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Accelerated Learning through an Integrated System of Support

Introduction to Accelerated Learning Series

Introduction to Accelerated Learning Series – April 13, 2021 (11:30 -11:50)

Deputy Secretary Matt Stem will introduce the Accelerated Learning Series, highlighting the overall goals and objectives, critical components, and available resources as part of Phase 3 of the Roadmap for School Leaders.

Systems Conditions

Overview of the Systems Approach - Managing and Improving, include Cycle of Improvement – April 13, 2021 (11:50-1:00)

Stakeholder Engagement

Students benefit when families and community members form powerful partnerships with schools and school systems.  Making decisions in an inclusive and transparent way leads to better decisions and encourages stakeholders to contribute and become partners in achieving the goals in the state and local community.  Communities will support improvement strategies that they help to develop.  Partnerships with a diversity of stakeholders including parents, philanthropy, community-based organizations, and others will build local capacity to implement innovative and ambitious strategies for meeting the needs of all students. 

Guiding Question: How will the needs of students and families, especially the most vulnerable, and the voices of educators be incorporated into the structures and decisions school systems make for the 2021-22 school year?

Professional Learning Series:

    • Part I: What Administrators Need to Know about Family Engagement (PaTTAN) – April 14, 2021
    • Part II: What Administrators Need to Know about Family Engagement (PaTTAN) – May 3, 2021
    • Stakeholder Mapping (Posted April 27, 2021)
    • Developing District-Wide Procedures for Online and Hybrid Learning Programs (Posted April 27)

Technology 

In order to maintain effective and fluid instructional models, equitable access to common devices, connectivity, and similar instructional technology tools are critical.  The development of internal systems and structures to support all users is a key component to facilitate continuity of learning.  Utilizing quality instructional technology enhances instruction and learning across virtual, hybrid, and in-person models.

Guiding Question: How will each student access learning every day, whether in-person or remote?

Professional Learning: Included in Developing District-Wide procedures for online and hybrid learning programs

Staffing

Decisions about how best to retain, assign, recruit and train educators are key levers for improving student achievement and equity.

Guiding Question: How can decisions about retention, assignment, recruitment and professional learning optimally involve the following?

    • Consider what student and educator data we have available, and what we should begin to collect and analyze;
    • Disaggregate data to consider equity in student learning; and
    • Base decisions in data about student learning needs.

Professional Learning Series:

    • How to assess educators' capacity and needs re: effectively teaching for accelerated learning (Posted April 13)
    • Staff wellness and working climate and conditions – May 4, 2021 (11:30-1:00)
    • Staffing recruitment, hiring and training of extended learning opportunities (Posted April 27)
    • Mentoring and Induction -June 10, 2021 (11:30-1:00)

Managing and Improving

Making sustainable change takes time and involves collective effort, is context specific, and requires constant adaptation, data collection, and learning. This toolkit is intended to provide school entities with a cyclical process focused on results and applied tools to set goals, select strategies backed by evidence to attain those goals, and monitor implementation and effectiveness of strategies in order to adjust and continuously improve. 

Guiding Question: How do we know what's working well and what needs to be adjusted?

Professional Learning Series: 

    • Lessons learned from scheduling and transitions across learning environments over the past year – April 22, 2021 (11:30-1:00)
    • Framing community conversations – April 15, 2021 (11:30-1:00)
    • Implementation and Monitoring Routines – June 8, 2021 (11:30-1:00)

 Academics

Overview of Comprehensive Academic Processes for Assessment and Data Utilization – April 27, 2021 (11:30-1:00)

A highly developed assessment system includes a balanced approach to using formal and informal assessments, classroom-based evidence showing growth over time, and involving students in the evaluation of their own work. The adoption of a systemic approach enhances the use of assessment data to inform teaching and learning practices. This system should include assessment tools that are congruent with the district's values, goals, curriculum, teaching, and learning.

Guiding Question: How do we create a data culture that focuses on effective use of data to inform instruction, support teacher collaboration, and engage parents and caregivers in their students' academic growth?

Professional Learning Series:

Process Series to Develop Comprehensive Academic System: 

    • Assess – Local Assessments - April 27, 2021 (11:30-1:00)
    • Analyze and Interpret – (Posted April 27)
    • Instruction (Posted April 27)
    • Reflect, Monitor and Share (Posted April 27)

Social and Emotional Wellness

Overview of Comprehensive Mental Health Systems in Schools for Students and Staff: Supporting Learning Environments -April 29, 2021 (11:30-1:00)

Developing Supportive Learning Environments

By using frameworks to support social-emotional and behavioral instruction we can improve conditions for learning. This includes the creation of safe, supportive learning environments that have equitable, trauma-informed principles at the core of their planning. The use of data and universal practices can ensure equity and inclusion through a multi-level approach that provides services to ensure all students are provided access to academic and behavioral instruction.  
 
How will equitable, trauma informed learning environments to support staff and student wellness be incorporated into policies, procedures, and practices school entities develop and revise moving forward into the 2021-22 school year and beyond?

Professional Learning Series:

Process Series to Develop Comprehensive Mental Health System: (Posted April 29)

    • Planning for Success
    • Moving to Action
    • Teaming for Success
    • Mobilization of Staff and Student Wellness

Scaffolded Supports

Overview of Comprehensive Scaffolded Support Systems: Academics and Social-Emotional -May 6, 2021 (11:30 -1:00)

The intent of providing scaffolded supports through academics, behavior and social-emotional competencies are to accelerate learning for all students through an equitable and trauma-informed lens, thus decreasing current skill gaps. The information provided will offer Local Educational Agencies (LEAs) the opportunity to consider best approaches to initiating the start of the new school year with guidance to provide: (1) accelerated learning through universal supports (2) addressing the core learning landscape through explicit instruction (3) class-wide interventions and supports (4) systemically addressing strategic and intensive supports, (5) accessing additional accelerated learning experiences and (6) ensuring considerations are in place for supporting students with significant learning and behavioral needs.

Guiding Question: How will scaffolded supports be incorporated into policies, procedures, and practices school entities develop and revise moving forward into the 2021-22 school year and beyond?

  • What data do we possess or need to target an area for improvement (i.e., core, tiered, intensive, additional supports [e.g. tutoring])? 
  • What training do teachers/tutors need to improve the use of explicit instruction and application of Universal Design for Learning principles? 

Professional Learning Series:

  1. Foundational Supports – Universal Design – May 11, 2021 (11:30-1:00)
  2. Universal/Core Landscape – Explicit Instruction – May 13, 2021 (11:30-1:00)
  3. Content Series to Develop Scaffolded Supports: (Posted May 6)
    • Class-wide Supports
    • Strategic and Intensive Supports
    • Additional Accelerated Opportunities
    • Supporting Students with Significant Learning and Behavioral Needs
    • Supporting Gifted Learners

Coming in August 2021:

Local Assessment- Additional Supports and Guidance

With the cancellation of the 2019-20 state assessments and the extension of the 20-21 test window, local assessments will provide additional growth and performance data points for LEAs. Analysis of local "gap" data may identify unfinished teaching and learning resulting from school closures and modified delivery schedules instituted to mitigate the COVID pandemic. This data would serve as an internal resource for LEAs to use to guide decision-making, resource allocation, and program design.

Design a system through which LEAs can voluntarily submit local assessment data and receive analytics to inform policy and programmatic decisions.

Professional Learning Series:

    • Local Assessments - Assessment Literacy Design
    • Local Assessment Planning
    • Data Analysis Protocols
    • Communicating Student Progress to Families and Caregivers
    • Local Growth Reports
    • Individual Test Analysis