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Scheduled Ongoing Large Group Instruction
Roots uses large group instruction daily during Habits of Success time, as well as during direct instruction.
Heterogeneous and Homogeneous Groups
Students are assigned to both homogeneous and heterogeneous groups to support learning.
Direct Instruction for Academic Content and Non-Cognitive Skills
Teachers use whole-group instruction to address skills needed for all students.
A Self-Directed, Competency-Based Approach to Social-Emotional Learning
Valor students work through the Compass Phase System in a self-paced, competency-based approach spanning from grades 5 through 12.
Shared Commitments of the School Community
“The Valor Commitments” serve as the primary agreements community members make with each other, which guide the three primary responsibilities to improve oneself, relationships, and the community.
Logic Model Building
This slide deck describes logic modeling, its purpose, how to build a logic model, and potential sources of data for a logic model.
What are critical decision points when measuring to inform and improve teaching and learning practices?
Teachers and education leaders must make a series of critical decisions when beginning measurement to inform and improve teaching and learning practices. This guide provides an overview of three of these decisions and offers guidance on how to make...
Cohort Model Support Systems
Learn about Garnet Valley School District’s cohort model for supporting its educators in their creation of content with its Student-Centered Design Process.
How can professional development support creating and implementing Open Educational Resources?
This guide provides an overview of implementing effective personalized professional development that supports curating and creating high-quality, rigorous OER curriculum, alongside concrete resources around competencies for educators.
Learner-Led Classroom Management: IgnitED Research Insight
In this installment of IgnitED Research, a series that aims to build stronger connections between learning science and instructional practice, we look at classroom management and how to empower students to co-create and drive management processes.