Session One: Session Two: Session Three: Session Four: Session Five: Defining Inclusive Inclusive Lessons Lesson Planning for Accessible Student Feedback Practice Inclusion Assessments What do we mean by What are the signs of an How do we plan for an To what extent are our What can student Guiding inclusive practice? inclusive lesson? inclusive lesson? common assessments feedback tell us about Question accessible? inclusive practice? Compare Power Elements to Watch video from ESE’s and Share results from lesson Review an assessment Depending on the form of 1.5 hour the full rubric. Do they reflect use WTLF form to give plan reviews in small from a previous year using feedback, discuss student group priorities for the school feedback. groups. the Accessibility Review responses. community? Tool. Activity Discuss Plan for next year’s Follow Case Study Goals similarities/differences. approach to collecting discussion protocol. student feedback. Complete Power Elements Conduct peer observations Pre-work: use the tool to Review at one Pre-work: collect student 1.5 hour using WTLF tool. Provide review a favorite lesson. common assessment for feedback using feedback using prompts. accessibility and share instruments. Create individual/team goals Bring results to the findings with another team based on inclusive practice. session. Synthesize feedback into via email. Activity notes for discussion. Progress towards Collaborate on a shared vision Collaborate on shared Continuous refinement of Identify key takeaways Evidence of (on-going). of inclusive instructional inclusive instructional assessments for from student feedback to practice. practice. accessibility and universal be included in next year’s Progress design. self-assessment. : : tools: Classroom Lesson Plan Review Accessibility Review Discussion protocol for Discussion Administrator Example Artifact List Measuring Growth Alignment with the Tool(s) Feedback Model Survey, Alternate forms of feedback
Session One: Defining Inclusive Practice Session Two: Inclusive Lessons Session Three: Lesson Planning for Inclusion Session Four: Accessible Assessments Session Five: Student Feedback Guiding Question What do we mean by inclusive practice? What are the signs of an inclusive lesson? How do we plan for an inclusive lesson? To what extent are our common assessments accessible? What can student feedback tell us about inclusive practice? 1.5 hour group Activity Compare Power Elements to the full rubric. Do they reflect priorities for the school community? Follow Case Study Goals discussion protocol. Watch video from ESE’s and use WTLF form to give feedback. Share results from lesson plan reviews in small groups. Discuss similarities/differences. Review an assessment from a previous year using the Accessibility Review Tool. Depending on the form of feedback, discuss student responses. Plan for next year’s approach to collecting student feedback. 1.5 hour Activity Complete Power Elements Create individual/team goals based on inclusive practice. Conduct peer observations using WTLF tool. Provide feedback using prompts. Pre-work: use the tool to review a favorite lesson. Bring results to the session. Review at one common assessment for accessibility and share findings with another team via email. Pre-work: collect student feedback using instruments. Synthesize feedback into notes for discussion. Evidence of Progress Progress towards (on-going). Collaborate on a shared vision of inclusive instructional practice. Collaborate on shared inclusive instructional practice. Continuous refinement of assessments for accessibility and universal design. Identify key takeaways from student feedback to be included in next year’s self-assessment. Tool(s) : for Discussion : Classroom Administrator Feedback Lesson Plan Review Example Artifact List Accessibility Review Measuring Growth tools: Discussion protocol Alignment with the Model Survey, Alternate forms of feedback