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Team 4: Many times we are already supporting teachers in finding ways to help students show their understanding and expression of targeted skills

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Team 4: Many times we are already supporting teachers in finding ways to help students show their understanding and expression of targeted skills

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The district participates in SEEKS, and their main question in designing instruction is "how do you structure lessons to increase engagement?" - this is reaffirmed within the text in that there are multiple ways to demonstrate learning and participate in instruction.

The clear definition of essential skills as skills needed for a lifetime. This was a great way to frame it.

Embedding "life based" activities within learning experiences is very valuable for students and also helps to keep them engaged. This is more application based as well.

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Group 9 : How can we effectively approach teachers with ensuring accommodations are followed. How do help begin to change mindset of those who think equity is cheating?

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Group 9 : How can we effectively approach teachers with ensuring accommodations are followed. How do help begin to change mindset of those who think equity is cheating?

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Team 4:  We can be a good support for teachers in thinking outside the box, looking for alternatives and being a general support for flexible classroom instruction.

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Team 4:  We can be a good support for teachers in thinking outside the box, looking for alternatives and being a general support for flexible classroom instruction.

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Activity on page 55 - could this activity be completed by teachers to help them think about their comfort level with each modality and then have them utilize this in their classroom?

How do we reframe the thinking about learning styles to ensure that we are trying to match learning preferences of the students? Learning styles in and of themselves do not necessarily enhance learning, but using strategies that are palatable to students can be effective to enhance learning.

How can we help teachers to be flexible in their thinking about how students can complete expectations?

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Pg. 63-64

Example means of expression learning list.

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Team 4:  How do we help teachers balance getting accurate information and testing protocols?

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Team 4:  How do we help teachers balance getting accurate information and testing protocols?

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Team 2: Giving choice in the way students demonstrate proficiency is important is a Key in UDL

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Team 2: Giving choice in the way students demonstrate proficiency is important is a Key in UDL

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Reaffirmed the idea of what is fair is not equal, as well as the idea that what is good for one is good for all.

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Team 11 - need for variety of options; what is good for some is good for most; Many schools moving to standards based grading when done well (on the right track)

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Team 11 - need for variety of options; what is good for some is good for most; Many schools moving to standards based grading when done well (on the right track)

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Allowing students to demonstrate their learning in a variety of ways; giving students voice and choice in showing their knowledge; recognizing not all students learn in the same way

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Team 2: Skills and understandings vs. tasks: It is important in our work with teachers that we help them understand the difference and importance of this distinction. 

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Team 2: Skills and understandings vs. tasks: It is important in our work with teachers that we help them understand the difference and importance of this distinction. 

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Students of any age can engage in metacognition and can tell you how they learn best. We need to model and teach this skill explicitly so they are able to utilize it.

Memory and retrieval strategies were a great reminder that we can give students strategies to enhance their skills and complete tasks efficiently.

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Continued learning in best practices in how to implement layered success criteria

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Giving choice, visuals, modeling are a good universal support

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Team 11: Bringing it back to knowing what the purpose of the task is so that we know what skill we are assessing

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Team 11: Bringing it back to knowing what the purpose of the task is so that we know what skill we are assessing

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Adults don’t allow students to solve the problem. Adults can set up situations to help facilitate problem solving. Adults can help build executive functioning skills.

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Team 11: Consideration of "when is there time" for teachers and staff to work on finding multiple methods of assessing 

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Team 11: Consideration of "when is there time" for teachers and staff to work on finding multiple methods of assessing 

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Does this apply to adult learning?

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Adults can help students to solve the problem, can set up situations to help facilitate problem solving, and can help build executive functioning skills.

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Offering only one choice gives preference to those who demonstrate their knowledge best that way.

We need to support teachers/districts in understanding the difference between tasks and skills/understanding

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What are those pieces that could help with accessibility for all?

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How can students have choice and opportunities around assessment?