Fordham Candidate

Fordham Candidates use this website to develop and showcase instructional skill in using evidence-based practices to help all students learn in inclusive classrooms.

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CTGE5155 Special Education Foundations: Past, Present, Future

UDL icon Universal Design for Learning

The UDL stamp may be applied to all instructional tasks (Unpack Standards, Multiple Assessments, and Lesson Plans) to show how barriers created by specific student needs and the established curriculum have been removed to ensure that all learners can access and engage in learning.

Teacher-candidates can:

  • use multiple representations effectively and explanations of concepts that capture key ideas in the discipline, guide learners through learning progressions, and promote each learner's achievement of content standards.
  • use teaching strategies that are sensitive to the multiple experiences and diversity of learners and that allow for different ways of demonstrating learning.

Danielson Alignment:

  • 1a Demonstrating Knowledge of Content and Pedagogy 
  • 1b Demonstrating Knowledge of Students

standards icon Unpack Standards

Teacher-candidates can:

  • select and create learning experiences that are appropriate for curriculum goals and content standards, and are relevant to learners.
  • understand the central concepts, structures of the discipline, and tools of inquiry of the content areas they teach , and can organize this knowledge, integrate cross-disciplinary skills, and develop meaningful learning progressions for individuals with exceptionalities.

Danielson Alignment:

  • 1a Demonstrating Knowledge of Content and Pedagogy

assessment icon Assessment

Teacher-candidates can:

  • design student assessments that match learning objectives
  • use multiple and appropriate types of assessment data to identify student learning needs and to develop differentiated learning experiences
  • use of valid and reliable formative and summative assessments to plan instruction
  • seek innovative ways to employ technology to support assessment practice
  • select and use technically sound formal and informal assessments that minimize bias.


Danielson Alignment:

  • 1f Designing student assessments

lesson plan icon Lesson Plans

Teacher-candidates can:

  • create developmentally appropriate instruction that takes into account individual students’ strengths, interests, and needs and that allow each student to advance and accelerate his/her learning.
  • choose appropriate strategies and accommodations, resources, and materials to differentiate instruction for individuals and groups of learners.
  • plan to engage students in learning experiences that encourage students to understand, question, and analyze disciplinary ideas from diverse perspectives

Danielson Alignment:

  • 1a Demonstrating Knowledge of Content and Pedagogy
  • 1b Demonstrating Knowledge of Students
  • 1c Setting Instructional Outcomes
  • 1d Demonstrating Knowledge of Resources
  • 1e Designing Coherent Instruction
  • 1f Designing Student Assessments

field test Field-testing

Teacher-candidates have the opportunity to submit completed performance tasks for peer review and potential publishing in the field-testing database.

Earn Digital Badges

Project REACH awards digital badges for teacher-candidates who supply evidence of implementation of specific evidence-based practices with P-12 learners and for peer reviewed performance tasks that are published on the digital teaching platform into the field-testing database. Digital badges are easily verified and can be shared on the web, through social media, or printed. Digital badges create a very detailed picture of a teacher-candidates instructional skills, knowledge, and values about teaching and learning. The badges expire annually for three years before becoming permanent, so in order to renew the badge, the teacher-candidate or graduate must return to Project REACH Online and demonstrate continued use of the evidence-based practice for three years.



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