A Multi-Tiered Systems of Support is the delivery system for evidence-based instruction. Use these pre-created slides (with speaker notes) to support professional learning in your board or school. The presentation outlines key elements of MTSS.

Note that this resource is a Google Drive folder set to “view only.” To adapt the slides to meet your own students’ needs, please make a copy to your own Google Drive so you can modify (File > Make a copy > Entire presentation).

Brigitte Tennis uses the visual aid of spraying water from one point of a triangle to illustrate to her students opposite and adjacent sides. She then beats out a rhythm on drums to teach her students the mnemonic device SOH-CAH-TOA for finding sine, cosine, and tangent.

Adjectives are the words we use to modify nouns. هتDavid explains how, with the help of a bear.

Music teacher Genein Letford teaches students about similes to the beat of Duke Ellington using story, jazz solos, and improvisations. Filmed at New Academy Canoga Park, CA.

Classroom Jeopardy Games are used by many teachers as review activities that challenge students to demonstrate proficiency in different areas of mathematics in order to win points for the team.   Whether they are done in Power Point or on index cards, students are motivated to master the concepts and skills involved.

"Professor John Hattie and Raymond Smith will introduce mindframes that ensure that leaders at every level can select, implement, and evaluate high-impact interventions that result in systemwide success."

This is a great webinar for division leadership, school based administrators (principals) and triads (school leadership teams).

These high impact mindframes include:
*being an evaluator of my impact on teacher learning
*seeing assessment as informing impact and next steps
*collaborating about progress and impact
*being a change agent and believing all teachers can improve
*strive for challenge
*work with feedback - both giving it and ensuring it's understood by teachers, and also accepting and acting on it when given
*engaging in dialogue
*explicitly informing teachers what success looks like
*build relationships and trust; it's safe to make mistakes and learn from others
*focus on learning

A large colelctional of journal topics, story starters, reading log forms, and resources for teaching writing

Jump Math is an amazing resource for teachers that are not confident teaching math (and those who are!). Strategies are explicitly taught. Many sample materials are free, or resources can be ordered as well. This is a great option for outcome based learning.

Resources also now include
*financial literacy grade 1-9
*coding lessons
*problem solving

"I’ve listed 100+ PBL ideas below to help get you started on the project-based learning journey. The ideas below that are hyperlinked will send you to the project that is already developed. Those that are not yet hyperlinked are some of our ideas for future projects. I can’t wait to share them out when they are finished. In the meantime, use them to get inspired and give you some ideas to start PBL with your students."

Project ideas are organized by Education Level, and the High School ideas are further organized by subject.

The K-2 Sample Schedules are sample schedules that outline advantages and considerations, to give leaders ideas about how to incorporate EL Education's K-2 Language Arts Curriculum (3 hours daily for Grades K-2) into a school schedule. Shows options for school days with 7, 6.5, and 6 hours of daily instruction. Also addresses significant modifications for a half-day kindergarten context.

This video shows primary students using Chaining, an instructional practice found in the K-2 Reading Foundations Skills Block. This instruction practice gives students targeted instruction for analyzing and decoding words with particular spelling patterns. One grapheme is changed in each successive word, and students analyze the first word to determine how it has changed as they decode the next word. The teacher gives and students decode the first word. After decoding each of the words in the chain, the teacher has students spell the words from memory, which reinforces letter-sound connections and lets the teacher check for understanding. There are optional extensions. This instructional practice is used in Kindergarten and 1st grade.

This video shows 1st graders experiencing "Engagement Text to Decodables," an instructional practice found in the K- Reading Foundations Skills Block, that engages students in a read-aloud of an engaging complex text before they work with a decodable text on the same topic. First the teacher reads the engagement text aloud, and may ask optional comprehension questions. Then students analyze high frequency words in the engagement text they likely would not be able to decode. Next students work with a partner to search for those same high frequency words in the decodable text. They then read the entire text with a partner to develop automaticity with the new high frequency words and to apply the letter-sound patterns they have already learned. Students then add the new high frequency words to the Word Wall. Finally, students reflect on their learning. This instructional practice is used in Kindergarten (starting in Cycle 13) and throughout 1st and 2nd grades.

This video shows 1st graders using Interactive Writing, an instructional practice in the K-2 Reading Foundations Skills Block that helps students apply their growing knowledge of letter-sound connections to write sentences using familiar spelling patterns and high frequency words in a shared sentence. First, the teacher reads aloud an intentionally designed sentence. Students tap out each word. Then students analyze the sounds in each word. Finally they reread the completed sentence. This instructional practice is used (with slight variations) in kindergarten, 1st, and 2nd grades.

This video shows 1st graders using Phonemic Blending and Segmentation, an instructional practice in the K-2 Reading Foundations Skills Block that helps them understand letter-sound combinations and how that helps them read and spell words. Students first tap out the sounds in a word on their fingers, then blend the sounds together. Next, they review what each sound looks and feels like in the mouth (“articulatory gestures”). Finally, they analyze the oral and auditory connections in the word they began with. This instructional practice is used in both Kindergarten and 1st grade.

This resource was created by Sun West School Division teachers to support integrating allareas of wellness in the daily lives of our students to enhance their well-being.This resource includes activities for each domain of wellness: Physical, Mental, Emotional, Spiritual, and Social. The activities are arranged by month, but feel free to adapt the order to your classroom's needs. Students can work on these projects independently, with their families, or as a class.The resource includes connections to learning outcomes for the Grade K-2 curriculum including the Treaty Education Outcomes.We have included a focus on goal setting and reflection in order to meet ELA Assess & Reflect outcomes, as well as the Health Decision-Making and Action Planning outcomes. 

This writing continuum was created by Kenaston School (Nicole Duley and Cindy Menzies). It has taken the writing outcomes for Grades K-8 and organized them in a scope and sequence. This can be used to track individual student progress through the outcomes and follow the student through the grades to support in the implementation of the PeBL philosophy and the creation of personalized goals.

This document suggests what research and essay writing skills students should be able to perform at each grade level. These should be taught and practiced in ELA, but become more meaningful when other teachers expect the same standard of information and skill.

"All types of educators are bound to find something of use on KQED Education. Browse the classroom resources for access to high-quality videos, lesson plans, media creation ideas, and other standards-aligned content. Or read stories written and shared by other educators, and get inspiration and ideas for your classroom. Activities focus on creative use and analysis of media. For example, one teacher-created post describes how she used memes to teach media literacy. Another wrote about having students share their culture through media creation. While the site contains a mix of structured plans and ideas, it's easy to find activities that inspire forward-thinking instruction and encourage the development of a 21st century learning environment.

Check out the free professional development (PD) offerings as well: Teachers can earn certification as a PBS Media Literacy Educator by completing eight of the available modules. The site's pages are densely populated with activities, links to more KQED resources, and partner sites, but if you're willing to spend some time looking around, you'll find lots of high-quality materials." (Common Sense Media Review)