
33:53
Good morning!

34:44
Good Morning Everyone. The presenters are beginning, you should be able to see and hear them.

34:46
Good morning Evelyn

34:48
Hi everyone thanks for being great!

34:50
good morning all

34:55
Good morning

34:58
Additionally please note this webinar is being recorded.

35:06
Hello, all!

35:21
Hi AJ :)

35:25
Your back-lit! I did that too!

35:27
Good morning Evelyn.

35:34
Hi Gretchen!

35:56
good morning!

36:33
Karen Hernandez, school psychologist

36:36
Dawn. Assistant Principal. How to best implement inclusion with PFA

36:45
Guadalupe G. / EHS Teacher/ accomodate for those with special needs

36:47
I hope to support SPED teachers more

36:49
Vivian Smith Preschool Teacher

36:55
Patrice A Wallace Educational Mentor Coach..to cover all areas with helping Teachers and programs.

36:59
Erin Brusky, ECE self contained and ItinerantHow to do better at the itinerant side of my job!

37:01
Libbi Farmer- Preschool Teacher

37:02
Krysta Kleinschmidt - Preschool for All Teacher - I am hoping to learn some new strategies for implementing inclusion into my classroom.

37:06
A.J. McCree - PrincipalI hope to learn specific examples of having children with special needs be leaders within the classroom

37:07
Wendy, Blended PreK Teacher Ideas to use in my blended classroom to meet the needs of all the children.

37:08
Kate List, ECSE teacher. Hoping to learn ways to ensure all students have opportunities for inclusion.

37:09
Hi I’m Chris Gillis - I teach 2 sections of blended preschool.

37:10
Jenny Ludington, Preschool Expansion teacher, how to do better at making accomodations

37:10
Alisha, PFA teacher, how and where to start, its new for me

37:12
Kristin Beck, PFA teacher.

37:12
Inclusion that actually includes everyone.

37:12
Susan Cerza, ECSE teacher, I want to learn how to include my self-contained students

37:13
Wenndi Crump, Gen Ed Teacher in Blended Classroom. I want to learn what new things I can incorporate into the classroom with my co teacher

37:14
Gretchen, Self-contained EC teacher, How to increase inclusion for more of my students and how to support them in that setting

37:17
Virginia Colletti. _Public School Early Childhood Special Education Teacher. How to better use the time the inclusion opportunities my students have.

37:22
I want to learn how to successful include all children

37:24
Brandy Kahl How to better support inclusion in the classroom.

37:24
Eva, K-1 Bilingual Special Education instructional. The very opposite to inclusion. I hope to gain information to share with my administration for next year.

37:25
Beth Steiniger, general education prep teacher. How to help my students engage more with inclusion students.

37:25
Sherrie-Special Education resource/inclusion teacher. I want to know how to best support students and gen ed teachers in an inclusive setting

37:27
Sara Svetich, EC Diagnostician. How to fully include more students with the resources we have in place.

37:27
Valorie Revere and I am a teacher in a blended classroom. Im hoping to learn more strategies on meeting the needs of all students while in an inclusive classroom with minimal support.

37:27
Inclusion when it is challenging to include.

37:28
Donna Kistner, SC for EI

37:32
Lisa Hull-Crawford. School Psychologist. I hope to learn the smoothest way to transition to full inclusion classrooms, as this is the direction our district is heading.

37:32
Erika, Instructional Coach/Infant Toddler Specialist, Hoping to learn more high quality inclusion for our classrooms.

37:33
Nancy Millsap Thompson, Disabilities Liaison ODLSS/DFSS

37:34
Hi, I am Nichola Underwood - PFA Teacher

37:35
Simcha Safran DL Teacher blended Prek CPS How to teach 7 DL children and 12 Reg Ed together :) Best practices

37:35
Mercedes, ECE self contained, I want to learn how best to include my students in the preschool classroom

37:35
Carli Keown, Special education teacher. I am hoping to learn more about providing social emotional support and instruction.

37:36
Cindy PreK Teacher Accommodating special needs children and best way to support them

37:36
Terra Strange. I am a Lead Teacher for SIU PFA. I would like to know about key practices and what that looks like in a early childhood setting.

37:36
Good morning. My name is Dominique Tyler. I am a teacher. One thing I hope to learn is how to accommodate children with varying degrees of delays.

37:36
Janette Smith- PreschoolTeacher. Strategies to implement in my inclusive classroom.

37:37
Sally, PHYSICAL THERAPIST ASSISTANT, supporting sped and general ed teachers

37:37
Hi everyone my name is Anakaren Nabor , I am a teacher assistant and I hope to better learn how to include my class.

37:38
Jacki - OT. how to best explain the differences to parents about the benefits of inclusion as well as how it is different for every child.

37:40
Donna; teacher; new strategies to use in my classroom (when we are able to get back)

37:49
Brandy Kahl preschool teacher with SRECP

37:53
My name is Darshe Bias. I am an Educational Mentor Coach. I would love to learn how to offer inclusion strategies to share with teachers.

37:59
Marsha Inclusion and Mental Health Manager- Head Start any new information to share with staff🙂

37:59
Ally Dunham Preschool Special Ed Teacher, New inclusion strategies

38:08
I'm from central Illinois- glad this was opened up for our region

38:10
Ann Neville - Early Childhood Blended classroom Teacher. Looking for more strategies for blending and collaborating with self-contained teachers.

38:21
Alison Stroczkowski, PreK Gen Ed (in a blended classroom) What does this look like when done well in a full day Public School setting.

38:22
Mikel Bodenbender, Lead Preschool For All Teacher at Marie Schaefer Elementary in O'Fallon, IL. One thing I would like to learn is how to come up with activities that engage and encourage children to be inclusive with others.

38:26
Andrea Davis Student in College.Hoping to learn more about Inclusion in childcare.Studying to be a preschool teach.Im from Chicago

38:31
Paris, IL

38:31
Lisa Hull-Crawford from Springfield, Illinois

38:36
April Leigh, zero to three education manager at Easterseals Chicago/suburbs. I'm hoping to learn more about individualizing in the lesson plan and inclusion through daily routines.

38:39
I teach in Kewanee, IL

38:40
Im from Harvard, illinois

38:41
Nichola Underwood, I would like to learn more new strategies to include all students in a meaningful way.

38:43
Sandra Cardoso, Teacher Assistant ,Strategies to implement in the classroom, from Chicago

38:46
Brandy Kahl southern illinois West Frankfort

38:51
Laurie. Physical therapist assistant. Adaptations and support for teachers

38:51
I never understood how it was southern either, but I am originally from NC.

39:01
Laura Brown, EC teacher, hoping to learn more strategies

39:16
Beverly Pre k Teacher Strategies to use in the classroom. CPS

40:39
Including students with more significant needs especially students who need a more structured day in a classroom that is centers based.

46:54
Samantha Schnell preschool teacher and education specialist!

49:54
yes i can see it

50:00
My email is in powerpoint but also Ann.kremer@eclre.org

50:06
Shannon, are you referring to the emails to contact them or the emails with the handouts?

50:13
it shows clear and the sound is good

50:19
Evelyn's email is ejgreen@cps.edu

50:54
[Ann provided hers above]

51:02
ok thanks!

53:38
Thanks for letting us know Jackie! We understand!

53:43
Where’s the video?

54:24
The video is turned off, but you have the indicators in the attachment of the email with the webinar link

54:25
https://www.eclre.org/good-to-know/what-makes-inclusion-work/ is the link to video and the printable handout

54:53
Sticking with a formal planning time to meet and discuss needs with co teacher.

55:15
Common planning time before school starts and through the school year

55:36
can you say A's again! I missed it

55:39
Vision and Attitude:

55:40
Adapting materials, furniture, and physical space to facilitate inclusion is a major part of inclusive programming.

55:44
What was S-Z again, please?

55:54
first name L- attending webinars and trainings, staying current with research, designating time each day to reflect with coworkers and keeping a daily journal

55:54
Vision and Attitude - we do work around belief systems

55:55
The attachment they are referring to is the one titled "what makes inclusion work"

56:15
M-

56:16
Collaboration and teaming - common plan time, PLCs, team meetings

56:29
A-F VISION AND ATTITUDE, COLLABORATION AND TEAMING

56:37
Administrative support strategies: being knowledgeable, group meeting, one on one with Teachers, open to communication, and modeling if Teachers are struggling in the classroom.

56:43
Sorry how can I access the handouts using my computer and have the webinar open?

56:43
G-L PREOFESSIONAL LEARNING, AND PLANNING TIME TO REFLECT

56:52
A-F

56:58
Professional development in which vision, mission and intercultural relationships are the main content

56:59
Formal time to plan and reflect: Have a set time to meet with team every week. Professional learning: attending conferences, webinars, and trainings.

57:03
making environment and materials accessible

57:09
Vision and attitude: the parents are always part of decisions; constant communication with the families in regard to their child and what they are doing daily in the classroom

57:09
VIsion/Attitude: Making sure every child is included, adapting to individual needs,working together in a team

57:16
Having clear guidance from administration. Having a clear procedure for communication and problem solving.

57:22
Collaboration- Finding a common time to meet regularly, using google forms to communicate and document progress with all team members. Discussing strategies that work in both classrooms to help student be successful across settings

57:31
Professional learning: lots of webinars, joining committees, participating in inservices

57:35
Professional Learning:

57:36
Planning time:

57:37
having a strong team that is on the same page

57:41
My program would not be successful without my team of teaching assistants, related services providers and parents. It takes a village. I am so dependent on all these people.

57:48
Family and Community Partnerships- We hold monthly events for families to join us for dinner and provide an activity related to child development. Our last meeting was for healthy recipes that can be done with children at home, we made smoothies and let the kids cut the fruit. It was exciting.

57:48
Adaptations and support: visuals, vests, cube chairs, If/Then cards, adaptive pencils, scissors, seating, lap weights, preferred activities, token economies, Ipads, AAC devices, tiered lessons, SEL

57:49
Meeting with General Education, SECA, and clinicians to talk about student progress and the effectiveness of accomodations and modifications

57:49
Family & Community strategies: communication with family, newsletter, social media, Family conference, and explain guidelines, policies and procedures.

57:50
My supervisor does well at leading our team to professional learning to participate in that helps us have a cohesive understanding especially if we all have the same professional development and have time to communicate ideas.

57:51
Vision and Attitude: It is important to be intentional when planning and for students. As an educator, I noticed that having an opened mind helped with inclusion. I also collaborated with other teachers for support. I also planned with families and offered a two way communication.

57:53
K- Professional learning. We are always looking for new professional development to support inclusion and give us knew ideas. We are encouraged to implement new strategies learned

57:55
Family feedback on program is valued and used for program improvement. The administrator actively leads and supports the vision for inclusion.

57:59
planning

58:02
vision attitude- having a positive attitude sets the tone for the room and others will follow with including all.

58:04
Include our blended families in our newsletters, class activities, and anything that we do. Contact our blended students families the same as our other students.

58:04
Our administrators are really supporting inclusion at the preschool level, and our district admin have taken the stance of if they can be in a inclusive gen-ed setting in preK, then they can in K, too

58:08
Working with therapists to make necessary adaptations in room arrangement, equipment, etc.

58:11
Attending professional development (with team members) related to your field and student needs, then having opportunities to reflect upon training, consider how new skills can apply to further supporitng students

58:11
Admin support- ensure that admin understand inclusion, benefits etc PLCs for directors of centers and other admin

58:15
Adaptations and systems of support-using natural supports-gen ed teacher and para.

58:35
Evidence Based Practices- Exploring new ways for data-collection and authentic assessment and then Adaptation- adapting for your specific population is so important for the EC community

58:36
Adaptions would require pre-planning with team to make adaptions/accommodations available

58:41
A-F Collaboration for me - we plan together as a pre-k team, I then work with the 2 teachers I am an itinerant with individually.

58:44
Adaptations: Physical therapy gives options and discuss with team best possible equipment that supports the child. Weekly check ins on how equipment is working is helpful.

58:58
start with the positives, look at things from a different lens

58:58
Adaptations and Support-Using technology to support learning styles in the classroom

58:58
which attachment are we looking at I'm sorry? I

58:59
create teams intentionally taking into consideration not only professional role but also personalities..

59:02
Adaptations - depending on student’s needs - ie a foot block for an unstable child while sitting, adaptive scissors, front-loading information, etc

59:04
Vision and Attitude More Caretakers should educated

59:08
Formal time to plan and reflect..

59:09
A-F Vision and attitude and Collaboration and teaming - It is important to work with your team and develop a way to implement things. There has to be a form of consistency and with that can come change

59:10
Making a plan to schedule planning time for specific activities, keeping close communication with other teachers in order to offer strategies for handling specific challenges

59:16
Planning time and support to implement new strategies

59:19
Vision and Attitude: having a positive attitude really depends on having the right support and feeling like you can say this is hard, I don't get it, I need help etc and then getting it, so you can help your students and families

59:20
Family partnerships - We have been working with our parent organizations to consider accommodations when they are sponsoring events at the school.

59:20
Administrative Support. I am constantly working with my administrators to find ways to engage with my students who may be going through a traumatic experience. I am a new teacher so I feel like I am always asking their advice and they have been very open and willing to assist.

59:23
Professional Learning: workshops, webs, school Formal time and Plan & reflect: pre-prep

59:25
I absolutely agree. I think that is something that is overlooked and not discussed more

59:25
collaboration/teaming: working closely with my aide to make adjustments and individualize where needed; being in contact with the specialists to know what carryover we need to do in the classroom

59:31
Training on how to work with all types of families

59:44
ABC data collection, Tally data collection, modification of goals, small group instruction differentiation, backup plans!!!, tiered teaching, peer pairing

59:50
knowing your students, where accommodations need to take place ,

59:50
giving lots of resources to staff- observe/give specific feedback when needed

59:53
Collaboration and teaming - working with my assistant who spends a lot of time with my special needs child. Making sure we are the same page as well as with the parents

59:57
Collaboration and teaming-definitely review previous meetings and planning to see what has worked and what didn't work. This makes it a team effort.

01:00:03
vision and attitude - I think takes time for some teachers to buy in - it takes modeling and admin support

01:00:04
Model how we want others to treat ALL students and adjust t each child's individual needs.

01:00:07
When working in small groups, we group children based on their needs, so the groups are constantly changing depending on what we are focusing on

01:00:15
vision & Attitude. working together as a team using assessments to guide instructions

01:00:17
Being able to change what you have planned and adjust what the student needs based off of what you know

01:00:28
teachers could do peer support

01:00:29
Making sure that each child is included in every aspect of the day

01:00:32
Evidence based:Team uses diverse instructional practices.

01:00:36
yes .. planning with your team.. not just yourself , being intentional

01:00:51
Collaborative minutes used to discuss adaptations across specials and classroom work and related service providers

01:00:59
Administrative SupportAdministration provides leadership to support high qualityinclusion.Administrators are supportive of inclusion in concrete andidentifiable ways

01:01:04
Schedule planning time during the school day for teacher planning and consultation. Seek out professional meetings, seminars and conferences.

01:01:11
Teaching students with visual impairments in an inclusive educational setting

01:01:13
Admin. understanding what inclusion looks like in the preschool classroom. Following the IEP and in and out of the classroom.

01:01:42
We host a Community Resource Fair each year, and we often invite many resources that are specific to supporting families of children or adults with special needs.

01:01:43
definitely need Admin onboard with rest of staff

01:01:55
Collab and Training: Teams use data based decision making... Im slowly transitioning my grade level team to this

01:02:05
Intentional team meetings, collaborate with all members, value their input and implement it.

01:02:42
Visual and Attitude: Teaching style,

01:02:47
When related service teachers (hearing itinerant, vision, ELL staff) enter our room, any of the students are allowed to join the activity.

01:02:55
Professional Learning and Formal Time to Plan and Reflect- participating in webinars like this one, membership with Early Choices to get the most current and up to date resources on Inclusion.

01:02:58
Weekly meetings with related service and assistants to problem solve and plan for each week

01:04:41
Include TA's in on the students needs, IEP goals, etc. Make sure the TA's are seen as another teacher and an equal in the children's eyes. The children should not know difference between the teacher and the TA.

01:06:06
:)

01:07:04
my name is Elizabeth Steiniger. I go by Beth.

01:09:13
no voice

01:09:23
yes you sent it out

01:09:24
Yes you sent it

01:09:25
you sent it

01:12:58
We are great at:

01:13:00
We do great with conflict resolution!

01:13:12
Confident:

01:13:20
Confident:

01:13:33
Confident with adapting space and materials/equipment

01:13:42
Confident: Membership

01:13:44
MY program is good at relationships between adults and children. I’m curious about conflict resolution.

01:13:45
I think we do well in mornitoring learning but need more info in membership.

01:13:47
adaptation of space

01:13:48
My schools are good with transitions between activities…..I am curious about mambership

01:13:50
I think we do really well with relationships between adults and children.

01:13:52
I think we do a great job in my class with Family-professional partnerships. I would like to know more about or improve on conflict resolution.

01:13:54
Confident: membership

01:13:54
confident: membership; curious: feedback

01:13:58
Good at adaptions, curious about family partnership

01:13:58
Need more: adaptation of space

01:13:58
I think we do a good job with student/teacher relationships and am curious about peer interactions

01:14:02
adults' guidance of children's free choice activities and play, membership

01:14:03
Good with adapting space/materials

01:14:04
We are really great at supporting communication.I am more curious about conflict resolution for children who struggle with behavior

01:14:04
confident: membership

01:14:04
Support for communication, transitions need work

01:14:09
Relationships between adults and children/Adaptation of group activities

01:14:10
confident: adapting space

01:14:10
Adaptations of Equipment and Materials Conflict resolution

01:14:14
curious about support for communication

01:14:15
Confident: Relationships, Curious: interactions

01:14:16
I feel confident about

01:14:18
confident - adaptingcurious - how to include kids who need extensive 1:1 work tasks

01:14:18
I'm confident in most but curious about the full meaning of membership?

01:14:18
Great: Monitoring children’s learning. Struggling with: Family partnership (struggling getting family involved)

01:14:18
In class I feel we do great in adapting the space to the needs of all the class. Need more support in conflict resolutions

01:14:22
We are great at relationships and need more support in conflict resolution

01:14:25
curious: feedback

01:14:26
adult involvement

01:14:38
I am curious to hear more about 10. Feedback.

01:14:41
Confident: Adapting space / materials membership , Curious feedback

01:14:44
adult involvement how do we do it for 7 DL students and 12 GenEd with just 2 staff and many 1:1 needs

01:14:45
conflict resolution

01:14:49
curious: adaptation of group activities

01:14:51
Confident: family/professional relationships curious about membership

01:14:51
oops hit sent send too soon .. im curious

01:14:51
Curious: Family-Professional Partnership

01:14:52
We do well with transitions to activities. Curious about conflict resolutions

01:14:56
feedback

01:14:57
Confident: ? Curious: adaptation of group activities

01:14:57
Confident space, curious support for communication

01:14:57
confident: teacher interaction with students curious: peer interaction

01:14:59
confident: membership, adaptations

01:15:03
I feel confident about: relationships curious about transitions and adaptations of group activities

01:15:07
Confident: Conflict Resolution Curious: Adaptations of Space and Materials/Equipment

01:15:08
we do well at conflict resolution

01:15:09
Confident in Teacher interaction. Adult guidance of children's free choice

01:15:11
curious about membership and feedback

01:15:12
Confident: student/teacher relations, curious: adaptation of group activities especially ones that are social emotional interaction with the class.

01:15:14
Confident in adult involvement with peer interactions. curious about adaptation of group activities

01:15:16
confident:Adaptations of space

01:15:17
We are great with membership. Curious about family-professional partnerships.

01:15:20
I feel confident with adult involvement in peer interactions.

01:15:22
Confident:membership, curious: support for communication

01:15:32
confident: feedback

01:15:36
Also curious about membership

01:15:53
curious about social skill instruction. intentionally planning interaction

01:15:55
PLanning and having adaptations is done however we do not have enough staff to implement for all the various behaviors and needs

01:16:00
We have SLP who pushes in nearly all day so she is great at supporting their communication but as a whole we need to work better at membership and transition

01:16:02
Cofnident: Family -Professional partnerships: We have learning in the community activities that all families are welcome and all staff members participate.

01:16:04
Confident in Adaptation of group activities, Curious/want more ideas on more accurate monitoring of children's learning especially if child isn't as verbal.

01:16:07
Confident about activities. ..curious about peer conflict

01:16:08
would like to strengthen family partnerships

01:16:28
confident about adult guidance, involvement & membership Curious about family partnership

01:16:30
Excellent parent buy in and communication

01:16:36
curious: conflict resolution

01:16:36
We need to work on Peer Interactions. I know we miss them all the time. It takes man power to facilitate them and we are often short the adult power to help them all

01:16:43
SUpport needs: Conflict resolution..need more ideas

01:16:44
its $70.00 0n amazon

01:16:47
Confident: family-professional partnerships Curious: Developing a better system with documenting the children's learning

01:17:45
Family-Professinal Partnerships

01:19:42
Belonging and Trust

01:20:20
the font is too big

01:22:31
Can you email this PowerPoint?

01:22:46
All kids do the same jobs in my classroom

01:22:59
Lots of group activities

01:23:01
creating a school family, conscious discipline, empowering children to take ownership of their classroom

01:23:03
PowerPoint was in email with link to Zoom

01:23:07
social stories, adult facilitated interactions

01:23:10
We take turns with classroom jobs that includes a classroom greeter.

01:23:27
Thanks

01:23:29
we encourage taking turns

01:23:32
Classroom jobs, group activities

01:23:35
I have a daily helper and everyone gets a turn

01:23:36
fidgets or other supports that allow child to continue/maintain attention during our regular activities

01:23:37
Everyone has opportunities to hold classroom jobs

01:23:40
All students have a job on our daily job chart.

01:23:41
everyone has the same turn to do all jobs and play with everything

01:23:41
We look for classroom jobs where children with IEPs can be successful and meaningful members of the classroom

01:23:41
I try to make sure that everyone is represented in my classroom whether its puppets, manipulatives, pictures, puzzles, books and games

01:23:42
Group activities

01:23:46
In our good morning and goodbye song we male sure to personalize and individualize it with each child’s name so every student says good morning and goodbye to each student

01:23:49
Books, Family Pictures & jobs in the classroom

01:23:49
puzzles, books, pictures that show differing abilities and also all types of families.

01:23:50
the kids I work with are included very well - they all have jobs, have made friends - we are lucky to have enough adults to help support

01:23:50
Greeting each child individually each day. Make sure to say good bye. Make sure they have a place for their belongings and that everything is personalized for them. Trying to follow their leads and interest.

01:23:53
lakeshore diverse block play people

01:23:57
lots of visuals and peer pairing, adapting lessons and include all

01:23:57
Including everyone in classroom jobs, sending home newsletters, motor breaks for the whole class

01:24:04
Morning Meeting

01:24:04
offer activities based on children's interest.

01:24:06
Family photos, jobs, toys

01:24:09
We talk about how each one of us is unique, we are one of a kind and no one person is the same. This is what makes each one special and then I have my students tell the class one thing that their friends may not know about them and see how they may have similarities with them that they did not know.

01:24:12
Individual helper jobs and group activities

01:24:14
Share time every time, jobs, every one’s work hung up, one on one time with all kids throughout the week, not just the child that is required to have it

01:24:16
I try to make sure that I spend quality time with all of my children I make sure I call make all feel included by giving all kids a turn

01:24:17
Our feeling posters shows students of all abilities experiencing different emotions

01:24:18
we also do "brain breaks" for the whole class when needed.

01:24:23
making adaptations available for every child just not the ones with IEP's

01:24:25
When we take attendance/ talk about who is here and not here we be sure to talk about ALL the children who are in or blend into our room.

01:24:25
social stories; classroom jobs; all can get "input" if they want; encouraging interactions

01:24:26
School family tree - each child has his family photo on our tree, individual seating, individual communication

01:24:27
Encourage and facilitate reciprocal interactions and support all students with social initiation, responding, and negotiation

01:24:33
Greeting all students at the door, offering different seating to every child, classroom jobs, family pictures in a book

01:24:40
Implement strategies for every student versus just using it with one student (I.e Tucker Turtle)

01:24:40
Teachers make sure to post parent/family pictures on their family once a child starts I the classroom.

01:24:40
Everyone is shown on our classroom job board, even if they have a day off. Hanging up artwork and taking pictures of all the kids throughout the day and displaying some of those pictures

01:24:41
I had to include more books and visuals with non latino subjects because an African American student was added to my classroom.

01:24:44
Picture schedules and greetings

01:24:45
both teachers are good at making adaptations during large group and line up ..giving jobs to my students so they don't have to wait ..

01:24:48
we also have a family tree in our room with pictures of our families

01:24:48
classroom jobs, diverse toys, family photos, all children's art work is on display

01:24:49
Everyone has a classroom job, pictures of everyone are posted in many places

01:24:58
I have all family pictures iin room and also posters of cultures/ disabilities

01:25:00
different levels of toys that work on the same type of skill but are available for everyone

01:25:21
Class jobs, everyone join in transition activities

01:25:21
with a family tree using pictures of children and parents

01:27:30
Family tree, materials that are meaningful to all cultures of class.

01:28:16
I had to charge comp. im back

01:29:49
What kind of device is that recordable button?

01:29:54
I love that idea

01:30:10
what was the "survey" again?

01:30:11
It's a Big Mac

01:30:22
you can add real face pictures to the question of the day people

01:30:30
Where did you get that button. I need that!

01:31:14
The big mack is an older technology- check with your sap or special ed team to see if they have one around

01:31:23
SLP not sap

01:32:24
I find talk buttons from lakeshore or discount

01:33:29
The Napping House

01:34:15
Cute!

01:35:00
I love the idea, i usually use felt story

01:35:18
Cube chairs have definitely helped my students.

01:35:29
Love these ideas!

01:36:16
felt stories: take turns to put up. Classroom helpers: exchange roles

01:36:20
fidgets; individual books as available

01:36:20
I use lap books that mimic calendar/circle time activities

01:36:26
visuals, cube chair

01:36:28
visuals

01:36:29
Use puppets during story read aloud.

01:36:33
IEP goal matrix, visual, communication devices

01:36:35
puppets

01:36:35
having their own copy of the story; allowing of movement, if needed

01:36:36
We do a lot with adapted books whether its visuals to connect with the story, or physical props.

01:36:37
adapted scissors/pencils

01:36:39
We use trays to seperate art supplies so children have their own set of items to work with, we use lots of visual scheduleds i nthe classroom

01:36:39
proximity and placement of students

01:36:40
In our classroom we use felt stories during circle times

01:36:40
The cube chairs are a great idea, as well as visual schedules

01:36:40
fidgets

01:36:40
ACC devices, visuals, cube chairs, rocking cube chairs

01:36:40
CoreBoard

01:36:42
I would love to get some cube chairs and try a flip chart schedule!

01:36:43
adapted books are a big hit in my class

01:36:45
Visuals, cube chairs

01:36:45
first/then cards

01:36:48
different types of seating, visuals,

01:36:49
schedules

01:36:50
Visuals

01:36:50
I use visuals

01:36:53
trying to give adequate space, additional adult supports

01:36:53
Fidget toys, weighted vest, interactive story manipulatives

01:36:55
We use differential seating for all of our kids, fidgets, core boards, visuals

01:36:56
Puppets and the puppet center

01:36:57
routine steps

01:36:57
Peer partners

01:36:58
cubed chairs, circle squares while using lap books also white boards flip books. Visuals is a big one

01:37:02
Visuals, different types of chairs, puppets

01:37:04
I try to make sure activities have various options. For example, challenging and less challenging (ie puzzles)

01:37:04
visuals , large visual schedule for the class

01:37:04
Visuals, differentiated seating, center passes with their names. Picture schedules

01:37:06
Cube chairs, during storytime have additional books to share with lapbooks

01:37:08
movement activities with in the story

01:37:09
working towards token system

01:37:10
We add different backgrounds (black or white ) for some of the vision impaired students , LED lights or flashlights to target what the teacher is referring to- etc

01:37:12
Recreate the story with students as characters by using crowns

01:37:14
stretch bands for chairs while for table activities-helps sensory seeking kids

01:37:14
theething toys while children play

01:37:14
We get actively involved, try to facilitate and encourage interaction, hands on activities

01:37:15
Bouncy Chairs

01:37:25
cube chairs, first then boards, and hand held sensory items are on hand during our circle time

01:37:32
cube chairs, weighted vests, carpet squares, preferred seating

01:37:37
Acting out the stories

01:37:37
individual vs whole group visual schedle

01:37:40
break card

01:37:44
Yes! I love flexible seating. I wish I had more in my class!

01:37:46
visuals, social stories, cube shares and fidgets

01:38:07
Weighted hand held animals

01:38:08
cube chairs

01:38:08
Turn taking answering questions by passing an object to take turns.

01:38:08
iPad, props from classroom, and allowing children to create activties.

01:38:14
we use a lot of those things listed ..

01:38:20
visuals, alternative seating,

01:38:20
modified seating (cushion, cube chair), visuals with either pictures or real objects, fidgets,

01:38:29
Activity menus with visual

01:38:42
???

01:38:48
I have not heard of Cara's kit. This is knew for me.

01:38:53
I use my Caras kit daily

01:38:56
never heard of it

01:39:02
I have not heard of Cara’s Kit.

01:39:05
I have never used it. I’m excited to explore it

01:39:16
I will use it in the future.

01:39:19
Thanks for the link

01:40:05
will look into it, thanks

01:40:24
Sounds like a very helpful resource.

01:40:29
how much does cara's kit cost?

01:40:30
yes, break pls

01:40:44
Thanks, will look into this!

01:40:53
Our classroom has changed just about every month with new editions to our classroom with variations of disabilities. so this sounds like something we can use

01:40:57
can we get the adaptations flow chart you just showed?

01:41:45
If you google Cara’s kit you will find supporting resources are available online

01:41:55
You can see all the slides in the power point handout they emailed us with the Zoom link.

01:50:42
Do you have a PDF of just the adaptations flow chart, as a form we could look at using?

01:51:19
April if you Google Cara's Kit you can get all of the supporting materials including that form

01:51:52
laundry

01:51:55
oh ok thank! I didn't realize that was a part of Cara's Kit!

01:51:59
Thanks for that great resource!

01:52:00
Hahaha. I got some awesome friendship bracelets.

01:55:40
transitions

01:55:55
Going to the bathroom in a one bathroom class

01:56:12
Playing board games

01:56:13
Helping at the water fountain

01:56:38
we have rest partners and they read quietly or play quietly

01:56:44
Resting, put on music and take turns who puts on music.

01:57:01
Yes we have a blank one

01:57:14
this is a really nice example, yes you gave a blank

01:58:07
Would you use this for all children or just children with IEP's?

02:01:08
playing various building games

02:03:11
Wow-rest partners. Simcha- is your program blended age? I’m just wondering if that could work for me.

02:03:12
I am loving this Matrix idea. One of my teammates is on this Webinar and we are already talking about implementing it to help hold us accountable.

02:04:29
I really like this. I really struggle with parent engagement

02:04:44
good to keep in take home folders for all students

02:06:57
weekly newsletters

02:07:06
Facebook class page

02:07:08
We have a notebook for communication where we write similar things- and it goes home and comes back every day.

02:07:11
I use an app called SeeSaw to communicate with my families. I share pictures and send messages back and forth.

02:07:11
notes home, Remind, calls,

02:07:11
seesaw

02:07:17
newsletters, remind, daily communication, parent engagement notebook

02:07:18
remind app

02:07:18
We use ClassDojo and for some parents they text me.

02:07:20
I was doing daily communication sheets. Now we are using Dojo and email.

02:07:20
weekly newsletters and emails

02:07:20
Remind, newsletters, Wednesday folders

02:07:21
reminder app, emails, monthly newsletter

02:07:24
We communicate with families a lot. We use Bloomz, class Facebook page, weekly newsletters, family activities during school and after school

02:07:24
Website

02:07:25
weekly newsletters and facebook

02:07:25
we do family nights with B-3 program..

02:07:25
We use Classtag, email, weekly newsletters, take home folders

02:07:26
Daily ‘what I did today’ sheet, weekly newsletter, weekly personal email

02:07:27
now email, zoom

02:07:28
seesaw as well

02:07:29
Newsletters, daily log notebook with icons to circle what they did

02:07:30
We make sure the Teachers and parents have a full understanding of the program policies and procedures. Our Teachers community by lesson plans, TSG family conferences.

02:07:31
we have a communication notebook that goes home daily, DoJo, weekly newsletters

02:07:31
newsletters, class dojo, google classroom, email, communication folder

02:07:32
We communicate with parents via remind. We have monthly newsletters and we also use our school classroom pages.

02:07:32
Weekly letters Face Book

02:07:33
parent meetings

02:07:33
Remind app is our main one. However, all my parents have my cell and we are now starting a facebook page because of Covid

02:07:37
weekly newsletters; folders that go back and forth each day

02:07:37
Parent/Teacher conferences, newsletters, remind app, open communication between families by texting and phone calls, home visits

02:07:37
I'm very jealous thst I can't look at the chat!!

02:07:38
texting (google.voice is great!!!)

02:07:40
Class Tag and Remind, newsletters and opportunities to volunteer

02:07:41
daily communication sheet, Facebook pages, Bloomz

02:07:42
We use class dojo as well as weekly newsletters. Now because we are away from them, I've been calling the parents and kids

02:07:43
As an itinerant/ inclusion teacher, I mostly connect through email or phone calls with families

02:07:46
communication notebook, newsletters, monthly family projects

02:07:46
bloomz app

02:07:47
sending emails to parents for two way communication

02:07:47
monthly newsletter, CPS class website

02:07:51
TSG

02:07:51
my are lagging

02:07:54
parent newsletter

02:07:55
We have family nights and we do a monthly family activity with their child.

02:07:56
News letters, Groupme, phone calls, Many are walk=ins so we check-in at the end of their session.

02:07:57
We have family activity nights

02:07:57
I like the notebook back and forth in the backpack for child specific info; some sites use facebook groups for general school information

02:07:59
We were hosting events that would draw huge family participation, but the feedback from families of children with special needs was that they were not attending because it was overwhelming for them and their children.We started offering "sensory friendly" options.

02:08:01
emails, written notes to home on therapy days

02:08:01
parent website blog

02:08:02
I used communication journals when I was in the classroom. (old)

02:08:05
We currently use daily sheets to discuss the daily behavior. We also discuss through emails or in person meetings.

02:08:11
Google Classroom now that we are doing remote learning

02:08:12
But even with all these I struggle with engagement

02:08:13
We have a zoom meeting scheduled for Friday. Hopefully the parents join

02:08:13
we use Dojo for daily communication, family nights,

02:08:15
work website. mostly newsletter, and family conferences.

02:08:20
we also have monthly newsletters and about once a month we have a parent child activity.

02:08:20
School Newsletter

02:08:21
Family study projects

02:08:25
Communication notebook. I have parent volunteers in my class several days of week

02:08:28
I used to do that too ..haha

02:08:37
It’s hard when most of families don’t have access to much if any technology

02:08:53
I use Class Dojo for my daughter school and classroom.

02:08:55
I use a form that we check what their child does each day. That way parents can talk to them about their day

02:08:57
Class DOJO, Mass Emails to all students, When parents ask how many kids in class ( for invitations, etc.), make sure to include the children who are blended into the classroom.

02:09:05
My daughter’s class uses Seesaw

02:09:08
Family workshops or trainings every month that focus on topics that a parent survey listed

02:09:14
TSG

02:09:17
We have a monthly buddy day where the children bring an adult with them to school for the day and they do preplanned STEAM activities together

02:09:22
Have mini parent trainings throughout the year

02:09:23
We use class dojo, but often times, I just have to call parents to get responses.

02:09:34
We have a parent teacher room so eventhough we work with our families our families work in the parent room too

02:09:35
We use daily care sheets where we leave notes to parents every day or comments about the child's day.

02:09:49
We also have a parent room in our school. They provide lots of resources for parents including workshops.

02:09:55
parent engagement make and take during the school day with family support team

02:11:36
scaffolding, positive reinforcement, following child lead

02:11:37
Asking the child for direction as to the order, prompting language,

02:11:39
This makes me realize we need to develop policy for information regarding inclusion and also support teachers with time and resources to allow and encourage them to have this two way open dialogue with parents. It highlights the need for administration to understand how MUCH planning and reflection time teachers need (at LEAST fifty percent of each day for a quality program).

02:11:39
She is close to the child and she ask her the child's suggestions to make him feel included. She smiling and asking for his suggestions

02:12:00
Asking the child what color he wanted for the blocks.

02:12:10
questioning, facilitated play, model language

02:12:21
She is interacting wit the children and making sure the children with special needs are included.

02:12:21
Facilitating conversation, including everyone,, Asking questions,

02:12:37
asking questions, giving information.

02:12:46
open ended questions, modeling language

02:12:46
She expanded on vocabulary the students had

02:12:50
asking the child what he wants done next; asking others students to get different items; drawing attention to what peers are doing; drawing attention to potential new words; asking questions

02:12:53
questioning and physical assistance

02:12:53
She asked him questions, engaged him with turns, used a lot of eye contact and smiling

02:12:53
including everyone! asking questions

02:13:11
The children are taking turns and the teacher is facilitating the learning and asking questions.

02:13:15
That was cute. He knows what to do the children are interacting with him as well

02:13:15
she is making sure everyone is included, encouraging peer interaction

02:13:16
giving directions for students to follow

02:13:17
Including the student in the decision making, asking questions,

02:13:21
asking the child and follow his guidance. Involving the other children

02:13:22
eye connection while talking to other children

02:13:33
color choice options, being at eye level to all of them, language development for all, asking questions

02:13:35
encouraging language and peer interaction

02:13:42
Verbal prompting, "What do you say?"... offering choices

02:13:45
asking questions, giving opportunities for everyone

02:14:19
Supporting play and interaction by using questions

02:14:28
so cute .. and good idea

02:14:28
The car was a great idea.

02:14:38
Teacher is doing hand over hand so he can be included and helping directs others to help build etc. and encourage others to build what little boy would do. Helping each other accomplish goal.

02:14:56
Allowing child to direct the play who couldn't participate physically was very nice to include him in the block area. Also facilitated play to have child interactions.

02:16:15
nice video

02:16:55
Like this! Also like to demonstrate a few times first. So they have a goo example.

02:16:56
cute idea with the binder clips

02:18:22
We use sticks with their pictures on it the center has pockets for how many people are allowed in 3 so 3 pockets there will be one in each folder of sticks the kids catch onto this well every year

02:18:42
I like that activtiy.

02:19:09
I think peer interactions are very important.

02:19:12
In my class modeling is really important.

02:19:29
will be implementing this now!!

02:19:30
Also with their pictures being on the sticks they can count who the people are in that center and if their in the right spot

02:20:13
That's how our hall ways look after we line up from the restroom

02:20:41
love the feet and colors on the floor for my PT kids!!

02:21:41
The story characters on blocks is an amazing concept i think! Relatively easy to make and interchangeable as all get out!

02:23:58
The Teacher should be available to join the group activity.

02:24:55
Maybe picture prompts to help her communicate.

02:25:00
I think having a buddy would be great. Its hard to be available at all times.

02:25:07
Barney

02:25:12
utilizing our teaching assistants

02:25:21
I like the buddy idea

02:26:44
The buddy idea is great!

02:26:44
always a great rewminder

02:26:49
buddy system is always great

02:28:08
I also like having a classroom problem solver

02:29:48
it really builds relationships when you share personal information with them

02:29:49
sharing her experience, expanding conversation by asking questions, encourage her to tell

02:29:50
Engaging the child with open-ended questions.

02:30:14
Sharing personal experience, open ended (tell me about it)

02:30:14
at the child's level; responding to the given ideas; asking questions

02:30:25
Relating to her personal experiences and asking her questions to expand the conversation.

02:30:47
Engaging in conversation and sharing experiences, asking questions

02:30:49
She is encouraging communication.

02:30:51
Her whole body is engaged with her and she is asking more questions to further their conversations

02:30:52
showing a genuine interest in what the child is saying

02:31:02
The teacher is extending conversations by asking open ended questions and discussing things that are of interest to the student.

02:31:03
open ended questions, giving hints, really listening/making eye contact, using high affect and excited tone of voice

02:31:05
shared her experience, asked open ended questions, good eye contact, expounds on childs ideas

02:31:16
Shes getting her to tell about another place and time. Attempted to get her to retell a story.

02:31:18
Helps her solve problems

02:31:25
down at the child's level also, close to the child

02:31:32
Making good eye contact and giving the child her full attention.

02:31:34
gave tools to handle waiting and problem solving social probelms

02:31:35
Teacher is helping child to compare the classroom to the center

02:31:37
good scaffolding

02:31:37
So many of the class things being demonstrated

02:31:45
She's showing interest in the child and responding; engaging in conversation

02:31:48
The teacher adds more to what the child is saying and asks the child for clarifiction. The teacher asks open ended questions.

02:31:54
Expanding the conversation with open-ended questions, letting child pick the topic, sharing personal experiences

02:31:56
she is very engaged!

02:31:57
Love the interaction between them. They are always looking ways to engage with each other.

02:32:08
children level, interaction, open ended questions, relates to another time, parallel talk

02:32:17
Extending the conversation, taking turns, listening and asking related questions

02:32:33
She is very engaged and lots of questions to extend the conversation

02:32:39
I like how she is trying to relate to the child and not talk down to her. You can tell that the student really likes the teacher and enjoys interacting with her

02:32:40
Positive feedback ,asking questions paying attention to what he has to say

02:32:44
The adult gives the child her undivided attention and is genuinely interested in what the child has to say.

02:32:54
completely engaged, makes the child feel valued, repeating what child says confirming she is listening, asking questions to extend the communication

02:32:55
Teacher compliments child when she tells experiences.

02:33:03
eye contact while child is speaking, questioning to extend the back and forth exchange in the conversation

02:33:07
The adult shows great interest in the girl. She extends the conversationg

02:33:11
good eye contact, talking about her interests, open ended questions

02:33:15
She is making connections to other settings

02:33:15
very positive and seems genuinely interested. love her interaction with the student.

02:33:16
Looping the conersation

02:33:16
She is asking a lot of questions to further her thinking and gain more information. She uses eye contact and is genuinely listening to her.

02:33:19
She encouraged a positive conversation when she believed someone was doing something negative (copying them).

02:33:20
What a great connection between those two!

02:33:23
validating her thoughts

02:33:31
Authentic

02:33:37
Adult is encouraging conversation loops. Keeping the conversation positive, and helping children to make connections.

02:33:51
You could tell this was built upon previous conversations and background knowledge she had about the kiddo

02:33:51
asking questions

02:33:53
I like that she is pulling the child's whole day together. She is showing how both places are alike and a great place to be.

02:33:59
Both seem happy and interested in each other

02:35:40
great resource to have!

02:39:05
Engaging conversation during a child’s well liked activity is a very valuable time that we can all utilize!

02:46:12
or decrease wait time .. let them go first

02:48:40
My device died and I lost the connection, now I can't see the chat or q and a anymore

02:48:50
I play switcharoonie too lol

02:48:57
I WASNT ABLE TO SEE THE VIDEO

02:49:10
this sounds more like our room ..

02:50:04
gave choices and strategies for coping continued with circle not drawing attention to the behavior

02:50:26
The link to see video is here- look for Draco Transition https://www.cde.state.co.us/resultsmatter/rmvideoseries_practicingobservation2

02:50:31
love his happy dance

02:50:44
Love that she included everyone in the Draco shuffle lol

02:50:54
Having him move his own chair encouraged him to attend group. Each bump in his behavior was calmly addressed even if he didn't respond. He was also given chances to answers questions and his participation was praised.

02:50:55
moving his cube chair; revealing one letter at the time to help keep attention

02:50:56
Are the videos choppy for anyone else?

02:51:13
Yes, Lisa

02:51:20
yes

02:51:24
Those materials and furniture allow the children to organize their bodies to retain focus!

02:51:25
Oh, that's such a fun idea! I'm loving all the inclusion. Some great ideas to incorporate in my class!

02:51:34
Ok, thank you. I thought it might have been just me.

02:51:50
She got down on his level to speak with him.

02:51:52
The dance was adorable!

02:51:59
We have cube chairs or rocking chairs in all of our EC classrooms to allow for repositioning thorughout the day

02:52:03
Cute dance!

02:52:05
great ideas, thanks for the link

02:52:05
validating his feelings

02:52:16
giving everyone a turn

02:52:21
She was calm when speaking to him about the struggles he was having

02:52:29
mindful moments, mighty minutes

02:52:48
timer, visuals, songs

02:52:49
Visual/verbal warning prior to a transition

02:52:50
use of songs, first/then, schedules

02:52:51
We use mighty minutes for a lot of our transitions.

02:52:51
timer set, song

02:52:53
advance notice (visual and verbal), picture schedule, song

02:53:00
songs, counting

02:53:01
mighty minutes

02:53:01
I have a chime in my room to let children know that it is time to clean-up, and one of my students require picture cards for transitions.

02:53:03
We use songs and games that allow them to move to help with transition from circle meetings to free-choice play.

02:53:04
Provide time warnings prior to transitions, have an instrument we use to indicate clean up time, first/then schedules

02:53:04
gross motor activity

02:53:05
I give consistent warnings in the same way

02:53:07
Pre warn them that a transition is about to occur, timer, visuals

02:53:08
we also give 5 min warnings before transitions and usually songs

02:53:09
line order

02:53:11
Providing class and individual child with a time cues.

02:53:11
I do A five Min warning before we Change areas

02:53:12
Limiting wait time between transitions. Mighty minutes, ringing a bell.

02:53:14
practice transitions

02:53:16
For clean up time, we use a bell.

02:53:16
songs

02:53:20
consistency and giving specific directions, one step at a time.

02:53:21
Im not in the classroom but we use Teaching Strategies Gold For example, Might minutes, timer, songs.

02:53:23
I use a visual timer. I use predictable songs. I try to use the transitions that the children loves.

02:53:23
We offer classroom schedule, and forming connections with songs and timers, also brain breaks

02:53:24
I use warnings and a timer and the light switch

02:53:24
songs, musical instruments, children getting to be the warners,

02:53:25
giving warnings before cleaning up; timers; picture schedules; calming touch

02:53:25
verbal cues, timers, movement break

02:53:25
Countdown songs

02:53:27
questioning, what’s next on your schedule?

02:53:27
A transition song or a count down warning

02:53:30
train whistle

02:53:30
allowing children who have a hard time focusing to go first, warnings, activities to transition with limited wait time

02:53:30
I use an alarm in my phone with different songs, which lets all of us that time for clean up is up and what we have next.

02:53:32
I love mighty minutes

02:53:33
Using picture schedule, one of my friends gets to bring something from PE back to the classroom from the gym (ie scooter back or tricycle back) and then we return the item to the gym

02:53:34
transition games, 5 mins warning, jobs/helpers

02:53:35
timers, picture schedules, songs, versions of the online classroom timers

02:53:36
referring to daily schedule- or child may have their own individual schedule; use timers; give heads up a few time- may need to directly tell certain children the transition is about to happen; sing or do other activities through the transition (mighty minutes, other songs, animal walking, etc.)

02:53:37
countdown to transitions

02:53:37
If I have a friend that I know struggles with transitions, I try to make sure there is an adult nearby to assist the child when we make a change

02:53:41
my Bluetooth speakers makes a sound when I turn it on so kids know before I ever give a verbal warning.

02:53:45
Songs, rhymes

02:53:48
Using a bell to stop activity and listen.

02:53:54
lots of songs, dancing, positive words

02:53:58
RCADD is a great resource and is free

02:54:04
audio and visual timers

02:54:26
nice

02:54:38
visual timers

02:55:10
Auditory and visual cues

02:55:13
I love stock

02:55:26
What is stock?

02:55:32
what is stock?

02:55:46
thank you.

02:55:55
oh, I thought it was a program lol

02:57:11
What about children providing their own feedback? We use a visual board to say ‘how I did on my work’

02:57:29
I like how your thinking about that

02:58:55
I like this

02:59:13
and a big focus of ECERS

02:59:45
it’s a great opportunity to model language

03:01:07
Still no sound

03:01:21
no sound

03:01:35
Can you do the voices for us Ann?

03:02:33
Incorporating everyones views and facilitating the conflict resolution

03:02:37
teacher questioning; asking the child what would make him feel better; making both children feel better about what happened

03:02:41
Hahah

03:02:49
She addresses his feeling

03:02:52
asked child

03:02:53
I like that.. Be Careful instead of be sorry.

03:02:57
asking the kid what would make him feel best

03:02:59
Love that - be careful not sorry

03:02:59
included both children in the problem solving

03:03:02
careful next time

03:03:02
They are learning to show empathy.

03:03:03
I liked the phrases she used.

03:03:07
both perspectives shared

03:03:08
including both children

03:03:09
that she put the power of conflict resolution with the student

03:03:10
having the kid figure out what the problem was - did the car get their by itself

03:03:11
I like that video! Make a choice to be careful so we don’t have to be sorry!

03:03:13
The Teacher was able to resolve the problems with the children. Ask if they were ok.

03:03:13
she encouraged children to exchange ideas

03:03:20
I love how she asked for his opinion on what should happen and how she gently and kindly corrected/redirected the other little boy.

03:03:24
Teacher ask to child What will help him feel better? Making choices

03:03:25
Encouraging to be nice and not sorry.

03:03:29
I like how she works with both kids and allows them to actually talk to each other

03:03:29
she asked "victim " what he needed

03:03:32
I liked that she let the children decide how to get through the conflic

03:03:32
she gave the child choice as to how he would feel better

03:03:33
loved the genuine hug

03:03:33
Included both children, positive words

03:03:34
I love that she asked him what would make him feel better

03:03:35
Had both children not just the child over the problem asked their feelings showed her emotions by a hug

03:03:37
It wasn't just "Say sorry" and then move along.

03:03:39
didn't force her thoughts on it

03:03:42
She was calm and didn't make the one who caused the other student to be upset feel bad

03:03:45
Asked for child to state resolution, not herself

03:03:47
both agreed on resolution. teacher talking it through

03:03:50
Eye contact, promoted sincerity

03:03:52
calm and brief

03:03:59
she helped guide the conversation, but let the child ultimately make choices on how to "fix" the situation by asking what would make them feel better

03:04:00
patient

03:04:10
Calm and the student’s level

03:04:13
kids responded positively

03:04:22
I can't see any of the videos anymore but I hear you.

03:04:22
I like the teacher's positive response. Meaningful and to the point.

03:04:56
I like that she didn't put her judgment on it and left it about the kids feelings

03:06:16
back on .. lost the screen for a min but could still hear you

03:06:32
yay! thanks!

03:07:18
Would love to be able to share this with our paraprofessionals. Thanks for recording and making it available!

03:07:51
Yes, I need to create a concrete plan!

03:08:13
no

03:08:51
not included

03:08:55
yes .. im gonna share with my team , one member is here !!;0)

03:09:40
Thank you so much!!

03:09:53
Setting up a planning meeting with my TA, sharing this with her and brainstorming some new things to implement.

03:09:58
Share this webinar with my Directors, Teachers, and paraprofessionals.

03:09:59
Next steps are to collaborate with team

03:10:00
I plan to create the matrix for 2 of my students this year.

03:10:02
Review and share with my classroom team

03:10:06
share matrix with other staff

03:10:07
I am going to using the matrix.. Meeting with TA to discuss this webinar

03:10:09
love the matrix. I'm going to make them for all 7 of my DL students

03:10:10
love the collaboration checklist

03:10:11
We are planning to expand our itinerant services - we want to allow as many of our self-contained kids to participate as we can - but we want to make sure they get the right supports!

03:10:12
Sharing the webinar

03:10:19
first steps is meeting with my team and figuring out skills/techniques to better support inclusion

03:10:20
We will send it out as a resource. Not to worry!

03:10:20
I’d like to implement the matrix

03:10:23
would be great to use some of the resources, share webinar, perhaps consider more of a Cara's Kit training for teachers

03:10:24
Sharing with director at my center, CARA'S KIT

03:10:26
Yes use of the matrix

03:10:28
Im super excited !! and cannot wait to do the Matrix .. valuable resource !!

03:10:30
using boardmaker to make a lot of new visuals and incorporating the matrix into my iep data collection

03:10:33
trying out some ideas, flip schedule and the matrix going forward

03:10:34
the matrix is very helpful!

03:10:35
My next step is to meet with my team and share the information I learned here and how we can become more inclusive. I will definitely be using the Matrix.

03:10:38
adding more visuals as examples of what can be done in the centers

03:10:39
Use the matrix and share ideas with teaching team.

03:10:40
the use of the matrix I think will be helpful

03:10:40
Next year will be my second year in an inclusion classroom. I want to focus more on collaboration with other staff.

03:10:42
We hope to apply next year and so its making sure we are all on the same page and have universal supports throughout our classrooms.

03:10:43
Create Matrix, share with team

03:10:44
ICP will be useful for our program

03:10:44
Next step share webinar with others and CARA's kit

03:10:46
to reflect on all information gathered here and communicate with my teaching team on how we can refine our practices

03:10:48
already requested the recording button. taking with coteachers on applying the tools. seeing which will support the students

03:10:52
hard to get the team on board especially when ,any behaviors and they just give the students what they want

03:10:57
Ann N. and I want to try opening up our Blended and Self-contained rooms during centers sometimes to try having all of the students able to play together. I also want to use the matrix

03:11:07
Matrix

03:11:14
ICP .. so cool !! , its only my second year in this postion and have so many questions !!!this is going to give me some direction on how to be more intentional

03:11:16
Need to share with building/program admins to ensure all staff are fully invested in inclusion. Often in our building, inclusion teacher comes in and pulls a child aside to work 1-1. I keep saying, that is not inclusion. But, it has been the expectation

03:11:19
I need to develop a plan to go into classroom and support teachers in putting specific plans in place to accomodate goals. I love the Idea of cara's Kit and I wonder the differance beteen that and Building Blocks of Inclusion Book we currently utilize in our program

03:11:19
My co teacher is on webinar. We are definitely going to include some of the ideas that was shared in the classroom. For example the picture prompts.

03:11:20
Using the matrix and creating more opportunities for teachers to collaborate more consistently. Sharing all the tools given here with them.

03:11:22
i will also be requesting the recording button. I just sent in my wish list for next year yesterday lol.

03:11:24
Sharing parts of this webinar where I feel my TA and myself need to work on.

03:11:38
I like the matrix I think I will be using it

03:11:54
Matrix and Cara’s Kit

03:11:55
Adding "dual" classrooms to our itinerant (at risk pre-k) classrooms and our early childhood classrooms (and reducing the E.C. classrooms)

03:11:59
Cara’s kit was new to me

03:12:01
Big take away CARA's Kit

03:12:02
phsyical arrangment of classroom materials

03:12:03
I'm going to look into CARA'S kit

03:12:04
Matrix!

03:12:06
Cara's Kit

03:12:08
matrix

03:12:08
breaking down the 12 ICP practices and provide mini trainings on each one of the 12 practices.

03:12:09
Melanie Matrix !!!

03:12:09
Matrix and CARA'S KIT

03:12:09
Definitely looking into Cara’s kit

03:12:11
I have never heard of the matrix or Caras kit

03:12:13
Matrix

03:12:13
cara's kit

03:12:13
I want incorporate Cara’s kit in the classroom

03:12:13
Cara’s Kit I need to revisit that and proliferate the info

03:12:14
CARA'S Kit

03:12:14
adding on schedules the choices for centers and the Matrix

03:12:17
Being more cosistently with the children at the same time to help them work together

03:12:20
CARA kit looks like a great place to start

03:12:22
approach to conflict resolution and collaboration checklist with teachers

03:12:23
CARA's Kit

03:12:25
oh.. an ICP .. if you want 2..

03:12:26
same, matrix and caras kit

03:12:30
I really liked the big mac question of the day idea

03:12:30
Love the matrix and interests in exploring Cara’s kit

03:12:34
I'm going to use the self reflection handouts

03:12:35
I would be very interested in the Matrix

03:12:36
everything learned here today. Great tools.

03:12:37
I will look up the Cara's kit. The matrix is another great resource to include.

03:12:38
I really want to look into Cara's kit. Also implement Matrix

03:12:40
I like the matrix....its something easy to give to staff who say they don't know what or how to collect.

03:12:41
Really like the Matrik and feel it will be helpful to Head Start teacher’s

03:12:45
CARA Kit and the clip 1.1

03:12:45
I really have been thinking about the matrix and this has provided more ways to go through with it.

03:12:46
Trying to make the matrix for IEP kids and then make to share for parents at home during e learning.

03:12:54
The Matrix & vidoes

03:12:57
The Matrix for sure and I will definitely be looking at Cara's Kit. I also love the picture directions for centers so they can be more independent.

03:12:57
Directions for the children to do in centers what uses the pictures, using more visual charts for the centers, and the different resources used in the handouts.

03:12:57
I’m really excited to use the matrix. All of my students have IEP’s and I can put their goals in and it will make tracking their goals easier as well as the part of my lesson plan that asks for individualization and assessment and reflection. I will able to include this and save myself time and stress.

03:13:00
Use matrix in the classroom

03:13:05
Expansion of our use of the ICP and begin conversations on the recognition of high quality inclusive practices.

03:13:07
collaboration check list

03:13:13
Create adaptations, Matrix, working with admins to be on board

03:13:19
The biggest hurdle is in getting classroom staff to see that they can do this and that the supports they need are already in place.

03:13:19
and quick question .. I would love a training on Picture supports, putting them in boards .. using actual photos not PECS

03:13:21
I will take back the quality of feedback and the variety of transitions that were shared.

03:13:33
sounds good.

03:13:33
Share this information with my co-workers to implement in the classrooms.

03:13:37
Use the matrix with kids who are going through MTSS.

03:13:39
OHH,,, exciting >> we are starnet 4

03:14:12
I plan to share the webinar and key takeaways with my team.

03:14:30
Help each child's individual needs

03:14:31
I want to sit down with the team and come up with a solid plan!

03:14:36
Our goal is to apply next year after also implementing pyramid model/

03:14:36
The matrix will help guild planning and data collection. looking forward to using it.

03:14:39
share the information learned with the team

03:14:41
observing, planning, creating and collaborating.

03:14:42
Support my team with more training on how to create individulization and to include all children in the classroom.

03:14:43
talk more with my team regarding what kinds of resources we all agree would be useful

03:14:44
go through cara's kit with staff; incorproate the matrix for self reflection of ways to improve

03:14:46
Plan with my team using the matrix.. Look into Cara’s Kit

03:14:48
I think the matrix is a great way to keep me working towards my goals and for documentation. This is something I hope I can start to implement in the coming year.

03:14:49
I think the first thing I want to do is share with my co teacher what I have learned. This way we can plan together to implement in our classroom

03:14:50
sharing ideas from the webinar in PLCs

03:14:52
I can use today what I learned by sharing it with my co workers and adding it everyday to myself while working. I can share my notes with my team. I can plan ahead for the future,

03:14:53
I will do due diligence on a picture schedule for PT

03:14:54
I am excited to use what I have learned today in my classroom (if we ever get back), share with my team, using the tools you shared

03:14:56
all those things ..

03:14:58
help individual needs, even those that don't have iep's; team awareness, even those at different locations

03:14:58
I am definitely going to use the matrix to help me become more aware of how and when and child meets their goals. This is a visual confirmation for me and the other adults to see daily

03:14:59
I plan on checking out resources you have mentioned, use my extra time to plan

03:15:00
I would like to be more aware of making sure I include all children in all times of the day

03:15:01
adapt it to my future experiences if I change positions from teacher to any type of para/ inclusive

03:15:01
planning for more differentiation in centers

03:15:01
I plan to use a lot of the resources that was shared in the classroom and use some of the tools to prepare room for next year.

03:15:02
Planning for next year

03:15:02
Go over CARA's kit for next year

03:15:03
As a district, our goal/dream is full pre-k inclusion.

03:15:05
I will share information with teachers and encourage them to be proactive.

03:15:05
use the matrix to look at each student. look at how to prepare to use these tools.for future students

03:15:06
Review the slides and make more notes, prioritize what needs to be done for remainder of this year and next year.

03:15:07
I want to look into CARA'S Kit and reflect on ways to refine my practice for all students

03:15:08
I plan to discuss the webinar with my team. I hope we can continue to provide appropriate inclusion.

03:15:08
I want to take my kinds IEP goals and slot them in to the matrix and then during team meetings we can talk about goals being met like speech goals happening on the playground we will all have the same information and assessment format

03:15:09
What I learned today will help me reorganize how we run the classroom and work with our parents

03:15:10
I’m zooming with my team later today so I can going to talk about this with them today.

03:15:12
Planning for next year

03:15:17
Share with my lead teacher

03:15:22
I don't have inclusion students yet as I don't have my endorsement yet but will store these tips away and implement some right away-when we get back after all this!

03:15:24
work to more effectively collaborate and communicate with school professionals, families and children

03:15:24
I would like to focus on peer-to-peer positive conversation skills. I would love to have my aids participate in more Professional Development related to inclusion.

03:15:29
Going through all the wonderful info provided today and start to make a plan for the coming school year.

03:15:31
Collaborate with our team and sharing resources from this webinar with them.

03:15:36
emails are on the first page

03:16:07
I can use this to help increase student support, use as support when presenting to my team the reason behind the use of strategies.

03:16:16
increase collaboration with teachers and families

03:16:31
Share the webinar and tools, Complete checklist of collaboration to see what we can improve on, and discuss with teaching team to see how we can implement the change to help them support more meaningful inclusion in their classrooms.

03:16:36
live binder sounds awesome

03:17:00
Sharing and utilizing resources with my team that will be helpful.

03:17:04
Will request that we fill out/review ICP

03:17:38
You can get cara's kit on ebay for 19.11 (including tax) with free shipping right now. I just ordered mine

03:17:47
WOW cool ..

03:17:56
can you put that link in the chat?

03:18:12
Can you drop that link here again?

03:19:23
is CARA's kit free for educators anywhere?

03:19:54
https://www.eclre.org/planning-tools/student-classroom/

03:20:24
Thank you !

03:20:35
that would be cool ..

03:20:37
Thanks so much

03:21:05
Thank you

03:21:08
Thank you!

03:21:27
thank you

03:21:28
Picture Supports ?? any good links..

03:21:35
can you also put the other link that you were showing a few minutes ago?

03:21:46
how do we get CE certificate? via email?

03:21:57
agreed.. yes ..

03:22:11
Our district is using Google Classroom

03:22:19
How do we get our certificate will there be a link sent to us in our email?

03:22:35
I will share information about the evaluation and certificates at the end

03:22:39
Scholastic put out a good resource for remote learning

03:22:43
thanks

03:22:47
Prek special education teachers is a facebook group with teachers sharing lots of information and activities with one another.

03:22:47
if we are not part of your region, can we still get those emails

03:22:50
not on FB, what about Instagram?

03:23:50
which prek special education group on facebook. There are different ones

03:23:59
I hope startnet continues offering webinars.

03:24:22
me too

03:24:22
CLASSROOMMAGAZINES.SCHOLASTIC.COM

03:24:39
We need one on distance teaching

03:24:44
Thank you, this was great!

03:24:56
Those scholastic activities are great! I have been sharing them with my families

03:25:02
This is a great way to get PD during this time. Thank you for offering these webinars.

03:25:19
ISBE Put out guidance for Remote Learning. https://www.isbe.net/Documents/RL-Recommendations-3-27-20.pdfSpecial ed is pg 30-34EC starts on pg 35

03:25:41
Where can I know what Region I'm?

03:27:12
If you go to www.starnet.org you can see what region you live in

03:27:17
Thank you panelists!

03:27:19
Thank you!

03:27:28
thank you

03:27:30
Thank you, this was very helpful.

03:27:34
Thanks for the great info panelists!

03:27:37
Thank you!

03:27:39
Thank you for this informative webinar!

03:27:40
Thank you!

03:27:48
This was so awesome! Thank you for opening this up to other StarNet regions…it was a wonderful training!

03:27:48
Thank you!

03:27:48
Thank you this was excellent. I look forward to Fridays

03:27:50
Thank You!

03:27:51
Thank You !

03:27:53
Monique can I have your email address?

03:27:56
thank you very much! Really appreciate this

03:27:59
Thanks, very informative, look forward to attending more.

03:28:01
Thank you, this was very good

03:28:02
Thank you, very informative

03:28:02
Thank you for all the resources!

03:28:10
Thank you for all the useful information! Stay safe and healthy.

03:28:10
thank you again

03:28:11
Thank you!

03:28:14
Thank you!

03:28:14
Thank you so much

03:28:15
I arrived 15 min late, but arrived in time for all of the content. will I still recieve an email?

03:28:16
Thank you!

03:28:16
thank you

03:28:19
Thank You!

03:28:21
I signed up with my work email but logged in with my personal email. which one will it go to?

03:28:21
Thank You to all of you!

03:28:24
THIS WAS GREAT !!!!

03:28:28
Thank you!

03:28:29
Thank You

03:28:33
Thank you

03:28:33
thank you

03:28:33
Thank you !

03:28:34
This was awesome, thank you.

03:28:35
Thank you guys

03:28:36
Have a great rest of your day

03:28:38
Please send us the link to recording. Thanks so much!

03:28:38
You guys did great, too!

03:28:40
Thank you.

03:29:05
ok thanks

03:29:08
thank you