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 What does District data tell us about 1 and 5? – Dive more deeply into Expectation 1 and 5 School/classroom implications What happens next?

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?

More Alike Than Different

Get out your phone Stand up Find a person you do not know One partner find a picture on phone The other partner will try to match. Keep looking for pictures until you find a match Share about your photos When instructed, find a new partner

Survey feedback Time to Collaborate Content Aligned

Artifacts Expectations E1 : ALL instructional staff embrace and demonstrate ownership for ALL students E5: All staff participate in professionals learning to develop crucial cultural competency to enhance understandings and practices with diverse students and families. Guiding Questions How are PLC’s structured for all instructional staff? Scheduling? How is CC a part of your school culture?

Inclusive Practice Expectations 1.ALL instructional staff embrace and demonstrate ownership for ALL students. Are we providing the time for all teachers to communicate about all students? (GATE, ELL, SpEd, Reg Ed). How do we remove labels while providing needed supports? How much of ownership for all students is cultural? How do we make meetings (IEP specifically) not a burden? Do all teachers have high expectations for ALL learners? How is this assessed for evidence at a site? How can gen.Ed teachers with resource kids to be involved in the writing of the IEP? How do we support schools to embrace the most complex students?

Inclusive Practice Expectation 5. All staff participate in professional learning to develop crucial cultural competency to enhance understandings and practices with diverse students and families. How to build this capacity from PLC to “practice” ! Best model to change belief systems? How do we break away from district driven cultural competencies to community driven? How are school’s eliciting parental involvement in bringing cultural competency to those who teach their kids? How do we differentiate the professional learning for the instructional staff and paraprofessional? Do we need a cultural competency refresher for all?

Modified Jigsaw Instructions Part 1: Read your section of the text. Go to your numbered chart. As a team summarize your findings on the chart in a few sentences. Part 2: Write something you can do to improve this phase at your school Upon signal, move to next chart, read, discuss and add an action step

Disproportionality At the conclusion of SY , special education students represented 13.26% (N = 8,276) of the WCSD student population. 64% were Male (vs. 51.8% in the overall district) 36% were Female (vs. 48.2% in the overall district) IEP students in by race/ethnicity: 21% were Native American (vs. 1.7% in the overall district) 18% were African American (vs. 2.5% in the overall district) 15% were Hispanic (vs. 38.1% in the overall district) 13% were White (vs. 47.2% in the overall district) 12% were Multiracial (vs. 5.1% in the overall district) 10% were Pacific Islander (versus 0.9% in the overall district) 6% were Asian (versus 4.5% in the overall district) IEP students in by Special Population status: 23% qualified as having limited English proficiency (LEP; 16.4% district) 61% were eligible for free or reduced lunch (FRL; 47.3% district)

Did we accomplish our Learning Intentions? Overview Working Agreements Expectation 1 and 5 Desired outcomes from PLC time at LTL

Closure For next time… Expectation 3: All Students are held to grade level expectations and beyond. Expectation 4: Scaffolding is a key component of differentiated classrooms. 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