Educating the whole child prepares students to be future-ready by addressing their academic, social, emotional, and physical needs. This holistic approach connects different content areas and allows schools to meet the needs of all learners. Evaluating programs is important to ensure all students are supported.

1. Educating the Whole Child

2. 1. How does this content area
prepare students to be future
ready?
2. How does this area connect to
other content areas?
3. What are the implications for
meeting the needs of all learners
as related to this content area?

3. By the time many
students hit middle
school, disengagement
has become a learned
behavior
Keely Potter, Reading Specialist

5. Universal Design

6. Universal Design for
Universal Design for Learning
Learning (UDL) is
(UDL)
A set of principles for curriculum
development that applies to the general
education curriculum to promote learning
environments that meet the needs of all
learners

7. UDL
Principles

8. •

9. Principle I: Multiple Means of
Representation:
The what of learning
• To give diverse learners
options for acquiring
information and knowledge
• Present content in a variety
of formats and modalities

10. UDL requires:
Multiple Means of Representation
Multiple Means of Representation
Examples: Artifacts
Manipulatives Videos
Visual Displays Music
Anticipatory Guides Movement
Graphic Organizers Text Readers

11. Principle II: Multiple Means
of Action and Expression:
Judy Augatti

12. UDL requires:
Multiple Means of Action and Expression
and
Examples:
Thumbs Up/Thumbs Response Hold-Up
Down Cards
Gallery Walks Quick Draws
Numbered Heads
Pair/Share Together
Chalkboard/Whiteboard Line-Ups
Splash

13. Principle III: Multiple Means of
Engagement
Taps into
learners’
interests, offers
appropriate
challenges, and
increases

14. UDL requires:
Multiple Means of Engagement
Examples:
Bounce Cards Concept Charades
Air Writing Response Hold-Up
Cards
Case Studies
Networking Sessions
Role Plays
Simulations

15. With UDL
more students
are:
• Engaged • Achieving
• Learning • Motivated

16. Multiple Means of Representation
for ELLs
Non-verbal Language Support
• Modeling
• Word banks
• Pictures
• Word walls
• Realia/Concrete objects
• Labels
• Gestures
• Graphic organizers
• Manipulatives
• Sentence starters
• Demonstrations
• Sentence frames
• Hands-on
• Picture dictionaries

17. Multiple Means of Expressing
for ELLs
• Role-play
• Illustrations/ Drawings / Visuals
• Gestures
• First language

18. Multiple Means of Engagement
• Student Interaction
– Oral comprehension supports reading and
writing development
– Differentiate Collaborative Activities

19. Learning about Language
• What does it say?
• What does it mean?
• What does it matter?

20. Implications for the Classroom
explicit teaching of language
• Create a language-sensitive
classroom
• Deconstruct/reconstruct complex text
• View other languages as assets

21. Just as there are strategies for
assisting the ELL student, there are
strategies to move the AIG student
even farther…

22. Gifted Education and new NCSCOS
• An opportunity for growth and collaboration with regular
education and within the field of gifted.
• Students may access more rigorous standards
throughout the day, which would impact direct gifted
education services and ensure access to more advanced
education throughout the day.
– A rising tide raises all ships.
• CC/ES standards align with and validate gifted education
best practices, such as concept-based learning,
integration of disciplines, and inquiry-based options.

23. Why Gifted Students Need
Differentiated Learning
For most.…
•Faster pace of learning (2-3 repetitions)
•Precocity for information
•Ability to synthesize information within and
across disciplines (conceptual understanding)
•Intensity of learning in area of interest
•Asynchronous development

24. What do gifted learners
need in order to maximize
their learning?

25. Learning Needs of Gifted: Some, Not All
• Complexity: Abstract-thinking, Variety of
concepts, subjects and strategies
• Depth: Higher levels of thinking, concepts
• Creativity: Open-endedness, choice
• Acceleration: Rapid pacing, Focus on
Growth
• Relevance: Personal interest, Real-world
problems and audiences, Connections

26. What does this mean for my
classroom?
• Enrich, extend and accelerate the
SCOS.
• Differentiate through content,
process and product.

27. Tools and Strategies for
Challenging Gifted Learners
– Concept-Based Teaching
– Tiered Assignments
– Project-Based Learning
– Curriculum Compacting
– Independent Study with Rubrics
– Seminars
Other:
All with appropriate challenge!

28. Non–Negotiables for Gifted Learners
• Gifted Children Vary in Needs and Strengths
• Mindset of Differentiation in Class, School, LEA
• Pre-assessment to understand needs and
strengths; Flexible Grouping
• Social and Emotional Needs Addressed
• Academic and Cognitive Growth Addressed
AIG: ALL DAY, EVERY DAY

29. Serving All is a Process
NCDPI Arts Education 29
Literacy Institute 2004

30. Problems & Problem Solving
• Problem: Difference between expected/desired
outcome and current outcome
• Problem identification: Finding a difference &
determining if it is significant enough to require
action now
• Problem solving: Figuring out how to eliminate
or reduce difference
(Newton et al, 2009)

31. RtI
• NC DPI has identified RtI
as a research-based
school improvement
model and provides
support to district and
school implementation
through professional
development, technical
assistance, and coaching.

32. Problem-Solving, Data,
& Decision-Making
• Decision making is aided by access to data
• Providing instruction on a problem-solving model
(TIPS) will result in problem solving that is
– Thorough
– Logical
– Efficient
– Effective
• Structure of meetings lays foundation for
efficiency and effectiveness
(Newton et al, 2009)

33. Team Initiated
Problem
Solving (TIPS) Identify
Model Problems
(Define & Clarify)
Evaluate & Develop
Revise Hypothesis
Action Plan
Collect
& Use
Data
Develop & Discuss &
Implement Select
(Newton et al,
2009) Action Plan Solutions
Problem Solving
Meeting Foundations

34. The Problem-Solving “Mantra”
• Do we have a problem?
• What is the precise nature of our problem?
• Why does the problem exist, & what can we do
about it?
• What are the actual elements of our plan?
• Is our plan being implemented, and is it working?
• What is the goal?
(Newton et al, 2009)

35. Addressing the whole child prepares future-ready students who
are competitive for work and post-secondary education and
prepared for life in the 21st century.

36. Day 1 Evaluation
• You will receive a link via email before the
day ends. Please complete the survey
before the next day OR during the last
few minutes of this session.