SOUTH KITSAP SCHOOL DISTRICT ENDS 2 PRESENTATION OCTOBER 17, 2017 - - PowerPoint PPT Presentation

SOUTH KITSAP SCHOOL DISTRICT

ENDS 2 PRESENTATION OCTOBER 17, 2017

BEGINNING EDUCATOR SUPPORT PROGRAM

• SUMMER ORIENTATION
• ONGOING SUPPORT FROM BEGINNING EDUCATOR SUPPORT SPECIALISTS
• TRUSTING AND SUPPORTIVE RELATIONSHIPS WITH BEGINNING EDUCATORS
• OBSERVATIONS OF BEGINNING EDUCATORS WITH TARGETED FEEDBACK
• LEARNING WALKS TO OBSERVE IN OTHER CLASSROOMS
• TRAINED CADRE OF MENTORS AT THE BUILDING LEVEL
• MONTHLY JUST–IN-TIME TRAININGS
• SCAFFOLDED SUPPORT FOR EDUCATORS IN THEIR 1ST – 4TH YEARS OF TEACHING

Total Elementary Middle High First Year Teachers Being Served 46 15 11 10 Second Year Teachers Currently Being Served 15 8 4 3 Training before school began w/new hires Topics: Beginning of Year Classroom Procedures, Curriculum, Secondary Equitable Grading Practices, Middle School Philosophy 52 16 17 19 “Just In Time” Trainings

• 1. September

Topic: Classroom Management

• 2. October

Topic: Fall Conferences, Assessments 37 32 15 16 12 7 10 9 Formal Observations with Feedback Meetings 37 11 14 12 Classroom Check-ins (5-30 minutes-depending upon need) 80 32 29 19

EARLY YEARS LEARNING

MIDDLE SCHOOL TRANSITION

WHAT MAKES US MIDDLE SCHOOLS?

Junior High Middle School

 Subject-centered  Emphasis is on cognitive development  Organizes teachers in subject-based departments  Traditional instruction dominates  Six to eight class periods per day  Provides academic classes  Offers study hall and/or homeroom  Classrooms arranged randomly or by subject or grade level  Student-oriented  Emphasis is on both cognitive and affective development  Organizes teachers and students in interdisciplinary teams  Experiential approaches to instruction  Allows for block and flexible scheduling  Provides exploratory, academic, and nonacademic classes  Offers advisor/advisee, teacher/student opportunities  Team classrooms in close proximity

By S.D. Powell, Pearson Allyn Bacon Prentice Hall, Updated on July 20, 2010

WEB

SYSTEMATIC PRETEACHING & RETEACHING INCREASED ENGAGED TIME = INCREASED LEARNING

• ALL STUDENTS TAUGHT CORE CURRICULUM
• DATA IDENTIFIED LEARNING NEEDS
• TARGETED PLACEMENT & INSTRUCTION
• ADDITIONAL TIME & SUPPORT THROUGH TARGETED

PRETEACHING & RETEACHING BY THE CORE TEACHER

• INCREASED SUPPORT THROUGH LOWER TEACHER STUDENT RATIOS

DATA IDENTIFIED NEEDS

• SMARTER BALANCED ASSESSMENT
• STAR ASSESSMENT AT LEAST 3X’S PER YEAR
• TEACHER RECOMMENDATION
• CLASSROOM BASED ASSESSMENTS & GRADES

INTERVENTION CLASS

• TARGETED PRE-TEACHING & RETEACHING USING ALIGNED SUPPLEMENTARY CURRICULUM
• SAME TEACHER AS TEACHES THE CORE
• 15 STUDENTS OR LESS
• PLACEMENT BASED UPON AREAS OF IDENTIFIED NEED
• STUDENTS SHARE A COMMON NEED
• SERVES 30-40 PERCENT OF STUDENTS