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 1 ST – 4 TH 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 52 16 17 19 Topics: Beginning of Year Classroom Procedures, Curriculum, Secondary Equitable Grading Practices, Middle School Philosophy “Just In Time” Trainings 1. September 37 15 12 10 Topic: Classroom Management 2. October 32 16 7 9 Topic: Fall Conferences, Assessments 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 Student-oriented   Emphasis is on cognitive development Emphasis is on both cognitive and  Organizes teachers in subject-based affective development  departments Organizes teachers and students in  Traditional instruction dominates interdisciplinary teams   Six to eight class periods per day Experiential approaches to instruction   Provides academic classes Allows for block and flexible  Offers study hall and/or homeroom scheduling   Classrooms arranged randomly or by Provides exploratory, academic, and subject or grade level 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