classrooms Implemented in Flexible instructional time or other schedule-related practices are 50% or more of used to meet student needs. district classrooms Implemented in 50% or more of Differentiated instruction is used to meet student needs. district classrooms Implemented in A variety of practices that may include structured grouping, flexible 50% or more of scheduling and differentiated instruction are used to meet the district needs of gifted students. classrooms If necessary, provide further explanation. (Required explanation if column selected was SSD Elementary Schools have implemented the framework for a common literacy block. Teachers use DIBELS data and formative/summative assessment to create flexible groups in their classrooms. In addition, students who are strategic (need support beyond core instruction to reach grade level literacy goals) or intensive (need extensive support beyond core instruction to reach grade level literacy goals) are provided with supplemental intervention time outside of the regular classroom. The building principals will continue to work with their faculty and staff toward full implementation of this practice. The district has adopted Wilson Reading Fundations and the Tier I and Tier II interventions. Elementary Education-Intermediate Level Instructional Practices Status Implemented in 50% or more of Structured grouping practices are used to meet student needs. district classrooms Implemented in Flexible instructional time or other schedule-related practices are 50% or more of used to meet student needs. district classrooms Implemented in 50% or more of Differentiated instruction is used to meet student needs. district classrooms Implemented in A variety of practices that may include structured grouping, flexible 50% or more of scheduling and differentiated instruction are used to meet the district needs of gifted students. classrooms If necessary, provide further explanation. (Required explanation if column selected was SSD Elementary Schools have implemented the framework for a common literacy block. Teachers use DIBELS data and formative/summative assessment to create flexible groups in their classrooms. In addition, students who are strategic (need support beyond core instruction to reach grade level literacy goals) or intensive (need extensive support beyond
classrooms Flexible instructional time or other schedule-related practices are used to meet student needs. Implemented in 50% or more of district classrooms Differentiated instruction is used to meet student needs. Implemented in 50% or more of district classrooms A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students. Implemented in 50% or more of district classrooms If necessary, provide further explanation. (Required explanation if column selected was SSD Elementary Schools have implemented the framework for a common literacy block. Teachers use DIBELS data and formative/summative assessment to create flexible groups in their classrooms. In addition, students who are strategic (need support beyond core instruction to reach grade level literacy goals) or intensive (need extensive support beyond core instruction to reach grade level literacy goals) are provided with supplemental intervention time outside of the regular classroom. The building principals will continue to work with their faculty and staff toward full implementation of this practice. The district has adopted Wilson Reading Fundations and the Tier I and Tier II interventions. Elementary Education-Intermediate Level Instructional Practices Status Structured grouping practices are used to meet student needs. Implemented in 50% or more of district classrooms Flexible instructional time or other schedule-related practices are used to meet student needs. Implemented in 50% or more of district classrooms Differentiated instruction is used to meet student needs. Implemented in 50% or more of district classrooms A variety of practices that may include structured grouping, flexible scheduling and differentiated instruction are used to meet the needs of gifted students. Implemented in 50% or more of district classrooms If necessary, provide further explanation. (Required explanation if column selected was SSD Elementary Schools have implemented the framework for a common literacy block. Teachers use DIBELS data and formative/summative assessment to create flexible groups in their classrooms. In addition, students who are strategic (need support beyond core instruction to reach grade level literacy goals) or intensive (need extensive support beyond