1) How do we sustain the focus of professional learning on teaching practices and student learning to increase literacy?
A: We sustain focus of professional learning on teaching practices and student learning by making data driven decision, providing ongoing collaboration between administration, teachers, and coaches to improve implementation of strategies/routines. Staff should attend SIM Academy professional develops offered throughout the year, each summer, and/or when the SIM staff comes to the school to train teachers. Current SIM participants can learn routines/strategies, implement them, and become trainers through the badge process.
2) How do we transform data to inform instruction to increase student progress?
A: Progress Monitoring - Determine individual and/or class performance level on specific skills (pre-test). Determine routine/strategy/EBP needed to address concern. Assess student progress then determine instructional needs again (Post-test)
3) How do we describe responsive instruction and intervention in our educational settings?
A: It's a combination of the students responding to the content and the teacher judging the mastery of student performance. The teacher then needs to make adjustments to instruction using EBP to match the students' performance level.
New Question:
How will we implement learned routines/strategies within our building from SIM Academy June 26-28?
A: We sustain focus of professional learning on teaching practices and student learning by making data driven decision, providing ongoing collaboration between administration, teachers, and coaches to improve implementation of strategies/routines. Staff should attend SIM Academy professional develops offered throughout the year, each summer, and/or when the SIM staff comes to the school to train teachers. Current SIM participants can learn routines/strategies, implement them, and become trainers through the badge process.
2) How do we transform data to inform instruction to increase student progress?
A: Progress Monitoring - Determine individual and/or class performance level on specific skills (pre-test). Determine routine/strategy/EBP needed to address concern. Assess student progress then determine instructional needs again (Post-test)
3) How do we describe responsive instruction and intervention in our educational settings?
A: It's a combination of the students responding to the content and the teacher judging the mastery of student performance. The teacher then needs to make adjustments to instruction using EBP to match the students' performance level.
New Question:
How will we implement learned routines/strategies within our building from SIM Academy June 26-28?