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how to offer "just in time learning" for students with different needs?

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Not focusing on what content needs to be covered but why.

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We have the PERMISSION to slow down, be student centered, listen to students, give them more time to talk and share their learning. We have the autonomy to determine what is important and take more time on it.

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"Just in time learning" vs. "Just in case learning". Don't waste time with the latter.

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"Just in time learning" vs. "Just in case learning". Don't waste time with the latter.

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are "district curriculum leaders" going to adapt pacing guides with these principles in mind? 

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are "district curriculum leaders" going to adapt pacing guides with these principles in mind? 

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SCAFFOLDING not simplification

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This article avoids classroom behavior.  Kids are going to have a harder time adjusting to being in class.  There needs to be an emphasis on molding behavior early on.

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This article avoids classroom behavior.  Kids are going to have a harder time adjusting to being in class.  There needs to be an emphasis on molding behavior early on.

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prioritizing content and learning - "what is most important
to teach within the major curricular domains at each grade level". We need modified LA and math scopes & sequence maps asap.

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I am still struggling with the idea that pulling students out of class can be harmful. I know it can in some cases and in others, I think, this student will really benefit from some intensive intervention and to not do that would be harmful. Really believe there is a balance here

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re-imagining "word walls" that best fit learning needs as a more interactive wall instead of static

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Prioritizing continent to allow for more depth.

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Prioritizing continent to allow for more depth.

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These are great principles. I love them. I also think they're not new. They're a great tool to help us frame our teaching this year.

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No missing any CORE instruction for students in intervention

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Working together, provides a more complete picture of the educational needs of diverse learners.

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Helping students who need additional support access CORE instruction!

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Focus on commonalities, not differences.

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Focus on commonalities, not differences.

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It would be helpful to identify what the "big ticket" concepts are in each grade level

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It would be helpful to identify what the "big ticket" concepts are in each grade level

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All of these ideas seem great, however, it seems like the implication is that it is up to the teachers to figure out all of the hows.

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maybe start the year with passion projects to help students frind commonalities among each other rather than differences (#6 of article)

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These are all examples of good teaching practices that should always be used.  

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These are all examples of good teaching practices that should always be used.  

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Using multiple ways for students to show what they know including, sharing words, drawing pictures and diagrams, charts, etc.

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Start the year building joy and engagement before assessing. What assessment data would be the most useful for teachers at the beginning of the year?

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Can we set aside time to determine essential standards??

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More time in the class for everyone

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I agree with all parts of article, but sometimes students have fixed mindset of how they see themselves. A focus should be on helping them break out of of their own self assessment of their place in the community

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I wonder (as part of the intervention team) about the best balance for supporting our teachers/students in the classroom and working with students during pull-out. How do we get the best of both worlds?