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I understand the benefits of inclusion for special education, but if you have students that need specific interventions (i.e. Orton Gillingham, Reading Mastery, etc.) as a part of their specialized instruction, how can you also manage co-teaching responsibilities? How do you balance interventions, co-teaching, and behavior response? A constant barrier is that there is not enough staff to meet the possible (and arguably probable) range of student needs.

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What supports were in place to schedule and set this system up? Are there other students with disabilities in his classroom? Does he work with an SEA as well?

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I think that providing access & engagement in general education environments will promote progress when all the parts are done well with creativity, love and a social justice orientation

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I think that providing access & engagement in general education environments will promote progress when all the parts are done well with creativity, love and a social justice orientation

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collaboration is ideal when there is enough support and time for planning 

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collaboration is ideal when there is enough support and time for planning 

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When a student has cognitive needs, the specialized instruction seems pretty accessible for a general ed teacher -- almost like another level of differentiation. I'm curious about specialized instruction provided mostly by the gen ed teacher with students whose main needs are emotional / behavioral.

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When you say accessing core...does that mean access to grade level core or  can that mean core at a lower(or higher) grade level?

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Would love to see models of effective teaching with students who may have emotional/behavioral disabilities. Strategies for engaging learners who have high energy

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Would love to see models of effective teaching with students who may have emotional/behavioral disabilities. Strategies for engaging learners who have high energy

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What structures exist to support collaboration and co-planning around the students' needs (including Wyatt) between the educators working in this classroom (Classroom teacher, CC teacher, SEA, etc)?

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What structures exist to support collaboration and co-planning around the students' needs (including Wyatt) between the educators working in this classroom (Classroom teacher, CC teacher, SEA, etc)?

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What does this look like with multiple students with significant disabilities in one classroom with limited support? 

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What does this look like with multiple students with significant disabilities in one classroom with limited support? 

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ways too include the direct instruction (Edmark, Reading Mastery, Passporte) during the centers block

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Complexities in classroom come when students with and without disabilities may be functioning at similar levels - have similar skill sets. These situations really demonstrate the necessity of cc and gen ed staff to co-plan and support each other.

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Complexities in classroom come when students with and without disabilities may be functioning at similar levels - have similar skill sets. These situations really demonstrate the necessity of cc and gen ed staff to co-plan and support each other.

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Love to see Different adapted materials for students with limited mobility, limited gross motor skills.

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Love to see Different adapted materials for students with limited mobility, limited gross motor skills.

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How do we increase Wyatt's self motivation to stay on task?

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How do we increase Wyatt's self motivation to stay on task?

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How to shift t co-ownership of all students in the regular ed classroom

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How to shift t co-ownership of all students in the regular ed classroom

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students who have intense behavior difficulties are tricky to involve with peers   - they need so much social emotional support and can erode the best laid plans

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students who have intense behavior difficulties are tricky to involve with peers   - they need so much social emotional support and can erode the best laid plans

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Would be interested to see Wyatt's progress and if it was greater because of his inclusion in the literacy block, similar to what the keynote showed this morning.

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Would be interested to see Wyatt's progress and if it was greater because of his inclusion in the literacy block, similar to what the keynote showed this morning.

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I wonder / am interested in knowing more about the planning process between the gen ed/spec ed teacher? Examples of agendas, scheduling for meeting, shared data collection between gen ed/spec ed teacher. 

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I wonder / am interested in knowing more about the planning process between the gen ed/spec ed teacher? Examples of agendas, scheduling for meeting, shared data collection between gen ed/spec ed teacher. 

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I am thinking about how to help teams identify core or specialized--really helpful :)

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How much coplanning went into this and what did it look like? 

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How much coplanning went into this and what did it look like? 

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How to engage gen ed teachers in the work and how to make the time to effectively plan together for this

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How can we design a classroom engagement plan when we have multiple students on our caseload across multiple settings?

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How can we design a classroom engagement plan when we have multiple students on our caseload across multiple settings?

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wondering how logistically this is possible for 1 special ed teacher to do across multiple environments

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wondering how logistically this is possible for 1 special ed teacher to do across multiple environments

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wondering how logistically this is possible for 1 special ed teacher to do across multiple environments with multiple reg ed teachers......seems like this would be hard to keep up with and would require significant planning time with each reg ed teacher you support....

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wondering how logistically this is possible for 1 special ed teacher to do across multiple environments with multiple reg ed teachers......seems like this would be hard to keep up with and would require significant planning time with each reg ed teacher you support....

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As students get older access to core becomes tougher for many, needing more intervention- more of a challenge to meet some of these needs in gen ed class.

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As students get older access to core becomes tougher for many, needing more intervention- more of a challenge to meet some of these needs in gen ed class.

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This is always a puzzle--planning, communication, and belief is necessary!

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when you are across grade levels or 3 classrooms, how do you make this work???

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We are going to explore more deeply how to utilize all adults in a classroom actively in a classroom through co-serving all students.

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We are going to explore more deeply how to utilize all adults in a classroom actively in a classroom through co-serving all students.

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Really going to explore planning piece as a take back which indicates the need to build a team to build understanding about what spec ed instruction needs to look like, sound like and feel like to increase outcomes!

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What are the best ways for leadership to support staff to trust one another?

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What are the best ways for leadership to support staff to trust one another?

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Special education teachers are usually responsible for literacy and math across grade levels. Often times, literacy and math at different grade levels occur at the same time. It is impossible to be in more than one placa at the same time. How can this be managed so that all students get support in core academics as needed.

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Special education teachers are usually responsible for literacy and math across grade levels. Often times, literacy and math at different grade levels occur at the same time. It is impossible to be in more than one placa at the same time. How can this be managed so that all students get support in core academics as needed.

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many students who are not "at grade level" can benefit from accommodations, so how do you make this equal for all?  Many students need support if they are working below grade level

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many students who are not "at grade level" can benefit from accommodations, so how do you make this equal for all?  Many students need support if they are working below grade level

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modifications can still mean working within core, correct

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How might those teachers who feel that their school is not designed in a way to support co-planning/teaching/serving talk to their principals ?

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How might those teachers who feel that their school is not designed in a way to support co-planning/teaching/serving talk to their principals ?

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Special ed teachers need more guidance on how much specially designed instruction is appropriate. I think this varies a lot from school-to-school.

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Specially designed instruction can include students without IEPs? Please clarify.