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We can create language goals for ELLs that are both attainable and accessible

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We can create language goals for ELLs that are both attainable and accessible

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The IEP could serve as a model for personalized instruction if it were "reimagined" to focus our attention on student abilities and practices that support individualized success. 

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The IEP could serve as a model for personalized instruction if it were "reimagined" to focus our attention on student abilities and practices that support individualized success. 

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Now that the NYSITELL and NSYSESLAT Tests are "on-hold," 

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Now that the NYSITELL and NSYSESLAT Tests are "on-hold," 

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Take the time to really listen to our student population and how we can impact their learning.

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Take the time to really listen to our student population and how we can impact their learning.

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Don't assume they have the items and/or support needed to show up for school.

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Don't assume they have the items and/or support needed to show up for school.

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We learned that teaching and learning can happen in a variety of ways; what is most evident is that there is great disparity in terms of access to tools that support personalized learning. We need to address that. 

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We learned that teaching and learning can happen in a variety of ways; what is most evident is that there is great disparity in terms of access to tools that support personalized learning. We need to address that. 

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Allow them the space to share if they are not ok. Provide them with language to encourage them to share.

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Allow them the space to share if they are not ok. Provide them with language to encourage them to share.

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What does learning look like for each student? How is that being honored/celebrated? 

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What does learning look like for each student? How is that being honored/celebrated? 

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How are we perpetuating "marginalization" when we lean into the standards as the measure of success? 

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How are we perpetuating "marginalization" when we lean into the standards as the measure of success? 

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Provide students with the opportunities to collaborate with one another 

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Provide students with the opportunities to collaborate with one another 

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Acknowledge feelings: grief, overwhelm. It's not "business as usual"

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Acknowledge feelings: grief, overwhelm. It's not "business as usual"

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Listen to families and what they need, strengths they want to express

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Listen to families and what they need, strengths they want to express

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Agendas are great, but consider meeting students where they are needed and planning instruction that is unique and personal to learners. Find creative ways to harness technology in order to differentiate and supply access to all learners.

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Is it still Zoom or another outlet?

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What can we learn from the challenges we have experienced during this unusual moment in time? How can we do our work differently? 

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What can we learn from the challenges we have experienced during this unusual moment in time? How can we do our work differently? 

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While our students are not at school, many are with their families, including their parents, guardians, or extended family. It's vital that we engage in ongoing, two-way dialogue with the families, student, and school staff to ensure we're creating a support plan for brick and mortar school or remote school that is accessible, based on the family/student goals, and aligned with best practice for students with special needs. In remote learning, this may mean prioritizing one or two main focus areas and the teachers and service providers working to support the family in accessing resources from home. While ongoing communication is expected, there is also a level of humanity that needs to be present. Many of our families of SWD are also experiencing job loss, housing insecurity, deaths, etc. We need to make sure basic needs are met first and support in all of the ways we are able. We can continue to advocate for the child with special needs while also making sure the family is getting additional supports they may need.

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Provide multiple avenues in which students can perform

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Provide multiple avenues in which students can perform

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with the students AND the families so that we can stay in touch.
Remote learning may have made it even more challenging for students with disabilities to engage in learning.
Empathy for the needs of the students AND the families will help.

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Check in with students , support their caregivers. Offer information in accessible ways.

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Check in with students , support their caregivers. Offer information in accessible ways.

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Have necessary information sent to students to preview before an online lesson i.e. vocab, exemplars etc..

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Have necessary information sent to students to preview before an online lesson i.e. vocab, exemplars etc..

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increased use of visuals and videos save so students can refer to at a later time.

specific office hours for extra support.

use of choice for assignments

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Making sure that we meet their goals by breaking down those goals. Ex .during this remote time , we can share our screens with them to help them better understand what we want them to do.

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To Brandon's point, how do we first start with the empathy work to co-construct an understanding around the "needs"?

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To Brandon's point, how do we first start with the empathy work to co-construct an understanding around the "needs"?

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During Remote Learning, our SWDs families have expressed a need to have a teacher help them create a schedule that matches their availability and helps the student participate in lessons and complete assignments.

We have also created  team that meets bi -weekly to talk about SWDs and ELLs and their progress.

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That we offer multiple means of entry points: I-ready, Epic kids, zoom, special lunch dates, or small group instruction