School Improvement - Louisiana Department of Education

APPENDIX
Strategic Instruction Model (SIM)
The Strategic Instruction Model (SIM), developed by the University of Kansas Center for Research on Learning, is a
comprehensive approach to teaching adolescents who struggle with becoming good readers, writers, and learners.
It is based on the reality that to meet high standards, adolescents must be able to read and understand large
volumes of complex, difficult reading materials. In addition, students must acquire the skills necessary to express
themselves effectively in writing. The Strategic Instruction Model's approach to instruction involves intensive,
individualized work with students and high quality professional development and supporting materials for
teachers. SIM integrates two kinds of interventions designed to address the gap between what students are
expected to do and what students are able to do: student‐focused interventions (Learning Strategies) and teacherfocused
interventions (Content Enhancement Routines).
Universal Design for Learning (UDL)
The goal of education is not simply the mastery of knowledge; it is the mastery of learning. Education should help
turn novice learners into expert learners – individuals who know how to learn, who want to learn, and who, in
their own highly individual ways, are well prepared for a lifetime of learning (CAST, 2009). Universal Design for
Learning is not a “retrofit” when students fail to succeed. It is a process that should be present in all stages of
teaching and learning – from the development of curriculum goals to lesson planning to assessment of student
work. Technology plays an important role in creating accessible environments where all students can fully
participate in the learning process, but is not the only means for creating flexibility. The “universal” in Universal
Design does not limit itself to one optimal solution for all. Instead, it focuses on and brings an awareness of the
distinctive nature of each learner and the need to account for natural differences by creating learning experiences
that will suit the learner and maximize his ability to progress. Universal Design for Learning calls for: 1) Multiple
means of representation, to give learners various ways of acquiring information and knowledge, 2) Multiple means
of action and expression, to provide learners alternatives for demonstrating what they know, and
3) Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase
motivation.