Academic Delivery and Support
The Kansas Teaching & Leading Project offers Academic Delivery Support to ensure students receive the support they need via formal and informal school programs that will enrich students. Learning in an electronic environment can be challenging and connecting with students virtually can be a unique endeavor. The Kansas Teaching & Leading Project offers academic delivery and support to address.
What can we do or consider first?
Looking for a fun idea for summer school? How about hosting a learning CAMP? Let’s plan and brainstorm about how much fun staff, students, families and communities could have by coming together to connect, explore and learn! Several strategies will be shared including possible themes and ways to connect with your local resources. Rural schools… this is for you too!
Objectives:
Review steps for developing a creative, fun and
engaging summer camp:
– Consider steps for planning a summer camp
– Think through ideas
– Consider additional elements to add to the experience
Audience: K-12 Staff
Undoubtedly, districts have much to consider when providing remediation and tiered supports for students next fall. We might find that our triangles are upside down. Join us for a BASIC review of the primary tenants of tiered systems of support for reading and math. Check under your hood for evidence-based recommendations on group size, assessments, schedules, training for educators, resource considerations and more. You’ve had a system… is it ready for what might be coming?
Objectives:
* Review basic guidelines for tiered system of supports for reading and math.
* Plan for (re)implementation of tiered services
* Consider capacity changes for group size and effect on schedules
* Reading Interventions and Dyslexia
Audience – K-12 teachers and administrators
We only have a few precious months left with the Class of 2021. What can we do to help them? Let’s set district priorities on providing as much support to these Seniors as feasible. We’ll discuss the IPS, advisory opportunities, credit recovery opportunities and SEL considerations. Do you already have thoughts about graduation? How can the school be the student’s support team for their post-secondary plan in partnership with the adults in their life? The pandemic may have failed them, but we won’t!
Objectives:
* Learn about and discuss strategies for degree analysis, IPS and SEL considerations
* Consider plans for prom, graduation and other end-of-year events for Seniors
Audience – Secondary staff
This presentation provides an overview of SEL Core Competencies and links PE Standards to those competencies through selected Physical Education units. Outline the unique position of physical educators for addressing SEL. Describe the importance of addressing SEL in physical education. Understand how PE Standards and SEL Core Competencies match up.
This recorded session highlights the rationale for Competency Based Education, provides a basic overview of CBE, highlights Navigating Change examples, and suggests resources for further research. It is intended for K-12 educators wanting to start the process of implementing CBE as part of their own classroom instructional designs as well as those looking to implement CBE on a larger scale.
Too many times we are told that there is a perfect way to do project-based learning, and teachers are often overwhelmed when classroom realities emerge. Let’s take a look at this PBL Equalizer which will help us tune in and focus on our intent and the needs of our students. This is aimed at educators PK-12+ who have previously had some basic introduction to PBL.
What can we consider or do next?
The purpose of this brief is to answer the question of what access to and progress in the general education curriculum means for students with the most significant cognitive disabilities. This brief also confirms that federal education laws require that students who participate in the AA-AAAS receive instruction in the same grade-level content as all other students. It is the achievement expected on the same grade-level content that can be reduced in breadth, depth, and complexity. This brief can be used by both general education and special educators to better understand the law and how to implement it.
This resource can be used by general and special education staff, as well as, families when discussing why students with the most significant cognitive disability need to be provided access to and make progress in the grade-level general education curriculum even though they are taking an alternate assessment.
The purpose of this Brief is to identify specific ways in which the IEPs of students with the most significant cognitive disabilities can be written to support inclusion in the general education curriculum and, ideally, the general education classroom. It can be used by any member of the IEP team including parents.
This is a grab and go resource for a detailed understanding that phonics instruction is not one size fits all. Phonics can and should be differentiated to meet the needs of your students. The objectives of this session are that learners will understand the importance of phonics instruction for early readers and will synthesize phonics instruction and plan a differentiated phonics lesson. The objectives of this session are that learners will understand the importance of phonics instruction for early readers and will synthesize phonics instruction and plan a differentiated phonics lesson.
Do your students seem to be falling behind incomprehension? What can we do to help catch them up? Let’s dig into the connections between vocabulary and comprehension and then explore some ways to increase our students’ vocabularies and positively impact their reading comprehension and their lives!
Understand why vocabulary is such an important building block for comprehension.
Explore ways to increase our students’ vocabularies.
This session will walk teachers through the Science and Engineering Practice of Developing and Using models. During this session teachers will evaluate what they thing a model is and then build upon their understanding to build lessons for their classrooms. This practice is a great place to start helping students engaging in driving their own science sense-making.
This session will help teachers utilize the ASQ results in an effective manner. Tips for building family engagement and also developing individualized and group instruction will be shared. In addition an overview of how the screener aligns with not only the State Board outcome Kindergarten Readiness, but also all other Board outcomes.