USE A VARIETY OF INSTRUCTIONAL MODELS
Direct Instruction Models for ISP Teachers
- ISP Lab- Block period. Entry and Exit routines are in place. Do Now activity is present on board. Teacher works among students at the table to work with small groups or 1:1. Teacher has folder system in place to communicate with students who drop in and out without making contact. Mid- lab, teacher creates opportunity for group interaction through direct instruction, advisory announcements of upcoming events or workshops, calm classroom, community building circle or shared reading.
- Whole Group Instruction. Teacher writes course outline and provides a pacing calendar and Form 1. Teacher teaches a site based course for students who attend daily. Like a site based class, students earn 1 unit per week by meeting the standards outlined on the Form 1. Gradebook is kept in OASIS to track work completion and grades. Gradebook entries are imported to the WPR. A blend of inquiry, project based, group work, technology and individualized instruction are used in this instructional model.
- Packet Based Whole Group Instruction. Designate a “class time” 2-3 days per week to teach a class based on an ISP packet. Teacher breaks up packet into 4-8 sections, providing supplementary material, activities, video, computer research to scaffold an ISP packet. Principals have ability to run reports to identify all students who need a specific course. Those students are invited to attend this class in order to support. Each class is taught independently so that a student may participate in 1 or 8 sessions. Lessons are scaffolded so that all students may participate.
- Sudden Success. High Interest/ .25 unit “Pop up” workshops allow students to participate in whole group instruction and complete academic credit. Preventative Health is a graduation requirement and high interest for most students. Creating F1s for partner events and trainings also gives students immediate success which can drive momentum for the student.
Differentiate Instruction and Assessments!
- Google Classroom. (21st Century Learning & Transferable Skills) Teacher creates a form 1 or uses an existing form 1 to drive instruction of a course. Teacher utilizes Google Classroom to provide reading, videos, assignments, etc. for a teacher led course. Students learn core content, have access to assignments remotely, learn skills of Google Suite, and participate with peers through technology through discussion forums. Major assignments are submitted electronically. An Authorized User Agreement (AUA) must be signed by students.
- Guest Teacher. Creating opportunities for students to earn FK Elective credit will enrich their educational experience. A 2 hour class 1-2 times per week with a guest teacher will provide structure to the school day and introduce direct instruction in a manageable way. High interest courses will engage student and give them an opportunity to participate in a classroom setting regardless of their academic level.
- Create enrichment projects for students to earn credit. Field trips, art, group activities, a forum for students to share their work... Find creative ways for students to earn credit beyond the packets!
- Community Building. Facilitation of community building circles to empower students to speak among their peers. Transferable skills to college and career skills. Creates safe space and bonds between students and staff.
- Leadership & Engagement. Student council gives students voice and opportunities for leadership. Students take ownership of their community and are engaged with their educational experience. Student Council can help recruit, provide outreach to students who are not attending, plan fundraisers/field trips/ etc. FK Elective credit may be given.