This is where we are going to start brainstorming ideas for possible process/products for implementation for next year. Feel free to comment, ask questions to each other, or add to this page at any time!

One idea that any/everyone can use for a process or product is to create a checklist of ideas/strategies you want to employ throughout the year from this book.

Chapter Two:
-- use the checklist with staff members (or just use parts of it)
-- Use the information from this chapter
-- Writing a proposal for more PD on Differentiated Instruction using Ch. 2 as support
-- Inclusive goal setting with your team

Chapter Three:
-- Create a Wiki for staff PLCs
-- Write a short article to share with staff
-- Use list on p. 49 to differentiate

Chapter Four:
-- Make a plan to call families early and often
-- Parent survey (create & look at periodically)
-- Professional Facebook Page
-- Phone call schedule for calling parents

Chapter Five:
-- Use the Comfortable Classroom Checklist to determine what sensitivities students may have
-- Inventory of sensory needs for all students
-- Sensory reminder sheet
-- Classroom jobs (create if you don't currently use them or re-vamp based on sensory needs or student interests)

Chapter Six:
-- Post the schedule & routines (and point out changes as necessary)
-- Help Wanted posters
-- Compliment chairs and talking chairs
-- The Story of my Life -- adding in the piece of what makes them unique
-- Paper bag interviews (using it with book projects in addition to introductions at the beginning of the year)
-- Video modeling
-- Invite Speech Pathologist into our class and let him/her know our weekly plans in advance so he/she can purposefully work on IEP goals in our classroom and include students who are not identified with an IEP but could also use some extra work on speech and language and social skills

Chapter Seven:
-- Make a "key" to our students echolalia speech and share with other teachers, students and school personnel who come into contact with our students
-- Build a communication system (or find out the one students currently use) form the beginning of the year
-- Make a conscious effort to have conversations (and encourage peer conversations) on age-appropriate topics
-- Switch to writing when a situation is escalating (and STOP talking)
-- Whisper more & consider tone and volume
-- Use the chart on p. 135 to encourage communication throughout the school day between students
-- Utilize the 7.6 table on page 141

Chapter Eight:
-- Press administration for more Professional Development on "true"co-teaching" and having common planning time
-- Propose a plan for peer observations and feedback
-- Seven Keys to Comprehension (see Resources page for added handout on utilizing this book and the strategies in it)
-- Use retelling checklists
-- Allow time for students to determine if their inferences make sense by "hashing it out" with a peer or in a group discussion
-- Conscious effrt to teach the visuals (e.g. reading maps, graphs, photos, and art")
-- Scribing on p. 171
-- Kid Pix (but look at Julie's post on better (more user friendly) options in the Resources section)
-- Say it/Move it
-- Reading Plus
-- Game of Fish with figurative language
-- Check out the book listed on p. 166 Reading and Writing the Four Blocks Way (2007)

Chapter Nine:
-- Look at Angela's links to Carol Gray's website on social stories (especially the ones on stimming)
-- Evaluate curriculum & Instruction when behaviors are occurring on a regular basis
-- Be quiet when a behavior happens and come back to it later when everyone is calm
-- Todd example: share it with others
-- Videotape beginning of the year and points along the way to show strategies implemented and the legitimate success gained
-- Table 9.2 on page 208 -- Preventing Behavior Problems (post this table in prominent areas of the school --such as bathrooms, teachers' work areas, lunch room, etc. and/or place copies in teacher mailboxes

Make a sensory checklist or questionnaire for all students on a team

develop a plan of inclusion practices for this coming school year that details actions and strategies for classroom teachers, resource teachers, students and administration

develop an inclusive literacy plan to ensure that all students are striving to progress through the common core standards

revamp a unit with reading and/or writing strategies from chapter 8 incorporated into the lessons