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What resonated with me the most - and is a great reminder, is that becoming more inclusive as a school is a process, not something we decide today and implement fully tomorrow. In addition, it requires a whole school commitment from teachers to support staff to administrators to parents, etc. If that commitment is from only a few, the level of success for a true and students centered inclusive classroom/school is low. Having the entire community realize and really believe that every child learns differently, not only those who may hav a specified diagnosis - and all learners benefit from varied approaches to teaching.

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What resonated with you?

The importance of community in schools.

What does “shared responsibility” mean?

Everyone in the community contributes to his/her own learning and the learning of others.

How do you normalize support? Students engaged regularly in collaborative activity; teachers facilitating and support teachers actively involved in classwork

How important is staff PD? Opportunities to create shared responsibility through discussion and planning.

What are the responsibilities in delivering service? That teachers as facilitators are properly trained in learning strategies, that scheduling allows for co-teaching, that students also learn to tutor other students and not just give answers.

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What resonated with me was the commitment that the Copenhagen International School had to be an inclusive school. They recognize that schools have a responsibility of meeting the needs of the range of students who come through their doors. It takes a lot of time, hard work and resources but it is the right thing to do!! Schools should assume they will be able to meet a child's needs unless proven otherwise. Inclusion is not just a placement of students but where everyone is understood and respected for who they are and what they have to offer. It is a community where everyone is valued.
Shared Responsibility just means that in order to provide students with what they need to learn and be successful it requires the help of many people...teachers, parents, counselors, assistants, coaches, therapists, learning support professionals and the community. It does take a village to raise and teach a child in the way they should be taught.
Support is normalized when the support is provided in a way that students see as normal. Differentiation is the norm for everyone and not just for students with special learning needs. It is the culture of the school to provide support to all students who need it to find success.
Professional Development for the staff is imperative for an inclusive environment. It needs to occur in order to continue improving the process of being inclusive.
The responsibilities in delivery services is to provide a differentiated model and not a one size fits all one. They should include teaching as many students as possible in a regular context while meeting all of their needs.

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What resonated with you?
The school in Copenhagen understands that there must be a place for all students and  making room for everyone requires every staff member to be on board with that mission.
What does shared responsibility mean to me?
It takes every person who works in a school, no matter the role, to have interaction with the students in some capacity. It also takes a concerted effort by everyone because it's hard work.
How do you normalize support?
You build a community where students know that everyone in the room has different needs and that different approaches are used for everyone to see success. It's built and created through discussion and implementation day in and day out.
How important is PD?
Extremely important.
What are the responsibilities in delivering services? Work and dedication, effort and commitment.

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• What resonated with you?

-Evolution of Copenhagen school

-Specific steps taken to intentionally be more inclusive; it does not happen by accident

-Middle school as the focus and fulcrum for success in 2nd video; I think of how the ATL skills are most targeted in MYP and this focus is essential for inclusion and support for success

-Support at all levels, including not just teachers and teaching staff, but also board, families, counselors, and non-teaching staff

-Providing a unique learning experience for every individual

-Success for real life

-Belief every student can succeed until proven otherwise

-Students become aware and empowered to speak about their circumstances, successes, and needs

-Students feel fortunate to receive the support they need and are happy to have learned from past obstacles and even failures

• What does “shared responsibility” mean?

-All teachers focus on inclusion and all students are understood and accepted for their unique gifts and supported in their development by teachers, students, assistants, specialists and parents

• How do you normalize support?

-UDL, which allows for multiple access points and multiple products for all students, which can create more opportunities for all students to stretch and extend their learning in ways that may not have previously been presented to them

-Everyone is given opportunities so differentiation and multiple access points is useful for all

-Learning support is common and unremarkable

-Students learn to advocate and speak to their successes, challenges, and needs in intentional spaces such as student-led conferences and their regular classes

• How important is staff PD?

-For planned and successful implementation, it is extremely important as it establishes priorities and structures for all staff for more consistency and opportunities for reflection and making the training work for each and every student and teacher

• What are the responsibilities in delivering services?

-Creating a whole community where everyone is valued, including all staff, even non-teaching

-Showing the full journey so those in PYP and MYP can see there is potential for success in DP (or CP potentially)

-Communicating and teaming with parents

-Students have a right to support

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What resonated most with me after watching the videos about Copenhagen International School is their level of collaboration and support for these students. They have put together a team of people who are willing to work with and help each other as well as partner with parents for the benefit of the students. I know that is what we are striving for, but are not there yet. Shared responsibility, means just that, we are all responsible and must do our part to help the students succeed. We are a community of learners, which just also happens to include teachers and parents, but all learners and so we must rely on each other, and listen to each other for the benefit of all. For me, this means of course the struggling learner, but we must also remember the students at the other end of the spectrum, the intellectually gifted learner. Many believe that this type of student will do well with or without support, but as Todd Rose pointed out in his "Myth of Average" Ted talk, 50,000 of those gifted students drop out every year. That means it is just as important to challenge, stimulate and allow those students the agency to construct learning where they are.

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What resonated with me is the importance of collaboration amongst all including parents. It is important to train all staff members and start at an early age (PYP), continue through MYP and DP. Middle school years are very important because we need to teach them to work independently. Lastly, it is crucial to step back and give everyone the chance to reflect and make sure that each kid has what he/she needs.

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It resonated that this is a journey. -- I like to tackle and objective and cross if off my list. When I started teaching differentiation simply meant creating more access paths to the information (ie; content taught with a handout, plus a view, plus a lecture..). I crossed differentiation off my list of things but as I grow I'm learning that it's much more than that and needs to be a process that is continuously evolving.
Also, the level of collaboration was impressive with the Copenhagen International School. Including the staff on a community level, from the securities, teachers, administration, it seemed that all faculty and staff were involved in their inclusion initiative. I thought that was inspiring.
As an MYP Coordinator, thinking of middle school as preparation for DP is an idea I'd like to focus more on. Right now, we tend to start preparing for DP in 9th grade (or MYP Year 3) when we could really begin that transition at 6th grade (Year 1).  I think there is a disconnect in thinking between inclusion and rigor. I'd like to understand rigorous inclusion further to help close that disconnect.
I loved the idea of student-led conferences at the DP and MYP level. We have student-led conferences in PYP but I'd like to look a little closer at including these in MYP.

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What resonated most with me is how the mission of the school was truly inclusivity. So many times we see buzzwords like "rigor" "standards based." But what do those really mean if schools provide one type of cumulative assessment? "Shared responsibility" for me can be summed up to "it takes a village." While I am a classroom teacher, it is not my sole responsibility to teach my students. Their parents, administration, counselors, coaches, and the community all play a part in their development. I normalize support by providing goals for my students throughout summative projects. Stating these goals helps them with self-management. I also have designed my classroom environment to be me as a more of a facilitator than presenter. In this dynamic, I am able to provide individual attention while students construct their own learning. Staff PD is important, but it must be meaningful. There needs to be tangible resources or modeling for teachers to take a way a specific strategy to use. Teachers conducting staff PD is also a great way for professionals to learn from their peers. The responsibilities in delivering services is to develop variety so that all students are able to connect with content and develop their skills in any area of the school.

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In watching both of these videos, there was one message that stood above the rest: include as many people as possible in the student's education. We all have a shared responsibility in supporting and educating these students; teachers, parents, administration, guidance counselors, the outside community, etc. If we are able to normalize support in both our teachers and in the lessons being given, students will not be able to tell when there is inclusion happening, it all happens naturally. It is important to be communicating constantly, I loved how there was a constant communication to check the progress of these students so that there could be a unified vision and communication. Lastly, there is a reality that with more growth in a school, there will be more diversity. If we are able to understand that there will alway be a range of students and that it is our duty to be able to serve them all, we are less likely to get stuck in the "it's the way it's always been done" mentality.