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I love this chart because it has teacher moves and student moves:)

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Webb's Depth of Knowledge (DOK) Chart.pdf

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Here  is the link to the planning template I acquired from Elmhurst.  Let me know your thoughts!

-Nancy

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"If we want our students to be prepared for college and careers, we should be fostering independence as much as we are academic content" (p. 72). Thought this was a powerful quote. I love the idea but implementing and instilling this independence is difficult.

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Resources for Scaffolding  from Chapter 4.  

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Resources for Scaffolding  from Chapter 4.  

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On Page 59, the authors provided several resources for scaffolding strategies:

Kansas University Center for Research on Learning

Teaching Reading Comprehension Strategies to Students with Learning Disabilities

--Elsa

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Hey everyone:  Here's the unpacking a standard tool we've created for teachers.   It really helps!  Check it out -- you will be prompted to open the doc in a new wind0w to access a copy of the tool.

--Elsa

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There are several mentions of cross- school collaboration as well as finding a neighboring district for collaboration.

I loved how we had our expereinced co-teachers mixed in those just getting started. What a great way to support one another. What do you all think about connecting with another district as well? Would that interest any of you?

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We talked in our first discussion about these 4 PLC questions. I thought it would be great to keep them at the forefront:

1.  What is it we expect our students to learn?
2.  How will we know when they have learned it?
3.  How will we respond when some students do not learn?
4.  How will we respond whne some students already know it?

-Nancy

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"...the results of a 2012 survey...indicate that 43 percent of the general public wrongly believe that learning disabilities are correlated with IQ or intelligence" p. 9

This was something I had not thought about. It is not only a shift in mindset of educators and the focus on ALL, but the community as well about what learning disabilities are, special education, etc.

-Rachael

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"The SYSTEM is responsible for limited access to the general curriculum and the resulting achievement gap-NOT the student's disabilities, color, socioeconomic status, or other characteristics. Whatever excuse is given, educators have a responsibility to meet ALL learners' needs." p 15
Such an appropriate statement for the state of the country right now.
-Natalie

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How can we help with this issue? I know we invite co-teachers to trainings, pd, norming, etc. but how do we make room on their plate?  “While general education teachers participate in professional development on best practices in literacy and mathematics instruction, special education teachers, who quite often teach core content, are relegated to the special education office, spending their professional development time making sure they are in compliance with procedural safeguards.” p.11

-Nat

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I love the definition given for PLCs in the intro including “recurring cycles of collective inquiry and action research” and that they “operate under the assumption that the key to improved learning for students is continuous job-embedded learning for educators.” Both of these fit so well with the elementary idea of KDAB and I’m excited to dive into this at the same time as co-teaching so that they grow hand in hand.
-Natalie

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Chapter 1: Commitment to Closing the Gap

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Chapter 1: Commitment to Closing the Gap

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"Is it Good Enough for Them?" I love this idea- When thinking about an improvement for a student, think about a child who is special to you and answer the question... Is it good enough?
p. 16
Steph

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"Some students--- with and without special needs--- may not achieve the levels we hope even after high quality standards-based instruction. But we have no way to predict which ones will not achieve high levels of learning; thus, we have to teach them ALL well."
p. 15
Stephanie

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Chapter 2 - Fusing Collaboration and  Professional Development

“The deep work combined with the work that happens on an ongoing basis in collaborative teams, will lead to consistent and meaningful improvement over time.”
Pg. 27
Anne

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Chapter 1 - - The President's Commission

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Chapter 1 - - The President's Commission

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"The commission's findings indicate that many identification methods lack validity and thousands of students are misidentified each year."
pg 10
-Anne

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"Another concern the commission reports is that educators and policymakers alike think about special education and general education as two systems, when in fact, general and special education share responsibilities and should not be considered separate.  Thinking of general and special education as two systems contributes to the "those are your students and these are my students" mentality."
p. 10-11
--Nicole

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"The reason professional learning communities increase student learning is that they produce more good teaching by more teachers more of the time.  Put simply, PLCs improve teaching, which improves student results, especially for the least advantaged of students.
p. 14
--Elsa

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"Think of students with special needs as general education  students first and special education students second in classrooms and in boardrooms." p12
-- Elsa