Teaching & Learning
The learning process is complex and perpetual. Each and every one of us develops and grows in a way that is unique. Just as our DNA and fingerprints are “ours and ours alone, ” so too are the dynamic processes that are teaching, learning and assessing.
Our teachers and administrators have authored and implemented curriculum and formative instructional practices in every content area and in every grade level spanning Kindergarten through 12th. This work is rigorous and requires an enormous about of planning, collaboration and time. However, when completed with integrity, the process results in exemplary and innovative opportunities for students.
The teaching and learning process is often aggregated into the following areas and can be conceptualized in the following essential questions:
The following formative instructional practices are essential and should be a matter of practice in every classroom for every child, every day:
Clear Learning Targets – (in student-friendly language, visible to the students, referenced throughout the lesson, student self assessment)
Effective Feedback – (2 types: success and intervention; occurs during the learning; does not do the thinking for the student; limits corrective information to the amount student can act on-next steps in learning; addresses even partial understanding)
Evidence of Student Learning – (assessments match learning targets; 4 categories: selected response, written response, performance assessment, personal communication; student learning tracked by target)
Student Ownership – (students set goals; students track, reflect on, and share learning progress-based on evidence-with others; peer feedback; students answer).
In the Grandview Heights Schools, our mission is to maximize and personalize every student's learning and we commit to helping every student maximize their potential. The personalized experiences provided to every student are a core value of our district.
We Believe:
How students learn, is as important as what they learn.
Personalized learning is the key to unlocking potential.
Our students deserve the opportunity to pursue their dreams.
We guide instruction and support student growth by using a data-driven and systematic approach while tuning into the personal interests and strengths of each child. This team-based approach to MTSS will engage and empower each student to independently realize his or her potential. Our MTSS teams are comprised of grade level and building level teachers, administrators, counselors, psychologists, and other support service specialists to focus on the unique needs of each child.
Instruction, Intervention, & Enrichment
Instruction or Where do we start?
Our teachers use quality, effective instruction intended to reach all learners in the classroom. Teachers and Specialists use our district authored curriculum (based on Ohio’s Learning Standards) to set appropriate learning targets for all students. Instruction is both research-based and tailored to meet the needs of the students in the classroom. Students are continuously assessed to determine if they are reaching the identified learning targets. This classroom instruction is often referred to as Tier 1 instruction, and has been proven to support the needs of at least 85 percent of students.
Intervention or What happens if the first level of instruction is not effective for some students?
If data show that any student is not meeting learning targets of the Tier 1 instruction, the MTSS (team?) will convene and develop a plan to introduce supplemental intervention so a student will have opportunities for additional time and support to build skills, while continuing to learn and grow with the other students in the class. This comprehensive approach is referred to as Tier 2 instruction and is designed to meet individual needs of each student through increased time and frequency of skill-building interventions while the student continues to be exposed to grade level curriculum in the classroom. It is important to note that Tier 2 instruction is implemented in addition to, never in place of Tier 1 instruction. These interventions and the student’s response are monitored for progress for six to eight weeks, and then the team reconvenes to determine the next step.
If a student is not making adequate progress through Tier 2 instruction, the MTSS team will design a system of individual interventions with increased intensity to support student growth. This is referred to as Tier 3 instruction, which differs from Tier 2, because of the increased intensity, duration of time and individualized instruction. These interventions are closely monitored for six weeks; then the MTSS (team?) will reconvene to evaluate the effectiveness and next steps.
Enrichment or What do we do when they already know it?
Pre-assessments, formative instruction, student interest surveys, and other sources of data will invariably show that some students can reach the learning targets even before instruction. In Grandview, nearly 45 percent of our students are identified as accelerated and/or advanced in achievement or identified as Talented And Gifted. We offer 18 Advanced Placement Courses, in addition to College Credit Plus opportunities.
Tier 1 - The MTSS framework is a critical component for planning and supporting the growth of this population. For these students, teachers provide opportunities to grow through enrichment or extension activities within Tier 1 instruction. Teachers use differentiation of instruction through workshop models, student interest, choices in the product and process as strategies employed to support enrichment opportunities within Tier 1.
Tier 2 - As students demonstrate the need for more intensive enrichment we transition them to Tier 2. In Tier 2, the classroom teacher and gifted intervention specialist collaborate to design learning opportunities that meet the needs of each student.
Tier 3 - When students show a readiness based on cognitive and subject specific universal screeners given at different points in their educational journey we move them into Tier 3. The support offered is different for each grade level. Examples of Tier 3 are Extended Learning Class (ELC), Early Entrance, Subject Acceleration, and Grade Level Acceleration.
Acceleration
Another option for meeting the academic needs of the exceptional student is acceleration. Candidates for acceleration should be students who perform at exceptionally high levels of accomplishment when compared to others of their age and experience and those whose unique needs cannot be met in the classroom with applied academic differentiation strategies.
Multiple factors are considered when evaluating a candidate for acceleration. A team approach is used to make the final decision.
The MTSS team meets regularly to discuss the needs and growth of all students. The tiers within the MTSS framework are not rigid. Students can and should move among levels as need dictates. Both the student who is receiving the intensive instruction needed to catch up and the student who is receiving enrichment opportunities are still part of the entire group receiving the quality, effective instruction in the classroom setting. Students might float among the levels as they need intervention, reach competency, or receive enrichment with a concept. Our entire staff is dedicated to making sure each child is learning what he or she needs to learn in the most effective way for each student.
In Grandview Heights Schools, we are unique, in that many times our MTSS teams are pondering how to stretch and enrich students. A recent example includes a student who achieved all 5s on Advanced Placement Exams without any instruction. The MTSS team brainstormed to secure additional course opportunities at The Ohio State University for the student to ensure the student was being challenged. In other words, these are good problems to have! Our small class sizes allow teachers to develop strong and meaningful relationships with our students. We use a variety common assessment to learn about our students’ abilities and monitor their progress. As a result, when a student shows a lack of growth, teachers can collaborate with the MTSS team to match the appropriate intervention to the meet child’s need and close the learning gap.
A Frequently Asked Question: Why Is My Teacher Absent Again?
Is this a question that you (a parent) and your child are asking? Chances are you may! Our teachers, principals and instructional coaches are immersed in on-going and sustained professional learning . They are working in vertical and horizontal teams to develop and cultivate curriculum in every content area spanning grades Kindergarten through Twelfth. This work is extremely important and the process is of great value to our students and staff. Our teams of teachers work collaboratively to deconstruct the New Learning Standards, create clear targets for learning & assessment and construct curriculum maps to support the implementation of formative instructional practices throughout our district. Essentially, we are building the foundation for future learning and continued growth.
The most critical step and the focus of our current and extant work is to develop clear objectives for student learning. A Learning Target (otherwise known as a Clear Objective for Learning) is an outcome statement that captures specifically what knowledge, reasoning, skills, products and/or dispositions earners should be able to exhibit following instruction (Teacher & Educational Development).
There are five different types of objectives for learning. Each type of learning target varies in rigor and creates a clear focus for assessment. These types of learning objectives are (Stiggins):
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Knowledge: Focuses on what the learner knows and simply understands. This target is the most basic and used primarily when introducing a skill (e.g. I can identify all 26 uppercase letters in the alphabet) Knowledge Learning Objective Verbs: Define, identify, explain, label, list, locate, match, recall, state, tell, name, describe, paraphrase, sequence, categorize, classify, specify, choose, select.
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Reasoning: Focuses on how the learner uses what they know to solve problems in novel situations or settings (e.g. I can analyze a piece of text and find 3 pieces of textual evidence to support my opinion) Reasoning Learning Objective Verbs: Interpret, analyze, compare, contrast, debate, conclude, formulate, generate, appraise, justify, defend, deduce, induce, infer, diagnose, differentiate, dissect, formulate, evaluate, transfer, connect, synthesize, draw conclusions, critique, prove, judge
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Skill: Focuses on what the learner can do, demonstrate or perform (e.g. I can diagram the water cycle) Skill Learning Objective Verbs: Apply, compute, construct, demonstrate, draw, illustrate, diagram, operate, show, compose, design, reconstruct, convert, model, dramatize, conduct, perform, measure, investigate, collect, observe
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Product: Focuses on the tangible (physical) evidence the learner produces or develops (e.g. I can create a model using geometric shapes) Product Learning Objective Verbs: Create, develop, design, generate, produce, lead, facilitate and execute, modify, erect, propose.
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Disposition (Affective): Focuses on the affective domain of the student. Includes the attitudes, values, interests, interpersonal skills, self-concepts and motivation (e.g. I can identify and advocate for a solution to an environmental issue) Disposition (Affective) Verbs: Coordinate, engage, elaborate, describe, advocate, organize, formulate, differentiate, revise, justify.
As we work collaboratively and commit to our growth in this area, we will continue to provide as much insight into our process as possible. As parents, you are our most valuable partner and you were the first and most important teacher in your child’s life.
Greetings,
On behalf of the Grandview Heights Schools staff, I would like to thank our families and community for providing our district with time and resources to collaborate and learn together during our late start mornings. Please see the sessions offered thus far during the 2018-2019 school year (as attachments at the end of this page), as well as any presentations provided. We improve as a district each and every time we collaborate! As always, thank you for all that you do to make Grandview Heights Schools such a wonderful, learning community.
Sincerely,
Dr. Jamie Lusher, Chief Academic Officer
Information and Updates (2017-2018 Archives)
District Notebook: Students’ Well-being Paramount for School District
By Dr. Jamie Lusher, Chief Academic Officer
In the Grandview Heights City School District, we believe Wellness for Life is a subject that should transcend and integrate into every grade level and content area for all students, beginning in kindergarten and extending beyond graduation. When students are physically, mentally and emotionally healthy, they are more prepared to learn and realize their full potential.
The vision for Wellness for Life in Grandview Heights is to ensure that every student has the skills and experiences they need to live life to its fullest potential. It all starts with our District Wellness Committee, composed of a broad range of representatives from our school district and the community. The committee provides guidance and helps to design programs and instruction that explore healthful behaviors in relation to physical, emotional and social wellness.
We provide our students with a variety of healthful seasonal and local food choices as a part of our lunch program. With the support of our Department of Food Services and PTOs, we encourage students to expand their palates by exploring healthful choices of vegetables and fruits on Foodie Fridays.
Additionally, you will find tower gardens within our classrooms throughout the district where students harvest produce throughout the school year.
In partnership with the Farm to School Program, our high school and middle school students partnered to build raised-bed gardens on campus. The students designed and led the building, planting, sustaining and harvesting processes.
Our students also have a variety of opportunities for exercise. On Fitness Fridays, students in grades 4-8 are given various wellness options, such as exercising in the Health and Wellness Center, yoga or Zumba.
In addition, a period is offered three days a week for high school students who would like to exercise before school with an available planned workout. Stevenson Elementary School students are encouraged to move during indoor recess by choosing activities such as yoga or walking.
(Published in This Week News 10.24.17)
- The highest score in Franklin County and ranked 26th our of 608 districts in Ohio.
- 1 of 30 districts in Ohio to meet 20 or more indicators including 100% American Government and 93% Algebra
- 478 out of 608 districts met 10 indicators or less
- Stevenson Elementary Performance Index 119.3 out of 120
- Gifted Inputs (Approximately 100% identified and served)
- Alignment
- Intervention/enrichment models increase
Greetings,
On behalf of the Grandview Heights Schools staff, I would like to thank our families and community for providing our district with our collaboration opportunity this morning. Our staff had the opportunity to learn and grow together. Please see the attached sessions (the last four in the listing below) offered as well as a few exemplars of the presentations provided. We improve as a district each and every time we collaborate! As always, thank you for all that you do to make Grandview Heights Schools such a wonderful community.
Dr. Jamie Lusher, Chief Academic Officer
Greetings! It has been a busy and swift summer in the district. I want to update our community regarding the district’s summer work, as well as provide additional information and resources regarding some policy changes from the state of Ohio and the Ohio Department of Education.
Summer Highlights:
- Related Arts staff developed and finalized the Gifted Identification Process for students in the arts to include: Performing Arts, Visual Arts, Vocal Music, Instrumental Music, and Wellness
- AP Workshop in Spanish, Calculus, and Statistics
- Students maintained and harvested from the raised beds on campus and Wallace Gardens
- Curriculum development of a 5/6 Compacted Math Course
- Expansion of resources to include NEWSELA for 4th-12th grade
- Gifted professional development planned to meet the 30-hour requirement as stated by new operating standards
- Standards revision work began
- 77 students attended Grandview Heights Schools’ Camp Invention
- The Big Think sparks innovation and professional learning opportunities for staff (see attachment for the professional learning options) http://thebigthinkevent.org/
Important Updates from the Ohio Department of Education (right click to open links for more information):
- HB 49 Eliminates Grade 4 & 6 Social Studies End of Course Assessments https://education.ohio.gov/Media/Ed-Connection/July-17-2017/State-social-studies-tests-for-grades-4-and-6-elim
- Graduation Requirements Decrease and Two More Pathways are Developed http://education.ohio.gov/Topics/Ohio-Graduation-Requirements/News/Two-additional-graduation-options-available-for-th
- RESA is Amended NOT Repealed http://education.ohio.gov/Topics/Teaching/Resident-Educator-Program/Resident-Educator-Program-Update/August-2017/Ohio-Resident-Educator-Summative-Assessment-re-str
- Senate Bill 3 Eliminates the Requirement for Diagnostics in Writing 1-3rd Grades and Math 1st and 2nd Grades http://education.ohio.gov/Topics/Testing/Diagnostic-Assessments/New-Diagnostic-Assessments-List
- HB 410 makes aggressive and significant changes to our reporting, response, and planning around absences and truancy (see attachment)
The Solar Eclipse is fast approaching! Our staff is preparing to make the very most of this exciting, scientific phenomenon. We are prepared to view the Solar Eclipse on Monday, August 21, 2017, at 2:30 p.m. This link provides information, safety instructions, resources, and an opt out form for students. It is going to be an exemplary year!
On behalf of the Grandview Heights Schools, I would like to thank our community for the opportunity to collaborate during our February 2, 2017, Late Start. I have attached the brochure of professional development sessions made available to our staff as well as some viable resources that were shared during our collaboration.
February and March are extremely busy months for the students and staff. We also have a number of important professional development opportunities occurring that span all content areas and grade levels. Perhaps you are ruminating on this inquiry: Why is my child's teacher absent again? Is this a question that you (as a parent) and your child are asking? Chances are you may!
Beginning in the fall of 2014, our teachers, principals and instructional coaches have been immersed in on-going and sustained professional learning that has been an instrumental part of our Continuous Improvement Plan. Our teachers are working in grade level and department teams to develop and cultivate an integrated curriculum in every content area from Kindergarten through Grade 12. Our teams of teachers work collaboratively to deconstruct and refine learning objectives, to develop integrated curriculum maps to support the implementation of formative instructional practices, and to develop integrated approaches to project based learning. This work is extremely important and the process is of great value to our students.
Our professional development opportunities are invaluable and we appreciate your support as we move forward in maximizing and personalizing every student’s learning every day!
Additionally, please mark your calendar now to attend the Summer Enrichment Expo on Thursday, March 2, from 6:00-7:30 p.m. in the Edison Intermediate/Larson Middle School Gymnasium. I hope to see you there!
