Grandview Heights Schools

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Teaching & Learning

 
Welcome to Teaching & Learning
in the Grandview Heights Schools
 
 
 
 Grandview Heights Schools Publishes Second Quality Profile - February 2020
QP Cover Shot
 
In February 2020, Grandview Heights Schools published its' second Quality Profile to the community. The profile includes a Superintendent's Message, Board of Education information, and details the districts three major goals as well as successes.  Goal 1 is Academic Performance & Growth, Global Competencies; Goal 2 is Fiscal Responsibility & Sustainability; and Goal 3 is Operations & Facilities.  Reports can also be found in the main office of the school buildings, at the Grandview Heights Public Library, and attached at right.  
 
 
 
 
 
 
 
 
District Debuts Curriculum Guides for Science, Global Languages (Spanish), and Mathematics
Grandview Heights Schools has created three curriculum guides to help students and families with academic planning.  The guides are attached at right.
 
three covers
 
 
Academic Prospectus Details District's Efforts to Achieve Mission
 
 
District Continuous Improvement Plan 2019-2020 
District Shares Goals and Annual Objectives for 2019-2020 School Year
 
Grandview Heights Schools has released its' District Continuous Improvement Plan Goals and Annual Objectives for the 2019-2020 school year.  This document includes goals to be accomplished over the long term of five years or more and annual objectives that are written and accomplished each year and are the specific tasks that help move toward accomplishment of the long term goal(s).  The District Continuous Improvement Plan for 2019-2020 is attached at right and at the bottom of the page.  
 
 
The Learning Process

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:

Instruction: What do students need to know?
 
Pedagogy: How will students learn best?
 
Assessment: How will we know what the students have learned?
 
As the scope and sequence of our professional work unfolds this year, we will be focusing on the most important practices that should be apart of our pedagogy (how we teach) while we are create and refine our curriculum (what we teach). Students are the heart and soul of this process. The assessment of student understanding and learning  (what have the students learned) guide the instructional practices within the classroom. Formative instructional and assessment practices are the most critical features of classrooms that provide enriching and differentiated opportunities for ALL students.

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).

 

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.

 

Learning is the only thing the mind never exhausts, never fears and never regrets.”
~ Leonardo DaVinci
 
 
A Message from Dr. Jamie Lusher Regarding District Professional Development

 

Good Morning,

On behalf of the Grandview Heights Schools Staff, we would like to thank our families and community for the opportunity to learn together this morning.  Each and every late start provides our educators with the time to collaborate and innovate. Please learn more about the sessions offered during our professional development by clicking this link: Late.Start February 13, 2020.pdf