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Remembering to ground this is diverse "learners" vs. diverse "students" is important. 

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Remembering to ground this is diverse "learners" vs. diverse "students" is important. 

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There is also the idea of looking at a variety of instructional models (whole group, small group, individual instruction, parallel teaching, teaching in stations (centers) and how implementing the curriculum in this way based on the intended outcomes and student needs as based on previous data can accelerate learning for each student. 

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There is also the idea of looking at a variety of instructional models (whole group, small group, individual instruction, parallel teaching, teaching in stations (centers) and how implementing the curriculum in this way based on the intended outcomes and student needs as based on previous data can accelerate learning for each student. 

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Another thought might be to consider how we create learning environments conducive to meeting the needs of diverse learners. 

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Another thought might be to consider how we create learning environments conducive to meeting the needs of diverse learners. 

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In practice, instructional practices (i.e., the rubric) are the keys to unlocking HQIM/C for ALL learners. This might overlap with other sessions, but to frame the idea that we meet the needs of diverse learners through employing best instructional practice (e.g., grouping structures, differentiated methods, student ownership) might effectively ground this conversation. 

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In practice, instructional practices (i.e., the rubric) are the keys to unlocking HQIM/C for ALL learners. This might overlap with other sessions, but to frame the idea that we meet the needs of diverse learners through employing best instructional practice (e.g., grouping structures, differentiated methods, student ownership) might effectively ground this conversation. 

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The idea of framing this in terms of equitable access for all seems important here. 

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The idea of framing this in terms of equitable access for all seems important here. 

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What does it look like when all teachers who support diverse learners collaborate in both planning for and providing instruction and supports?

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How do we provide access for diverse learners to honors/Advanced Placement content?

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How to communicate high expectations for ALL students and how to utilize the provided supports within high quality curriculum based on individual student needs to meet those expectations.
Julie

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Common thread throughout the strand could be through the environment domain....How does the learning environment look in a SwD, GT, etc. classroom ....what are ways we can breakdown the specific indicators to support learning in diverse classrooms (thinking of Murphy's Look-for tool request)...  There might be a way to align Rachel's/curriculum ideas as well through this lens.  How can you take curricular resources that currently exist and (through the environment domain) isolate the best materials to address the needs/interests of diverse learners...

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- Could we align some of our sessions to our current resources (gifted, swd, etc)

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It might look like providing equitable access for all through the lens of each strand.

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Creating "Look-for" tools that support diverse and equitable learning environments.

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Hoping for strong connections to the curriculum strand--it seems like often the two conversations are quite distinct and it's left to individual teachers to try to weave them together (i.e., by figuring out how to apply abstract strategies or theories within their particular context and content) and I'd love to see leaders pushed to address that trend by examining their adopted materials and providing curriculum-specific learning on equity and access (-Rachel)

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Ways to use the curriculum to provide access to all learners (academically, linguistically, and culturally diverse)

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The state of Louisiana has done lots of work around diverse learners. I would like for us to support the work being done around that.

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Creating systems and structures to support collaborative planning between gen. ed and SPED teachers to share strategies for supporting diverse learners.

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I'd love to see a framing that's not just about support for students but also about leveraging their strengths (-Rachel)

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Grouping arrangements to meet students' needs-considerations to make, chunking lesson objectives for SWD, formative assessment