Lead Teach Learn PLC Fundamental II: Inclusive Practice

Working Agreements Ask questions. Engage fully. Integrate new information. Open your mind to diverse views. Utilize what you learn. How do we hold each other accountable? *Taken from LF.org…

Learning Intentions Overview – Survey feedback Where are we going? Artifacts – Dive more deeply into Expectation 3 and 4 School/classroom implications

Professional Learning Community Four Essential Questions for Teacher PLC What do we expect our students to learn? How will we know they are learning? How will we respond when they don’t learn? How will we respond if they already know it? Four Essential Questions for Principal PLC What do we expect our Inclusive Practice to look like? How will we know we are learning? How will we respond to challenges? How will we respond if practices have been established?

Feedback Time To Collaborate Content Alignment

Common Ground Relate a story about your school experience (as a student) as it applies to inclusive practice. Pull-out/push in GT/ELL What are your earliest memories of that? How does this impact your leadership vision?

Artifacts Expectation 3: -All Students are held to grade level expectations and beyond. Expectation 4: -Scaffolding is a key component of differentiated classrooms. Guiding Questions How are teachers planning together to make sure that instruction meets needs of all students? What are teachers currently doing to support all learners? How is grade level expectations a part of your school culture?

Differentiation · Differentiation = Change ● “To differentiate instruction is to recognize students’ varying background knowledge, readiness, language, preferences in learning and interests, and to react responsively.” (Hall, 2003) ● Three Ways to Differentiate: o Change Material o Change Activity o Change Student Product Still meeting the same objective!

Scaffold Scaffolding = add to support ● “Scaffolding is actually a bridge used to build upon what students already know to arrive at something they do not know. If scaffolding is properly administered, it will act as an enabler, not as a disabler” (Benson, 1997). ● Adding something to your instruction to assist learners who are having difficulty ● Support is withdrawn as students gain proficiency ● Scaffolding can occur alongside of differentiated instruction ● Still meeting the same objective!

Inclusive Practice Expectations 3. All Students are held to grade level expectations and beyond. Are all grade level/school expectations consistent? How do we hold students to grade level expectations when their achievement is years below grade level? Do the accommodations in the IEP support student access to grade level expectations? Is there a model for this effective planning? (IEPs written in isolation) How do we balance intensive remediation with grade level expectations?

Inclusive Practice Expectation 4. Scaffolding is a key component of differentiated classrooms. Do all teachers know what scaffolding is? Do we have a common definition of both scaffold and differentiate? Is scaffolding the same content? Is scaffolding enabling or building towards independence? Is feedback balanced? What training are teachers getting to be able to scaffold? Is scaffolding differentiation? Can we toss out terms “scaffold” and “differentiate” and create new term “multi-level instruction”? What are we scaffolding to? Is there a district definition of “scaffolding” and “differentiation” ? Are there good examples of scaffolding and differentiation available across ALL levels? How do we create co-planning time to incorporate scaffolding within a lesson? What if there are no supports available?

Site Support Ask your SEAA or IS about Universal Design for Learning

Some Resources... These are specific to ELL students, but can be used for any student. Good teaching is good teaching!! “Go to” strategies: WIDA “Can do statements” for all grade levels The SIOP website also has lesson plans and activities planned out that show scaffolds that can be discussed for PreK through high school.

Did we accomplish our Learning Intentions? Overview Working Agreements Expectation 3 and 4 Desired outcomes from PLC time at LTL

Closure For next time… Expectation 2: All resource teachers are included in PLCs and unit/lesson planning. Expectation 6: Time is reserved in each teacher’s schedule for collaborative planning that enhances inclusive practice. Think Culturally Responsive Practice What artifact / data / information do you want to discuss with your colleagues? PLC* - Share your Professional Learning Commitment* with your accountability partner. Session Evaluation