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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.
Roots' Differentiated Teacher Roles
Roots differentiates educator roles by specialty as well as experience level.
Weekly Formal One-on-One Teacher Support
Students meet with the teacher weekly to discuss progress, set goals, and develop action plans.
Teacher Supported Student Goal Setting
Students have one-on-one weekly meetings with their mentor teachers to articulate long and short term goals, and measure progress in meeting those goals.
Lifelong Learning Standards
Lindsay Unified School District pairs academic standards with additional non-cognitive objectives, called Lifelong Learning standards.
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.
Daily Large Group Instruction
Learning Facilitators provide daily whole group instruction for introduction of commonly needed skills or review topics.
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.
Daily and Weekly Goal-Setting
Students start their week by determining how many and which learning goals they would like to pursue.