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Coordinating Student Supports with Facilitation Plans
Facilitation plans allow teachers to be proactive, rather than reactive, by identifying possible struggles ahead of time and implementing appropriate interventions to individualize the curriculum to each student’s needs.
Active Activities
Provide students with opportunities to engage in physical activity while learning to support them mentally and physically.
Virtual Rotation
Implementing a virtual rotation allows in-person and remote students to work together and move through different activities and learning experiences throughout the day.
"Walking Time" to Support Standards Mastery
To help students recover unfinished learning time, teachers spend twenty-minute blocks teaching a specific standard to support student mastery.
What I Need (WIN) Block
To provide their high school students with a flexible option to support individual interests and needs, Mendon-Upton Regional School District embedded a “What I Need” (WIN) block within their daily schedule to allow for choice in activity.
Cross-School, Virtual Interventions
The School District of Cudahy reconfigured interventionist schedules by having staff deliver interventions virtually. This allows students from different campuses with the same intervention needs to work together and allows staff to deliver more...
Capturing Teachers’ Thoughts on Technology Usage
Teachers can offer valuable insights on whether devices and tools effectively meet student needs for learning, and therefore should be regularly included in the evaluation process for technology decisions.
Teacher-Led Large Group Instruction
ReNEW DTA addresses grade-level scope and sequence through ongoing whole-group instruction. The teachers create heterogeneous groupings to help all students access grade-level content, regardless of individual skill level.
Immediate Results to Teachers
Once an assessment is completed, students input scores directly into the dashboard, which allows the teacher to review progress and make decisions immediately.
Marzano's Practice
At the end of each lesson, students assess their progress according to Robert Marzano’s scale. Their self-assessments determine their daily differentiated practice experiences.
Collecting Student Data through Varied Assessments
Starting with a baseline NWEA MAP assessment, teachers at Lovett use a combination of exit tickets, data from software programs students have used, personal observations and student self-assessments to track student progress and proficiency.