Search Results
- Clear Filters
- School Type
- Grade
- Content Type
- Audience
Your Selection:
Direct Instruction for Academic Content and Non-Cognitive Skills
Teachers use whole-group instruction to address skills needed for all students.
Direct Instruction for Non-cognitive Skills at LPS
Walk through of how the first two units are structured as a class. LPS initially built and tested their Academic Numeracy course in Google Sheets, and many of those practices have been captured as Blended and Personalized Learning Strategies. LPS...
Emphasis on Life Skill Development
Teacher provides instruction and opportunities for practice of time-management, self-monitoring, and productivity skills throughout the class.
Weekly Formal One-on-One Teacher Support
Students meet with the teacher weekly to discuss progress, set goals, and develop action plans.
Roots' Differentiated Teacher Roles
Roots differentiates educator roles by specialty as well as experience level.
Scheduled Ongoing Large Group Instruction
Roots uses large group instruction daily during Habits of Success time, as well as during direct instruction.
Daily Large Group Instruction
Learning Facilitators provide daily whole group instruction for introduction of commonly needed skills or review topics.
Learner Choice of Mastery Level
While all Learners must show proficiency (a level 3), they can elect to demonstrate deeper mastery by aiming for level 4.
Lifelong-Learning Standards
Lindsay Unified School District pairs academic standards with additional noncognitive objectives, called Life-Long Learning standards.
Student Choice Over Path, Place, and Modalities
Students choose what they’re learning, when they’re learning, and what they want to focus on each day.
LPS's Academic Numeracy Specialist Role
The Navigate Math role requires comfort with blended learning as well as deep content expertise. For this reason, it is staffed as a specialist role across the LPS network.