Review whether these tasks have been completed or are underway as of end of the 2019-20 school year.
Do before the 2020-21 school year starts.
- Share a comprehensive account of academic extensions and social-emotional and mental health support services available through the district.
- Solidify and communicate an overall plan for assessment for when students return to school that includes timelines for assessments, analyzing data, and making adjustments to academic and social-emotional learning goals.
- Conduct, when possible, any suggested identification processes for high-ability/high-potential students so grouping and subject-based or grade-based acceleration decisions can be made.
- Coordinate any district-level assessments for students with gifts and talents with schools
- Analyze data from any student work submitted during remote learning, along with feedback from students and families, to support teachers to make adjustments to curriculum and instruction to meet students where they are.
- Coordinate with the district about any district-wide assessments to include timelines, analyzing data, and making adjustments to academic and social-emotional learning goals.
- Conduct, when possible, any suggested identification processes for high-ability or high-potential students so grouping and subject-based or grade-based acceleration decisions can be made.
- Revisit students’ differentiated education or advanced learning plan (when they exist) in partnership with teachers and families to reflect each student’s evolving needs based on time away while schools were closed.
- Administer systems of assessment (formative assessments, diagnostics, conferences, advisories, and family feedback) to determine student’s academic and social-emotional learning needs. Maintain systems to continually monitor learning progress.
Implement and review during the 2020-21 school year
IMPLEMENT: District Level
- Complete delayed or new identification processes (testing, nominations, rating scales, demonstrated products/performances) for targeted high-ability/high-potential students and create corresponding pupil profiles, as warranted.
- Collect and use data to guide instruction for students with gifts and talents.
- Identify additional students in need of intervention and/or services, whether academic or social-emotional and prioritize support for the most vulnerable students.
Use the Equitable Multi-Level System of Supports Roadmap to determine how best to match supports to the needs of a particular high-ability/high-potential or gifted/talented student at the Universal, Select, or Intensive level.
- Utilize flexible grouping practices to better serve the needs of students with gifts/talents.
- Differentiate in a variety of ways, especially for gifted/talented or high-ability/high-potential students who know the content or can learn it quickly
- Procure any additional programs, tools, or materials to support differentiation, extension, and supports, based on students’ academic and social-emotional learning needs.
- Communicate with families about every student’s progress and plans for students in need of additional support.