Mission: We will maximize learning for all students.
Independence Public School is in the process of developing a gauranteed and viable academic curriculum for every student in every grade level based on the Common Core State Standards in English Language Arts, Math, and Next Generation Science Standards. This curriculum is intended to bring clarity, coherence and precision to every classroom teacher's work and ensure that essential content is taught in all courses. In addition, our specialists and Social Studies teachers contibute to the core subjects through Disciplinary Literacy Standards. Research based instructional strategies ensure that delivery of the standards to done in the most effective manner possible. Once the curriculum and instruction is in place, assessment and data are used to determine which students need more support/intervention or enrichment/challenge.
|
|
RtI will create collaborative systems among educators; assist in using data to make informed decisions about students, staff, and resources; and provide a framework for seeking success for all students. RtI will offer a process to examine gaps in opportunity and learning and assist in building systems so that every child is a graduate college and career ready.
|
Assessments for Learning |
Our district uses multiple assessments for learning throughout the year to understand the needs of our students. Here is a list of those tests/assessments, their test window, and links to more information. |
|
|
ACT Prep Enrichment |
Students in grades 9-12 rotate through this 9 week enrichment course at least once during high school to build strategies for taking the ACT test. Structured vocabulary instruction, video tutorials and discussion are used in combination with Brightstorm's program. |
|
|
Academic Seminar (Academic Skills) Intervention |
This graded, for credit, course available to students in grades 9-12 uses the HOPS system (Homework, Organization and Planning Skills) to provide instruction in evidence-based interventions for students who struggle with organization, time management, and planning skills. |
|
|
Corrective Reading Intervention |
Corrective Reading provides intensive, sustained direct instruction to address deficiencies in decoding and comprehension for students in grades 1-5. |
|
|
Mississippi Valley GT Network Events Enrichment |
Students in grades 3-5 may participate in one of several enrichment events including: 3rd grade Problem Solving Day, 4th grade Heritage Fair, 5th grade Performing Arts, and 5th-8th grade Battle of the Books. |
|
|
Read 180 Intervention |
READ 180 is a comprehensive system proven to raise reading achievement for struggling readers in grades 4-12 when used with fidelity. Independence students enter Read 180 when data shows that a reading intervention is needed. Data retreats are held in fall, winter and spring where these decisions are made for students in grades 6-8. |
|
|
Reading Apprenticeship Intervention |
Our students in grades 9-12 are able to participate in this graded, for credit course to build reading comprehension, content knowledge. Grounded in research this course has been shown to increase students ability to read for understanding. |
|
|
Reading Mastery Intervention |
Reading Mastery is proven to help students in grades 1-5 decode and comprehend the meaning of print effortlessly, even students who are seriously at risk of failure. |
|
|
STAR Math Intervention |
STAR Math intervention is available to students in grades 6-12. It is a computer adaptive system that allows teachers to target instruction at the students specific level of need. |
|
|
Listed below is a bank of research based instructional tools for educators:
The highest predictor of academic achievement is the proficiency of teachers in effective instructional practice.
When we provide teachers with professional development on effective instruction (Effect Size= .98), teachers can override the impact of poverty (Effect Size=.76). Effect size is a statistical measure of the difference in effect of a treatment, in this case a specific instructional practice, between a group that receives the treatment and a control group that does not, measured in standard deviation. This statistical measure can be converted to percentile point gains in achievement. (An Effect Size of .98 translates into 34 percentile points.).
We can teach so that our students learn and succeed in spite of the obstacles. We do this by becoming “turnaround teachers” who provide the conditions in school that ensure that all children achieve and succeed. It is not a quick fix. It requires a shift in beliefs, perspectives, and practices that begins with us. -Darling S., Tileston D., (2008) Why Culture Counts
|
Advanced and Post Organizers |
Advance organizers set up learning activities effectively for students, so students will get more out of them. They provide students with a context for learning, guide students to review prior knowledge, prepare students for activities and increase student enthusiasm for learning. |
|
|
Clock Partners |
Use for class discussions or activities that require partners. |
|
|
|
|
Edmodo |
Free and easy way to electronically develop and allow student access to a complete class: assignment calendars and submit electronically, quiz and poll, post questions, comments, speed grading, involve parents. |
|
|
|
|
|
High Level Questions |
According to Knight (2007) more than 75% of questions teachers ask are of the lowest level, knowledge-related questions. If teachers do not ask higher level questions that prompt student to apply or synthesize their new knowledge, they cannot be sure that their students are fully internalizing what they are learning.
|
|
|
Non Contingent Attention |
Walberg (1984) ranked feedback third on a list of the 26 most effective instructional variables affecting student achievement. |
|
|
Opportunities to Respond |
When learning is back and forth, students are more often on task; when learning is one directional, teachers giving lessons with little response, students frequently end up being off task. Opportunities to respond are ways that students might be prompted to react to any learning activity. |
|
|
|
|
|
|
|
|
|
Time on Task Analysis |
Research suggests that in an effective class , students should be on task more than 90% of the time (Knight, J., 2007).
|
|
|
Unit Organizers for Students |
Once the teacher is very clear on the knowledge and meta-cognitive processes that students need to be ale to do in order to be successful. Unit organizers help students. Rather than list style syllabus or simple study guide consider presenting information about what is expected in the unit in the form of a graphic organizer. |
|
|
|
|
|
|
Reading Apprenticeship |
Reading Apprenticeship draws on teachers' untapped expertise as discipline?based readers and on students' untapped strengths as learners. The result is a research?based, research?tested partnership that benefits students and teachers alike. Randomized controlled studies have shown that with Reading Apprenticeship,Teachers increase the effectiveness of their disciplinary teaching. Students build both reading and subject area competence. Students gain the dispositions to engage, problem solve, and persevere when faced with challenging academic texts. |
|
|
|
Bozeman Science Videos on NGSS |
Paul Andersen introduces his video series on the Next Generation Science Standards. This video series will eventually contain:
- 8 Science and Engineering Practices
- 7 Crosscutting Concepts
- 44 Disciplinary Core Ideas |
|
|
Kevin Anderson and CESA 2 NGSS Resources |
Welcome to the CESA depository of professional development materials for understanding and implementing the Next Generation Science Standards. These materials and this page are still continuing in their development, so please let us know of any feedback you may have. These materials were developed as part of a CESA led committee that included Chad Janowski, Judy Sargent, Eric Brunsell, Shelley Lee, Dennis Kostac, Curt Julian, Kevin Anderson, Ellen Van Pay and Laurie Mitchell. |
|
|
What Works Clearinghouse |
We review the research on the different programs, products, practices, and policies in education. Then, by focusing on the results from high-quality research, we try to answer the question ?What works in education??
Our goal is to provide educators with the information they need to make evidence-based decisions. |
|
|
Intervention Central |
Intervention Central provides teachers, schools and districts with free resources to help struggling learners and implement Response to Intervention and attain the Common Core State Standards. |
|
|
|
|
|
YouCubed |
K-12 Math professional development for educators and parents led by Jo Boaler, Stanford Univeristy.
|
|
|
Inside Mathematics |
A professional resource for educators passionate about improving students' mathematics learning and performance. This site features classroom examples of innovative teaching methods and insights into student learning, tools for mathematics instruction that teachers can use immediately, and video tours of the ideas and materials on the site. |
|
|