Encourage students to choose from multiple options to determine what they learn (guided by standards), how they learn, and how they express what they know. Encourage students to suggest additional options if they can still meet the standard.

Empower students to make choices or suggest alternatives for what they will learn, how they will learn, and how they will express what they know in authentic ways. Free them to self-monitor and reflect on their choices with teacher facilitation and feedback but not explicit direction.

Encourage students to share what is relevant, valuable and authentic to them and encourage them to suggest teaching and assessment options that would allow them to meet a defined standard, tying in their interests, culture, and personal strengths. This may be done in a weekly exit ticket, or class discussion, for example.

Empower students to make connections between the content, their own interests, and then push them to link their understanding to authentic real-world scenarios and authentic assessments so they can design their own learning experiences with coaching from the teacher. For example, instead of assigning a lab or giving students the choice of two labs, empower them to design their own lab based on the standard and their scientific interests.

Collaborate with students to define classroom norms and PBIS expectations and encourage students to help to design the classroom so there are multiple options for seating, collaboration, etc..

Empower students to self-advocate and collaborate to identify threats and distractions and then create creative solutions that will allow them to excel. Student voice drives the environment.

Encourage students to collaboratively discuss goals in light of students' own passions and interests and to choose from various options to reach the goals.

When given the learning standard, have students create personal goals for how they will learn the content, express the content, and challenge themselves throughout the process

Provide multiple options for students to learn content with clear degrees of difficulty which will require them to reflect on the standard and their own strategy for learning. For example, "Choose two of the following six resources to learn about the Civil War..." and there may be rigorous primary source documents, summary documents, videos, and/ or a podcasts from a professor.

Empower students to select their own content and/or own assessments, based on standards, and encourage them to collaborate to add to the multiple options offered to challenge themselves and identify appropriate resources that connect to their interests and passions.

Develop a classroom that values collaborative group work. Students construct their own groups and create their own group norms, responsibilities, etc. and students often seek out and work with diverse partners.

Create a classroom culture where students work together to define goals, create strategies, provide feedback to each other and push each other with mastery-oriented feedback while building integrative thinking.

In addition to providing emerging feedback, empower students to provide mastery-oriented feedback to each other to support specific improvement and increased effort and persistence.

Implement proficient practice and also empower students to use mastery-oriented feedback independently to self-reflect, self-direct, and pursue personal growth in areas of challenge./p>

Foster conversations with students to develop relationships and make authentic connections and use their personal passions and interests to help inspire them and push them toward success.

Create a classroom culture where students are empowered and able to support their own self-talk and support one another's positive attitudes toward learning.

Empower students to deal with difficult challenges by allowing them to choose from multiple strategies to regulate their learning (e.g., a relaxation corner, put on headphones, take a walk).

Encourage students to self-reflect, accurately interpret their feelings, and use appropriate coping strategies and skills to foster learning for themselves and their classmates.

Offer multiple models and scaffolds of different self-assessment techniques so students can identify and choose ones that are optimal. For example, these might include ways to collect, measure, and display data from their own behavior and academic performance for the purpose of monitoring growth.

Create a culture where students consistently reflect on the learning process and assessments so they become self-directed learners who grow over time.

Create resources and materials that students can access electronically. Allow students to use their devices to interact with textual, visual and audio information so they can personalize, take notes, increase/decrease size/volume, etc.

Empower students to choose resources and materials that best meet their needs (e.g., watch a video OR explore a handout) so they can personalize their learning themselves without explicit direction from a teacher.

Provide multiple options for students to choose alternatives to learn content so they don't have to rely on auditory information (e.g., closed captions for video or the choice of reading a text).

Empower students to select auditory alternatives as well as provide them with a framework to locate additional, reputable resources to build their understanding (e.g., resources on how to determine if a website or author is credible).

Provide multiple options for students to choose alternatives to learn content so they don't have to rely on visual information (e.g., listen to audiobook instead of reading or choose to work with teacher for short presentation).

Empower students to select alternatives to visual information as well as provide them with a framework to locate additional, reputable resources to build their understanding (e.g., resources on how to determine if a website or author is credible)

In addition to emerging practice, provide students with explicit instruction in context clues so they can independently learn words unfamiliar to them.

Empower students to use available resources to work collaboratively to determine authentic ways to use relevant vocabulary.

Provide students with resources that will allow they themselves to clarify syntax and structure (such as dictionaries, math reference sheets, thesaurus, etc.)

Empower students to preview material under study, highlight areas in need of clarification, and choose appropriate resources to build knowledge and understanding.

Provide strategies and materials (e.g., math reference sheets, context clue strategies, and so forth) that lower barriers to understand and help students figure out notations, symbols, or problems.

Empower students to independently utilize learned strategies to decode text, mathematical notation, and symbols./p>

Provide students with access to tools such as apps, websites, and dictionaries to translate material under study and to collaboratively build understanding.

Empower students to independently utilize options to translate material under study, collaborate to build understanding using tools, apps, etc./p>

Present students with multiple options and symbolic representations to make meaning and allow them to choose options to build comprehension.

Empower students to choose effective resources from multiple options with multiple representations so not all students are required to learn from the same resources./p>

Provide students with options that supply or activate relevant prior knowledge, or link to the prerequisite information elsewhere. For example, use advanced organizers (e.g., KWL methods, concept maps) and then encourage students to select resources that will allow them to build appropriate background knowledge.

Empower students to determine gaps in their own background knowledge and then select appropriate resources to build that knowledge in order to achieve the goals of a lesson. For example, begin with a diagnostic assessment and ask students to reflect and create a strategy for filling in gaps in learning./p>

Provide students with options and multiple strategies to support recognition of the most important features in information. For example, allow them to use outlines, graphic organizer, highlighter, word cloud apps, and other organizing tools.

Empower students to self-reflect to determine the most effective strategies for highlighting critical information and independently select the strategies that allow them to support recognition of patterns, critical features, big ideas, and relationships. /p>

Provide students with options of multiple materials, strategies, and tools to use to support processing and visualization, such as the option to make visual notes, use technology to locate images, and/or select and use manipulatives, etc.

Empower students to self-reflect and independently choose the most appropriate materials, strategies, and tools to guide information processing, visualization, and manipulation, searching for additional tools and strategies, if necessary.

Provide options for meaningful transfer, such as interdisciplinary projects, where students can make authentic connections and apply knowledge in meaningful ways in other content areas and in authentic situations

Encourage students to apply knowledge and skills learned in class to enhance their understanding of content, design of their own authentic projects, and express their knowledge and understanding in authentic, real-world scenarios.

Provide multiple options for the methods used for response and navigation within the same assignment. For example, some students may use IPads, different writing utensils, keyboards, voice recognition software, etc.

Empower students to use their own devices to respond to and interact with materials for all assignments (e.g., options to use headphones, keyboards, manipulatives, joysticks, etc.).

Provide multiple options for all students to use assistive technology like IPads, voice recognition, and 1:1 devices regardless of variability

Empower students to assess the need for and choose technologies that work for them to provide additional, personalized options to express their knowledge and skills.

Provide students with multiple options to express their understanding--and let them suggest some ways of being assessed, so they understand that showing what they know is the point rather than how well they perform on a particular kind of test. Students may choose to express their understanding in text, audio, video, multimedia, live presentations, and many other ways.

Let students reflect on a standard or a set of competency or proficiencybased rubrics, and then independently create authentic and innovative products that allow them to demonstrate their mastery of the standard.

Provide multiple tools and strategies to help students express their knowledge. For example, allow students to compose a response using traditional written methods, blogging software, or multimedia tools such as ThingLink or Emaze.

When provided with a task, or when independently creating an authentic product, students are empowered to self-reflect and select tools and materials that will support their learning and challenge them to strive for rigorous options to express knowledge and skills in accessible, engaging ways using, and then building upon, the tools they were exposed to in class.

Provide options for support and scaffolding throughout the learning process and encourage students to choose resources that allow them to build their own knowledge while working in collaborative groups and working independently. In collaborative groups, for example, encourage students to self-select roles; in class discussions, have students collaborate to design the rules and structures.

Empower students to create challenges that let them productively struggle to reach rigorous goals and use supports as tools to help them to make improvements rather than making things "easier." Encourage students to provide feedback and drive teacher instruction; encourage them to define roles and expectations for group work that include routine monitoring and reflection.

Create conditions for learners to develop goal-setting skills. For example, provide students with standards on the board and on assignments, but also provide models or examples of the process and product of goal setting so all students can develop personalized goals while working toward standards.

Encourage students to create personalized learning plans that include goals that align to identified standards as well as action plans and strategies that optimize personal strengths while addressing individualized areas of challenge.

Facilitate the process of strategic planning. For example, provide students not only with organizational tools but with scaffolds they need to create personalized strategies to meet their goals.

Empower students to self-reflect, self-assess, and create personalized action plans to achieve their identified goals. For example, encourage students to reflect on how much time and resources they need to perform selected tasks and then encourage them to make personal due dates and task lists to reach their goals.

Provide exposure to multiple scaffolds, supports, and resources that act as organization aids, such as a variety of graphic organizers or different strategies for note-taking.

Empower students to self-reflect, self-assess, and independently choose the most appropriate supports and resources that will allow them to organize information and resources so they can achieve their identified goal(s).

Provide multiple opportunities for students to receive feedback from the teacher, peers, and themselves using a variety of tools such as assessment checklists, scoring rubrics, and exemplars.

Empower students to use multiple resources, including teachers and peers, to consistently reflect on their performance, collect feedback, and revise their work to promote and highlight growth.