Curriculum & Instruction – SSR Findings
| Strength Areas | Growth Areas |
|---|---|
| Teachers know about the MTSS process. They stated that the Special Education teacher and paraprofessionals support students. Teachers also shared that DIBELS, MAPS, and other assessment scores are used to plan effectively to meet specific learning needs. The instructional coach, administration, parent volunteers, and more resources are also used to effectively plan for student needs. Student focus groups noted that students get differentiated assignments. | Middle school students reported having fewer choices in what they do. Student learning goals/targets present (posted, stated, or known by students) in classrooms would naturally lead to greater engagement and student ownership. |
| Engagement strategies are prioritized in the district’s vision of instruction, and the Administration stated that they know that engagement is a focus area. Despite this recognition from the admin, elementary students stated that they are often given a choice in their classrooms. | Having non-negotiables for classroom management, scaffolding practices, and Invision and Instruction for every teacher in every grade and within every content classroom would be a great starting point for overall expectations. |
| The administration and key stakeholders have a great vision and plan to get all staff members heading in the correct direction with positive outcomes. Documents, procedures, and deliverables are currently being processed, with expectations defined for the future. | Build on the Vision of Instruction to ensure it moves to the classroom level. |