Systems for Inclusive Learning

• Act 20 Coaching and Support
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  Act 20 Coaching and Support

  CESA 2 has prepared multiple options to meet your Act 20 requirements. Our Literacy team and Centers of Excellence can provide you with trainings, coaching, and more to help you with science-based literacy instruction in your school or district.

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• Culturally Responsive Practices
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  Culturally Responsive Practices

  Guided by DPI’s Model to Inform Culturally Responsive Practices (CRP) and the work of various CRP scholars of color, CESA 2 Curriculum & Coaching Consultants are available to support educators in exploration of the CRP tenets of relational trust, cultural competence, equitable access to high level learning, recognizing and honoring students’ identities, fostering criticality through multiple perspectives, and agency to create change. Working to embrace these asset-based approaches in conjunction with examining and disrupting implicit bias and inequitable systems is a journey upon which CESA 2 consultants would be honored to partner with educators. Ongoing onsite coaching inspires long-term shifts in practice that positively impact school culture and practices.

• Equitable Multi-Level System of Support (E-MLSS)
  Close Equitable Multi-Level System of Support (E-MLSS)

  Equitable Multi-Level System of Support (E-MLSS)

  Equitable Multi-Level System of Support (E-MLSS) is a process for achieving higher levels of academic and behavioral success for all students. It is an overarching framework and logic for organizing and increasing the efficiency with which evidence-based practices are selected, organized, integrated, implemented, and adapted.

  In Wisconsin’s vision for E-MLSS, the three essential elements of high-quality instruction, balanced assessment, and collaboration systematically interact within a multi-level system of support to provide the structures to increase success for all students. Culturally responsive practices are central to an effective E-MLSS system and are evident within each of the three essential elements. In a Multi-level System of Support, schools employ the three essential elements of E-MLSS at varying levels of intensity based upon student responsiveness to instruction and intervention. These elements do not work in isolation. Rather, all components of the visual model inform and are impacted by the others. Taken together, this relationship forms Wisconsin’s vision for E-MLSS.

  E-MLSS Info

• Leadership Team Coaching
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  Leadership Team Coaching

  CESA 2 staff have extensive experience and expertise for supporting district and school administrators to develop and support effective leadership teams at the district and school levels. Leadership team coaches from CESA 2 will support your district or school through stages to create and sustain an effective leadership team by establishing structure, defining roles, developing action, and more.

• Mathematics Coursework Audit and Redesign Support
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  Mathematics Coursework Audit and Redesign Support

  Looking to understand your data and explore options for coursework and course sequencing in Mathematics? ALL students deserve access to rigorous, grade level content standards; yet, mathematics course sequencing can lead to inequitable opportunities and outcomes for students. We provide a comprehensive review of how, why, and when students have access to math content, standards and skills based on an analysis of current courses, achievement data, sequencing, and curriculum within secondary mathematics pathways.

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• Practical Collaborative Learning Systems
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  Practical Collaborative Learning Systems

  Practical Collaborative Learning Systems (PCLS) is a framework to cultivate partnerships that leverage practices that are learner-focused, intentional,and responsive to ensure a thriving inclusive culture for all learners. This framework is designed to help districts:
  
  • Make meaning of their current state to make systemic changes to desired state
  • Create increased agency and confidence in their systems change leadership
  • Deepen their understandings about an element(framework, concepts, models) and implement a more inclusive system for all students with sustainable practices and policies
  • Learn and embody the mindsets to disrupt inequalities in their system
  • Become adept at noticing and reflecting in a collaborative structure.

• Professional Networks: Director of Instruction, Principal, and EE
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  Professional Networks: Director of Instruction, Principal, and EE

  Systems for Inclusive Learning offers year-long memberships designed to connect professionals from across districts to network, share resources, and deepen learning around hot topics and new trends in the field.  These virtual gatherings last one to two hours and include both information sharing and collegial discourse.  Check the CESA 2 professional development website to register for one of the following:
  • Director of Instruction Network
  • Principal and EE Network

• Title I Statewide Network
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  Title I Statewide Network

  The Title I Network is a collaborative effort with the CESAs that provides increased technical assistance and professional development for districts and schools with Title I programs. With financial support from DPI, each CESA provides free or reduced cost Title I services for all school districts in their CESA.

• Universal Design for Learning
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  Universal Design for Learning

  CESA 2 offers districts custom professional learning to grow Universal Design for Learning (UDL) mindsets, practices, and implementation.  The UDL framework is based on brain research to build expert learners that are purposeful, strategic, and resourceful. We use the capacity building framework to to move districts to deeper levels of UDL implementation:
  • Aware:  Introduction to the UDL mindsets and framework
  • Understand: Proactive designing with standard-based goals, predicable variabilities, and dismantling barriers for learners
  • Practice: Implementing and coaching sessions
  • Refine: PLC implementation, grading practices and feedback
  • Teach: Strategic sustainability in systems and structures to support continuous UDL mindsets and practices