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Fine Tuning Your Hybrid/Remote Learning Environment (Parts 1-3)

Utilizing high impact strategies and the Blueprint for Improved Results for Students with Disabilities, these sessions will focus on creating a classroom environment which ensures success for all students. 

Whether you are starting the year or reflecting mid-year, focusing on norms, class agreements, and routines is essential for fine tuning your classroom.  These sessions will focus on creating an environment that is beneficial to all students while providing a lens for special education considerations.

Modes of Learning

This training is divided into three parts. Each part linked below includes a facilitator’s guide and training materials. The slide decks provided have been prepared for synchronous or asynchronous learning. The presenter notes found within the slide decks and in the facilitator’s guide are for either a turnkey trainer or a participating teacher(s) for self-directed learning. All materials and resources that accompany the slide deck are linked directly in the slides and the presenter notes. Time is provided for self-reflection/group discussion.

Skip to: Part 1 | Part 2 | Part 3

Fine Tuning Part 1

Part 1 provides an introduction to the Blueprint for Improved Results for Students with Disabilities and explores the role of classroom norms, routines, and procedures in supporting students with disabilities during hybrid and remote learning.  

Facilitator’s Guide: Fine Tuning (Part 1)

Part 1 Presentation Materials

Part 1 Learning Objectives

  1. Identify high impact strategies that foster a successful and productive learning environment for all students.
  2. Establish classroom norms and expectations for all students (in person and online learning).
  3. Create a plan using the Blueprint for Improved Results for Students with Disabilities to ensure students with disabilities are explicitly considered in your learning space. 

Skip to: Part 1 | Part 2 | Part 3

Fine Tuning Part 2: Relationships, Trust and Credibility

Utilizing high impact strategies and the Blueprint for Improved Results for Students with Disabilities, this session will focus on creating positive relationships with students and with their families as well as building trust and credibility. Whether you are starting the year or reflecting mid-year, ensuring positive and productive relationships is essential for fine tuning your classroom. This session will focus on creating an environment which is beneficial to all students while providing additional considerations for students with disabilities.

Facilitator’s Guide: Fine Tuning Part 2 – Relationships, Trust, & Credibility

Part 2 Presentation Materials

Additional resources are provided in the Facilitator’s Guide. 

Part 2 Learning Objectives

  1. Describe strategies for building relationships with all students – particularly students with disabilities — and parents/guardians in a hybrid and remote learning environment.
  2. Describe strategies for building trust and credibility with students with disabilities.
  3. Create a plan using the reflection document to ensure students with disabilities are explicitly considered in your learning space.

Skip to: Part 1 | Part 2 | Part 3

Fine Tuning Part 3: Peer to Peer Relationships

Part three of Fine Tuning Your Hybrid/Remote Learning Community focuses on fostering relationships between peers. Participants will reflect on their own practice and identify what needs to be fine-tuned for all students, while taking into consideration the needs of their students with disabilities. Once participants complete this third and final session in the series, they will have an implementation plan ready to go.

Facilitator’s Guide: Fine Tuning Part 3 – Peer to Peer Relationships

Part 3 Presentation Materials

Additional resources are provided in the Facilitator’s Guide. 

Part 3 Learning Objectives

  1. Describe strategies for students with disabilities when fostering peer relationships in a hybrid and remote learning environment.
  2. Create a plan using the reflection document to ensure students with disabilities are explicitly considered in your learning space. 

For More Information

If you have questions about these materials, or cannot access the materials provided, please contact: