Professional Learning  ›  Equity & Inclusion  ›  Frameworks & Systems
← Equity & Inclusion
professional learningFrameworks & Systems

The structures of inclusive teaching: UDL, MTSS, IEPs and 504s, co-teaching, and transition planning.

0free, ready-to-run workshops
Workshop
Universal Design for Learning
15 / 45 min or half-day · Teachers

Instead of designing a lesson for an imaginary average student and retrofitting supports, UDL designs flexibility in from the start.

Open workshop →Workshop
Accommodations, IEPs & 504s
15 / 45 min or half-day · Teachers

General education teachers are responsible for delivering the supports in students' IEPs and 504 plans, but many feel unsure what the documents mean or what to do.

Open workshop →Workshop
MTSS & RTI
15 / 45 min or half-day · Teachers

Not every student needs the same amount of support, and waiting for a student to fail before helping does not work.

Open workshop →Workshop
Co-Teaching & Inclusion
15 / 45 min or half-day · Teachers

Putting two teachers in a room does not make it co-teaching.

Open workshop →Workshop
Working With Paraprofessionals
15 / 45 min or half-day · Teachers

A paraprofessional can be one of the most valuable supports in an inclusive classroom, or an underused extra adult, depending on how the teacher directs and collaborates with them.

Open workshop →Workshop
Inclusive & Accessible Assessment
15 / 45 min or half-day · Teachers

An assessment that unintentionally tests reading speed, language, or test-taking more than the content measures the wrong thing for many students.

Open workshop →Workshop
Transition Planning
15 / 45 min or half-day · Teachers

For students with disabilities, the move from school to adult life, work, further education, independent living, does not happen automatically, it must be planned.

Open workshop →Workshop
Related Service Providers
15 / 45 min or half-day · Teachers

Occupational therapists, physical therapists, speech-language pathologists, and other specialists bring expertise that can transform support for students with disabilities, but only when teachers partner with them well.

Open workshop →Workshop
Writing Effective IEP Goals
15 / 45 min or half-day · Teachers

An IEP is only as strong as its goals, and vague goals help no one.

Open workshop →Workshop
Discipline & Disabilities
15 / 45 min or half-day · Teachers

When a student with a disability misbehaves, there are important legal protections and questions, is the behavior a manifestation of the disability? that general discipline does not involve.

Open workshop →Workshop
Specially Designed Instruction
15 / 45 min or half-day · Teachers

What actually makes special education "special" is not just accommodations or a separate setting, it is specially designed instruction: teaching deliberately adapted in content, method, or delivery to meet a student's unique needs.

Open workshop →Workshop
Least Restrictive Environment
15 / 45 min or half-day · Teachers

Students with disabilities have the right to be educated, to the greatest extent appropriate, alongside their peers without disabilities, a principle called least restrictive environment.

Open workshop →Workshop
Effective IEP Meetings
15 / 45 min or half-day · Teachers

An IEP meeting can be a meaningful collaboration that genuinely serves a student, or a rushed, intimidating, paperwork-driven formality.

Open workshop →Workshop
FBA & Behavior Plans
15 / 45 min or half-day · Teachers

When a student's behavior persistently interferes with learning, punishing it rarely works, because the behavior is serving a purpose.

Open workshop →