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Curriculum content that accelerates student learning is enriching, and curriculum that enriches in appropriate ways that will be accelerative.
Inclusive schools increase responsibilities of classroom teachers to provide for learning needs of highly able students.
School psychologist can help address issues in assessing high order outcomes that cannot be measured as easily as basic skills and choosing standardized measures for goals and objectives

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Special educators have a crucial role in building level teams. Their understanding of progress monitored data, intensive instructional strategies, and ways to observe and measure behaviors are essential to the work of the team.

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Teachers should meet weekly, biweekly or monthly in grade level groups, content areas or groups that span across grade levels.

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Tier 1- research based core group instruction is provided to all students. Universal screening of all students, those identified as risk are monitored on a more frequent basis
Tier 2- students identified in tier 1 as at risk are targeted for smaller group instruction in gen ed classroom. Continued frequent assessment and progress monitoring.
Tier 3- Students receive individualized intensive instruction that target their specific skill deficit. Those not responding are eleigible under IDEA.

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- Prepare study guides ahead of test

- Give practices test
- Give more frequent mini test instead of large content test
- change format of content so items are easy to read
- rewrite directions or provide cues
- Allow students to use outlines, web or other organizers

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RTI- response to intervention- instructional framework used to help who are struggling academically.
MTSS Multi-tiered system of system- includes three levels of RTI but includes more than just academics to social and emotional supports.

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Teach and monitor- both teachers inside classroom during instruction. One lectures while the other helps monitor performance of students & provide assistance
Parallel teaching-placing students in equal groups with each teacher lecturing on same materials
Station teaching- Teachers co plan instructional instructional activities and present them in stations or learning centers
Team teaching-  teachers deliver instruction simultaneously to whole class

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Done by manipulating different variables such as:
- amount of time allotted for instruction
- Duration (measured in weeks)
- Instructional group size

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Collaboratively educators should create an effective learning environment by proactively and explicitly presenting positively stated expectations to students and providing reinforcements

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Three factors identified as critical to the success of a  multi-tiered model of instruction:
curriculum used
fidelity of implementation
behavior management

Evidence based practices are reccomended when working with students with disabilities.

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Analyze student needs and potential learning barriers

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Establish a regular planning period time each week.
Meet somewhere without distractions
Save report building for anothder time
Determine roles and responsibilites

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Look for examples of UDL already present in lesson plans, brainstorm ideas for enhancing

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For students with disabilities, deficits in basic core content areas may limit access to the general curriculum and require teachers to plan interventions addressing these deficits.

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Use simple planning format that incorporates the three primary UDL elements
RePRESENTation
EXPRESSion
ENGAGEment

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To create expert learners who are: skillful, strategic, and goal orientated. As well as knowledgeable, purposeful and motivated to learn

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Universal Design of Learning- framework teachers can use when joint planning to meet needs of all students within general education classroom.

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What's and when's of face to face planning, time and frequency, and use of technology to collaborate teaching ideas, lesson plans, accommodation and adaptations.

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Preparation for co teaching partners are identified, getting to know each other

Discuss teaching philosophies, curriculum, teaching routines and procedures, grading and assessment practices

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School wide professional development programs

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School wide professional development programs

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- Online webinars
- Visits to successful co teaching programs
-workshops

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Schools must develop inclusion mindset prior to introducing concept to staff

Make sure teacher feel invested and responsible for learning of all students

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- Does co teaching arrangement make sense?
- How will co taught classroom benefit students?

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7.1 Prepare & Plan for Differentiated Instruction

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7.1 Prepare & Plan for Differentiated Instruction

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Co-teaching: Instructional delivery model used to teach students with disabilities in the least restrictive integraated classroom setting where general and special educators collsboratively plan and deliver instruction for all students