1. Train and prepare professionals on building inclusive classrooms, utilizing mixed-level small groups or paired learning, developing assignments with varying levels of complexity, employing instructional supports and accommodations, creating alternative assessments, and implementing formative practices to differentiate instruction and meet individual learning needs effectively. Example activities include:

• •  Provide professional development for special education and general education teachers on how to build more inclusive classrooms. Help teachers:
    • Understand when and how to use mixed-level small groups or paired learning.
    • Develop assignments that allow for a range of responses, for example, writing assignments that require different levels of complexity for students at varying ability levels.
    • Utilize a range of instructional supports and accommodations, such as modified assignments, differentiated instruction, assistive technology, and extended time.
    • Create assessments that allow for demonstration of understanding in different ways, such as oral assessments, graphic organizers, visual aids, and other alternative assessments.
    • Determine if homework is necessary; many students with certain disabilities have difficulty reengaging with learning at home after focusing on school all day, and homework may increase student frustration and disengagement with school.

• • Provide professional development on formative practices and support for teachers to identify each student’s learning needs and then differentiate assignments, instructional methods, and feedback to:
    • Provide specific, actionable, and immediate feedback to students.
    • Quickly adjust instruction to meet individual learning needs.
    • Engage students in small group work, self-assessment, peer assessment, and student: teacher conferencing to adjust learning strategies to reach the learning objectives.
    • Incorporate unfinished learning activities throughout the year in the context of just-in-time instruction.
    • Provide extra supports for Multilingual Learners, migrant/homeless students, and students with disabilities.

2. Implement high-quality instructional practices by implementing evidence-based interventions, incorporating social and emotional skills development, providing professional development on effective strategies, offering tutoring and supplemental instruction, and fostering inclusive classroom environments where all students can thrive academically and socially. Example activities include:

• • Allocate funding for hiring specialized staff members, such as instructional coaches or behavior specialists, to support the implementation of high-quality instructional practices. These staff members can provide ongoing support, modeling, and feedback for teachers.
  • Working with special education staff and IEP teams, identify and provide training on interventions for the integration of students with disabilities, such as Universal Design for Learning (UDL), culturally responsive teaching, multisensory literacy, or the greater use of manipulatives in mathematics.
  • Provide teachers with professional development on effective, research-based intervention strategies, such as phonics-based reading programs; focus on supporting students with the greatest learning needs.
  • Provide tutoring, supplemental instruction, and other educational support through before- and after-school, mentoring, and summer programs.
  • Provide resources for teacher collaboration time to plan and implement instructional practices effectively, for example, in grade-level or subject-area team meetings or professional learning communities focused on specific practices.
  • Allocate funding for the acquisition of technology tools and resources that support each instructional practice, such as assistive technology devices for UDL implementation, multimedia resources for multisensory instruction, digital platforms for formative assessment, etc.
  • Integrate social and emotional learning into schools and classrooms to maximize opportunity for students with different strengths and weaknesses to regularly practice skills like tolerance and communication.
  • Invest in data analysis tools and resources that support formative assessment practices. This could include funding for assessment software, data tracking systems, professional development of data analysis techniques, etc.
  • Allocate funding for the implementation of peer support programs where students serve as tutors, mentors, or collaborators for their peers. Provide resources for training peer tutors, developing peer-mediated learning activities, etc.

3. Promote Early Literacy by improving instruction and outcomes for students with disabilities in the general education setting or the LRE. Example activities include:

• • Provide comprehensive professional development programs focused on evidence-based literacy instruction strategies. Train teachers in the science of reading, including phonemic awareness, phonics, fluency, vocabulary development, and comprehension strategies. Training might also include how to apply Universal Design for Learning (UDL) to early literacy instruction.
  • Obtain and retain literacy coaches or specialists who can provide ongoing support and guidance to educators in implementing effective literacy instruction practices. These specialists can offer personalized coaching, model lessons, and facilitate professional learning communities focused on improving early literacy outcomes for students with disabilities.
  • Purchase high-quality instructional materials and resources specifically designed to support early literacy development for students with disabilities. This may include evidence-based reading programs, decodable books, digital literacy tools, and assistive technology devices to accommodate diverse learning needs.
  • Provide funding to support small group instruction and individualized intervention strategies targeting early literacy skills. This can include hiring additional staff such as reading specialists or interventionists to work with small groups of students, in the least restrictive environment, or provide one-on-one support to students who require intensive intervention.
  • Allocate resources for family literacy programs and initiatives that promote early literacy development in the home environment. This may include funding for parent workshops, literacy nights, take-home literacy kits, and partnerships with community organizations to support parents in fostering their children's literacy skills.
  • Invest in technology resources and tools that support early literacy instruction and provide opportunities for personalized learning experiences. This can include funding for educational software, digital literacy platforms, interactive whiteboards, and devices such as tablets or Chromebooks equipped with literacy apps and assistive technology features.
  • Integrate formative assessment tools and data analysis systems to monitor student progress in early literacy and inform instructional decision-making. This may include investing in assessment materials, software platforms for data collection and analysis, and training for educators on how to use assessment data to differentiate instruction and target interventions effectively.
  • Incorporate the recommendations in the NJ Dyslexia Handbook, including structuring the literacy block to maximize learning for struggling readers, including allowing for at least:
    • 90 minutes of uninterrupted literacy instruction daily in grades K-5;
    • 80 minutes in grades 6-8; and
    • 120 minutes for bilingual/ESL classes.