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I love the placement alignment planner. Is the IEP being updated when it is reviewed every 6 weeks? What is the best way to reflect the gradual increase and next steps while still meeting IEP requirements/compliance?

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Work on the vocabulary and start the bus route 😊

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Providing PD on why inclusion is important.

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Using strength based language around formative assessment analysis in data meetings.

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Start learning with all administrative team:

--inclusion

--strengths of individuals

--Including this information into our work on Portrait of a Graduate so it reflects ALL students

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I think staff need frequent, small-dose examples of the competence of kids with disabilities shared with them - perhaps as an embedded component of a newsletter or as an anecdote to share via video.

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Writing down strengths that are present in the self-contained classroom

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I like the shift to using strength-based perspectives as part of data collection and formative assessment techniques that inform their practice.

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Work on changing our staff mindset regarding respectfully addressing students and respecting their privacy and integrity.

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Start having conversations to change attitudes. Be sure to include the ideas of INCLUSION in all of our professional development

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Include them in problem-solving rather than making decisions for them.

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Always keep a positive attitude and mindset

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Start with awareness and attitude fo staff to figure out what they need to take a step forward

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Shifting the conversation around students to where they are now and where we want them to go. Moving away from deficit language

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Focus on the positive.

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Focus on what students can do (not what they cannot do). Build on strengths. This is what students will make their future from. No one gets a job or goes to school for things they are not good at. Let's think more about how we can support all educators by leaning into the strengths of students!

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Develop an observation format to use when observing and giving feedback to coteaching partnerships that focuses on what kids CAN do - to help the coteachers better understand the possibilities of what can happen in their classroom.

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Work on ways to define Inclusion for our school district. Support with resources and positivity.

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provide language non negotiable and replacements to support asset based conversations

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Start by developing our collective definition of inclusion.

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Ensure that professional learning continuously revisits this messaging.

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Bring awareness and conversation to the idea that just because the student is in the room, does not make it inclusive

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Help staff use strength-based perspectives as part of both the IEP process and deliberate planning

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Lead all conversations with teachers with the strengths of the students in their classes vs what accommodations need to be made and what their struggles are.

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Professional development around staff attitudes towards disability.

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Be intentional about my language and shift to a more strengths based appreciation approach

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Asking staff what inclusion in their classroom means to them and what it looks like.

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Provide education and support to staff. I think some of their "ignorance or hesitancy" is lack of knowledge.

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begin training admin team about inclusive practices and understanding strength-based approaches to education

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Helping colleagues focus on a strength based perspective

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Teacher PD on best practices on this topic

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TBH I need time to think… so much to digest

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Disrupt language and thinking that presumes incompetence.

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spending time to create a positive attitude towards students with disabilities and bridging the gap on the why students should be involved

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To build capacity with a common understanding if what inclusion is...look, feel, and sounds like.

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Disrupt deficit focused language when I hear it when districts are problem solving situations.

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Improving our practices, especially strength-based approach.

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Continue to use helpful and inclusive language when talking about or with students/colleagues.

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Working on staff language

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Start with having a common language around what inclusion is and what the benefits are to all of being inclusive

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Bring Shelley Moore to speak to our staff!

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A better understanding of how this will look in my building, and how I can help lead, support and guide my staff and the entire school-community.

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How to take the inclusive initiative we've started and how to make it better (teacher/staff support, PD, etc)

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Add to the toolbox on helping ALL students

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I'm hoping for ideas to be prepared for all students prior to "oh no."

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How to help my staff understand how to include all students in their classrooms and provide them with the necessary tools to do so.

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Resources to take back to the districts that I support to support all of our learners!

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Bring back key terms in key times to share with teachers when they are frustrated and options to support while keeping students mainstreamed.

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Strategies to change mindsets about inclusion, trying to convince teachers, parents, and others that inclusion does not mean a reduction in rigor or expectations.

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Ideas to promote inclusion with EL students in mind.

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How to continue to support mindshifts and change

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Key ways to help staff see this as part of tier 1 for all students to have proactive, meaningful planning to engage in their learning.

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How to get started in my small district and getting the staff to buy into this concept. All students can learn.

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Ideas to inspire teacher to adopt this mindset

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Tools & ideas to bring to our district to show the value of inclusion & how all students grow through it

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How to present inclusion in not only a positive way, but an accurate way to our teachers to help them be supported in implementing it.

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Hoping to learn how to lead all teachers in believing they have the power to help students achieve their full potential. Collective teacher efficacy

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Starting steps to move districts forward.

Planning steps

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Ideas on how to create a culture of inclusion across the district.

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How to continue to build systems of support in our inclusive classrooms that result in meaningful engagement and progress for all of our learners

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Strategies to improve student engagement that can be implemented by both newer and veteran teachers.

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I am really hoping to be able to help my staff better understand the why behind inclusion, and then how to be able to help them successfully include all students.

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How to drive inclusion and planning for all within a building/district...

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How to effectively include students in the general education classes at the high school level with teachers who are reluctant to accommodate as much as necessary for some!

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How can we break down barriers and change vocabulary so that a student with an IEP is NOT automatically labeled?

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To be able to properly use inclusion practices

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Something good.

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To learn about more ideas to include all students and be able to share with other teachers & staff

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to do a better job of including all students and meeting their needs effectively

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Advocating appropriately for all student needs

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The inclusion of multilingual students ...honoring language and culture as assets.

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I hope to get a feel for how we at CESA 10 can best support area districts in their work, through engaging in discussion/conversation with district leaders at the series.

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How to not only learn to best support inclusion practices myself, but support other staff in the work as well

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To deeply understand the guiding conditions of inclusion and how to support the implementation of these conditions in our school district.

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Planning for all from the start!

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A framework to guide changes in mindsets and culture.

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I am hoping to take away ideas and tools to bring back to my district to help my teachers improve learning for all students.

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Tools, strategies and ways that I can help support staff in building inclusive practices

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Knowledge and practical applications of how to do inclusion well.

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ideas for supporting principals and staff in creating more inclusive settings at all building levels

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How to continue to advocate and learn about best practices for students with disabilities in the general education setting.