Differentiation should lift students to grade level learning, not lower the bar. Keep grade level texts on the table, add accommodations and scaffolds to open access, and monitor progress so supports fade as independence grows.
Transition services should produce paychecks and references. Track paid hours, job shadows, interviews, and supervisor feedback. Build a résumé before graduation and connect students with vocational rehabilitation so work continues after high school.
Teachers should allow ChatGPT with purpose and guardrails. Use it for brainstorming, reading support, feedback, and study help, not to produce final drafts. Start with teacher-led demos in K to 2, guided small-group use in grades 3 to 5, limited independent use with checks in grades 6 to 8, and accountable independent use in grades 9 to 12 and college. Keep equity, privacy, and visible thinking at the center.
I have always been intentional about Universal Design for Learning (UDL), offering students multiple ways to engage with material. When I added emojis to a goal-setting worksheet, I thought they were just a fun visual. Five students interacted with them in different ways, revealing an unexpected way to make learning more accessible. That moment reshaped how I approach lesson design, proving that small changes can make a big impact.
Thoughts Processed 