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Standards and inclusive practices for all students regardless of variability aligns nicely with Tiered Systems of Support for all students and other Schoolwide efforts!

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Standards and inclusive practices for all students regardless of variability aligns nicely with Tiered Systems of Support for all students and other Schoolwide efforts!

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Inclusive practices allow intervention to be delivered at the student's least restrictive environment.

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Inclusive practices allow intervention to be delivered at the student's least restrictive environment.

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It mitigates some of the harm our system causes to our significantly disabled students by segregating them at an early age by making us accountable to maintain high standards for them. 

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It mitigates some of the harm our system causes to our significantly disabled students by segregating them at an early age by making us accountable to maintain high standards for them. 

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Allows for all students to access grade level content.

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allows students to access the general education curriculum and learn alongside their peers using the right scaffolds and accommodations to help them be successful

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Standards and inclusive practices allow all students to be working the same content regardless of variability!

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Standards and inclusive practices allow all students to be working the same content regardless of variability!

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I read about a very physically involved student who suddenly found a way to interact despite his sped teacher and that happened in gen ed. I believe some non-verbal students may struggle with a bit of depression because people don't understand them so they may shut down. Inclusion offers different stimulating environments for students.

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We need to presume competence. Give our students the opportunity to engage with grade-level standards and then build in the supports they need to be successful

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"General and special education teachers need to draw on each other’s specializations to collaboratively write effective Standards-based IEPs.   By working together, both teachers have valuable input to align the IEP with the general curriculum."

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We're all different types of learners, so it gives us a variety of ways for better understanding.

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We're all different types of learners, so it gives us a variety of ways for better understanding.

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Provides access for students that increase their likelihood of achieving things they never thought were possible.

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Helps build community and collective well-being

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Helps build community and collective well-being

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Ensures the IEP team is on the same page and students are supported in a way that aligns them closer to their grade-level peers.

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Ensures the IEP team is on the same page and students are supported in a way that aligns them closer to their grade-level peers.

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Aligns with equity goals:  helps us to re-imagine how we think about students with disabilities and discard some of our old assumptions (e.g. Down's syndrome, institutionalizing students).

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Aligns with equity goals:  helps us to re-imagine how we think about students with disabilities and discard some of our old assumptions (e.g. Down's syndrome, institutionalizing students).

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It is a way of ensuring equity for all through accessibility.

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It is a way of ensuring equity for all through accessibility.

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Collaboration is key

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Can be especially helpful for gen ed teachers to make the connection from their classroom content to a student's specific IEP goals.

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Can be especially helpful for gen ed teachers to make the connection from their classroom content to a student's specific IEP goals.

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What we've been doing hasn't worked to meaningful include many students with disabilities with their peers at rigorous instruction. We need new models to align special ed with general ed.

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It allows students to demonstrate learning, knowledge, ability and participate at their level while still making progress and being included to in core learning with peers. 

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It allows students to demonstrate learning, knowledge, ability and participate at their level while still making progress and being included to in core learning with peers. 

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I love the idea of scaffolding to reach standard and the way the example goals were shared earlier reminded me of adding accommodations into the goals

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I love the idea of scaffolding to reach standard and the way the example goals were shared earlier reminded me of adding accommodations into the goals

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Inclusive practices and standards allow for a greater sense of community and belonging

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It helps to start with a goal in mind.

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Students get the support they need without feeling isolated from their peers.

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Students get the support they need without feeling isolated from their peers.

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Allows all students access to grade level curriculum

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Allows all students access to grade level curriculum

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It allows students to reach their full potential, instead of saying they are unable to achieve due to their disability/status

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Watched aligning instruction to grade level standards and I feel excited because of the process that was broken down while reading a grade level book.

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These practices and standards give potential mutual goals that an entire IEP team can focus on and contribute to.

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These practices and standards give potential mutual goals that an entire IEP team can focus on and contribute to.

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We can use backwards planning looking for supports needed to reach grade level standards

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We can use backwards planning looking for supports needed to reach grade level standards

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Focuses on student strengths

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Expanding our imagination of how to provide instruction by starting with the standard and thinking of all the ways students can demo their learning

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Expanding our imagination of how to provide instruction by starting with the standard and thinking of all the ways students can demo their learning

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Scaffolding allows students access to the standards.

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number 1~ choice is always good!  choice as to how to show learning or explore learning respects individuals

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number 1~ choice is always good!  choice as to how to show learning or explore learning respects individuals

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We know that higher expectation leads to higher achievement... "reaching for the stars gets one closer"...

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We know that higher expectation leads to higher achievement... "reaching for the stars gets one closer"...

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Great way to really see what students know and validate their knowledge and skills while seeing how to challenge them to meet goals.

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"any of us can fail in a system that teaches us to treat children as anything less than brilliant or that fails to give us the tools to nurture that brilliance. Any of us can be Ms. Jones—perpetrators of inequity in the wrong system, or heroes in the right one."

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It produces an I can thinking instead of I can't

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It produces an I can thinking instead of I can't

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Setting a high bar, one that is shared by the team, ensures that our students are being challenged to reach their greatest potential.

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Setting a high bar, one that is shared by the team, ensures that our students are being challenged to reach their greatest potential.

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Allows for more collaboration and communication with the IEP team. Everyone is able to share their expertise. 

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Allows for more collaboration and communication with the IEP team. Everyone is able to share their expertise. 

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It allows students to connect with their peers more.

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Standards-based IEPs also help everyone on the IEP team—like teachers, parents and specialists—get and stay on the same page.

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Standards-based IEPs also help everyone on the IEP team—like teachers, parents and specialists—get and stay on the same page.

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Sets high expectations for students

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"All instruction starts from the same content standards, regardless of the student's disabilities."

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Allows us to see potential skills of the students without liming them by our own estimates of their abilities

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Allows us to see potential skills of the students without liming them by our own estimates of their abilities

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As adults, our students with significant disabilities live in a community and need to have shared life experiences with others

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As adults, our students with significant disabilities live in a community and need to have shared life experiences with others

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It's great to know where we're targeting to get there so we can figure out what we need to teach students to get there.

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It is a great way to bridge the communication between gen ed and SpEd.

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It is a great way to bridge the communication between gen ed and SpEd.