Parents & Students

Department of Defense Education Activity (DoDEA) Links

Non-DoD Schools Program

Teaching Strategies to Encourage Success for ALL Students

engage teachers in ongoing, targeted professional development opportunities.

Use instructional methods designed to prepare all students to achieve high standards and become lifelong learners.

Standards-based instruction is designed to help establish what students should learn at each grade level.

Quality in a standards-based system is achieved by focusing curriculum, instruction, environment, and assessment on academic standards

Four components of standards-based instruction quality.

Curriculum: Standards provide the foundation for the design, content, and delivery of instruction.
Instruction: Students have multiple and varied opportunities to meet or exceed the standards.
Assessment: Assessments are used to make instructional decisions in support of the standards.
Environment: Instructional time is maximized to support all students in meeting/exceeding standards.

Students are taught in ways that respond to their needs, are standards-based, and are developmentally appropriate. • Teaching practices reflect high expectations for student achievement of the standards. • Students are meaningfully engaged throughout the learning process. • Students have multiple and varied opportunities to meet/exceed the standards. • Varied questioning strategies are used to support student learning. • Varied and flexible groupings are used to assist students in achieving/exceeding the standards. • Varied teaching strategies are used to support inquiry, higher order thinking, and problem solving. • Technology is meaningfully integrated throughout instruction to support student achievement of the standards.

Differentiated Instruction: Differentiated instruction is an approach to teaching essential content in ways that address the varied learning needs of students with the goal of maximizing the possibilities of each learner.
Modification:
Accomodations: the provision of added strategies and supports to mediate the effect of a student’s disability, so the content knowledge is measured, not the effect of the disability on the skills and processes being assessed
Interventions: instructional technique, method, or strategy used to improve student performance; may be in addition to and different from a core program
Collaboration

Strategies Used to Support All Students

Differentiated Instruction
Modification:
Accommodations: the provision of added strategies and supports to mediate the effect of a student’s disability, so the content knowledge is measured, not the effect of the disability on the skills and processes being assessed
Interventions: instructional technique, method, or strategy used to improve student performance; may be in addition to and different from a core program
Collaboration

Parents and educators of students with disabilities, with limited English proficiency (LEP), and with accelerated needs may ask why academic standards are important for their students. Academic standards serve as a valuable basis for establishing meaningful goals as part of each student's developmental progress and demonstration of proficiency. The clarity of academic standards provides meaningful, concrete goals for the achievement of students with disabilities, LEP, and accelerated needs consistent with all other students. Academic standards may serve as the foundation for individualized programming decisions for students with disabilities, LEP, and accelerated needs. While the vast majority of students with disabilities and LEP should be expected to work toward and achieve these standards, accommodations and modifications to help these students reach the achievement goals will need to be individually identified and implemented. For students with disabilities, these decisions are made as part of their individualized education program (IEP) plans. Accelerated students may achieve well beyond the academic standards and move into advanced grade levels or into advanced coursework. Clearly, these academic standards are for all students including students with disabilities and with limited English proficiency. As our state assessments are aligned with these standards and school districts adopt, adapt, or develop their own standards and multiple measures for determining proficiencies of students, greater accountability for the progress of all students can be assured. In Wisconsin this means all students reaching their full individual potential, every school being accountable, every parent a welcomed partner, every community supportive, and no excuses.

4 Keys to Success for ALL Students

Curriculum: Specifies the program devised by DoDEA used to prepare students to meet content standards.
Instruction: Methods and strategies used to teach the curriculum.
Assessment:
Environment: