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We chose Option 2 and used the example of a student that one of us had in the past. We talked about the scaffolds needed for a student who did not know how to read and write in their first language. How will that scope and sequence look like when the student needs to learn foundational skills in two languages as well as grade level standards.

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There should be a space for an exemplar response to be drafted. This can be pivotal in considering appropriate differentiations.

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iReady Classroom Mathematics K-5

-Alter lesson slides to highlight key terms, add pictures to further student understanding, etc.

-Use the pink/purple table for ELL supports (these are great for all students)

-Hands-on activities in the TE are great for students who need support

-Throughout the TE there are tidbits to support students-look for bold headings: develop language, support student discussions, deepen understanding, etc. Use the beginning of unit resources to deepen teacher content understanding to better support students. The prerequisite report also has great supports to scaffold layer 1 instruction.

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We would move the scaffolds/accomodations piece to the top instead of at the bottom.

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Use the APS Units of Study for standards (pre-reqs and current), vocabulary and links to grade-level problems.

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Some students may already be performing above grade level. Be sure to consider advanced learners in your scaffolds.

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For the example English Learner, we recommend implementing strategies to support with the reading comprehension, like a GLAD Pictorial Input Chart and strategies to support writing, such as a cooperative strip paragraph, exemplars, graphic organizers, and sentence starters or frames.

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Isabel-student would benefit from a GLAD narrative input chart. Writing supports could include a graphic organizer. Also, modeling a written piece to support what should be included when student does her individual writing.

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Working with Benjamin we would utilize the tools of "Collecting Highlights" to organize ideas and chunk information. Then we would use "VoiceNotes" to allow him to get his thoughts out before writing, this way he can listen back to his ideas and use "Prediction" or "Talk&Type" to write out these ideas.

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Teachers and involved Paraeducators need to have the time and necessary tools to collaborate on student instruction and evaluation.

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Knowing what the student needs to be successful.

A system where all teacher working with a student collaborate regularly

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The more consistent and more coherent all participants are in working with a student, the clearer the objective for your students. This is especially important for ELs.

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Barriers -

Common planning/collaboration time for teachers/tutors working with the same students.

Guidance around how to incorporate adaptive programs (ex: when the student's pace does not match the current classroom activities)

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An expectation of planning and creating schedules for common planning is critical to support a collaborative, cohesive instructional approach.

Professional learning opportunities that provide application should occur throughout the year. Relying on "one and done" or virtual formats for PD is not yielding the outcomes needed.

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Common Collaboration time is imperative. Some barriers are scheduling times when most teachers and intervention and sped teachers have multiple grade levels and different collaboration times.

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Principals need to lead their teachers toward a common vision, a common definition of "rigor" and "student engagement" and a common instructional language.

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We need to provide school-wide structures that give coherence, guidance, and support. Then, teachers need to be given time and structure to collaborate.

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Built in time to collaborate and determine an effective way to communicate.

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Time and space to communicate and collaborate

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Educators need time to collaborate across content areas or between classroom teachers and interventions. Consistency among grade levels and/or among content teams can also help support staff be more consistent when they are working with many teachers or across grade levels.

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The necessity for coherence can only happen with true Grade level PLC's so can this can be achieved!

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Accessibility to a variety of response methods

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Collaborative structures need to be in place where educators can discuss student needs and an alignment of resources to ensure the students has both high quality, grade-level instruction and the necessary supports needed to access that instruction.

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Communication

is key

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common language, common practices

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Consistent use of HQIM and effective differentiated layer 1 instruction.

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Educators must have time to collaborate.

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We need all of the stakeholders to be working and in communication together to better meet students individual needs.

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If we are saying "benefits all, but is necessary for some" Then the students with the most significant needs should be considered first in planning, not last at the end of the template.

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This Unit Protocol gives me a structure to use that can guide conversations.

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I appreciate the encouragement this protocol gives to look at the unit as a whole, and to do the work/assessment themselves.

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Better way to understand the curriculum. Encourages teachers to look at the unit as a whole. This way they can look at changes they are going to make would not affect the standards addressed. Core texts in the unit connect to the unit's larger knowledge and skill goals.

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Start with the standards-if they are well-written they give you the direction and what and how

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vocabulary and language objectives are so important for all students and should always be considered when planning. It helps the students learn to have meaningful discourse, discuss their thinking, and access problems on the assessment level.

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We often start by asking teachers to review the final project/assessment of a unit so they can think about what skills/knowledge their students need to have to complete the task, what specific language they need to teach their ELs throughout the course of the unit to complete the task, what kinds of activities they need to model and practice throughout the unit, and what scaffolds ELs might need to complete the final task.

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I would love to see some further consideration of Understanding by Design built into the protocol. There are some additional components in Stage 3 that would strengthen the learning path section of the protocol.

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At the end of the day, we are here for the success of our students.

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The connection between EdTech and Language is advantageous to ELLs.

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English Language Learners and Technology

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Our conversation brought up the fact that a lot of the work I do is to help maintain programs and help with thier stucture. Many times, schools need help with the basics. I hope we can really help with this next year so that in the future we can support more of the classroom based things.

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A common importance our roles both have is student learning.

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A common importance both of our roles have is that we are using acceleration to support all students through layer 1. A common challenge both of our roles experience is that our departments are unique in their focus areas and so clarifying how this looks in practice is still a question to be answered.

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My partner and I both share the common importance of supporting the whole child, K-12. A challenge we face is getting some teachers to shift from a mindset of "it's not my responsibility to teach (other subject)" to "This student is my responsibility to teach."

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A common challenge that both of us experience is getting teachers to invite us into the classroom.

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Both of us are using technology to help better teacher's work with students, even though we have two separate goals.

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SE & EL have a common importance in that we want all students to have the opportunity to receive grade level instruction with appropriate accommodations alongside their diverse peers.

A common challenge we both have is that some may attempt to lower the bar for students in an attempt to help unknowingly to the detriment of our students.

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We are both here to help students access grade level content

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Supporting teachers to be able to utilize the tools/curriculum we support that will engage students in effective learning opportunities.

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1. Improving student learning

2. Teacher reluctance to use tools available

3. Use each other as resources

4. Improve student learning and support teachers

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1. Students

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A common importance our roles both have is that we have the opportunity to work directly with teachers and students.

At the end of the day, we are both here for students.

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My partner and I connected over the fact that both of our teams support K-12 and work with all subjects.

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AVID & Health

Common...supporting teachers

Challenge...open and willing teachers, need growth mindsets

work together...using strategies to elevate Health curriculum

Both...support teachers to have a direct impact on students

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Our district is very focused on inspirational change but we need to look at some focused needs at schools to improve student experience.

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We are both here to help teachers connect a whole child to content

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Common challenge is that lack of invitation into schools. Teachers feel uncomfortable with people coming in and working with them. They think we are telling on them. Teachers don't understand the resources are available.

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2. A common challenge is the need to shift teachers' mindset.

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1. Improving student outcomes.

2. Improving student outcomes...

3. Share strategies for adult learning.

4. Improve student outcomes...

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One common importance we both have is the enhancement of education with the use of technology. -EdTech&UDL

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A common challenge roles both have is supporting K-12 across the district. Our resources and expertise are broad but spread thin.

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1. A common importance our roles both have is the potential to impact the quality of instruction.

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Add any questions or comments here

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•What structures would need to be in place for students to have a coherent experience across their school day?

•What barriers need to get addressed to make this a reality?

•How does curriculum support coherent instruction?

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Build a bank of resources that support all students!

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Contribute your best resources and ideas here!!!

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•As you work, consider the following reflection questions:

-Which components of the protocol will be especially important for teachers to complete?

-How might the tool be adapted to better meet the needs of the teachers/schools that you support?

-Where can you fit into this process of supporting students with accessing strong instruction and HQIM?

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•As you work, consider the following reflection questions:

-Which components of the protocol will be especially important for teachers to complete?

-How might the tool be adapted to better meet the needs of the teachers/schools that you support?

-Where can you fit into this process of supporting students with accessing strong instruction and HQIM?

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What is your "link in the chain"?

In other words, where in the unit internalization process can your role and expertise be leveraged to support teachers in preparing for strong instruction for all students?

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After connecting with a colleague in a different role, consider your connection using the following as a framework and post connections below:

A common importance our roles both have is...

A common challenge our roles both have is...

One way we can work together to accelerate learning for students is..

At the end of the day, we are both here to...