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If all schools "blocked" 2-5, differentiation would be easier to manage? Plus, more time could be spent if planning for one subject vs. three.

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This time was extremely beneficial. I learned about some new resources available for students. I also found it beneficial to hear from colleagues at the Elementary and Secondary levels. Face to face conversations are always better.

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Finding time to meet with others to collaborate is the piece that is missing. Face to Face conversation can not be replaced with shared documents.

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I found that as I discussed each lesson plan with other teachers, I had more ideas to contribute as compared to thinking about differentiation in isolation.

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I know we all hated all of the redundant paperwork that was so much a part of RTI but that model did provide a framework for providing opportunitues for Reg.ED/EC to have meaningful conversations about students. I think targeted conversations at the school level are much more productive and meaningful.

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What if we used the convocation in the fall to provide PD for all reg.ed. teachers so that they could all practice ways to provide a higher level of student engagement across settings/subject areas?

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I think it would be helpful to have Principals come to a consensus about how detailed lesson plans need to be. Less energy spent on "over the top" lesson plans could mean more energy spent on thinking about ways to promote a higher level of student engagement.

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I Know I grew today through interacting with those in the room as we had a guided dialog.  Thanks to everyone.

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Should we do this meeting  more often?  Maybe we could do it once more this year and reflect on at least two things we tried which we were reminded to do/suggest.

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Should we do this meeting  more often?  Maybe we could do it once more this year and reflect on at least two things we tried which we were reminded to do/suggest.

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I think this one training was sufficient. 

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I think this one training was sufficient. 

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I like the time period of 1/2 day in afternoon. I loved hearing all the ideas/ perspectives from a wide variety of experts. It would be helpful to bring some scenarios and get help about specific students from our schools (no names).

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I definitely would love to meet in this capacity quarterly or twice a year ... and be challenged

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working with experienced professional teachers and helping them access the knowledge to grow students, beyond what they've always done because we don't want our "pretty good students to attend pretty good schools with pretty good teachers"

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One school has teachers email nine-week focus points to all support staff.  

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One school has teachers email nine-week focus points to all support staff.  

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Teachers create a "pacing guide" for the 9 weeks showing standards and vocabulary covered. ESL, EC, and other support staff have access to this so that they can better plan.

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Copy of 6th Grade 3rd 9 WEEK FOCUS POINTS

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Helping teachers realize differentiation is not a massive undertaking of changing lesson plans.  It is adding or modifying lessons to meet student needs while focusing on the same standard.

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Roll-out of MTSS surely will increase resources and strategies that'll drive differentiation upward.

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Roll-out of MTSS surely will increase resources and strategies that'll drive differentiation upward.

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Collaboration!!!  Have the conversations to best benefit the students!

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Collaboration!!!  Have the conversations to best benefit the students!

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How can we make sure everyone in this room know what is available to use

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We are not alone in this

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This process takes a team effort! Getting everyone onboard and out of their comfort zones to benefit the needs of ALL students. Getting away from the mindset: "I've always done things this way, why should I change. Or I don't need any SUPPORT with my teaching"