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Daily Agendas
These fifth-grade daily agendas are clear, have an image to catch students’ attention, and are very detailed so that students know exactly what they should be doing and when. This is especially important when working in the virtual space, or when...
Requiring Cameras Only for 1:1 and Small-Group Time
This video describes the importance of allowing students to keep their cameras off at times during a lesson and then prompting students to turn their cameras back on during one-to-one meetings with the teacher and in small-group settings. These more...
Overview of Center for Education Policy Research at Harvard University
Ector County Independent School District partnered with Harvard University researchers to explore how to structure a performance-based contract for virtual tutoring.
School Districts and Tutoring Providers Explore Outcomes-Based Contracting K-12 Math Education
This blog post provides highlights from the Outcomes-Based Contracting Summit co-organized by Harvard University’s Center for Education Policy Research and Third Sector. Ector County Independent School District Superintendent Scott Muri was a part...
Virtual, Outcomes-Based Contract Tutoring
Ector County Independent School District is currently piloting outcomes-based tutoring with a virtual tutoring company at the district’s lowest-performing middle school. The district targeted 40 of its highest-need students that will be provided...
Using Highest-Qualified Staff for 1:1 Support
To support students with the greatest needs for intervention, Hopkins Public Schools’ central office deployed paraprofessionals to school sites to support independent learning and work time for whole-group classes while highly-qualified teachers...
Periodic diagnostic process
West Belden utilizes NWEA assessments to determine students skills and groupings
CICS Student Groupings Screen Shot
CICS West Belden uses student groups to differentiate instruction.
Class Example: Flexible Groupings at West Belden
CICS West Belden Teachers use flexible groupings to provide students with personalized instruction and supports.
Heterogeneous Student Groupings at ReNew DTA
When teaching 8th grade-level content, the teacher pairs students heterogeneously to support lower-level students and offer higher-level students the opportunity to deepen knowledge by teaching others.
Student Self-Reporting Progress
Students are responsible for updating their mastery scores in their learning agendas, which increases ownership, improves update speed, and relieves the teacher of that task.