Search Results
Artifacts
Example: Small Group Instruction at LPS Richmond
In this audio clip, you will hear how an LPS teacher works with a small group of students on annotating fractions.Transcript: Teacher (Sophia Thomas): Hi, ladies. Student: Hi. Student: Hello. Teacher: You know whenever you get back here, we do many...
Strategies
Flexible Daily Small Group Instruction
Teacher is able to see what every student is working on each day and can pull students working on similar learning objectives into groups as appropriate.
Artifacts
Student Choice at LPS Richmond
Sophia Thomas, teacher, explains the parameters of choice available to students, which include what to work on, in which order, at what pace, and when to attempt to demonstrate mastery.Transcript: Sophia Thomas: They choose what they're learning,...
Artifacts
Student Choice of Assignments at LPS Richmond
Sophia Thomas, teacher, shares how she supports students in their self-paced learning by monitoring progress against goals in the dashboard and checking in on assignments as they work.Transcript: Sophia Thomas: After our warm up, kids use their...
Strategies
Student Choice Over Path, Place, and Modalities
Students choose what they’re learning, when they’re learning, and what they want to focus on each day.
Artifacts
Multiple Ways Students Can Show Mastery at LPS Richmond
Sophia Thomas, teacher, explains how student have multiple ways of showing mastery through different resources linked to the same skill area.Transcript: Sophia Thomas: Students have their own dashboard. It has the curriculum embedded by units. Units...
Strategies
Teacher Ongoing Data Use
Teachers review assessment and activity data to inform check-ins and support.
Spotlights & Case Studies
The "Why" and "How" of Mastery-Based Progression
As more and more educators across the country are moving towards blended learning, they are struggling with a very challenging question: how exactly do I make mastery-based progression happen in my classroom?
Teaching Practices
Build Internally vs. Buy Externally: How should we develop our talent and resource pipeline?
This guide unpacks the relative benefit of buying external resources and services versus building internal capacity and offers examples of the way systems across the county have managed this tension.
Strategies
Collecting Data in Pursuit of Equity
Using data to understand how the system is serving different groups of students
Strategies
Collecting School-Level Data to Create Feedback Loops
How to use data to help teachers and school leaders monitor their progress and gather school-level information that helps the system learn.
