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All Means All
Essential Actions for Leveraging Yes We Can!
All students are general education students first, a principle the authors champion in this companion guide to their best-selling book Yes We Can! They offer practical strategies for educators to implement this inclusive philosophy through collaborative teams and shared ownership of student learning. The book provides a framework for standards-based instruction, tailored instruction, progress monitoring, and targeted interventions, ultimately promoting equitable learning opportunities for all students.
Benefits
- Enhance the quality of special education learning and instruction through PLC practices.
- Build collaborative communities of professionals across general and special education.
- Define actionable steps to create equitable learning experiences for all students.
- Align all instruction, assessment, and grading with mutual learning goals and standards.
- Ensure all special education students achieve the same learning standards as their peers.
TABLE OF CONTENTS
Part 1: Learning Yes We Can!
Chapter 1: Re-Examining the Past, Present, and Future
Part 2: Living Yes We Can!
Chapter 2: Aligning Beliefs and Behaviors to Live All Means All
Chapter 3: Collaboration by All for All
Chapter 4: Standards-Focused Planning, Instruction, Assessment, and Grading for All
Chapter 5: Tailoring Instruction
Chapter 6: Responding When Students Haven’t Yet Learned
Part 3: Leading Yes We Can!
Chapter 7: Believe Is a Verb
Chapter 8: Leading the Way
PRINTABLE REPRODUCIBLES
Chapter 1: Re-Examining the Past, Present, and Future
- Figure 1.1: Reflection Rubric for Raising Collective Awareness About Who Our Students With Disabilities Are
- Figure 1.2: Envision What’s Possible—Determine Actions to Support Raising Collective Awareness About Who Our Students With Disabilities Are
- Profiles in Perspective: Understanding and Supporting Students With Disabilities
- Engaging in Understanding and Addressing Disproportionality in Our School
- Team Rigor Audit Process
- Disability Profiles
- Rigor Audit Template
Chapter 2: Aligning Beliefs and Behaviors to Live All Means All
- Figure 2.3: Reflection Rubric for Aligning Beliefs and Behaviors
- Figure 2.4: Envision What’s Possible—Determine Actions to Align Beliefs and Behaviors
- Examination of Alignment: Discussion and Planning Tool
- Beliefs: Mix, Pair, Share
- Class List Reflection
- Collaborative Activity: Defining Advocacy for Students
Chapter 3: Collaboration by All for All
- Figure 3.3: Reflection Rubric for Assessing Collaborative Practices
- Figure 3.4: Envision What’s Possible—Determine Actions to Assess Collaborative Practices
- Asset Analysis Protocol
- Conversations and Activities for Low-Incidence Teams
- SWOT Analysis for the Master Schedule
Chapter 4: Standards-Focused Planning, Instruction, Assessment, and Grading for All
- Figure 4.3: Reflection Rubric for Using Standards-Based Grading to Clarify Expectations
- Figure 4.4: Reflection Rubric for Providing Differentiated Assessments With the Same Standards
- Figure 4.5: Reflection Rubric for Collaborating on IEP-Driven Accommodations and Modifications
- Figure 4.6: Reflection Rubric for Separating Academic Achievement From Effort and Behavior
- Figure 4.7: Reflection Rubric for Engaging in Transparent, Two-Way Communication With Families
- Figure 4.8: Reflection Rubric for Using Descriptive, Constructive Feedback to Support Growth
- Figure 4.9: Reflection Rubric for Building an Inclusive Grading Culture Through Team Collaboration
- Figure 4.10: Envision What’s Possible—Determine Actions to Engage in Standards-Focused Planning, Instruction, Assessment, and Grading
- Great Eight Priority Standard Checklist
- Simple as 1, 2, 3: The Prioritizing Process
- Unpacking Document
- Protocol for Connecting the Learning Progression to Assessment
Chapter 5: Tailoring Instruction
- Figure 5.9: Reflection Rubric for Tailoring Instruction
- Figure 5.10: Envision What’s Possible—Determine Actions to Tailor Instruction
- STAGES Lesson Planning Template
Chapter 6: Responding When Students Haven’t Yet Learned
- Figure 6.6: Reflection Rubric for Responding When Students Don’t Learn
- Figure 6.7: Envision What’s Possible—Determine Actions to Respond When Students Haven’t Yet Learned
- Collaborative Activity: Analyzing Common RTI Mistakes
- Common RTI Mistakes
- Collaborative Activity: Design a One-Page RTI Process Guide or Flowchart
Chapter 7: Believe Is a Verb
Chapter 8: Leading the Way
- Figure 8.1: CBAM Model to Identify the Seven Stages of Concern About Change
- Figure 8.2: Envision What’s Possible—Determine Actions to Leverage Yes We Can!
- Preparing for a Difficult Conversation
- SCOOPS IEP Planning Tool
SUGGESTED RESOURCES
Books
- Bailey, K., & Jakicic, C. (2023). Common formative assessment: A toolkit for Professional Learning Communities at Work (2nd ed.). Solution Tree Press.
- Bailey, K., Jakicic, C., & Spiller, J. (2014). Collaborating for success with the Common Core: A toolkit for Professional Learning Communities at Work. Solution Tree Press.
- Boogren, T. H., Kanold, T. D., & Kullar, J. K. (2023). The educator wellness plan book and journal: Continuous growth for each season of your professional life. Solution Tree Press.
- Bordonaro, K. M., & Clarke, M. (2025). The collaborative IEP: Working together for life-changing special education. Solution Tree Press.
- Buffum, A., Mattos, M., & Malone, J. (2018). Taking action: A handbook for RTI at Work. Solution Tree Press.
- DuFour, R., DuFour, R., Eaker, R., Many, T. W., & Mattos, M. (2016). Learning by doing: A handbook for Professional Learning Communities at Work (3rd ed.). Solution Tree Press.
- DuFour, R., DuFour, R., Eaker, R., Many, T. W., Mattos, M., & Muhammad, A. (2024). Learning by doing: A handbook for Professional Learning Communities at Work (4th ed.). Solution Tree Press.
- DuFour, R., DuFour, R., Eaker, R., Mattos, M., & Muhammad, A. (2021). Revisiting Professional Learning Communities at Work: Proven insights for sustained, substantive school improvement (2nd ed.). Solution Tree Press.
- DuFour, R., & Eaker, R. (1998). Professional Learning Communities at Work: Best practices for enhancing student achievement. Solution Tree Press.
- Ferriter, W. M., Mattos, M., & Meyer, R. J. (2025). The big book of tools for RTI at Work. Solution Tree Press.
- Francis, E. M. (2022). Deconstructing depth of knowledge: A method and model for deeper teaching and learning. Solution Tree Press.
- Friziellie, H., Schmidt, J. A., & Spiller, J. (2016). Yes we can! General and special educators collaborating in a professional learning community. Solution Tree Press.
- Hannigan, J., Hannigan, J. D., Mattos, M., & Buffum, A. (2020). Behavior solutions: Teaching academic and social skills through RTI at Work. Solution Tree Press.
- Hannigan, J. D., & Hannigan, J. (2024). Behavior academies: Targeted interventions that work! Solution Tree Press.
- Kanold, T. D., & Boogren, T. H. (2022). Educator wellness: A guide for sustaining physical, mental, emotional, and social well-being. Solution Tree Press.
- Keating, J., & Kullar, J. K. (Eds.). (2022). Women who lead: Insights, inspiration, and guidance to grow as an educator. Solution Tree Press.
- Marzano, R. J. (2017). The new art and science of teaching. Solution Tree Press.
- Marzano, R. J., & Hardy, P. B. (2023). Leading a competency-based secondary school: The Marzano Academies model. Marzano Resources.
- Marzano, R. J., & Pickering, D. J. (2011). The highly engaged classroom. Marzano Resources.
- Marzano, R. J., Warrick, P., & Simms, J. A. (2014). A handbook for High Reliability Schools: The next step in school reform. Marzano Resources.
- Mattos, M., Buffum, A., Malone, J., Cruz, L. F., Dimich, N., & Schuhl, S. (2025). Taking action: A handbook for RTI at Work (2nd ed.). Solution Tree Press.
- Sonju, B., Powers, M., & Miller, S. (2023). Simplifying the journey: Six steps to schoolwide collaboration, consistency, and clarity in a PLC at Work. Solution Tree Press.
- Wiliam, D. (2018). Embedded formative assessment (2nd ed.). Solution Tree Press.
- Williams, K. C., & Hierck, T. (2015). Starting a movement: Building culture from the inside out in professional learning communities. Solution Tree Press.
Websites
Chapter 1
- Center for Parent Information and Resources (CPIR)
- National Center for Learning Disabilities (NCLD)
- Understood
- American Speech-Language-Hearing Association (ASHA)
- Council for Exceptional Children (CEC)
- IDEA (U.S. Department of Education)
Chapter 3
Chapter 5
- University of Florida Literacy Institute, Virtual Teaching Resource Hub
- Foundational Reading Practice Guide Review Protocol
- Five Research-Based Ways to Teach Vocabulary
- How to Build Fluency With Text in Your Classroom
- Improving Reading Comprehension in Kindergarten Through 3rd Grade
- New Research: 16 Writing Interventions That Work
- Seven Strategies to Teach Students Text Comprehension
- 4 Ways to Teach Vocabulary and Reading Comprehension
- 7 Ways to Teach Critical Thinking in Elementary Education
- National Center on Improving Literacy, 4 Steps to Building Fluency With Text
- Teach the Seven Strategies of Highly Effective Readers
- Top 5 Intervention Strategies for Reading Comprehension
- 6 Metacognitive Strategies for Middle and High School Classrooms
- Improving Older Kids’ Reading Speed and Comprehension
- Teaching Secondary Students to Write Effectively
- Assisting Students Struggling With Mathematics: Intervention in the Elementary Grades—Educator’s Practice Guide
- Mathematics Interventions: What Strategies Work for Struggling Students?
- Place Value Concepts Instructional Videos
- Mathematics Word Problem Solving in late Elementary and Middle School. Evidence-based Strategies and Approaches for Teaching Problem Solving
- Council for Learning Disabilities, Strategies and Interventions to Support Students With Mathematics Disabilities
- Teaching Strategies for Improving Algebra Knowledge in Middle and High School Students
- Seven Super Strategies for Geometry
- Teaching Geometry for Deeper Understanding Using the 5 Van Hiele Levels
- Coherence Map: High School—Functions
- High School Number & Quantity
- National Council of Teachers of Mathematics: Illuminations
