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Direct Instruction Centered on Social-Emotional Growth
Each student at Valor participates in a once weekly elective-type class that provides direct instruction related to their social-emotional learning.
Teacher-Student Conferences
Students and teachers frequently conference to discuss student data and progress, as well as any modifications to their instruction.
Customized Learner Pathways
Students use learner pathways to progress through content and instruction. These pathways are modified based on what the students has shown they already know or need to work on.
Supporting Teachers Shifting to Blended Learning
As a small district, Cisco ISD must be creative and intentional in how it allocates resources to support its blended learning teachers.
Cisco Growth-v-Fixed Chart
Teachers and students at Cisco Junior High use this poster to support a growth mindset.
Student Ownership: How do I support students in building agency and owning their data?
In order to support student agency and ownership of learning, educators need to develop practices that enable students to understand and use their own data in meaningful ways. This guide will explore various structures and strategies to accomplish...
Uxbridge Public Schools
Uxbridge Public Schools in partnership with parents, guardians, and the community are dedicated to creating environments of continuous growth and learning that ensure ALL students become empowered and progressive learners, innovative...
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...
Measuring Unfinished Learning: A Guide for Schools and Systems to Understand and Measure Student Progress
This insight investigates how education leaders can take an asset-based approach to measuring student learning, offering concrete processes and methodology to examine learner growth during times of disruption to student learning.
Unfinished Learning: How do you begin to measure student progress during disruption?
Measuring unfinished learning requires a strategic measurement process that starts with reviewing data, creating strong research questions, and collecting data. This process will help make connections between learning mastery and enabling structures...