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Introduction to Universal Design for Learning

Now more than ever our students are arriving with varied strengths and needs.  Universal Design for Learning (UDL) is the way to ensure we support ALL of our students. This course is designed to help you start your journey towards understanding what UDL is, why it is important, and how to approach planning with UDL to ensure every student, regardless of variability, can access the content and engage in meaningful learning. The content in this course is organized around 4 sections:

  • Variability and Barriers
  • The Four Components of the UDL Lesson Plan
  • UDL Guidelines 
  • Putting it into Practice

Intended Audiences

 K-12 Educators, Related Service Providers, Paraprofessionals 

Course Type

Self-Paced

Recommended # of PLUs

2 PLUs


BRIDGE-RI Support: Ellen Reinhardt

Reading - Foundational Skills: Introduction

This self-paced course is a prerequisite introduction for a pathway of courses on Reading: Foundational Skills. Through this pathway, participants will develop an understanding of the foundational reading skills in the Common Core State Standards (CCSS), how these standards connect to the Science of Reading, and what instruction of each the following foundational skills should entail: print concepts, phonological awareness, phonics and word recognition, and fluency.  NOTE:  This course does not fulfill the Right to Read professional learning mandate.  

Learning objectives include:

  • Become familiar with reading research (the Science of Reading)

  • Clarify common misconceptions around Foundational Skills within the Common Core State Standards

  • Analyze the Common Core State Standards Foundational Skill progression to illustrate its connection with the Science of Reading in order to move into a deeper exploration of each component (i.e., print concepts, phonological awareness, phonics and word recognition, and fluency) in future pathway courses


Intended Audiences

K - 12 Educators, Related Service Providers, Administrators, Coaches, Paraprofessionals

Course Type

Self-Paced

Recommended # of PLUs

2 PLUs







Reading - Foundational Skills: Print Concepts

This self-paced course is one of the courses in the Reading: Foundational Skills pathway. Through this pathway, participants will develop an understanding of the foundational reading skills in the Common Core State Standards (CCSS), how these standards connect to the Science of Reading, and what instruction of each the following foundational skills should entail: print concepts, phonological awareness, phonics and word recognition, and fluency. This course will dive deeper into Print Concepts.  NOTE:  This course does not fulfill the Right to Read professional learning mandate.  

Learning Objectives:

  • Understanding how Print Concepts relates to a multi-tiered system of supports (MTSS) and the Science of Reading (SoR)
  • Clarify what to teach to address print concepts and how to teach these skills 
  • Clarify how to assess if students have the skills of Print Concepts

Please note that Introduction to Reading: Foundational Skills is a prerequisite for enrolling in this course.


Intended Audiences

K-12 Educators, Related Service Providers, Administrators, Coaches, Paraprofessionals

Course Type

Self-Paced

Recommended # of PLUs

2 PLUs







Reading - Foundational Skills: Phonological Awareness

This self-paced course is one of the courses in the Reading: Foundational Skills pathway. Through this pathway, the goal is to develop an understanding of the foundational reading skills in the Common Core State Standards (CCSS), how these standards connect to the Science of Reading, and what instruction of each the following foundational skills should entail: print concepts, phonological awareness, phonics and word recognition, and fluency.  NOTE:  This course does not fulfill the Right to Read professional learning mandate.  
  

The goal of this course is for any educators, paraprofessionals, or anyone who supports students in reading to understand what phonological awareness is and how to support its development.   When we improve students phonological awareness skills, we improve their reading ability -- and the earlier, the better!

After completing this course, you will:

  • Understand and be able to explain to others what phonological awareness is and why it is a critical foundational skill for all students to master
  • Understand how phonological awareness relates to the Science of Reading and Structured Literacy
  • Continue to build awareness of the progression of foundational skills in the CCSS (including phonological awareness) as Tier 1 instruction for all students in a Multi-Tiered System of Supports
  • Clarify the what and how in teaching phonological awareness
  • Clarify how to assess if students have the skills of phonological awareness mastered to inform instruction
Please note that 
Introduction to Reading: Foundational Skills is a prerequisite for enrolling in this course and Reading Foundational Skills: Print Concepts is a recommended prerequisite as these courses make a pathway.

Intended Audiences

K-12 Educators, Related Service Providers, Administrators, Coaches, Paraprofessionals

Course Type

Self-Paced

Recommended # of PLUs

3 PLUs







Course Contact Support: Nicole Bucka

Math - Core Instruction in the Mathematics Classroom

How can you help all your students succeed in mathematics? Learn about how to integrate the content and practice standards in your instruction to support mathematical rigor and encourage all students to see themselves as math learners.
  • Learn about the key shifts in the mathematics standards to emphasize coherence, focus and rigor in math instruction.
  • Define what is meant by “rigor” in a mathematics classroom.
  • Explore the importance of a growth mindset.
  • Gain an understanding of the content and practice standards and how they interact across grade levels.


Intended Audiences

K-12 General Educators, K-12 Special Educators

Course Type

Self-Paced

Recommended # of PLUs

2 PLUs


BRIDGE-RI Contact: Michele Walden-Doppke

Math - Core Instruction in the Mathematics Classroom: Facilitating Deep Mathematical Understanding (Coming soon!)

What strategies can you use in your classroom to facilitate deep mathematical understanding? Dig deeper into the topics introduced in Core Instruction in the Mathematics Classroom and learn about specific strategies and actions you can take in the classroom to plan instruction for standards alignment and mathematical rigor. 

  • Build on your learning from Course 1 with strategies you can implement in your math classroom to achieve rigor
  • Learn how you can use the domain progressions in planning your mathematics instruction
  • Explore how the standards for mathematical practice translate to teacher and student actions in the classroom and the strategies you can use to implement the standards
  • Practice using the domains and standards to plan mathematics instruction that considers how students progress across grade levels



Intended Audiences

K-12 mathematics teachers; K-12 special educators; K-12 specialists

Course Type

Self-paced

Recommended # of PLUs

3 PLUs


Math - Supporting All Learners In Math: Universal Design, Differentiation, and Scaffolding

How can you better support your students with disabilities in the math classroom? Learn about how you can incorporate instructional supports to design more inclusive instruction that meets the needs of all of your students. 
  • Learn about the instructional supports of Universal Design for Learning, differentiation, scaffolding, and accommodations and/or modifications, 
  • Understand how each of these supports apply in the context of math instruction, and
  • Practice putting it all together in your math classroom. 


Intended Audiences

K-12 General Educators, K-12 Special Educators

Course Type

Self-Paced

Recommended # of PLUs

2 PLUs


Course Contact: Michele Walden-Doppke

Math - Supporting Language Development in Mathematics

Have you ever wondered why some students require more specific instruction than others in the language of mathematics? Or how educators can support student development of vocabulary around mathematical concepts? This course will provide easy to implement practices you can do tomorrow.
Learning Objectives:


Intended Audiences

K-8 General and Special Educators, ESOL Specialists, Math Specialists

Course Type

Self-Paced

Recommended # of PLUs

1 PLU


Course Contact: Michele Walden-Doppke

Writing - Self-Regulated Strategy Development Overview

Are you interested in learning more about an evidence-based way to improve your students' writing? This course on Self-Regulated Strategies Development (SRSD) for writing will introduce participants to this highly effective, evidence-based approach for teaching writing.  A brief overview of the SRSD process will be provided alongside first hand data and reports from local educators explaining both its effectiveness and ease of implementation.  While this is a stand-alone course, it also serves as a prerequisite to the facilitated course, Writing- Teaching Informational Writing with SRSD where educators learn how to implement SRSD.


Intended Audiences

Teachers, Literacy Coaches, Building Administrators

Course Type

Self-paced

Recommended # of PLUs

1 PLU


Course Contact: Ellen Reinhardt

Writing - Teaching Informational Writing

Please note that this course is currently closed for enrollment. Contact Ellen Reinhardt if you are interested in scheduling this course for your team or sign up for our mailing list to be among the first to know when it is available.

Do You Want to Improve Your Students’ Writing?

During this twelve-hour course, you will learn an evidence-based pedagogy for how to teach your students to independently use the writing process whenever they write. This is a curriculum-agnostic approach focused on informational writing. You will learn specifically how to implement the core routines and scaffolds of Self-Regulated Strategy Development (SRSD). A combination of synchronous (live, online) and asynchronous (self-paced) sessions will be used to keep the course moving along and engaging.

Please note that the 1-hour self-paced course Self-Regulated Strategy Development for Writing - Overview is a prerequisite for this course. 

Learning Objectives

  • Implement SRSD through the 8 core routines

  • Describe how each major learning theory is seen in the 8 routines: explicit instruction, scaffolds, gradual release and formative assessment

  • Explain the core theory of gradual release and how it underlies the 8 routines in SRSD

  • Identify your plan for implementing the eight main lessons in this framework

  • Feel confident to implement the lessons


If you are interested in getting SRSD training for your school, please email mtss.bridgeri@gmail.com with your request and someone will help you schedule and plan for this virtual training. 


Intended Audiences

Grade 2-8 Educators, Instructional Coaches,  Building Administrators

Course Type

Facilitated

Recommended # of PLUs

12 PLUs


Facilitator: Ellen Reinhardt