Good afternoon everybody. On the on behalf of the American. Oh yeah, on behalf of the American Federation of Teachers, I'd like to welcome everyone to today's webinar. On I'm so sorry. Variability is a strength supporting learner. Variability across diverse learning environment. I'm Caitlin Stanland admin assistant here at AST and I will be your moderator before we begin. I'd like to thank today's virtual conference sponsor, Carnie Carnegie Museum of Natural History, Carnegie Museum of Natural History offers educational support through resource materials, virtual and in person programs, and teacher loyalty passes. You can learn more about Carnegie Museum of Natural History by clicking on their logo on the right side of your screen. We truly appreciate your support. Now let's watch a short video on how our revenue ours work. Hello everyone, welcome to our 2022 share my lesson virtual conference. My name is Kelly Booze, director of the American Federation of Teachers. Share my lesson before we begin. We'll go over a few housekeeping items. For those of you who have joined us many times before, you know that we make our webinars as engaging as we possibly can. So to get us started, please open up that group chat box and tell us where you are from and why you are joining us today and what interests you about this particular topic. In addition to the group chat, if you're joining us live, you will be able to provide some different reactions throughout the webinar today, so let us know what you're thinking and throughout the webinar, whatever reaction you want to give, share it with us and share it with your fellow participants. At the end of this webinar, we will be facilitating a question and answer session. Use that Q&A widget to submit any questions that you want us to ask the presenter. If you have any technical issues, please also use a Q&A widget and one of our share. My lesson team members is there and ready to respond to you. If you would like a copy of the slide deck or any of the related materials, you can find those in the resource widget. For those of you who want professional development credit, you will be able to download a PDF certificate at the conclusion of this webinar verifying your participation today, you do need to answer the poll questions that you will see throughout the webinar. To access that certificate now, let's turn it back over to your moderator who will put up a sample poll question for you to try. The poll question is located directly in the slides. You can answer your question. And then hit submit. From all of us at share my lesson. Thank you for joining us today. Enjoy your webinar. OK, so hopefully that was hello everyone. Welcome to our 2020. So now you should be able to see your poll question. The poll question is. Summer will be here before we know it. If you were giving the opportunity of a lifetime of an all expenses paid trip, which would you choose? Disney World on Alaskan Cruise on a 6 minute trip to outer space? A sandy beach or a cabin in the woods. So go ahead and take will give you about a minute to to respond. And I personally I think I'm gonna choose the sandy beach. That's really where I'd like to be on a Gray Maryland day. Where I am. Is the pole not showing? If the if you're having a hard time with the pole, we do have a. A note on how to show that. This is just the practice one, so the there will be other polls that should. Be able to show up. OK. So that's about a minute. We'll go to the next, OK. So it looks like I was not alone. A lot of people like the idea of a sandy beach. Right now we're almost there guys. You'll make it, I know it. Alright, so let's keep us moving here. It is my pleasure to introduce our presenters Trea Hutchings, Elizabeth Hartman and Deborah Tab with innovate, Edu, educating all learners alliance, PLA and that Eye center. You can read their BIOS on the right side of your screen. Thank you so much for joining us and welcome Leah Deborah. Hi everyone as as was just pointed out, we're here for variability as a strength supporting learner. Variability across diverse learning environments and clearly with the way the world is going and being online and hybrid and in person. Being able to be flexible has been more important in the past few years than ever before. As teachers adjust to learning the barriers to an equitable and inclusive education can feel more daunting. Also, because we've had so many changes in the recent past, so the education educating all learners alliance with the help of the UDL framework as presented by cast and the ties center is here to show a path forward. So together we're working to provide strategies and the community space for equity and innovation in education. Trianle is I don't know if you wanted to say hi. Hi everybody, I'm so excited to be here. I'm trea I am helping represent educating all learners alliance which is an alliance of over 100 organizations. All working to support students with disabilities. Students with learning differences and unique and concrete ways so that eyes, center and cast are one of our partners within the alliance. And so we teamed up to be able to talk to you here today and I'll pass it over to Elizabeth. Thank you trea. Hi everyone, I'm Elizabeth Hartman. I'm an associate professor at Lasell University just outside of Boston, Mass and I'm here today on behalf of cast in that eye center. So happy to collaborate with educating all learners alliance with treya. And yeah, let's let's get on with it. That's great, and I'm Debbie Taub. I'm also with that eye center and I'm really excited to be here with all of you. That eye Center for those who don't know, is a national Technical Support Center which focuses on building inclusive practices for students with the most significant cognitive disabilities. So really, when we think about building instruction for students, we're starting with the students who have a lot of complex needs. And our goal for today is to kind of look at you DL outlines and examples and then stepping into the shoes of the educator. We have a resource walkthrough we'd like to do with you. It's a new resource. We're very excited about it. It's building on another one that's also fairly new, which some of you may have seen before. And then we're going to give you some time to do a resource treasure hunt. And we'll have some time at the end for discussion and questions. Always go ahead and put something into either the chat or the Q&A, and we if we can, we'll address it during the session. If not, we'll address it after. So for us, the vision is really about inclusive, curriculum and instruction being the key to. Creating equitable education and having meaningful instruction. So starting lesson planning with this underrepresented population of students and censoring their needs is one way to better teach all learners because we know what's needed for some is beneficial for most. So if we can build on that, we're really helping to build more, more equitable and inclusive classes and schools. We also, in our vision of the ideal world teachers, should have access to resources and collaborative supports that are designed with your barriers and needs in mind, not just what the publisher or you know. The student might be addressing, but what is it that you need? What? Where are you finding barriers to your work? So we're going to talk about Aurora Summers today and she's gonna really kind of be the center of our conversations. In a lot of ways, just to help you get pieces. In your head and give you something concrete to think about. What we're showing right now is a tool some people call it communication, passport. Some people call it an all about me, but basically it's an introduction that Aurora writes with support. To introduce herself to new IEP teams, new teachers. As a way to help them get to know her. So she starts with I'm 13 years old. I have Down syndrome. I'm in 8th grade and things I'm good at and that are important to me. Includes singing, dancing, watching movies, my sister and my friends. I work best when I have choices. I'm able to work with my friends and do teenager work. I should do teenager work. I want to go to school with my sister. And I think you should know I do not like it when people tell me what to do. I get mad and yell and stomp. Do not tell me what to do. The sound at all familiar to anybody as they get through as they think about their students or even their their selves. I know there's a lot of. Me that I don't love being told what to do. I'm better with it now. I don't yell and stomp, but you know. She also has a part that says my family thinks you should know Aurora has been doing the same work for years, telling time, counting change and identifying letters of the alphabet. We want a roar to be in her neighborhood school, but we're worried about how she'll fit in and what she will learn. We know she needs to be part of her community now if she's ever going to be part of her community after graduation. And my teachers think you should know that Aurora reads on a second grade level. She's unable to do basic or she is able to do basic math with manipulatives manipulatives and understands those concepts of more and less. But sometimes it's difficult to understand what Aurora is saying, so she's starting to use a communication system to help her be better understood. Aurora uses a lot of total communication. Oh, that's a question for me. I'm like, oh, that's a great question, but it's a question from you, Liz, of course it's a great question. So one of the things that Aurora has is she has pictures. Sometimes that she points to she has an iPad that she carries around with her that has words on it that she can point to. She can set it so it will speak or she can just point to the words to help other people understand what she's saying. So as we look at this. I'd like you guys to start thinking about. What's your rate of the level of inclusion over the past two years as compared to before the pandemic? Right, so either a. My teaching has become more inclusive. My teaching has become less inclusive B or C. My teaching is as inclusive as it was before the pandemic. And I'll give you guys a minute to to think through that answer. And I will say I'm having trouble seeing that slide. So if somebody else wants to let me know when the majority of people have oh there it is, look at that. Alright, so a couple more people were waiting for a couple more people. Nice. So my teaching has become more inclusive, has been is the top answer, which I'm so thrilled to hear that that's great for some people. Another strong majority is, my teaching is as inclusive as it ever was before. That's wonderful and we did see some amazing, amazing great things that people did during the pandemic and during online and hybrid teaching. So I'm going to turn this over. To my colleague Liz. Alright, hi this is Liz and I have another poll question. We are gonna really think about Aurora and some curriculum lesson planning design. So we first want to just get a feeling about how you feel about collaborative lesson planning. So a do you wish you did more of it, but it's hard to find time B you wish you had more resources to give you that spark of an idea or see you have great ideas in colleagues to work with. You're very lucky. So which which? Which choice best? Describes how you feel about collaborative lesson planning. Alright, so you are saying you wish you did more of it, but it's hard to find the time. Alright, we're gonna circle back to that sentiment because it is actually something in all three of us we have seen in our work and it's one of the motivating factors behind this presentation today. Alright, so let's get back to Aurora. How do we meet her unique needs? And I think the second question is actually the more exciting one for me. How can she help us think about providing more equitable access to inclusive learning experiences for all and so to really frame this opportunity we have with Aurora and giving her greater equity in. Access in the classroom. We're going to talk about universal design for learning and how universal design for learning can help us take a student like Aurora and understand that instruction needs to be flexible to meet her needs. And we need to. Also, in addition to meeting her needs, maintain really high expectations for her and all students. So let's dig in and see how we would do this. So universal design for learning is a framework that helps us see barriers in curriculum. So let's show you what this looks like in practice. So the first thing we need to do is stop seeing a Aurora as the problem here. So Aurora is a student like all students who has desirable strengths and she also meets a lot of challenges when it comes to curriculum in the classroom. We know that she helps us see when we're clinging to old, inflexible ways of providing instruction to students. So when we think about Aurora and we think about our lessons, she actually is a barrier Buster for us. She helps us bust these curriculum barriers, and in return we can replace this kind of old and flexible curriculum with more innovative, proactively designed options. And that's really the heart. Of the universal design for learning. So universal design for learning has three principles. Kind of three ways for us to really bust these barriers in our curriculum and provide flexible options. And I'm gonna start with the first one, which is to make sure we're providing all learners with multiple means of engagement. But let's use Aurora as an example first, so Aurora engages in many different ways. We know that she does not like. Being told what she should learn, but a strength of hers is that she's very engaged with her peers. So thinking about how she learns and what motivates her and what helps her to be persistent, how she engages with curriculum is going to really provide us with a lot of different ways that we can then help her to cope even when you know learning gets difficult and in turn you know thinking about. All of these ways that we could help her will help us come up with some creative ideas to really address the learner variability of the entire classroom. So let's dig into some of these barriers that we might see with her. So if we are in a classroom and our goal is to recruit interest of students, then one of the things that Aurora helps us see is that adult directions are a barrier. So Aurora gets really frustrated. When adults give her too many directions, the team knows that Aurora will often listen to her peers. So instead of having the adults give directions, perhaps a peer could give her directions in the classroom. So if a goal is sustaining effort and persistence, then we know the Aurora shows us that long instructions are a barrier, not just for her, but for all students in the class. So she helps us understand that if we chunk directions and maybe even put them into a written list so that students can both hear and see them at the same time, that that's going to help her and her classmates. And then lastly, Aurora helps us realize that often students need a just. Time to cool off, especially, you know in classrooms emotions can run hot so she helps us understand that if there is a place in the classroom where she can cool off and just have a moment to take a breath, that that will make the lesson go better for her and in fact other students might want to use that same corner as well. Well, thank you Liz so much. I really appreciate how you introduce that. I'm going to go go ahead and go over representation, which is the kind of next piece in udl. So we just talked about engagement, but now we're moving on to representation and so we know that Aurora can easily decode words and symbols that have meaning to her like texts when she texts her family and her friends. And so we know that representation. It is important and the way that that the curriculum and what we're providing for her is fold in a way that makes it easy for her to comprehend the information. This could be done and flexible ways such as providing alternative text, clarifying vocabulary, or even maximizing generalization through background knowledge. So let's go ahead and see how we may bust some barriers for representation. So if we know that the like directions was was just saying is a barrier, we could also add visuals or multimedia within the work that we're giving her. If we know that vocabulary is a struggle and is a barrier we can provide adopted text. Or partex of videos. Often times when I was in the classroom, you know it's just the extra little thing that you have on the desk to provide students to have a little bit more information on those tough words, especially when you're learning and growing. And then finally, if connections are are a barrier or comprehension is a struggle. Let's provide students with guided notes. So they can help facilitate their big ideas. So these are ways that you can bust barriers and representation and provide curriculum and understanding in ways that all students can access that information. And then the last piece of udl is action and expression. And so we know here that Aurora loves presenting and being dramatic, and so it's one of her greatest strengths is that she can express herself, especially when others record her capture her performances on video, so we know we really want to use this when when deciding how to consider action and expression. So the variability in her expression leads us to very the ways in which she can respond using Technic technology. Or multimedia for communication and another important piece of action and expression which I really appreciate is that it doesn't always have to be the same so it can vary based on situation and also based on who is comprehending or who is expressing themselves so you don't have to stick to just one action expression each time. So let's look at how we can bust barriers and action and expression. So first for physical action, if we know an over reliance on pen and paper and writing is a barrier which we know is not just true for Aurora in our classroom, but is actually true for probably many students in our classroom, especially if you're in a writing classroom. Oftentimes you know, writing over and over again can be a barrier, so we could think about how could we use laptops for composition? What other ways? Can we use to compose our thoughts into ideas to write stories to express math problems? If expression and communication is a barrier. We could even look for ways different ways for students can respond, but I know there's so many great actuals out there right now. One I used in my own classroom with flip grid, and it was so much fun to have students record themselves. If it's in person, it could even just be speaking it out loud, so looking for alternative ways that students can respond and engaging ways. If we know our love video, we can definitely do that. And then finally, is it looking at executive functions? So if we know our students and our in particular? Lack an opportunity for self reflection, or maybe don't know how to engage in that on their own at first. We could help them bust this barrier by creating a checklist or a rubric that they can use as a building block in order to engage with continuous reflection. And so we were so excited to bring this all together and cast us such a great job with that eye center and making this understandable through udl. And we know that this works and supports Aurora and her unique needs. But something that Liz was saying and something that Debbie was saying and I was trying to say as well, is that this is more than just Aurora. This is more than just specific needs in our classroom, but actually is supporting all of our variable learners within our classroom and their various needs. So if we are supporting our learners with multiple means of engagement of representation of action and expression, what's necessary for some? Is usable. And successful for all. So all of our learners and our classroom can find success. Can find what works for them and to use their successes and their strengths in order to have a successful classroom experience. So I'm going to pass it over to Debbie. And let her take it from here. Liz, I think you have it. Yes, yeah. So let's put this theory into action. This idea of necessary for some usable for all. And let's also step into the shoes of an educator. But before we do that, let's kick off our next poll. So what is your biggest barrier to developing inclusive lesson plans? And I think I might have a inkling of what's gonna win on this one given our last poll. Is it lack of time, a lack of resources, or lack of colleagues to collaborate with? So tell us, what's your biggest barrier to developing inclusive lesson plans? Is it time AB resources or C colleagues? Yeah, lack of time. Very very true. That is our winner and then we have a tie. I think yeah, exact tie with resources and colleagues. Alright, so we were trying to take on this problem with that I center we knew that people had really great intentions for Aurora and similar students who are struggling but at the same time you know they they needed resources. They needed time, they needed colleagues so. Alright, let's do another poll. What is your favorite part of developing an inclusive Lesson plan? Is it a getting a spark of an idea and running with it? Be finding ways to engage students with learning. Or see identifying new strategies that better meet all students needs. So again, what is your favorite part of developing inclusive lesson plans? Is it just getting that really great idea, eh? Is it finding ways to engage students B? Or is it identifying new strategies that meet all needs C? Alright, just eking out we have identifying new strategies that better meet all students needs and then engagement at 2nd and then not getting that spark of an idea and running with it is the. Is the third. Alright, so when we started creating resources that were just about to show you, we actually engaged in a design process that started with teachers. So we held focus groups with teachers. We talked to them about students like Aurora. We talked to them about inclusive education and we asked them really vulnerable open questions like hey you know what is the hardest part for you and how could you know that eye center give you? You know those just in time, resources that would help you. And here's a quote from one of our focus group participants who was a general Ed teacher. He said, I also think inclusive planning can be difficult and might require you to think outside the box sometimes if you don't have people at the table with ideas to contribute, you might be drawing a blank, having a blank, a bank or menu of strategies to pull from would be very beneficial as well. So we started really hearing from Jenna Teachers. They just wanted that spark of an idea. So let's show you what we created to give them just that spark. So let's imagine. I know it's a shocker that you're a teacher. Midyear and you're planning some lessons, and we're going to start. We're going to use English for this example. And Aurora is in 8th grade. And we're working after a reading unit. We plan to address 1 skill early on in this unit, which is summarizing a text. And we know that all of our students have learned this skill in previous grades, or at least been exposed to the skill in previous grades. But we want to make sure that the level and comprehension is on track for all students before we build on it and move to the next skill. So hopefully we have a code teacher or a team of 8th grade teachers and support. And if we don't we'll find some ways today about how to start that process. Because sometimes we know you just don't have that. Either way, we're ready to dive into planning out this lesson with a little help from our tool. The inclusive big ideas tool. And Tree's going to walk us through. How you do this? Yeah, so I'm going to put a link. In our. Uhm? I can't think of the word chat right now. Give me one second and I'll pop it in there. And while you're doing that, Debbie, I am going to go ahead and share my screen so we can show you exactly what we're talking about. And just in case you like me sometimes forget what happens in these conferences. All of those reference slides are included in the slides, which details with screenshots exactly how to find the tool that we're using. So as I'm showing it on the screen, and as as it, I'd be continues to help me talk through this. You can also find it. In the slides as well. Yeah, so here I am on that I center I'm going to go ahead and click down into. Topics. Inclusive instruction. And then I go all the way down here. To big inclusive big ideas. And as I have a rose teacher here, I will let her narrate as I continue to show you my screen. So when I get to the inclusive big ideas. I can go over on the left and I can search either for a term like summarizing texts or I can search by grade level. So we're going to search by grade level. And again, we're looking for grade 8 so Trey Trey Trea is going to. Click on that. And up will pop several inclusive big ideas that explicitly deal with. 8th grade I have one sighting details to ask and answer questions once describing the central message or theme and summarizing a text. Well that's the one I want to see. So I click on that. Well, trio clicks on that. Well, I talk about clicking on that. And this brings me to the inclusive big idea. Now these were designed in a combination of general education and special education resources, and through a lot of observing and working with teachers about how they collaborated to plan. And what this does is it gives us it's reading literature, it's language arts. It connects it explicitly to a standard. So this one connects to reading language, reading literacy 8.2, determinate theme or central idea of a text and it includes. Relationships to characters, setting plot and providing an objective summary of the text. How could I teach this for some of us who are from special education backgrounds, we might not have the content knowledge that the other Gen Ed teachers have around how are typically we teaching this in a Gen Ed class and so this section really gives us some instructional ideas or activities to engage students in multiple ways. One way is not going to work for everybody. We know that, so we're going to have to remove and reduce some barriers, but we might find something here that even if it's not perfect. It inspires an idea for us. Sometimes if you go to, for instance, the third bullet down under, how could I teach this story map? It talks about what a story map is, which is basically. After reading or listening to a text, you're going to create a story map on whiteboard, or sometimes the kids just draw it on paper, but it contains the essential elements of the story. At the end of this, you'll see there's a link that says Tipsheet. This gives me a link to ideas, graphic organizers, etc of ways that you can teach a story map. If you aren't sure how to do it, it gives you information about what to look for essential features to consider, the research that backs up, why this is an important idea. But then going back to our inclusive big idea. I can also Scroll down and get to don't stop here. Remember we have to reduce barriers for all students, so take a few minutes and think about your process. Is there a barrier in the way you're planning to teach this story map that relates to interest or engagement? How am I going to include the students? Lived experiences, their culture, their interests? If I'm teaching in a school where the students may not have experience with. Snowboarding and our book is about snowboarding. I need to do something about building that background knowledge and thinking about how to make that engaging. I might want to highlight key ideas and define key vocabulary. And I want to think about how are students going to show what they know. Am I providing options for them to use learning tools and technology to communicate? So we give some examples. 1. Is. Uhm? That the design is less and does not support students understanding of main ideas. So what can I do about that? Well, I can highlight or bullet key ideas I can explicitly teach the steps for identifying main idea, which for some of our students with significant needs. That's a really key skill. They need to learn very explicitly first. I do this and then I do this and then I do this. I can help my students learn to annotate or provide key questions to look for. I can use the concept of main idea across the students day. Each of those pieces could be used, or one could be used for all students in your class, some students. May not need that background knowledge. Others might. I can also get more information about that inclusive big idea. I need a refresher. It's been a while since I've taught main idea. What is it? What's the vocabulary that students should know if I have a student with a communication device? What vocabulary do I need to make sure it's on their device so that they are able to have this conversation with us? And what's the difference between main idea and theme? Right, that's that's. For those who have not gone through reading sort classes and. Oh my gosh, I can't think of the word process classes methodology. That's the word I'm looking for. Method classes. These are some questions you may not have thought about in a long time. I can also look at some of the common themes that are found in literature. Or steps for finding the theme? And it does the same thing for what's the main idea? What can I do? This also includes some student misconceptions that we tend to see on a regular basis, so things that you can keep your eye out for. As you can see and I'm just gonna let Trea kind of scroll through some of the rest of this. There's a lot in here. There's a lot of different things you could do with this. And So what we would like to have you do. Is think about. Unless Liz you want to talk about the Tipsheets first, sorry. OK, no, I think you got it Debbie. Go ahead. I get going. I'm so excited about this. It's so great. And I know I took Trieste place 2O I'm so bad guys. Goodness you're at I was happy to to share and So what we're so excited to give you guys time and why you know it's important to to move on to that next step is. You know, we're excited to talk about it here today, but we also want to know what's working for you and how can this resource work for you with your students inside your classroom. So we have one discussion question to kick us off, so feel free to add this inside the chat. Maybe it was something that Debbie was mentioning. Maybe it was a storyboard or a flipgrid video, or something that you've already done in your classroom that has worked really well to include students. So throw those in the chat. And then as we do that, I'm going to introduce our next activity, which is we want to give you guys time to do a kind of a treasure hunt. So you get to be in the footsteps of the student. Now you were just the teacher, but now you get time to explore. So we want you to click and open up the big inclusive ideas tool. And click on a grade that makes sense for your work or your student. We want you guys to find something that interests or surprises or inspires you. And think about how might you specifically use this in your classroom. When might you use this? So dig in. Feel free to comment. In the chat. We'd love to talk to you guys as you're doing this, but we want to give you time to really explore and see what you can find, and we'll be here when you're ready to talk about it, but go ahead and open that up on your own computers now and dig in. And we put the link in the chat too. If like some of us, you won't remember the link unless you see it or click on it. I've seen some amazing chats in here. Thank you guys so much. I want to give you guys full time to explore and I know that you'll dive in more after this session. But we're going to come back together and have some. In person, virtual discussion time so that we can talk live. Feel free to continue digging through that and continue clicking through things, but I'm going to open this up to our two creators that we have here was in Debbie and so this is we want this to be your call to action. So what is 1 actionable step at the beginning? We talked about creating more inclusive classrooms or struggles or successes. With lesson planning. So what can you do? Because of this presentation or after this presentation? That will make your instruction more inclusive to students like Aurora, Aurora, and all students. So I'm going to open this up to you and let's talk about it. And let me just give you some sentence starters like you could say I'm gonna bring the inclusive big ideas back to a colleague or I'm going to share a particular idea I learned at this session with someone I work with. We are really just curious how you're going to take that next step, and we know if you just take a moment, whether it be in the chat or you're able to, you know, speak to us and give us that next step. It's more likely that you'll actually take it, so take this moment and dig in. What's your call to action? When do I love your idea that makes me think of a small group setting, so maybe encouraging students to work in a small group based on what you're saying is story map or video presentation. Beth, I love the idea. Really incorporating schools with more udl it really. It lessens the amount of accommodations we have to make because they're starting from this really strong place already. I'm also loving this idea of sharing ideas with a colleague you carpool with. And that makes me think of the chat earlier as well that you guys were saying how it's sometimes it's hard to collaborate with others on these big important ideas, and so it's so important to talk with other people and dig in together on releases like this. Share ideas kind of lessen that burden because you guys are doing it together. It just makes things easier. I I love collaboration and as an educator, that was definitely something that. You tried to utilize as much as I could. And I want to add that one of the pieces connected to the inclusive big ideas on the website. If you dig into it some more. Uhm? There's there's a five 1545 which is a process for collaborative planning, but includes. Some sample emails of how do I? How do I ask somebody to collaborate with me, right? Like especially when I was a new teacher going up to people and being like, hey how you doing? Having that that initial kind of thought in my head from somebody else of how to phrase it. Was a really helpful thing? Yeah, it's such a good point Debbie. We worked really hard to make sure the language on the inclusive big ideas was really both for special Ed Teachers and General Ed teachers, and we're really hoping that this would be the kind of resource that would help. Kind of bridge those different connections in school, especially if you don't know your your colleague that well. This kind of resource might really provide that motivation to connect with them and get. Started with lesson planning. Yep. And one of the things I love. Yeah, go ahead. I was just saying I'm reading the chat and I I think it's so exciting and there's so many good ideas in here, but I think. As you know, empathetic to educators are working so hard to spending so much time. Lesson planning is you don't have to incorporate all of these at once. There are so many different options to provide educators and students options, but you don't need to try to incorporate those into every single lesson and might lend itself and some and others you might choose not to have as many options. So I think it's here as a support, but it's not required to do every single piece. Within those, and I know many of you know that, but I thought it would be worth mentioning as well. Yeah. Ooh Community College level that's exciting. If you. Connect I'll put my email here. We actually do, I believe. Have some. Examples and and. Suggestions for older students? It's not on the website because we're only funded K through 8. But go ahead and reach out and I'll see what I can help or what we can help. I'll pull this intria into but we can help. I like that idea. Lisa of this gives you an idea in mind when you approach someone to collaborate. And I agree with this, specially with that unprepared students. Kathy, I think this tool would be such a great way to scaffold and provide some insight if you were teaching 8th grade students, you can always click back and look into 6th and 7th grade content. And see if that could potentially help them. I think that would be a great idea. Unless you want to share a little bit about what you do with some of your adult online learners. Yeah, sure, I mean the process is a lot of the same as we walk through with Aurora. It's really thinking about the learning experience from the perspective of that adult online learner and identifying the barriers. So not seeing the barrier in that adult learner. But really, in the online learning environment itself, finding those different ways around engagement, representation, action and expression where those barriers are popping up and then using the UDL guidelines to help you problem solve. So if you're looking For more information about the UDL guidelines, I'll give you a great website from cast that will give you all the information you need about udl, and I'll put that in the chat right now. And I know we are ending our time here as well, but on our slides, the last slide are some important links. I know that we also have resources within the portal as well. That links to the tool itself. To that I center resource page as well as educating all learners alliance. We have a full resource library that is completely free and holds lots and lots of great resources. Mostly focused on instructional practice. For general education teachers for special education teachers. So who wanted to provide you guys these links as well? Thank you all for joining us today. We look forward to continuing conversations with you through lots of different ways. Yes, thank you guys so much. There is a one more quick question. If you guys we do have one minute essentially can inclusive big idea be part of all teacher training from Beth Carter? Absolutely. Absolutely. I mean, I think it's a great way to. In act udl. And help people work through the process too. So. That's a great idea. I could think of so many fun ways to do that. That's excellent, I'm glad to hear this. Well, we're so grateful to the three of you ladies. Thank you to our presenters and thank you also to our audience for joining us and for being excellent participants. So what a wonderful. What a wonderful webinar. We do have one more short reminder video before we close out. Be sure to download your certificates and enjoy the rest of your afternoon. Hi everyone. Hi everyone. Kelly Kelly, rejoin rejoining you again. I hope you enjoyed today's webinar as much as I did. I want to go over a couple reminders and I have one big favor to ask of you. First, you should now be able to download that PDF certificate for your participation. 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