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Create co-teach training for SpEd, Gen Ed and Admin to review effective models and 20-21 expectations (to include planning) to be delivered before school starts. 

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Create co-teach training for SpEd, Gen Ed and Admin to review effective models and 20-21 expectations (to include planning) to be delivered before school starts. 

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when designing accommodations, keep in mind time constraints within the classroom and the number of people those accommodations would take to implement for a particular student taking into consideration there are other students in the classroom that need to be supervised at the same time

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when designing accommodations, keep in mind time constraints within the classroom and the number of people those accommodations would take to implement for a particular student taking into consideration there are other students in the classroom that need to be supervised at the same time

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I think it is important for inclusion and gen ed teachers to talk in very beginning of year about what each person needs from the other, set expectations, to get rid of the "aide" idea -- give your inclusion teachers a physical place in the classroom for them to have their own space, as it becomes BOTH of their classrooms for Inclusion - not teacher and aide.

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Staggering inclusion times and ARD minutes to allow for collaboration and better teaching in inclusion.

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Using planning guidelines to ensure that all components of planning are covered. Go deep in the planning proces

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Ensure that inclusion targets gen ed students along with students on the inclusion teachers’ caseload

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Ensure that inclusion targets gen ed students along with students on the inclusion teachers’ caseload

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Determining the correct time for students in inclusion. Determining this before the art by meeting with all teachers involved and drags. Rick B

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Determining the correct time for students in inclusion. Determining this before the art by meeting with all teachers involved and drags. Rick B

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Put Inclusion teachers into the campus PD rotations for them to meet with Gen ed teachers to discuss best practices for students.

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Put Inclusion teachers into the campus PD rotations for them to meet with Gen ed teachers to discuss best practices for students.

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Staggering inclusion times and ARD minutes to allow for collaboration and better teaching in inclusion.

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Staggering inclusion times and ARD minutes to allow for collaboration and better teaching in inclusion.

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Using planning guidelines to ensure that all components of planning are covered. Go deep in the planning process

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Using planning guidelines to ensure that all components of planning are covered. Go deep in the planning process

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PD for the gen ed and special ed teachers (and paras) that will be collaborating

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PD for the gen ed and special ed teachers (and paras) that will be collaborating

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PLCs with all team members, collaboration

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PLCs with all team members, collaboration

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Review student minutes to ensure they are targeted correctly

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Review student minutes to ensure they are targeted correctly

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TLI support with SPED teachers trying to scaffold specific skills in specific content areas

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TLI support with SPED teachers trying to scaffold specific skills in specific content areas

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Inclusion teachers focus on one subject rather than multiple. 

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Inclusion teachers focus on one subject rather than multiple. 

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This allows common PLC time for GenEd and Inclusion teachers.

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Limit the amount of SPED students in classes

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Limit the amount of SPED students in classes

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Master schedule should reflect the need of time for collaboration

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Master schedule should reflect the need of time for collaboration

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Master schedule set with appropriate numbers of students within the inclusion classes early in the summer to plan and prepare for the upcoming school year.

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Specific program trainings to close gaps 

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Specific program trainings to close gaps 

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PD for the gen ed and special ed teachers (and paras) that will be collaborating

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Please complete the Google form to receive credit for this session. 

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Please complete the Google form to receive credit for this session. 

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For Question 2, please respond regarding the use of the Critical Thinking Process OR the use of Padlet for discussion.

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You Be You Special Populations Session Reflection

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Needs to be done before school starts. This means we will need more inclusion class periods per grade level.

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Scheduling the classes so that the number of SPED students isn't "overwhelming" and making sure those students get their minutes.

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Scheduling the classes so that the number of SPED students isn't "overwhelming" and making sure those students get their minutes.

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Being able to see modeling of successful inclusion strategies

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Being able to see modeling of successful inclusion strategies

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Having an idea of the number of SPED students vs the number of sections being taught

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Having an idea of the number of SPED students vs the number of sections being taught