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The four principles articulated in the ELA vision are framework are all absolutely relevant to al disciplines. I wish to assert that pulling ELA out for this framework as the single area of focus rather than integrating all subjects is difficult for me to understand. 

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The four principles articulated in the ELA vision are framework are all absolutely relevant to al disciplines. I wish to assert that pulling ELA out for this framework as the single area of focus rather than integrating all subjects is difficult for me to understand. 

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Idea- Short vignettes of EPS teachers demonstrating the vision

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Idea- Short vignettes of EPS teachers demonstrating the vision

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What should students be experiencing in classrooms within that content area?

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What should students be experiencing in classrooms within that content area?

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Appreciate the co-generate concept with routines, procedures, agreements. 

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Appreciate the co-generate concept with routines, procedures, agreements. 

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Very similar to Illustrative Math framework

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Very similar to Illustrative Math framework

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Appreciate the action items and the "what it looks like" within a classroom context

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Appreciate the action items and the "what it looks like" within a classroom context

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We need a vision for all that is alingment

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How can we help ALL teachers embed mathematics to help destigmatize math and stop teaching math in a 1-period vacuum?

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How can we help ALL teachers embed mathematics to help destigmatize math and stop teaching math in a 1-period vacuum?

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How can we integrate this across all curricula for continuity. IE: Common CER language/Acct. talk practices

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How can we integrate this across all curricula for continuity. IE: Common CER language/Acct. talk practices

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What works: "Students do the thinking: Each student can and should be challenged to struggle productively "

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What works: "Students do the thinking: Each student can and should be challenged to struggle productively "

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I look forward to have clear look fors as a guide to what does "students doing the thinking look like?"

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I value "Mathematics is a web not a ladder; students can enter given multiple entry points and contribute with low floor/high ceiling tasks "     What does this look like?  How can we ensure this is happening?

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I value "Mathematics is a web not a ladder; students can enter given multiple entry points and contribute with low floor/high ceiling tasks "     What does this look like?  How can we ensure this is happening?

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Appreciate the productive challenge in math vision

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Grounding in core conceptual ideas is key and helps to understand larger vision of subject

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Grounding in core conceptual ideas is key and helps to understand larger vision of subject

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"Math has been a tool of marginalization," extremely important to unpack this as a larger community

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"Math has been a tool of marginalization," extremely important to unpack this as a larger community

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Appreciate the concept of students challenging ideas and deepening own understanding based on peer thinking

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Appreciate the concept of students challenging ideas and deepening own understanding based on peer thinking

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I like the focus on joy, and explicitly calling out low floor high ceiling.

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I like the focus on joy, and explicitly calling out low floor high ceiling.

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Students talk about how they solved problems. The WHY?

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Students talk about how they solved problems. The WHY?

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I like the focus on productive struggle, which requires a concerted effort to teach and model growth mindset.

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I like the focus on productive struggle, which requires a concerted effort to teach and model growth mindset.

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Powerful statement, "Mathematics has been a tool of marginalization and we commit to understand, identify and collectively dismantle systems, practices and policies that have led to marginalization."

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Powerful statement, "Mathematics has been a tool of marginalization and we commit to understand, identify and collectively dismantle systems, practices and policies that have led to marginalization."

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I think each of the guided premises could be apply across all subject areas

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I think each of the guided premises could be apply across all subject areas

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... we need district support to take a critical look at materials and pacing guides; I appreciate the four big ideas and the "look fors"

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More information on how this would all work and what it looks like is needed. I agree with many of the statements but also want to ensure, that as specialists in our field we are not tied down to only using the gen ed curriculum. We need to be able to use our professional judgment and expertise when creating specially designed instruction.  This does not always mean using Reach at the elementary level. Can our freedom to use the tools we have at our disposal for each individual child be noted?  Special Education so so varied and one curriculum can not fit all children. 

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More information on how this would all work and what it looks like is needed. I agree with many of the statements but also want to ensure, that as specialists in our field we are not tied down to only using the gen ed curriculum. We need to be able to use our professional judgment and expertise when creating specially designed instruction.  This does not always mean using Reach at the elementary level. Can our freedom to use the tools we have at our disposal for each individual child be noted?  Special Education so so varied and one curriculum can not fit all children. 

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Caseloads in elem resource can get so high, that we end up have children from different grades/ability levels at once. Sometimes, we even have to teach two different subjects at once. Can the district consider adding additional teachers and/or paras? Having to support all academics and behavioral needs can make meeting this vision challenging. 

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Caseloads in elem resource can get so high, that we end up have children from different grades/ability levels at once. Sometimes, we even have to teach two different subjects at once. Can the district consider adding additional teachers and/or paras? Having to support all academics and behavioral needs can make meeting this vision challenging. 

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 I agree with many of the statements but also want to ensure, that as specialists in our field we are not tied down to only using the gen ed curriculum. We need to be able to use our professional judgment and expertise when creating specially designed instruction.   I do agree that using IM and supporting children with what they are leaning in the classroom is best, but at times we will need to use our professional judgement when creating specially designed instruction and this may mean thinking outside the box of IM to meet individual needs. 

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 I agree with many of the statements but also want to ensure, that as specialists in our field we are not tied down to only using the gen ed curriculum. We need to be able to use our professional judgment and expertise when creating specially designed instruction.   I do agree that using IM and supporting children with what they are leaning in the classroom is best, but at times we will need to use our professional judgement when creating specially designed instruction and this may mean thinking outside the box of IM to meet individual needs. 

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Elem Resource room math often means having a varieties of abilities and even grades at once for a 30 minute math group.  Will the district provide us with more support to achieve this  vision? 

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Elem Resource room math often means having a varieties of abilities and even grades at once for a 30 minute math group.  Will the district provide us with more support to achieve this  vision? 