Upon completing this module, coaches and trainers will be able to describe Universal Design for Learning (UDL) and its associated principles. They will also be able to identify when educators need UDL training and clarify misunderstandings related to UDL in practice.

Upon completing this module, coaches and trainers will be able to describe students with significant cognitive disabilities and the focus of their instruction. They will also be able to evaluate educator knowledge and understanding of student learning characteristics and identify and access resources to address educator misunderstandings.

After completing this module, coaches and trainers will be able to summarize the impact of grade level state standards on instruction, provide a rationale for addressing grade level standards in reading, writing, speaking, listening, and language instruction, and explain how the Project VC Monitoring Tool is connected to the grade level state standards.

After completing this module, coaches and trainers will be able to summarize the purpose of data-based decisions in teaching, describe key features of data-based decisions in teaching, and describe the role of the Project VC Progress Monitoring Tool in data-based decisions in teaching ELA.

In this module, we will refer to Assistive Technology as AT. Once you complete the module, you will be able to define AT including high-tech and light-tech solutions. You will also be able to describe the necessity of AT for students who are the focus of Project VC and describe how AT can support students in English language arts or ELA instruction. Coaches and trainers do not need expertise in AT to support educators, but you do need this level of awareness to ensure that educators always consider AT as they work to improve student outcomes.

This module will help coaches and trainers describe the key aspects of adult learning and address adult learning needs during professional learning experiences.