District/building instructional teams will examine more deeply the practice of Teacher Clarity. According to Hattie (2009), teacher clarity has an effect size of .75. This strategy is defined as understanding what students need to learn and identifying how students will know that they learned it. Analyzing Ohio Learning Standards, lesson planning, and assessment planning are integral components of teacher clarity. In addition, High Leverage Practices (HLPs) in special education will be woven throughout the training. HLPs are used to leverage student learning across different content areas, grad levels, and student abilities and disabilities. This is a 3-day training. Districts/buildings are encouraged to send teams of three individuals, specifically an intervention specialist, a general educator, and a representative from leadership (curriculum, gifted, or EL).
Presenters: Cindy Eldridge, Kim Fausnaugh, Barb Knipe, SST Consultants