&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Students also can co-construct high-level questions, just as they do in a KWL chart and countless other widely-known, traditional student-centered activities. As students engage in these sensemaking activities, their autonomy and self-regulation develop in the classroom (Deshler &amp; Lenz, 2004; Hattie, 2023).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The Unit Organizer Routine supports many high-leverage practices (HLPs) for students with disabilities (Aceves and Kennedy, 2024), including HLP 12, which relates to systematically designing instruction toward a specific learning goal. The Unit Organizer Routine serves as an advance organizer for students to co-construct a concept map and engage in high-level questions. See <a href=\"https:\/\/drive.google.com\/file\/d\/14Sp2NfE7HXMYbDgWVC70GLTdBjasiVTb\/view?usp=drive_link\">Figure 1<\/a> for an example of a Unit Organizer a teacher drafted prior to co-constructing with students.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The backward design approach of the Unit Organizer Routine helps inclusive teachers systematically design students\u2019 experiences while aiming for rigorous goals. This evidence-based practice is worth investing in now and in the years to come.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Figure<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/drive.google.com\/file\/d\/14Sp2NfE7HXMYbDgWVC70GLTdBjasiVTb\/view\">Figure 1.jpg<\/a>&nbsp;<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">Resources<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/sim.ku.edu\/unit-organizer-routine\" data-type=\"link\" data-id=\"https:\/\/sim.ku.edu\/unit-organizer-routine\">Follow this link to learn more about The Unit Organizer Routine.<\/a> \u00a0<\/li>\n\n\n\n<li>The Central Virginia SIM Network offers free professional learning every year<a href=\"https:\/\/docs.google.com\/forms\/d\/e\/1FAIpQLSeddRaCsLAYDKYBIGfRr8iRdEYAj3MEEJeRmxgC_Zff3jnBIA\/viewform\" data-type=\"link\" data-id=\"https:\/\/docs.google.com\/forms\/d\/e\/1FAIpQLSeddRaCsLAYDKYBIGfRr8iRdEYAj3MEEJeRmxgC_Zff3jnBIA\/viewform\">. Follow this link to join the Central Virginia SIM Network mailing list<\/a>.<\/li>\n\n\n\n<li>Follow these links to read these recent articles from the VDOE\u2019s T\/TAC at VCU:\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/blogs.vcu.edu\/ttacinfo\/2026\/03\/03\/turning-information-into-understanding-with-graphic-organizers\/\">Turning information into understanding with graphic organizers<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/blogs.vcu.edu\/ttacinfo\/2024\/11\/07\/providing-scaffolded-supports-to-increase-student-success\/\">Providing scaffolded supports to increase student success<\/a><\/li>\n\n\n\n<li><a href=\"https:\/\/blogs.vcu.edu\/ttacinfo\/2026\/02\/04\/develop-a-schoolwide-learning-strategy-toolkit\/\">Develop a schoolwide learning strategy toolkit<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">For more information, contact Susanne Croasdaile (<a href=\"mailto:sscroasdaile@vcu.edu\">sscroasdaile@vcu.edu<\/a>), Program Specialist, T\/TAC at VCU.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n","protected":false},"excerpt":{"rendered":"<p>The current Standards of Learning in the core content areas have become increasingly rigorous and focus on student sensemaking. As teachers, we should be helping students see themselves and their peers as the \u201cdoers\u201d of math, science, social studies, and English\/Language Arts. Another term for \u201cdoing\u201d is sensemaking. Advance organizers, concept mapping, and high-level questions [&hellip;]<\/p>\n","protected":false},"author":1847,"featured_media":518,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[7,6,5],"tags":[],"class_list":["post-508","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-inclusive-practices","category-math","category-reading"],"_links":{"self":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/508","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/users\/1847"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/comments?post=508"}],"version-history":[{"count":4,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/508\/revisions"}],"predecessor-version":[{"id":533,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/508\/revisions\/533"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media\/518"}],"wp:attachment":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media?parent=508"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/categories?post=508"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/tags?post=508"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":501,"date":"2026-09-01T14:06:03","date_gmt":"2026-09-01T14:06:03","guid":{"rendered":"https:\/\/blogs.vcu.edu\/ttacinfo\/?p=501"},"modified":"2026-09-01T14:06:05","modified_gmt":"2026-09-01T14:06:05","slug":"connected-safe-and-ready-to-learn-the-power-of-belonging-in-schools","status":"publish","type":"post","link":"https:\/\/blogs.vcu.edu\/ttacinfo\/2026\/09\/01\/connected-safe-and-ready-to-learn-the-power-of-belonging-in-schools\/","title":{"rendered":"Connected, safe, and ready to learn: The power of belonging in schools"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">When students feel they belong, their brains shift into a state where learning becomes possible. A sense of connection signals safety, and safety unlocks the cognitive resources students need for problem-solving, reasoning, creativity, and self-regulation. Students who feel safe and connected are more willing to take academic risks, engage in challenging tasks, and collaborate with peers. As a result, interfering behaviors decrease, and academic success increases.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Research on school climate shows that early experiences of connections shape students\u2019 engagement, motivation, and behavior long after the first month of school (Korpershoek et al., 2020). The start of the school year provides an opportunity to establish a community of belonging and set students up to achieve behavioral and academic success. During this time, students are forming initial impressions of whether classrooms feel welcoming, predictable, and relationally safe. When educators intentionally work to connect with each student and ensure all students know they are welcome, students internalize an important message: You belong here. That sense of belonging becomes the foundation for students to thrive academically and socially within the learning environment.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">There are multiple ways educators can effectively work to establish a community of belonging. Teaching expectations, establishing routines, building trusting relationships, and amplifying student voice are a few practices educators can implement to ensure all students feel safe and welcome. These practices create safe, predictable environments where students feel connected and want to show up. The following resources offer practical, evidence-aligned strategies for building and sustaining belonging from the first to the last day of school.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Creating predictable and welcoming environments<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/cdn.prod.website-files.com\/5d3725188825e071f1670246\/680ffe6278739921d85736d4_Supporting%20and%20Responding%20to%20Students%E2%80%99%20Social%2C%20Emotional%2C%20and%20Behavioral%20Needs.pdf\">Link to Supporting and Responding to Students\u2019 Social, Emotional, and Behavior Needs<\/a><strong> <\/strong>&#8211;<strong> <\/strong>Center on PBIS<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">A comprehensive, evidence\u2011based framework for proactively teaching expectations, supporting students\u2019 social\u2011emotional development, and responding to behavior in ways that strengthen safety, consistency, and positive school climate.&nbsp;<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/www.responsiveclassroom.org\/bringing-classroom-rules-to-life\/\">Link to Bringing Classroom Rules to Life<\/a><strong> <\/strong>&#8211;<strong> <\/strong>Responsive Classroom<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">When taught, modeled, and practiced, expectations become meaningful, shared agreements that guide daily behavior and strengthen classroom community.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/www.edutopia.org\/article\/welcoming-students-smile?utm_source=copilot.com\">Link to Welcoming Students with a Smile<\/a> &#8211; Edutopia<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">Cook et al.(2018) show that greeting students at the door is a simple, predictable connection that boosts belonging and sets students up to learn from the moment they enter the classroom.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Building relationships<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/www.edutopia.org\/blog\/power-positive-phone-call-home-elena-aguilar\">Link to Positive Contact<strong> <\/strong><\/a>&#8211;<strong> <\/strong>Edutopia<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">Early, strengths-based phone calls to families build trust, strengthen relationships, and create a positive foundation for collaboration throughout the school year.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/vtss-ric.vcu.edu\/media\/vtss-ric\/documents\/exp-amp-inst\/Relationship-Mapping-Strategy.pdf\">Link to Relationship Mapping<\/a><strong> <\/strong>&#8211;<strong> <\/strong>Making Caring Common Project<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">A visual strategy to identify which students lack strong connections with adults. This information assists schools in intentionally building supportive, trust-based relationships that strengthen belonging and well-being.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/www.responsiveclassroom.org\/reinforcing-reminding-and-redirecting\/\">Link to Teacher Communication<\/a><strong> <\/strong>&#8211; Responsive Classroom<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">Reinforcing, reminding, and redirecting are proactive, respectful strategies teachers use to clearly teach expectations, support positive behavior, and guide students back on track while preserving their dignity.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Classroom design and agency<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/ca-safe-supportive-schools.wested.org\/wp-content\/uploads\/2023\/09\/CCSC-Brief_Designing-Safe-and-Supportive-Physical-Classroom-Environments_A-Checklist_FINAL_ADA.pdf\">Link to Physical Design for Belonging<\/a><strong> <\/strong>&#8211;<strong> <\/strong>WestEd<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">Intentionally designing classroom spaces for safety, accessibility, and positive interaction strengthens students\u2019 sense of belonging.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/searchinstitute.org\/resources-hub\/student-voice-toolkit\">Cultivating Learner Agency<\/a> &#8211; Search Institute<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">A toolkit that provides research\u2011based strategies, reflection tools, and practical activities that help educators meaningfully elevate student voice to support young people feel respected, empowered, and genuinely connected to their school community.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Overview of belonging practices<\/strong><\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/www.teacherstrategies.org\/strategies-for-building-classroom-community-and-belonging\/\">Link to 10 Proven Strategies<\/a> &#8211;<strong> <\/strong>Teacher Strategies<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">Practical, relationship\u2011centered strategies teachers can use to create a welcoming classroom community where students feel seen, valued, and connected.<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/www.edutopia.org\/video\/building-belonging-classroom\/\">Link to Building Belonging<\/a> &#8211; Edutopia<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">A short video shows how simple, intentional routines\u2014such as warm greetings, shared rituals, and opportunities for student voice\u2014create a classroom environment where every learner feels welcome, connected, and part of the community.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">References<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Cook, C. R., Fiat, A., Larson, M., DaSilva, J., Renshaw, T., &amp; Lyon, A. R. (2018). Positive greetings at the door: Evaluation of a low-cost, high-yield proactive classroom management strategy. <em>Journal of Emotional and Behavioral Disorders, 26<\/em>(4), 213\u2013225. <a href=\"https:\/\/doi.org\/10.1177\/1098300717753831\">https:\/\/doi.org\/10.1177\/1098300717753831<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Korpershoek, H., Canrinus, E. T., Fokkens-Bruinsma, M., &amp; de Boer, H. (2020). The relationships between school belonging and students\u2019 motivational, social-emotional, behavioural, and academic outcomes in secondary education: a meta-analytic review. <em>Research Papers in Education, 35<\/em>(6), 641\u2013680. <a href=\"https:\/\/doi.org\/10.1080\/02671522.2019.1615116\">https:\/\/doi.org\/10.1080\/02671522.2019.1615116<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">For more information, contact Whitney Jones (<a href=\"mailto:wlshotwell@vcu.edu\">wlshotwell@vcu.edu<\/a>), Program Specialist, T\/TAC at VCU.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>When students feel they belong, their brains shift into a state where learning becomes possible. A sense of connection signals safety, and safety unlocks the cognitive resources students need for problem-solving, reasoning, creativity, and self-regulation. Students who feel safe and connected are more willing to take academic risks, engage in challenging tasks, and collaborate with [&hellip;]<\/p>\n","protected":false},"author":1847,"featured_media":516,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[11,9,7,13],"tags":[],"class_list":["post-501","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-autism","category-behavior","category-inclusive-practices","category-intellectual-disabilities"],"_links":{"self":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/501","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/users\/1847"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/comments?post=501"}],"version-history":[{"count":2,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/501\/revisions"}],"predecessor-version":[{"id":535,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/501\/revisions\/535"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media\/516"}],"wp:attachment":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media?parent=501"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/categories?post=501"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/tags?post=501"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":478,"date":"2026-05-04T17:16:32","date_gmt":"2026-05-04T17:16:32","guid":{"rendered":"https:\/\/blogs.vcu.edu\/ttacinfo\/?p=478"},"modified":"2026-07-31T17:35:29","modified_gmt":"2026-07-31T17:35:29","slug":"how-hlp-19-can-transform-inclusive-education-and-assistive-technology-teams","status":"publish","type":"post","link":"https:\/\/blogs.vcu.edu\/ttacinfo\/2026\/05\/04\/how-hlp-19-can-transform-inclusive-education-and-assistive-technology-teams\/","title":{"rendered":"How HLP 19 can transform inclusive education and assistive technology teams"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">Schools across the country are experiencing a growing push toward inclusive education for students with disabilities, making today\u2019s classrooms more diverse than ever before. According to the National Center for Education Statistics (2024), 67% of students with disabilities spend 80% or more of their school day in general education classes. Current research suggests the need for data-informed, flexible instruction that provides targeted support for a wide range of learners in inclusive settings, including students with disabilities, English Learners, and students experiencing learning difficulties (DeCoste &amp; Bowser, 2020). Assistive technology (AT) plays a critical role in promoting access and inclusion for students with disabilities. Many school divisions have established assistive technology teams to address the growing AT needs of their student populations. The literature on inclusive education suggests that universal access to instructional technology supports students with disabilities who require AT. For this reason, many assistive technology teams are shifting their approach from a referral-based, expert-service model to capacity-building approaches that support inclusive educators in embedding assistive technology through a Universal Design for Learning (UDL) framework (DeCoste &amp; Bowser, 2020). This approach, referred to as high-leverage practice (HLP) 19, ensures that all students have access to instructional and assistive technologies that promote learning, engagement, and independence (Aceves &amp; Kennedy, 2024).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Rose et al. (2005) refer to UDL and AT as complementary frameworks that address the diverse learning needs of all students. Under HLP 19, all students have access to instructional technologies that promote choice in learning opportunities, while students with disabilities have access to the AT that they require. McCann and Wright (2023) describe assistive technology as a critical component of universal design for learning, noting that AT serves as a bridge between individual student needs and flexible learning options that all students can access within UDL environments. Wook and Rao (2019) recommend that educators apply the principles of UDL to engineer learning activities that allow all students to explore AT features. When all students are able to use instructional technology that serves as assistive technology for students with disabilities, it becomes less stigmatizing and leads to more consistent use for all students.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Emerging technologies, such as artificial intelligence, are further enhancing the effectiveness of assistive devices by improving accessibility features, including screen readers, magnifiers, and voice control (Stone, 2026). As a result, AT is becoming more responsive and personalized for diverse learners. Despite these advancements in AT, challenges persist in promoting widespread implementation of HLP 19, such as misconceptions about who benefits from AT and limited teacher technology training. Assistive technology teams can address these obstacles by supporting capacity-building efforts through professional development and coaching for all educators. AT teams should focus on training educators to 1) incorporate instructional technology to facilitate learning for all students; and 2) embed assistive technology within daily instruction for students with disabilities. By strengthening teacher capacity and embedding assistive technology within a UDL framework, schools can ensure it is used effectively to promote access, engagement, and learning outcomes for all students.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">For assistance with developing a division AT team or expanding your team to include the UDL approach, please contact an AT Network member or your local Training and Technical Assistance Center (T\/TAC) <a href=\"https:\/\/atnetwork.ttaconline.org\/contact-us\">through this link.<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">References<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Link to <a href=\"https:\/\/ceedar.education.ufl.edu\/wp-content\/uploads\/2024\/03\/High-Leverage-Practices-for-Students-with-Disabilties-updated.pdf\">Aceves, T.C. &amp; Kennedy, M.J. (2024). High-leverage practices for students with disabilities (2nd ed.). Council for Exceptional Children and CEEDAR Center.<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">DeCoste, D.C., Bowser, G.M. (2020). The evolving landscape of assistive technology in K-12 Settings. <em>Assistive Technology Outcomes and Benefits<\/em>, <em>14<\/em>, 94-110.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Link to <a href=\"https:\/\/www.openaccess-ca.org\/post\/synergy-of-udl-aem-and-at\">McCann, J. &amp; Wright, J. (2023). Empowering inclusive education: The synergy of UDL, AEM, and AT. Open Access.<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Link to <a href=\"https:\/\/nces.ed.gov\/programs\/coe\/pdf\/2024\/CGG_508c.pdf\">National Center for Educational Statistics. (2024). Students with disabilities Chapter 2: Preprimary, elementary, and secondary education section: Elementary and secondary enrollment.<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Rose, D., Hasselbring, T.S., Stahl, S., &amp; Zabala, J. (2005). Assistive technology and universal design for learning: Two sides of the same coin. <em>Handbook of Special Education Technology Research and Practice<\/em>, 507-518.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Link to <a href=\"https:\/\/edtechmagazine.com\/k12\/article\/2026\/01\/ai-assistive-technology-improves-inclusion-k-12-environments-perfcon\">Stone, A. (2026). AI assistive technology improves inclusion in K-12 environments. EdTech Magazine.<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Wook Ok, M., &amp; Rao, K. (2019). Digital tools for the inclusive classroom: Google Chrome as assistive and instructional technology. <em>Journal of Special Education Technology<\/em>, <em>34<\/em>(3), 204-211.<br>For more information, contact Kayla Malaney (<a href=\"mailto:malaneyk@vcu.edu\">malaneyk@vcu.edu<\/a>), Program Specialist, T\/TAC at VCU.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Schools across the country are experiencing a growing push toward inclusive education for students with disabilities, making today\u2019s classrooms more diverse than ever before. According to the National Center for Education Statistics (2024), 67% of students with disabilities spend 80% or more of their school day in general education classes. Current research suggests the need [&hellip;]<\/p>\n","protected":false},"author":1847,"featured_media":483,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[10,7],"tags":[],"class_list":["post-478","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-assistive-technology","category-inclusive-practices"],"_links":{"self":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/478","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/users\/1847"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/comments?post=478"}],"version-history":[{"count":1,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/478\/revisions"}],"predecessor-version":[{"id":487,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/478\/revisions\/487"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media\/483"}],"wp:attachment":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media?parent=478"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/categories?post=478"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/tags?post=478"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":479,"date":"2026-05-04T17:16:11","date_gmt":"2026-05-04T17:16:11","guid":{"rendered":"https:\/\/blogs.vcu.edu\/ttacinfo\/?p=479"},"modified":"2026-07-31T17:43:30","modified_gmt":"2026-07-31T17:43:30","slug":"unpack-your-curricula-in-ms-and-hs-with-the-sim-course-organizer","status":"publish","type":"post","link":"https:\/\/blogs.vcu.edu\/ttacinfo\/2026\/05\/04\/unpack-your-curricula-in-ms-and-hs-with-the-sim-course-organizer\/","title":{"rendered":"Unpack your curricula in MS and HS with the SIM Course Organizer"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">As you plan how middle and high school teachers can unpack curricula in the coming year, consider the Strategic Instruction Model (SIM) <a href=\"https:\/\/sim.ku.edu\/course-organizer-routine\"><em>Course Organizer Routine<\/em><\/a> (Lenz, Schumaker, Deshler, Bulgren, 1998). This evidence-based practice helps new and veteran teachers work efficiently as a team to unpack a curriculum in just a couple of hours\u2013a task that can often feel overwhelming. The Course Organizer Routine was designed as an efficient planning method that helps teachers organize complex curricula in a simple way and compensate for any learning strategies their students might be missing (Deshler &amp; Lenz, 2004).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>The Course Organizer Routine is an effective practice<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Investing an hour or two in unpacking makes Hattie\u2019s (2023) <em>Visible Learning <\/em>recommendations attainable: students acquire and use learner-owned strategies, understand their progress toward course goals, and experience a learning community with norms for collaboration and academic risk-taking. The Course Organizer Routine supports many high-leverage practices (HLPs) for students with disabilities (Aceves and Kennedy, 2024), including:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>HLP 12 Systematically design instruction toward a specific learning goal.\n<ul class=\"wp-block-list\">\n<li>The <em>course questions<\/em> and <em>critical concepts<\/em> chunk the curriculum into a series of manageable learning targets.<\/li>\n\n\n\n<li>The <em>unit map<\/em> provides an advance organizer to attach new learning.<\/li>\n\n\n\n<li>The <em>learning rituals<\/em> explicitly name learner-owned strategies to build agency.<\/li>\n<\/ul>\n<\/li>\n\n\n\n<li>HLP 7 Establish a consistent, organized and responsive learning environment.\n<ul class=\"wp-block-list\">\n<li>The <em>community principles<\/em> set expectations.<\/li>\n\n\n\n<li>The <em>learning rituals<\/em> and <em>performance options<\/em> scaffold decision-making.<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>The Course Organizer Routine is Quick to Implement<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Teachers create a \u201cpencil draft\u201d of the Course Organizer Routine (see figures 1 and 2) to select the critical concepts and learner-owned strategies or routines that are the most worthwhile to focus on with students in the coming year.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">At the start of the year, teachers use the notes they made in their pencil draft to co-construct a Course Organizer <em>with<\/em> students, teach the beginning-of-year routines, and build students\u2019 ability to focus on big ideas and assess their own understanding.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>The Course Organizer Routine Helps New Teachers<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Many new teachers have taken non-traditional paths to our schools; adults, like children, need mental models to anchor new information. Our newest teachers may not have accurate models but instead recall how they were taught as students. They will need coaching in reviewing the tested and written curriculum to unpack the standards, identify the critical ideas, conduct task analysis, and anticipate student responses and misconceptions (Virginia Department of Education, 2026).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The Course Organizer provides part of this answer using evidence-based methods to help teachers\u2014 regardless of experience level\u2014be more effective in using high-leverage practices for inclusive education and building student independence and agency.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Coaches and leaders are able to refer to the Course Organizer during regular course-alike (e.g., English or Algebra) planning meetings to ensure a guaranteed (every teacher does it) and viable (within the time available) curriculum that:<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>focuses on critical skills and concepts,&nbsp;<\/li>\n\n\n\n<li>plans for student-involved assessment, and<\/li>\n\n\n\n<li>aligns the tested, written, and taught curriculum for all students.<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">For more information on how to get started, see the Resources section below.<\/p>\n\n\n\n<figure class=\"wp-block-gallery has-nested-images columns-default is-cropped wp-block-gallery-1 is-layout-flex wp-block-gallery-is-layout-flex\">\n<figure class=\"wp-block-image size-large\"><img decoding=\"async\" width=\"1024\" height=\"771\" data-id=\"482\" data-src=\"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-content\/uploads\/sites\/1067\/2026\/04\/Croasdaile-4-26-Course-Organizer-1-1024x771.jpg\" alt=\"Photo of a completed page 1 of a Course Organizer\" class=\"wp-image-482 lazyload\" data-srcset=\"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-content\/uploads\/sites\/1067\/2026\/04\/Croasdaile-4-26-Course-Organizer-1-1024x771.jpg 1024w, https:\/\/blogs.vcu.edu\/ttacinfo\/wp-content\/uploads\/sites\/1067\/2026\/04\/Croasdaile-4-26-Course-Organizer-1-300x226.jpg 300w, https:\/\/blogs.vcu.edu\/ttacinfo\/wp-content\/uploads\/sites\/1067\/2026\/04\/Croasdaile-4-26-Course-Organizer-1-768x578.jpg 768w, https:\/\/blogs.vcu.edu\/ttacinfo\/wp-content\/uploads\/sites\/1067\/2026\/04\/Croasdaile-4-26-Course-Organizer-1-1536x1157.jpg 1536w, https:\/\/blogs.vcu.edu\/ttacinfo\/wp-content\/uploads\/sites\/1067\/2026\/04\/Croasdaile-4-26-Course-Organizer-1-2048x1542.jpg 2048w\" data-sizes=\"(max-width: 1024px) 100vw, 1024px\" src=\"data:image\/svg+xml;base64,PHN2ZyB3aWR0aD0iMSIgaGVpZ2h0PSIxIiB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciPjwvc3ZnPg==\" style=\"--smush-placeholder-width: 1024px; --smush-placeholder-aspect-ratio: 1024\/771;\" \/><figcaption class=\"wp-element-caption\">Photo of a completed page 1 of a Course Organizer<\/figcaption><\/figure>\n\n\n\n<figure class=\"wp-block-image size-large\"><img decoding=\"async\" width=\"1024\" height=\"771\" data-id=\"481\" data-src=\"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-content\/uploads\/sites\/1067\/2026\/04\/Croasdaile-4-26-Course-Organizer-2-1024x771.jpg\" alt=\"Photo of a completed page 2 of a Course Organizer\" class=\"wp-image-481 lazyload\" data-srcset=\"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-content\/uploads\/sites\/1067\/2026\/04\/Croasdaile-4-26-Course-Organizer-2-1024x771.jpg 1024w, https:\/\/blogs.vcu.edu\/ttacinfo\/wp-content\/uploads\/sites\/1067\/2026\/04\/Croasdaile-4-26-Course-Organizer-2-300x226.jpg 300w, https:\/\/blogs.vcu.edu\/ttacinfo\/wp-content\/uploads\/sites\/1067\/2026\/04\/Croasdaile-4-26-Course-Organizer-2-768x578.jpg 768w, https:\/\/blogs.vcu.edu\/ttacinfo\/wp-content\/uploads\/sites\/1067\/2026\/04\/Croasdaile-4-26-Course-Organizer-2-1536x1157.jpg 1536w, https:\/\/blogs.vcu.edu\/ttacinfo\/wp-content\/uploads\/sites\/1067\/2026\/04\/Croasdaile-4-26-Course-Organizer-2-2048x1542.jpg 2048w\" data-sizes=\"(max-width: 1024px) 100vw, 1024px\" src=\"data:image\/svg+xml;base64,PHN2ZyB3aWR0aD0iMSIgaGVpZ2h0PSIxIiB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciPjwvc3ZnPg==\" style=\"--smush-placeholder-width: 1024px; --smush-placeholder-aspect-ratio: 1024\/771;\" \/><figcaption class=\"wp-element-caption\">Photo of a completed page 2 of a Course Organizer<\/figcaption><\/figure>\n<\/figure>\n\n\n\n<p class=\"wp-block-paragraph\">Resources<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Link to <a href=\"https:\/\/tinyurl.com\/LevelingUp2026\">Attend a professional learning session for teachers at the Central Virginia SIM Network\u2019s annual 2026 Leveling Up conference.<\/a><\/li>\n\n\n\n<li>Link to <a href=\"https:\/\/tinyurl.com\/CentralVASim2026\">Attend a professional learning session for coaches, lead teachers, and administrators hosted by the Central Virginia SIM Network in June 2026.<\/a><\/li>\n\n\n\n<li>Link to <a href=\"https:\/\/sim.ku.edu\/course-organizer-routine\">Learn more about Course Organizers Here. \u00a0<\/a><\/li>\n\n\n\n<li>Read these recent articles from the VDOE\u2019s T\/TAC at VCU:\n<ul class=\"wp-block-list\">\n<li>Link to <a href=\"https:\/\/blogs.vcu.edu\/ttacinfo\/2026\/03\/03\/turning-information-into-understanding-with-graphic-organizers\/\">Turning information into understanding with graphic organizers<\/a><\/li>\n\n\n\n<li>Link to <a href=\"https:\/\/blogs.vcu.edu\/ttacinfo\/2024\/11\/07\/providing-scaffolded-supports-to-increase-student-success\/\">Providing scaffolded supports to increase student success<\/a><\/li>\n\n\n\n<li>Link to <a href=\"https:\/\/blogs.vcu.edu\/ttacinfo\/2026\/02\/04\/develop-a-schoolwide-learning-strategy-toolkit\/\">Develop a schoolwide learning strategy toolkit<\/a><\/li>\n\n\n\n<li>Link to <a href=\"https:\/\/blogs.vcu.edu\/ttacinfo\/2023\/10\/01\/teach-organizational-routines-in-middle-and-high-school\/\">Teach organizational routines in middle and high school<\/a><\/li>\n<\/ul>\n<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\">References<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Aceves, T. &amp; Kennedy, M. (2024). <em>High-leverage practices for students with disabilities, 2nd ed.<\/em> Council for Exceptional Children and CEEDAR Center.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Deshler, D., &amp; Lenz, K. (2004). <em>Teaching content to all: Evidence-based inclusive practices in middle and secondary schools.<\/em> Pearson.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Hattie, J. (2023). <em>Visible learning: The sequel<\/em>. Routledge.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Lenz, K., Schumaker, J., Deshler, D., &amp; Bulgren, J. (1998). <em>The course organizer routine.<\/em> University of Kansas Center for Research on Learning.&nbsp;Virginia Department of Education. (2026, March 25). <em>Preparing systemic and ongoing professional development using high quality instructional materials.<\/em> [Webinar].<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">For more information, contact Susanne Croasdaile (<a href=\"mailto:sscroasdaile@vcu.edu\">sscroasdaile@vcu.edu<\/a>), Program Specialist, T\/TAC at VCU.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>As you plan how middle and high school teachers can unpack curricula in the coming year, consider the Strategic Instruction Model (SIM) Course Organizer Routine (Lenz, Schumaker, Deshler, Bulgren, 1998). This evidence-based practice helps new and veteran teachers work efficiently as a team to unpack a curriculum in just a couple of hours\u2013a task that [&hellip;]<\/p>\n","protected":false},"author":1847,"featured_media":482,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[7,6,5],"tags":[],"class_list":["post-479","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-inclusive-practices","category-math","category-reading"],"_links":{"self":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/479","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/users\/1847"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/comments?post=479"}],"version-history":[{"count":1,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/479\/revisions"}],"predecessor-version":[{"id":489,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/479\/revisions\/489"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media\/482"}],"wp:attachment":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media?parent=479"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/categories?post=479"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/tags?post=479"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":484,"date":"2026-05-04T17:15:51","date_gmt":"2026-05-04T17:15:51","guid":{"rendered":"https:\/\/blogs.vcu.edu\/ttacinfo\/?p=484"},"modified":"2026-07-31T17:45:01","modified_gmt":"2026-07-31T17:45:01","slug":"beyond-the-screen-restoring-focus-connection-and-deep-learning-in-todays-classrooms","status":"publish","type":"post","link":"https:\/\/blogs.vcu.edu\/ttacinfo\/2026\/05\/04\/beyond-the-screen-restoring-focus-connection-and-deep-learning-in-todays-classrooms\/","title":{"rendered":"Beyond the screen: Restoring focus, connection, and deep learning in today\u2019s classrooms"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">Have you noticed students who increasingly struggle to stay focused on tasks, find face\u2011to\u2011face interactions challenging, experience difficulty retaining new learning, and exhibit reduced stamina for sustained thinking? A growing body of evidence supports that the rise in the use of digital tools is reshaping students\u2019 cognitive development, attention, and social skills. Research indicates that unbalanced technology use is impacting learning and well\u2011being in schools (Degen, 2025). The 2022 Programme for International Student Assessment (PISA) revealed steep global drops in reading, math, and science scores (Degen, 2025). These declines occurred during the same period when daily screen time increased sharply, smartphone access became nearly universal, and digital tools replaced many paper\u2011based learning routines. Students who used digital devices for learning frequently performed significantly worse than peers who used them in moderation (Degen, 2025). Evidence emphasized the connection between academic decline and excessive technology use (Degen, 2025). Additionally, several studies in cognitive science and educational psychology documented that heavy digital use is associated with reduced sustained attention and declines in social skills (Carrier et al., 2015; Twenge, 2019; Odunowo, 2025; Degen, 2025). These researchers noted increases in distractibility, diminished working memory, and fewer opportunities for students to practice empathy, collaboration, and conflict resolution in real time (Carrier et al., 2015; Twenge, 2019; Odunowo, 2025; Degen, 2025).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">While these findings are significant, they highlight a powerful opportunity: educators can intentionally shape learning environments to rebalance digital use with instructional practices that support healthy cognitive development and social connection. A next step to address the negative impact of overuse of digital tools is to identify practical Tier 1 strategies that help students regulate attention, engage more deeply with learning, and practice the social skills that flourish in low\u2011tech, relationship\u2011centered environments. Below are several evidence\u2011based strategies that, when incorporated into classroom routines, can support students\u2019 development of attention, cognition, and social skills.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Short Daily Print-Based Reading Routines<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Incorporate 10-15 minutes of print reading to support stronger comprehension, attention, and memory by reducing cognitive load and distraction (Clinton, 2019).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Return to Handwritten Notes<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Handwritten notes deepen processing while improving encoding and long-term retention (Clinton, 2019).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Establish Single-Task Norms<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Digital multitasking can harm attention, working memory, and task persistence. When students focus on a single task, it reduces cognitive switching costs and strengthens executive control (Rosen, 2018).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Incorporate Retrieval Practices<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Exit tickets, quick quizzes, whiteboard checks, or Think\u2011Pair\u2011Share strengthen neural pathways that support memory retention and transfer (Agarwal &amp; Bain, 2019).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Embed Movement<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Two to three minute movement breaks (e.g., walk-and-talk or gallery walk routines) improve attention, working memory, and on-task behavior by increasing blood flow and supporting executive functioning (Daly-Smith et al, 2018).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Use Structured Discussion<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Partner talk, Socratic seminars, and collaborative problem-solving support language development, reasoning, empathy, turn-taking, active listening, collaboration, and perspective-taking. They activate the neural networks tied to reasoning and emotional regulation through social interaction (Teachers Institute, 2026).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Teach Metacognitive Routines<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Brief reflection prompts, goal-setting, and self-monitoring checklists improve planning, monitoring and self-regulation to improve attention, problem solving, and academic resilience (Fahrni et al., 2021).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Facilitate Cooperative Learning Structures<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Jigsaw, Think\u2011Pair\u2011Share, team problem\u2011solving, and role\u2011based group tasks increase belonging, build collaboration skills and strengthen social-cognitive skills (Kyndt et al., 2018).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Embed Daily SEL Practices<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Two to three minute emotional check-ins, naming emotions, identifying triggers, co-regulation, and brief empathy prompts improve self-awareness, emotional regulation, and interpersonal skills (Chiaro, 2026).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Conduct Community Circles<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Weekly structured community circles with structured prompts improve peer connection, communication and trust. They enhance belonging and reduce social isolation (Acosta et al.,&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">2019).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Teach Perspective Taking<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Role\u2011play, scenario analysis, and literature\u2011based discussions about character motivations and emotional inference strengthen social cognition and reduce interpersonal conflict (Okonofua et al., 2016).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Implement Digital Boundary Lessons<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Direct instruction on healthy technology habits, online communication, and self-regulation in digital spaces improves online behavior and reduces social stress (J\u00e6ger, 2021).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Technology offers powerful tools for creativity, access, and connection; however, when used without balance, technology is increasingly shown to have detrimental impacts on students\u2019 attention, cognition, and social development. Schools have the opportunity to prevent these unwanted effects by proactively adopting a more intentional, balanced approach to technology during instruction. By embedding research-supported, low-tech learning routines, educators can create learning environments that improve focus, deepen thinking, and rebuild face-to-face social skills students need to thrive.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">References<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Link to <a href=\"https:\/\/doi.org\/10.1007\/s10964-019-01013-2\">Acosta, J., Chinman, M., Ebener, P., Malone, P. S., Phillips, A., &amp; Wilks, A. (2019). Evaluation of a whole-school change intervention: Findings from a two-year cluster-randomized trial of the restorative practices intervention. <em>Journal of Youth and Adolescence<\/em>, <em>48<\/em>(5), 876\u2013890.<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Agarwal, P. K. &amp; Bain, P. M. (2019). <em>Powerful teaching: Unleash the science of learning<\/em>. Jossey\u2011Bass.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Link to <a href=\"https:\/\/doi.org\/10.1016\/j.chb.2015.05.026\">Carrier, L. M., Spradlin, A., Bunce, J. P., &amp; Rosen, L. D. (2015). Virtual empathy: Positive and negative impacts of going online upon empathy in young adults. <em>Computers in Human Behavior<\/em>, <em>52<\/em>, 39\u201348.<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Link to  <a href=\"https:\/\/www.teachhub.com\/teaching-strategies\/2021\/07\/sel-practices-to-use-every-day\/\">Chiaro, C. (2026, January 30). SEL practices to use every day. TeachHUB.<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Link to  <a href=\"https:\/\/doi.org\/10.1111\/1467-9817.12269\">Clinton, V. (2019). Reading from paper compared to screens: A systematic review and meta\u2010analysis. <em>Journal of Research in Reading<\/em>, <em>42<\/em>(2), 288\u2013325.<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Link to <a href=\"https:\/\/teachers.institute\/operational-dimensions-education\/critical-thinking-collaboration-discussion-method\/\">Cultivating critical thinking and collaboration through Discussion Method. Teachers Institute. (2026, March 30).<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Link to <a href=\"https:\/\/doi.org\/10.1136\/bmjsem-2018-000341\">Daly-Smith AJ, Zwolinsky S, McKenna J, Tomporowski PD, Defeyter MA, Manley A. Systematic review of acute physically active learning and classroom movement breaks on children\u2019s physical activity, cognition, academic performance and classroom behaviour: understanding critical design features. BMJ Open Sport &amp; Exercise Medicine. 2018;4:e000341.<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Link to <a href=\"https:\/\/aircconline.com\/ijite\/V14N4\/14425ijite01.pdf\">Degen, R. J. (2025). The cognitive decline of generation Z: technological dependence, digital exposure, and the historic collapse of PISA performance. <em>International Journal on Integrating Technology in Education (IJITE), 14<\/em>(4)<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Link to <a href=\"https:\/\/doi.org\/10.1016\/j.tate.2025.105150\">Fahrni, D., Iten, G., Prasse, D., &amp; Hascher, T. (2025). Teachers\u2019 practices in the use of digital technology to promote students\u2019 self-regulated learning and metacognition: A systematic review. <em>Teaching and Teacher Education<\/em>, <em>165<\/em>, 1-13.<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Link to  <a href=\"https:\/\/doi.org\/10.3224\/dms.v14i1.09\">J\u00e6ger, B. (2021). Digital Citizenship \u2013 a review of the academic literature. <em>Der Moderne Staat \u2013 Zeitschrift F\u00fcr Public Policy, Recht Und Management<\/em>, <em>14<\/em>(1\u20132021), 24\u201342.<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Link to  <a href=\"https:\/\/doi.org\/10.1016\/j.edurev.2013.02.002\">Kyndt, E., Raes, E., Lismont, B., Timmers, F., Cascallar, E., &amp; Dochy, F. (2013). A meta-analysis of the effects of face-to-face cooperative learning. Do recent studies falsify or verify earlier findings? <em>Educational Research Review<\/em>, <em>10<\/em>, 133\u2013149.<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Link to  <a href=\"https:\/\/doi.org\/10.37547\/tajas\/volume07issue10-07\">Odunowo, O. (2025). Digital overexposure and emotional development: The psychological effects of growing up online. The American <em>Journal of Applied Sciences<\/em>, <em>07<\/em>(10), 67\u201377.<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Link to <a href=\"https:\/\/pubmed.ncbi.nlm.nih.gov\/27114516\/\">Okonofua, J. A., Paunesku, D., &amp; Walton, G. M. (2016). Brief intervention to encourage empathic discipline cuts suspension rates in half among adolescents. <em>Proceedings of the National Academy of Sciences<\/em>, <em>113<\/em>(19), 5221\u20135226. <\/a><br><a href=\"https:\/\/journals.sagepub.com\/doi\/10.1177\/0963721419838244\">Twenge, J. M. (2019). More Time on Technology, Less Happiness? Associations Between Digital-Media Use and Psychological Well-Being. <em>Current Directions in Psychological Science<\/em>, <em>28<\/em>(4), 372-379.<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">For more information, contact Whitney Jones (<a href=\"mailto:wlshotwell@vcu.edu\">wlshotwell@vcu.edu<\/a>), Program Specialist, T\/TAC at VCU.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Have you noticed students who increasingly struggle to stay focused on tasks, find face\u2011to\u2011face interactions challenging, experience difficulty retaining new learning, and exhibit reduced stamina for sustained thinking? A growing body of evidence supports that the rise in the use of digital tools is reshaping students\u2019 cognitive development, attention, and social skills. Research indicates that [&hellip;]<\/p>\n","protected":false},"author":1847,"featured_media":480,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[9,7],"tags":[],"class_list":["post-484","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-behavior","category-inclusive-practices"],"_links":{"self":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/484","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/users\/1847"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/comments?post=484"}],"version-history":[{"count":1,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/484\/revisions"}],"predecessor-version":[{"id":490,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/484\/revisions\/490"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media\/480"}],"wp:attachment":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media?parent=484"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/categories?post=484"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/tags?post=484"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":434,"date":"2026-04-06T16:33:00","date_gmt":"2026-04-06T16:33:00","guid":{"rendered":"https:\/\/blogs.vcu.edu\/ttacinfo\/?p=434"},"modified":"2026-07-31T18:06:50","modified_gmt":"2026-07-31T18:06:50","slug":"strategies-for-unlocking-big-words-for-older-struggling-readers","status":"publish","type":"post","link":"https:\/\/blogs.vcu.edu\/ttacinfo\/2026\/04\/06\/strategies-for-unlocking-big-words-for-older-struggling-readers\/","title":{"rendered":"Strategies for unlocking big words for older struggling readers"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">Proficient readers can simultaneously decode words in a text while integrating information from those words for comprehension. Students who struggle with decoding in the early elementary years often have difficulty accessing meaning due to limited word recognition skills. As students advance beyond second grade, word-reading instruction decreases while the complexity and volume of texts increase. This raises an important instructional question: How can we help older learners with reading difficulties overcome the challenges they face with multisyllabic words in texts through teaching? This article summarizes five research-based instructional practices that support multisyllabic word reading beyond rule-based, syllable instruction. The full feature article is available at this link: <a href=\"https:\/\/meadowscenter.org\/wp-content\/uploads\/2022\/04\/10534512166767971.pdf\">Instructional Practices to Promote Multisyllabic Word Reading Fluency<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Affix Learning<\/strong>&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Students are explicitly taught several affixes each day using an explicit, systematic instructional sequence, including saying, reading, writing, and defining the targeted prefix or suffix. \u00a0Resources such as Keys to Literacy provide lists of high-frequency affixes (e.g., Link to <a href=\"https:\/\/keystoliteracy.com\/wp-content\/uploads\/2017\/03\/CommonPrefix.pdf\">20 Most Common Prefixes Found in Frequently Used Prefixed Words<\/a>, and <a href=\"https:\/\/keystoliteracy.com\/wp-content\/uploads\/2017\/03\/Common-and-Useful-Suffixes.pdf\">Common, Useful Suffixes | Keys to Literacy<\/a>).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Peel Off Reading<\/strong>&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The teacher guides students to underline prefixes and\/or suffixes in a list of words. These affixes are read in isolation. Next, the teacher and students read whole words together, followed by a timed reading of this list of words. This teaching strategy aims to develop accurate and fluent word-reading skills without delving into word meaning.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Word Building Game<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Students practice combining word parts to form real and pseudo-words. Teachers preselect base words and engage students in structured activities that promote flexible manipulation of prefixes and suffixes. These games can be differentiated by including only prefixes or only suffixes.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Word Reading Fluency<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Teachers provide targeted word lists that include affixes, while leading students in group reading and timed reading routines. This activity should be well-structured and demonstrate accurate pronunciation of multi-syllable words.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Connected Text Reading<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Instruction progresses from word-level practice to reading multisyllabic words within connected text. Teachers provide scaffolded support through structured activities such as maze tasks, cloze sentences, and sentence reading. Table 2 describes sample sentence-reading tasks that can help students practice.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">The research-based reading strategies in this article provide teachers with instructional practices that promote multisyllabic word recognition and fluency for older students. They can be integrated into intervention programs by choosing any combination of these practices during small-group instruction for students with learning disabilities. These practices can be integrated into intervention programs and Tier 1, Tier 2, or Tier 3 instruction to support older students as they encounter increasingly complex texts.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Reference<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Link to <a href=\"https:\/\/doi.org\/10.1177\/1053451216676797\" data-type=\"link\" data-id=\"https:\/\/doi.org\/10.1177\/1053451216676797\">Toste, J. R., Williams, K. J., &amp; Capin, P. (2016). Reading big words: Instructional practices to promote multisyllabic word reading fluency. <em>Intervention in School and Clinic<\/em>, <em>52<\/em>(5), 270\u2013278.<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">For more information, contact Diane Lewis (<a href=\"mailto:dplewis@vcu.edu\">dplewis@vcu.edu<\/a>), Program Specialist, T\/TAC at VCU.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Proficient readers can simultaneously decode words in a text while integrating information from those words for comprehension. Students who struggle with decoding in the early elementary years often have difficulty accessing meaning due to limited word recognition skills. As students advance beyond second grade, word-reading instruction decreases while the complexity and volume of texts increase. [&hellip;]<\/p>\n","protected":false},"author":1847,"featured_media":436,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[7,5],"tags":[],"class_list":["post-434","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-inclusive-practices","category-reading"],"_links":{"self":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/434","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/users\/1847"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/comments?post=434"}],"version-history":[{"count":1,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/434\/revisions"}],"predecessor-version":[{"id":492,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/434\/revisions\/492"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media\/436"}],"wp:attachment":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media?parent=434"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/categories?post=434"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/tags?post=434"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":433,"date":"2026-04-06T16:32:06","date_gmt":"2026-04-06T16:32:06","guid":{"rendered":"https:\/\/blogs.vcu.edu\/ttacinfo\/?p=433"},"modified":"2026-07-31T18:07:43","modified_gmt":"2026-07-31T18:07:43","slug":"the-power-of-play-building-connections-across-early-childhood-settings","status":"publish","type":"post","link":"https:\/\/blogs.vcu.edu\/ttacinfo\/2026\/04\/06\/the-power-of-play-building-connections-across-early-childhood-settings\/","title":{"rendered":"The power of play: Building connections across early childhood settings"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">During the formative early childhood years, the classroom serves not only to teach letters and numbers but also functions as an important environment for developing essential life skills, especially social-emotional growth. One of the most effective mechanisms for fostering this growth, widely recognized in early childhood research and practice, is play. Play is not just a break from learning; it is how young children learn, explore the world, and build the critical abilities they need to navigate social interactions and manage their own emotions. This is especially true and impactful in inclusive early childhood settings that welcome and support students with differing abilities.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Play is a naturally motivating activity that allows children to explore and deepen their understanding of the world around them. In this energetic environment, they nurture important social and emotional skills. When children engage in play, they learn to share, negotiate rules, and work cooperatively toward shared objectives, laying the foundation for relationships (NAEYC, 2022). Additionally, play serves as a safe space for emotional regulation, allowing children to identify emotions such as frustration or empathy and practice coping strategies through imaginative play or peer interactions (Bredikyte &amp; Brandisauskiene, 2023). The inherent rules of play, such as waiting for one&#8217;s turn, strengthen executive functions, including impulse control and attention.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">For students with differing abilities, play is an important, non-threatening way to practice skills that may be challenging in more structured, adult-led activities. Because play is naturally adaptable, educators can tailor experiences to a child\u2019s unique developmental stage without highlighting their differences. This intrinsic motivation encourages continuous participation and practice, both of which are essential for mastery. Achieving things in play, such as solving a difficult puzzle or starting a game with a peer, enhances self-esteem and nurtures a sense of competence. Ultimately, play is a key element of social inclusion, offering opportunities for meaningful friendships to form among all children (Arda Tuncdemir, 2025).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">To fully realize these benefits, educators must be purposeful and proactive in their facilitation. A purely &#8220;hands-off&#8221; approach is rarely enough; instead, a framework for supported play is required. This framework begins with environmental design, creating diverse, physically accessible centers that cater to a range of interests. Skillful observation allows teachers to intervene intentionally, perhaps by modeling social scripts or integrating individualized communication supports (NAEYC, 2020). Peer-mediated interventions, in which children are strategically paired to encourage positive interactions, foster an environment of acceptance and shared understanding. By recognizing play as the cornerstone of development, educators can create equitable spaces where every child builds the social-emotional foundations necessary for lifelong well-being.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Ultimately, play is more than a classroom activity; it\u2019s the heart of early development and a vital way to promote true equity in inclusive education. When educators focus on play-based strategies, they bridge developmental gaps and give students of all abilities the chance to build emotional resilience, self-regulation, and genuine social bonds. The key takeaway is that when play is thoughtfully designed and well-supported, the classroom becomes a warm, welcoming space where diversity is celebrated, and every child gains the social-emotional skills needed for a bright, successful future.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Resources<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Link to  <a href=\"https:\/\/ectacenter.org\/decrp\/\" data-type=\"link\" data-id=\"https:\/\/ectacenter.org\/decrp\/\">Division for Early Childhood. (2023). <em>Practice improvement tools<\/em>. Early Childhood Technical Assistance Center.<\/a> <a href=\"https:\/\/ectacenter.org\/decrp\/\">https:\/\/ectacenter.org\/decrp\/<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Grisham-Brown, J., Hemmeter, M. L., &amp; Pretti-Frontczak, K. (2017). <em>Blended practices for teaching young children in inclusive settings<\/em> (Second edition.). Brookes Publishing.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Sandall, S., &amp; Schwartz, I. (2024). <em>Building blocks for teaching preschoolers with special needs<\/em> (4th ed.). Paul H. Brookes Publishing (available through <a href=\"https:\/\/opac.libraryworld.com\/opac\/home.php\">link to T\/TAC at VCU\u2019s library<\/a>)<br>Webinar:\u00a0 Link to <a href=\"https:\/\/dey.org\/videos\/webinars\/\">Not Just Cute: How Powerful Play Drives Development in Early Childhood, with author Amanda Morgan<\/a><\/p>\n\n\n\n<h3 class=\"wp-block-heading\">References<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Link to <a href=\"https:\/\/doi.org\/10.1080\/02568543.2025.2567504\" data-type=\"link\" data-id=\"https:\/\/doi.org\/10.1080\/02568543.2025.2567504\">Arda Tuncdemir, T. B. (2025). Integrating social-emotional learning through lay: Perspective from early childhood educators. <em>Journal of Research in Childhood Education<\/em>, 1\u201319.<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Link to <a href=\"https:\/\/doi.org\/10.3389\/fpsyg.2023.1186512\" data-type=\"link\" data-id=\"https:\/\/doi.org\/10.3389\/fpsyg.2023.1186512\">Bredikyte, M., &amp; Brandisauskiene, A. (2023). Pretend play as the space for development of self-regulation: Cultural-historical perspective. <em>Frontiers in Psychology<\/em>, <em>14<\/em>, 1-11.<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Link to <a href=\"https:\/\/www.naeyc.org\/resources\/position-statements\/equity\" data-type=\"link\" data-id=\"https:\/\/www.naeyc.org\/resources\/position-statements\/equity\">National Association for the Education of Young Children (NAEYC). (2020). <em>Advancing equity in<\/em> <em>early childhood education: A position statement<\/em>. National Association for the Education of Young Children.<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><a href=\"https:\/\/www.naeyc.org\/resources\/position-statements\/dap\/contents\" data-type=\"link\" data-id=\"https:\/\/www.naeyc.org\/resources\/position-statements\/dap\/contents\">Link to National Association for the Education of Young Children (NAEYC). (2022).<em> Developmentally<\/em> <em>appropriate practice in early childhood programs serving children from birth through age 8 (4thed.)<\/em>. National Association for the Education of Young Children<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">For more information, contact Adrienne Quarles-Smith (<a href=\"mailto:quarlessmiad@vcu.edu\">quarlessmiad@vcu.edu<\/a>), Program Specialist, T\/TAC at VCU.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>During the formative early childhood years, the classroom serves not only to teach letters and numbers but also functions as an important environment for developing essential life skills, especially social-emotional growth. One of the most effective mechanisms for fostering this growth, widely recognized in early childhood research and practice, is play. Play is not just [&hellip;]<\/p>\n","protected":false},"author":1847,"featured_media":435,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[4],"tags":[],"class_list":["post-433","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-early-childhood-special-education"],"_links":{"self":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/433","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/users\/1847"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/comments?post=433"}],"version-history":[{"count":1,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/433\/revisions"}],"predecessor-version":[{"id":493,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/433\/revisions\/493"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media\/435"}],"wp:attachment":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media?parent=433"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/categories?post=433"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/tags?post=433"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":418,"date":"2026-03-03T20:31:27","date_gmt":"2026-03-03T20:31:27","guid":{"rendered":"https:\/\/blogs.vcu.edu\/ttacinfo\/?p=418"},"modified":"2026-07-31T18:08:27","modified_gmt":"2026-07-31T18:08:27","slug":"working-together-how-explicit-instruction-can-fit-within-a-universal-design-for-learning-framework","status":"publish","type":"post","link":"https:\/\/blogs.vcu.edu\/ttacinfo\/2026\/03\/03\/working-together-how-explicit-instruction-can-fit-within-a-universal-design-for-learning-framework\/","title":{"rendered":"Working together:\u00a0How explicit instruction can fit within a Universal Design for Learning framework"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\"><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Many instructional practices are recommended to support students with disabilities (SWDs), but they are often taught in isolation. In their article \u201cApproaching Explicit Instruction Within a Universal Design for Learning Framework,\u201d Foxworth et al. (2022) share how explicit instruction and universal design for learning (UDL) can work together. UDL is a framework that accounts for learner variability by providing multiple means of student engagement, representations of content\/skills, and ways to demonstrate knowledge (Foxworth et al., 2022). Explicit instruction is a method of teaching where lessons focus on \u201cscaffolded structure, with heavy teacher modeling and support to start and purposeful fading as students demonstrate proficiency\u201d (Foxworth et al., 2022, p. 269). A typical explicit instruction lesson (i.e., introduction, body, closing) can be strengthened by applying a UDL framework.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">An explicit instruction lesson introduction includes gaining attention, stating the goal, verifying prerequisite skills, and establishing relevance (Foxworth et al., 2022). When gaining attention, a UDL approach to the lesson might involve visual timers and auditory cues (Foxworth et al., 2022). Stating the goal through a UDL framework could look like providing a visual and the option to translate the goal into a student\u2019s native language. Checking prerequisite skills may look like giving students the option to respond chorally and\/or through writing. Establishing relevance might entail encouraging students to generate their own ideas or personal connections with the new knowledge\/skill they are about to learn (Foxworth et al., 2022).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">As the lesson moves from the introduction to the body (i.e., the new skill), it involves modeling, prompting, and checking understanding (Foxworth et al., 2022). When modeling, a UDL approach may look like providing options to enlarge visuals, examples and non-examples, text-to-speech, and translation options and supplying visual and written definitions (Foxworth et al., 2022). When prompting students, teachers may provide paper or computer-based checklists for self-regulation and accessibility features for students who need them. To check understanding, students could be provided the choice to free type, use drag and drop responses, or demonstrate understanding verbally (Foxworth et al., 2022).&nbsp;<br><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">After the introduction and body of the lesson, the closing of an explicit instruction lesson is generally divided into a review of what was learned, a preview of what is to come, and independent work (Foxworth et al., 2022). Through a UDL lens, the review may look like reiterating the key ideas through multiple modalities (e.g., audio or visuals). Previewing the next lesson\u2019s content could be providing a variety of accessibility features, similar to modeling or prompting. Lastly, when students engage in independent work, the application of UDL could include providing a choice in how to demonstrate mastery (e.g., drawing, writing, taking photos, or recording answers; Foxworth et al., 2022).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Now that we have learned how explicit instruction and a Universal Design for Learning framework can work together, visit the link to <a href=\"https:\/\/opac.libraryworld.com\/opac\/home.php\">VCU T\/TAC library online<\/a> to see the variety of resources available for checkout. For further exploration, check out the following links:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Resources<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Link to <a href=\"http:\/\/udlguidelines.cast.org\">CAST UDL Guidelines<\/a>\u00a0<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Link to <a href=\"https:\/\/highleveragepractices.org\/2017-first-edition-materials\/hlp-16-use-explicit-instruction\">High Leverage Practice 16 Explicit Instruction<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Reference:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u00a0Link to <a href=\"https:\/\/doi.org\/10.1177\/00400599211010190\" data-type=\"link\" data-id=\"https:\/\/doi.org\/10.1177\/00400599211010190\">Foxworth, L., Hashey, A., Dexter, C., Rasnitsyn, S., &amp; Beck, R. (2022).\u00a0 Approaching explicit instruction within a universal design for learning framework. <em>Teaching Exceptional Children<\/em>, <em>54<\/em>(4), 268-275.<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">For more information, contact Crystal Bell (<a href=\"mailto:bellcr@vcu.edu\">bellcr@vcu.edu<\/a>), Program Specialist, T\/TAC at VCU.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Many instructional practices are recommended to support students with disabilities (SWDs), but they are often taught in isolation. In their article \u201cApproaching Explicit Instruction Within a Universal Design for Learning Framework,\u201d Foxworth et al. (2022) share how explicit instruction and universal design for learning (UDL) can work together. UDL is a framework that accounts for [&hellip;]<\/p>\n","protected":false},"author":1847,"featured_media":432,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[7,6,5],"tags":[],"class_list":["post-418","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-inclusive-practices","category-math","category-reading"],"_links":{"self":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/418","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/users\/1847"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/comments?post=418"}],"version-history":[{"count":1,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/418\/revisions"}],"predecessor-version":[{"id":494,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/418\/revisions\/494"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media\/432"}],"wp:attachment":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media?parent=418"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/categories?post=418"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/tags?post=418"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":421,"date":"2026-03-03T20:31:08","date_gmt":"2026-03-03T20:31:08","guid":{"rendered":"https:\/\/blogs.vcu.edu\/ttacinfo\/?p=421"},"modified":"2026-07-31T18:37:49","modified_gmt":"2026-07-31T18:37:49","slug":"turning-information-into-understanding-with-graphic-organizers","status":"publish","type":"post","link":"https:\/\/blogs.vcu.edu\/ttacinfo\/2026\/03\/03\/turning-information-into-understanding-with-graphic-organizers\/","title":{"rendered":"Turning information into understanding with graphic organizers"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">In today\u2019s classrooms, students are expected to read, listen, and process new information as they work toward identified learning targets. You\u2019ve probably seen students, especially those with disabilities, struggle to understand, remember, and apply new information presented during instruction. Skills such as connecting new information to prior knowledge and identifying main ideas and supporting details can be challenging (Dexter &amp; Hughes, 2011). One tool to support students in organizing and processing new information is a graphic organizer.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>What are graphic organizers?<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">A graphic organizer is a visual and spatial display that shows students how information is organized and related (Dexter et al., 2011; Marlett, n.d.; Tennessee Technical Assistance Network, n.d.). With a graphic organizer, students typically add text to shapes and\/or lines on a document. Yet, without instruction, they may not understand how the visual representations connect to what they are learning. As Dexter &amp; Hughes (2011) explain, \u201cgraphic organizers make relationships between related facts and concepts more apparent,\u201d which facilitates understanding and retention of information (p. 52).<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Why should I implement graphic organizers?<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Graphic organizers support students\u2019 learning in three ways:&nbsp;<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li>They strengthen memory and recall. Students with disabilities may struggle to remember and recall key facts and concepts. A graphic organizer provides a structure to create visual representations of abstract concepts and assists students in connecting new information to their prior knowledge (Marlett, n.d.). These representations support long-term retention of content.&nbsp;<\/li>\n\n\n\n<li>They improve comprehension. For example, when intermediate and high school students with learning disabilities used graphic organizers, their factual comprehension, vocabulary knowledge, higher-order thinking, and retention of social studies and science content improved (Dexter &amp; Hughes, 2011; Hunsberger, 2013 ; Urton et al., 2025). Increased content retention can positively affect information recall and improve academic performance.&nbsp;<\/li>\n\n\n\n<li>They reduce cognitive load. The amount of new information and skills presented during instruction can affect a student\u2019s ability to process, plan, and filter information. Short-term memory and working memory can be overloaded. A graphic organizer can help a student to \u201cchunk\u201d the information so it is more manageable to process and understand (Marlett, n.d.; Urton et al., 2025).<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Which types of graphic organizers can support my students\u2019 learning?<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">A variety of graphic organizers are available to implement in your classroom. Five types of graphic organizers are available to facilitate understanding and retention of new material.&nbsp;<\/p>\n\n\n\n<ul class=\"wp-block-list\">\n<li><a href=\"https:\/\/www.readingrockets.org\/classroom\/classroom-strategies\/concept-maps#:~:text=Teach%20vocabulary%20words%20explicitly%20and,See%20example%20%E2%80%BA\">Cognitive maps<\/a> graphically represent information and make main ideas and relationships explicit. Lines, arrows, and spatial arrangements are used in this type of visual representation (Dexter &amp; Hughes, 2011; Urton et al., 2025).\u00a0\u00a0<\/li>\n\n\n\n<li><a href=\"https:\/\/keystoliteracy.com\/blog\/semantic-mapping-to-grow-vocabulary\/\">Semantic maps<\/a> are similar to cognitive maps, with the addition of coordinate (i.e., main ideas) and subordinate (i.e., details) concepts in the visual. A semantic map illustrates the relationships between the levels of concepts and helps students identify essential information (Dexter &amp; Hughes, 2011; Hunsberger, 2013).&nbsp;<\/li>\n\n\n\n<li>A <a href=\"https:\/\/keystoliteracy.com\/blog\/building-vocabulary-semantic-feature-analysis\/\">semantic feature analysis<\/a> helps students identify relevant information from the text or a lecture. A matrix is placed below the semantic map; it includes coordinate and subordinate concepts from the semantic map (Dexter &amp; Hughes, 2011; Hunsberger, 2013). Students compare the main ideas by using the details listed in the matrix.<\/li>\n\n\n\n<li>Syntactic\/Semantic feature analysis adds cloze sentences to a semantic feature analysis. Using this <a href=\"https:\/\/www.readwritethink.org\/sites\/default\/files\/resources\/lesson_images\/lesson240\/chart.pdf\">semantic feature analysis<\/a>, a teacher could create a syntactic\/semantic feature analysis by adding cloze sentences. Students complete the sentences by using sentence context and\/or vocabulary from the matrix (Dexter &amp; Hughes, 2011).&nbsp;<\/li>\n\n\n\n<li>A visual display graphic organizer spatially presents concepts or facts. The interrelationship of the concepts or facts is visible through the spatial arrangement (Urton et. al, 2025). Examples of visual displays are Venn diagrams, flowcharts, and timelines.<\/li>\n<\/ul>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>How do I teach students to use graphic organizers?<\/strong>First, consider how students will think about the content. Do they need to compare concepts? Do they need to understand the relationships between big ideas? Once you determine how students need to think about the content, select a graphic organizer to facilitate that type of thinking. For example, would a semantic feature analysis graphic organizer assist students in comparing the characteristics of four planets in the solar system? Or, would a Venn diagram serve the purpose? After choosing a graphic organizer, students need to learn how to use it. As Dexter and Hughes (2011) explain, \u201cstudents with learning disabilities need explicit instruction to understand how concepts are related, to recognize differences between main and subordinate ideas, and to put all the pieces together to make a clear picture of the content\u2026(p. 69).\u201d Providing <a href=\"https:\/\/www.readingrockets.org\/topics\/curriculum-and-instruction\/articles\/16-elements-explicit-instruction\">explicit instruction<\/a> supports students with disabilities by modeling, practicing, and providing feedback that helps them reach their learning goals.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Graphic organizers help students organize information and deepen their understanding. When we provide these structured visual aids and explicitly teach how to use them, students engage with content in a more meaningful way. Learning to use graphic organizers supports their long-term success. As you plan an upcoming lesson, consider incorporating a graphic organizer and see how it supports your students.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">References<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Dexter, D. D. &amp; Hughes, C. A. (2011). Graphic organizers and students with learning disabilities: A meta-analysis. <em>Learning Disability Quarterly, 34<\/em>(1), 51-72.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Dexter, D. D., Park, Y. J., &amp; Hughes, C. A. (2011). A meta-analytic review of graphic organizers and science instruction for adolescents with learning disabilities: Implications for intermediate and secondary science classroom. <em>Learning Disabilities Research &amp; Practice, 26<\/em>(4), 204-213.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Link to  <a href=\"https:\/\/teachbeyond.org\/article\/making-connections-through-graphic-organizers\">Hunsberger, B. (2013). <em>Making connections through graphic organizers<\/em>. TeachBeyond.<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Link to <a href=\"https:\/\/learningfocused.com\/blogs\/lesson-planning\/graphic-organizer-instructional-strategy?srsltid=AfmBOop_dWramFLphPoXwoZMyLfT6KFk0hgpbJ6FxwG6z-\">Marlett, D. (n.d.). Facilitating learning with a graphic organizer instructional strategy. <em>Learning-Focused<\/em>. <\/a>\u00a0<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Link to <a href=\"https:\/\/vkc.vumc.org\/assets\/files\/triad\/tips\/Graphic_Organizers_Overview.pdf\">Tennessee Technical Assistance Network. (n.d.). <em>Graphic organizers &#8211; An overview <\/em>[PDF]. Tennessee Technical Assistance Network. \u00a0Urton, K., Moeyaert, M., Nobel, K., Barwasser, A., Boon, R. T., &amp; Grunke, M. (2025). Effects of graphic organizers for students with disabilities: Three-level meta-analysis of single-case studies. <em>Exceptionality, 33<\/em>(1), 17-39.<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">For more information, contact Chris Frawley (<a href=\"mailto:cdfrawley@vcu.edu\">cdfrawley@vcu.edu<\/a>), Program Specialist, T\/TAC at VCU.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>In today\u2019s classrooms, students are expected to read, listen, and process new information as they work toward identified learning targets. You\u2019ve probably seen students, especially those with disabilities, struggle to understand, remember, and apply new information presented during instruction. Skills such as connecting new information to prior knowledge and identifying main ideas and supporting details [&hellip;]<\/p>\n","protected":false},"author":1847,"featured_media":429,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[11,7,6,5],"tags":[],"class_list":["post-421","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-autism","category-inclusive-practices","category-math","category-reading"],"_links":{"self":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/421","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/users\/1847"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/comments?post=421"}],"version-history":[{"count":1,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/421\/revisions"}],"predecessor-version":[{"id":496,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/421\/revisions\/496"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media\/429"}],"wp:attachment":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media?parent=421"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/categories?post=421"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/tags?post=421"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}},{"id":420,"date":"2026-03-03T20:30:50","date_gmt":"2026-03-03T20:30:50","guid":{"rendered":"https:\/\/blogs.vcu.edu\/ttacinfo\/?p=420"},"modified":"2026-07-31T18:46:47","modified_gmt":"2026-07-31T18:46:47","slug":"understanding-math-aids-and-preparing-for-virginias-state-testing","status":"publish","type":"post","link":"https:\/\/blogs.vcu.edu\/ttacinfo\/2026\/03\/03\/understanding-math-aids-and-preparing-for-virginias-state-testing\/","title":{"rendered":"Understanding math aids and preparing for Virginia\u2019s state testing"},"content":{"rendered":"\n<p class=\"wp-block-paragraph\"><strong>What are \u201cmath aids?\u201d<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Math aids, as defined by the Virginia Department of Education (VDOE) (Virginia Department of Education, 2024), are specialized tools that provide students with disabilities equitable access to mathematics instruction and assessments. These accommodations are not designed to improve performance beyond access; rather, they help ensure that students can meaningfully participate in the Virginia Assessment Program (i.e., SOLs) without altering the construct being measured (Virginia Department of Education, 2024). To maintain assessment integrity, all math aids must be documented in a student\u2019s Individualized Education Program (IEP) or 504 Plan and must already be used routinely during instruction (Virginia Department of Education, 2024). Introducing an unfamiliar math aid on test day is not permitted and constitutes a testing irregularity.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">VDOE provides clear guidance on the types of math aids that are and are not allowed. Allowed math aids include tools that support access without providing answers or mathematical processes. For example, arithmetic tools such as arithmetic tables or charts may be used; however, if they serve the same function as a four\u2011function calculator, the IEP team must complete the Calculator Accommodation Criteria Form (Virginia Department of Education, 2024). Some of the other allowable math aids include hundreds charts, number lines, alignment aids, blank fraction circles, blank colored shapes, and real coins and bills (Virginia Department of Education, 2024). A few of the math aids you may use in your classroom, but are not permitted during state testing, include place\u2011value charts, fraction charts, measurement or conversion charts, rounding charts, money equivalency charts, vocabulary charts, problem\u2011solving steps or keywords, and elapsed\u2011time rulers (Virginia Department of Education, 2024). Please review the VDOE\u2019s <em>Explanation of Testing Accommodations for Students with Disabilities<\/em> for more examples of math aids that are and are not allowed during state testing.&nbsp;<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>How can a student access their allowable math aids on test day?<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">All schools should have a process for preparing the allowable math aids for each student prior to the day of testing and you should contact your school or division\u2019s testing coordinator for specific details, but here are a few suggestions:<\/p>\n\n\n\n<ol class=\"wp-block-list\">\n<li>The student\u2019s case manager should collaborate with the student\u2019s math teacher to identify which allowable math aids the student has used this school year and provide a specific list to the testing coordinator.<\/li>\n\n\n\n<li>With the specific math aids identified, the case manager or testing coordinator should collect each math aid and organize them in a manner that will make it easy to disseminate on testing day. For example, put math aids in a plastic bag, plastic tub, or basket.<\/li>\n\n\n\n<li>Put the student\u2019s name on the collection of math aids, so there is no confusion as to who is allowed to use those specific math aids.<\/li>\n\n\n\n<li>Once the testing coordinator has identified the proctor for test day, the testing coordinator or case manager should discuss the use of math aids with the proctor so they understand why they are being provided on test day; this provides time before test day to answer any questions.<\/li>\n<\/ol>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>I have questions. Who should I contact?<\/strong><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Here is the VDOE\u2019s <a href=\"https:\/\/www.doe.virginia.gov\/home\/showpublisheddocument\/20344\/638255404146230000\"><em>Explanation of Testing Accommodations for Students with Disabilities<\/em><\/a><em>. <\/em>In addition, you can reach out to the VDOE\u2019s Office of Student Assessment.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">For more information, contact Leslie Murphy Brown (<a href=\"mailto:lmmurphybrown@vcu.edu\">lmmurphybrown@vcu.edu<\/a>), Program Specialist, T\/TAC at VCU.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Reference<br>Link to <a href=\"https:\/\/www.doe.virginia.gov\/teaching-learning-assessment\/student-assessment\/virginia-sol-assessment-program\/participation-inclusion\">Virginia Department of Education. (2024). <em>Explanation of testing accommodations for students with disabilities: Math aids &#8212; accommodation 19<\/em>. (Under Accommodations Resources)<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><\/p>\n","protected":false},"excerpt":{"rendered":"<p>What are \u201cmath aids?\u201d Math aids, as defined by the Virginia Department of Education (VDOE) (Virginia Department of Education, 2024), are specialized tools that provide students with disabilities equitable access to mathematics instruction and assessments. These accommodations are not designed to improve performance beyond access; rather, they help ensure that students can meaningfully participate in [&hellip;]<\/p>\n","protected":false},"author":1847,"featured_media":430,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[7,6],"tags":[],"class_list":["post-420","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-inclusive-practices","category-math"],"_links":{"self":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/420","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/users\/1847"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/comments?post=420"}],"version-history":[{"count":1,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/420\/revisions"}],"predecessor-version":[{"id":497,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/posts\/420\/revisions\/497"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media\/430"}],"wp:attachment":[{"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/media?parent=420"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/categories?post=420"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.vcu.edu\/ttacinfo\/wp-json\/wp\/v2\/tags?post=420"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}]