Elevate Tier 1 instruction for all learners
Apply UDL principles to proactively address diverse student needs before intervention is required.
Expert-led professional learning
Interest List Open
Instructional design
Designing for Diverse Classrooms: UDL, MTSS, and Blended Learning in Practice
with Dr. Catlin Tucker
Learning Design for Diverse Student Groups with UDL and Blended Learning.
Explore this expert-led learning experience with Dr. Catlin Tucker and tell RocketPD you would like to hear when a future offering is announced.
About this cohort
A cohort with Dr. Catlin Tucker on elevating Tier 1 instruction using Universal Design for Learning, MTSS, and technology-enhanced blended learning models.
This learning experience is being considered for a future RocketPD offering. The core content, practical outcomes, and expert guidance are available to explore now.
Join the interest list to share your interest and receive an update if a future offering is announced.
Classroom Teachers
Reimagine your instruction with flexible, student-centered models.
Instructional Coaches
Support teachers in integrating UDL and blended learning into everyday practice.
School Leaders
Build systematic supports for diverse learners across your school.
MTSS Coordinators
Connect blended learning models to your tiered support framework.
What you can learn
Practical outcomes to explore.
Implement blended learning models
Use station rotation, flipped learning, whole group rotation, and playlist models to create flexible, student-centered classrooms.
Connect UDL and MTSS in practice
Design instruction that integrates MTSS-aligned supports and creates space for Tier 2 and Tier 3 work within general education.
Personalize learning at scale
Build playlists and differentiated pathways that give students voice and choice while meeting learning goals.
Use assessment to build learner agency
Design assessment experiences that reinforce student ownership, metacognition, and growth.
Planned Learning Experience
Explore the learning progression.
Topics and sequence may be refined before a future offering is announced.-
1
The Why, How and What of Universally Designed Instruction
Clarify the limits of traditional teacher-led models and how they contribute to teacher burnout and learner disengagement. Define UDL, blended learning, and MTSS frameworks, and explore how UDL-driven Tier 1 instruction supports up to 80% of students and proactively reduces reliance on Tier 2 and Tier 3.
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2
Elevating Tier 1 Instruction with Flipped Learning and Whole Group Rotation Paired with Cooperative Group Strategies
Examine how flipped instruction shifts control over the pace of learning and frees class time for targeted support. Explore pairing instructional videos with student-led strategies, leverage whole group rotation to incorporate cooperative learning, and use pre-assessment data to provide differentiated entry points.
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3
Differentiated Tier 1 Instruction with the Station Rotation Model
Explore how the station rotation model creates space for flexible, differentiated Tier 1 instruction. Understand how the teacher-led station supports small groups with modeling and scaffolds, design stations that embed UDL and MTSS-aligned supports, and collect formative assessment data at each station.
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4
Using the Playlist Model to Personalize Learning and Support Tier 2 and Tier 3 Instruction
Use backward design to construct playlists aligned to grade-level standards. Design flexible, self-paced learning pathways that prioritize student choice, leverage the playlist model to free educators for targeted Tier 2 and Tier 3 support during class time, and embed formative assessments for real-time differentiation.
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5
Feedback, Assessment, and Learner Agency
Explore sustainable approaches to feedback and assessment that align with UDL, blended learning, and MTSS. Examine asset-based grading practices that center student growth, design assessment opportunities that build learner ownership, and integrate metacognitive routines that support students in reflecting on their progress.
Your Instructor
Dr. Catlin Tucker
Teachers and instructional coaches need instructional practices that promise to meet students where they are. Best-selling author, college professor and former Teacher of the Year, Dr. Catlin Tucker is one of the world's leading voices on learning design for diverse student groups, including the use of techniques like UDL and blended learning.
Blended Learning & UDL
Student Engagement
Blended Learning
UDL
What to expect
A practical, expert-led learning experience
Expert-led exploration of the cohort topic
Practical strategies connected to the published curriculum
Opportunities to learn alongside education peers
Updates if a future offering is announced
Future Offering
Tell us you are interested.
Share your interest in this cohort, or contact RocketPD about a potential school or district learning experience.Join the interest list
Let RocketPD know this cohort is relevant to your work and receive an update if a future offering is announced.
Join the Interest ListExploring this topic for a team?
Tell RocketPD about your school or district goals and the team can follow up about potential future learning options.
Bring This PD to Your DistrictFeatured resources
Explore ideas connected to this cohort.
Browse the Resources and Blog Posts selected by the RocketPD editorial team.Testimonials
What educators say about learning with Dr. Catlin Tucker.
Kim Marshall's work has been a cornerstone of my leadership practices and my coaching of instructional leadership teams for many years. Kim's ideas help leaders outline ways to systematize feedback aligned with the standards, our school's instructional priorities and school cultures.
Drema Brown Head of School, Children's Aid and Children's Aid College Prep Charter SchoolKim's work has been exemplary in supporting the school district's commitment to instructional improvement. Kim's accessibility, ongoing encouragement, and extraordinary insight encouraged our teachers and administrative staff to embrace his frequent, unannounced mini-observation and teacher-evaluation rubric.
Charles Cardillo Former Superintendent, Manhasset, New York Public SchoolsKim transformed the way that we observe teachers and give feedback. Short, frequent, and timely visits to every classroom occur with face-to-face feedback. As a result, teachers feel that we have a fair perspective of what is happening in their classrooms and truly value our instructional eye.
Amelia Gorman Former Principal, Lee Pilot School, Boston, MAWith Kim's support, we have abandoned rote observations and complicated rubrics for a synthesis of technical feedback, supportive coaching and immediate strategies to improve learning. The combination of mini-observations and clear, powerful rubrics has contributed to a singular focus on improved instruction and student growth.
Nicholas Tishuk Executive Director, Bedford Stuyvesant New Beginnings Charter School, Brooklyn, NYKim Marshall reminds us that adults are a critical lever to maximize student success. He implores participants to leverage their focus specifically on the school leader by providing timely, specific and direct feedback, along with targeted support for teachers.
Shahara Jackson Former NYC Principal, Founder, LyfPrints, Inc.We asked Kim to work with the staff to design units that are coherent and promote deep understanding. His work helped shape the culture of the school in how we look at curriculum, provide feedback and design lessons. We consider this work as foundational to student success.
Phuong Nguyen Principal, Civic Leadership Academy, New York CityFAQ
Common questions, clear answers.
No future offering has been announced. Join the interest list to receive an update if that changes.
RocketPD will record your interest and may contact you when there is a relevant update.
Yes. Use the school and district inquiry option to share your goals with the RocketPD team.
Interested in a future offering?
Share your interest and RocketPD will keep you informed about relevant updates.