The facilitator will lead an ongoing professional learning community to support special education teachers in writing standard-based IEP goals for specially designed instruction for students with disabilities.  Educators will unpack the standards and the essential elements to identify the access point to the standard for each student.  Using the Present Level of Academic and Functional Performance, educators will be able to write and use course-specific student goals in order to provide specially designed instruction and support services for more inclusive classrooms.  Educators will focus on how to monitor student progress with formative assessments as a process to continuously gather evidence about learning.  The data will be used to identify a student’s current level of learning and adapt lessons to help students reach the desired learning goal.  The focus will be on students as active participants with their teachers, sharing learning goals and understanding how their learning is progressing, what next steps they need to take, and how to take them. 

These professional learning opportunities will support educators in developing a common language and vision for identifying and removing barriers to support inclusionary practices.  Together with the Multi-Tiered Systems of Support (MTSS), educators will focus on how to develop a culture of equity and inclusionary practices within their classrooms and school.