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Yes We Can! General and Special Educators Collaborating in a Professional Learning Community (Create a uniform education system and effectively react when students aren't learning)
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About Yes We Can! General And Special Educators
Product Description Design responsive instruction for the success of special needs students. As states adopt more rigorous academic standards, schools must define how special education fits into standards-aligned curricula, instruction, and assessment. Utilizing PLC practices, general and special educators must develop collaborative partnerships in order to close the achievement gap and maximize learning for all. The authors encourage all educators to take collective responsibility in improving outcomes for students with special needs. Benefits: Use the key ideas and four critical questions of a PLC to maximize learning for all students. Learn when conditions make special education services most effective. Determine priority standards, and study the steps for unpacking these standards into learning targets for special needs students. Discover what tailored instruction for special needs students does and does not mean. Consider common team structures that support effective collaboration. Develop instructional plans for special needs students using reproducibles. Contents: Introduction Improving Outcomes for All Students Part I: Closing the Gap Through Collaboration Chapter 1: Understanding the History and Reality of Special Education Chapter 2: Collaborating for All Students Chapter 3: Developing a Culture of Shared Learning Expectations Part II: Closing the Gap Through a Focus on Learning and Results Chapter 4: Establishing What All Students Should Learn Chapter 5: Designing Standards-Aligned Instruction for Student Success Chapter 6: Determining Criteria for Assessment Chapter 7: Planning Goals and Monitoring Progress for All Learners Chapter 8: Responding When Students Don't Learn Appendix A: Reproducibles Appendix B: Glossary Review "Yes We Can! takes a practical look at how commitment to the PLC process can improve learning for special education students. By setting high goals for all students, teachers can use data to make meaningful adjustments that will lead to greater achievement for each individual student. A step-by-step guide to a challenging subject!" --David Essink, Principal, Hastings Middle School, Hastings, Nebraska [a National PLC Model School] "Yes We Can! resonates with educators of all types. The authors' ground readers in the realities of special education and show through real-world scenarios how they can implement PLCs effectively to ensure all students learn. Yes We Can! has emerged as a highly effective resource for all types of education professionals working collaboratively to achieve this goal. It's a must-have for any educator team." --Maureen Hawes, Director, North Central Regional Resource Center, Institute on Community Integration, University of Minnesota, Minneapolis, Minnesota About the Author Heather Friziellie is director of educational services for Kildeer Countryside District 96, located in the suburbs northwest of Chicago. She previously served as both an elementary and middle school principal. As a leader, she is involved in literacy curriculum development, data analysis, and staff development. With experience as a building and district-level administrator, curriculum specialist, and classroom teacher, Heather has consulted with districts throughout the country and presented at national conferences. Educators at all levels have benefitted from her insight and experience related to developing high-performing teams, data-driven decision making, response to intervention, and literacy instruction. Julie A. Schmidt is superintendent of schools for Kildeer Countryside Community Consolidated School District 96 in Illinois. The district began its professional learning community journey 15 years ago and has been recognized as a model PLC. District 96 schools have received five Blue Ribbon Awards of Excellence, three during Julie's tenure as superintendent. With more than 26 years in education, she has been a superintendent, an associate superintendent, a school psychologist,
