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The institute has offered me a clear communicative outline through which to navigate some of the most difficult conversations that may arise in a school about inclusive education, more closely related to the messy yet rewarding act that is co-planning and teaching.

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We are going to implement pararell, alternative and stations this upcoming school year. And also progress monitoring

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Websites: (from UDL group- Multiple Means of Action and Expression)

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Websites: (from UDL group- Multiple Means of Action and Expression)

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Ways to show "what you know" (versus a basic test)

www.screencastomatic.com
www.screencastify.com
www.powtoon.com

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Looking forward to using the different teaching models in my classroom next year!

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Looking forward to using the different teaching models in my classroom next year!

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Specially designed instruction needs to be progress monitored to measure whether the content and methodology are working.

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We found that the different examples of co-teaching models were really helpful. Also, discussing the way that SDI and UDL can be linked was an interesting way to view planning for the upcoming year.
-Margarita & Claudia

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I really liked learning about the difference between SDI and UDL, and how gen ed and special educators can utilize these

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Learning how the SDI and UDL approach support leaning students.

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Specially Designed Instruction is what we do to fill in the gaps for students with IEPs, to meet their needs when those needs won't/can't be addressed by the general curriculum.

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The institute has offered me a clear communicative outline through which to navigate some of the most difficult conversations that may arise in a school about inclusive education, more closely related to the messy yet rewarding act that is co-planning and teaching.

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It makes me think of this TED talk by Chimamanda Adichie; not only should our planning be universal, but the stories we tell children should be as well:

https://www.ted.com/talks/chimamanda_adichie_the_danger_of_a_single_story

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Implementing more parallel teaching in our classroom and adapting our space to make it work!

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- I’m looking forward to doing the puzzle/matching activity from our SDI breakout during a staff PD to build school-wide language and familiarity with SDI vs. Accommodations vs. Modifications.
- I’m also looking forward to reviewing all of my incoming students’ IEPs to begin considering how to design my classroom space and curriculum with their needs, strengths and goals at the center.

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For UDL, there are certain steps we need to take in order to differentiate for all students, however, for SDI, its important to keep in mind specific IEP goals and be sure to monitor progress for those students with IEP's and it is also imporant to monitor progress for general ed students.

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clarity around language: SDI, accommodations, modifications, UDL. Best practices for communicating with colleagues and co-teachers. Critical thinking about progress monitoring: what data is being collected? how will i use this information to drive my instruction and meets learners' needs?

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Though we have worked together before, I found it enlightening to compare and contrast my co-teacher and my strengths and needs for our educational philosophy.

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Though we have worked together before, I found it enlightening to compare and contrast my co-teacher and my strengths and needs for our educational philosophy.

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The flexibility of using multiple co-teaching models throughout a lesson/day

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Looking forward to implementing station teaching with my co-teacher ( a model that we didn't utilize in the past). 

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Looking forward to implementing station teaching with my co-teacher ( a model that we didn't utilize in the past). 

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Enjoyed the time to work with my co-teacher out of the classroom. Learning the fine points of SpEd terminology was especially helpful.

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Explanation of SDI vs. an accommodation -
Scenario: A child is asked to  climb to the top of a mountain, but the child has no legs.
Accomodation: The child using prosthetics
SDI: Teaching the child how to use the prosthetics

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Planning with space for activities/focus, adult roles & ICT model used

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Planning with space for activities/focus, adult roles & ICT model used

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Resources: Reducing Special Ed Stigma, Disrupting Ableism

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Resources: Reducing Special Ed Stigma, Disrupting Ableism

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https://bit.ly/2IoUgtO

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physical space

switching teaching models

administration's expectations

crisis  behavior

blending various programs i.e. fundations, reading and writing project units of study, co teaching models

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Plickers - Easy and Technological Assessment for students.
https://www.plickers.com/library
EasyCBM - Progress Monitoring for Students
https://easycbm.com/

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Tech Tools for Access + Student Engagement 

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Tech Tools for Access + Student Engagement 

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I've heard of teachers using Flipgrid (https://flipgrid.com/) in their classroom to build the independent reading culture by encouraging students to create video rather than written reading logs. Also, because students can share these digital reading logs with the class, it can also function as a way for students to get book recommendations from their peers. I could also see flipgrid being powerful in math classrooms where students can create videos of them explaining how they solved a problem, which can be powerful assessment data for teachers and can be used as peer tutoring.

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At Station 2 with technology, there should be another column indicating cost of these potential programs.

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At Station 2 with technology, there should be another column indicating cost of these potential programs.

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Can we talk more specifically about how to apply TC Reading and Writing Workshop in an ICT setting? Our principal primarily pushes parallel teaching. Can there be any guidance or tips on how to best implement TC specifically? 

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Can we talk more specifically about how to apply TC Reading and Writing Workshop in an ICT setting? Our principal primarily pushes parallel teaching. Can there be any guidance or tips on how to best implement TC specifically? 

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There is a section in our newsletter that addresses the adminstrative push towards parallel teaching https://mailchi.mp/bf0f5f196828/tcicp-newsletter-no-6-the-myth-of-the-bell-curve-and-solving-your-co-teaching-dilemmas?e=[UNIQID]https://mailchi.mp/bf0f5f196828/tcicp-newsletter-no-6-the-myth-of-the-bell-curve-and-solving-your-co-teaching-dilemmas?e=[UNIQID]

Additionally, on our institute website, there are a few examples of weekly co teaching plans of a NF Unit of Study from the Reading and Writing Project

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Kass, I'm interested in learning more about how you taught active listening to your 5th graders. I'd like to do something like that this fall... do you have resources to suggest? Thanks! Carrie

YES!
Here's a link to a slideshow lesson on active listening

and also an active listening checklist  for kids based on some reading strategies described in Jennifer Serravallo's Reading Strategies book

Thank you!!

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I personally like this TED talk on talking and listening: 

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I personally like this TED talk on talking and listening: 

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https://www.ted.com/talks/celeste_headlee_10_ways_to_have_a_better_conversation

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How do we apply active listening skills to the kids we are working with?

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Grading: Can we validate?

Suspend judgement; promote curiousity

Stay curious about what's next