SESC Snapshot
August 28, 2024
SESC Training Opportunities
SESC is here to support you in all of your training needs. We offer a variety of training options throughout the year, in both asynchronous and in-person varieties. Whether you are needing professional development hours, or need help in a specific area, SESC has it all. Check out all of our upcoming trainings by clicking here!
Boosting Student Engagement: Strategies for Success
We can all agree that student engagement has become a pressing concern for parents and teachers since the beginning of the pandemic. The key to student success is finding the elements that boost student engagement in a time when students are easily distracted by devices and other technologies.
Student engagement is at the heart of effective teaching and learning. When students are actively engaged, they are more likely to absorb information, develop critical thinking skills, and experience academic success. However, maintaining high levels of engagement can be challenging in today’s diverse classrooms.
Build Those Relationships!
Students are more engaged when they feel connected to their teacher and peers. Take the time to get to know your students, show interest in their lives, and create a classroom community where everyone feels valued and respected. This can be done through daily community circles and allowing for active classroom discussions, where all students are encouraged to participate. When students feel supported, they are more likely to participate actively and take risks in their learning.
Making Learning Relevant
Students need to be able to cohesively connect lessons to real-world scenarios, current events, or students' personal interests. There are AI tools that can assist teachers in connecting student-interest and real-life connections to the content.
All In for Active Learning
Passive learning, such as lectures, often leads to disengagement. Instead, incorporate active learning strategies that require students to participate in their learning actively. Techniques like collaborative stations, think-pair-share, group projects, role-playing, and hands-on experiments can make lessons more interactive and memorable for students. This allows students to apply their learning between concepts compared to the “sit and get” model.
Integrate Technology
Today’s students are digital natives, and integrating technology into the classroom can enhance any lacking engagement. Use interactive tools like quizzes, educational games, and virtual labs to aid in bringing those lessons to life- building that relevancy! Platforms like Google Classroom, Kahoot, and Padlet allow students to collaborate, share ideas, and engage with content in innovative ways. Gizmos and Phet Simulations allow students to manipulate variables in digital lab environments to observe relationships and results in manageable time settings.
Student Choice
Giving students a voice in their learning can significantly increase their levels of engagement. Allowing students to make choices in assignments, projects, or the order in which they complete tasks empowers students and encourages them to take ownership of their learning. For instance, a student might choose to create a video presentation instead of writing an essay, catering to their strengths and interests. The student will become more invested in their work knowing they have the opportunity to choose the format of their assignment/assessment.
By integrating these strategies into the classroom, educators can create a classroom environment that fosters high levels of student engagement and investment. Engaged students are not only more likely to achieve academically but also to develop a love for learning that lasts a lifetime.
Specially Designed Instruction (SDI) and Supplementary Aids and Services (SAS) in IEP Development
A lot of new and even experienced teachers struggle differentiating between what Specially Designed Instruction (SDI) and Supplementary Aids and Services (SAS) are.
According to the IEP Guidance Document, Specially Designed Instruction (SDI) is “what the teacher does” to instruct, assess and re-teach the student. The SDI describes how the teacher adapts the content, the methodology or the delivery of instruction to address the unique needs of a student with a disability to ensure access to the general curriculum. The IEP Guidance Document describes Supplementary Aids and Services (SAS) as “what the student needs” in order to learn. SAS includes strategies, aids, services and other supports provided in the general education environment or other educational settings to gain access to the general curriculum.
So, essentially it is important to remember that SDI is “what the teacher does” and SAS is “what the student needs.”
At the Southeast South-Central Education Cooperative (SESC) we train participants specifically on three resources that can aid both new and experienced teachers in gaining a clear picture of what SDI and SAS are. Ideally, this will enable teachers to write more Individual Education Plans that are truly individualized.
One resource is KDE’s IEP and Lesson Plan Development handbook, also known as “the Schoolhouse Document.” This is an older publication (2014), but is still extremely beneficial in helping teachers see the differences in SDI and SAS. This document lays out side-by-side SDI and SAS for Reading Comprehension, Basic Reading, Reading Fluency, Math Reasoning, Math Calculations, Written Expression, Social Skills, Communication, Functional Skills, etc. Also, this document presents numerous examples of both SDI and SAS in order to deepen the teacher’s understanding of SDI and SAS.
The state Math and Literacy Task Groups have also developed SDI toolkits that are extremely helpful in better understanding and monitoring SDI. The Math SDI Toolkit contains areas of concern along with numerous valuable links to potential strategies that are evidence or research-based strategies that could potentially be considered SDI strategies if they are aligned to individual student needs/goals. The Literacy SDI Toolkit now contains a combination of both specific reading and writing skills. It provides educators with SDI examples and resources that correlate with each SDI example.
Empowering Educators Through Our Continuing Education Option (CEO) Rank Change Program: A Teacher’s Testimonial
At SESC, our mission is centered around empowering educators and fostering educational excellence. Our CEO program exemplifies this commitment, providing teachers with the resources, support, and professional growth opportunities they need to thrive. In this edition, we are excited to share a testimonial from Ronda Vacca, one of the teachers currently participating in the program. Ronda currently teaches first grade at Hopkins Elementary in the Somerset Independent School District. Her experience highlights how the SESC CEO Rank Change Program is making a difference in the lives of educators!
“After 25 years of teaching and a masters degree, going back to school was the last thing I ever thought I would be doing. However, after moving to Kentucky and learning about the ranking system used here, I found myself no longer at the top of the salary schedule. I initially did not give it much thought because I have 2 daughters in college and frankly did not think I could afford to enroll in a rank change program. So I thought I would finish out my career as a Rank 2.
Last summer all that changed when I was attending some professional development at SESC and heard about the rank change program they facilitate. I quickly learned that it is tailored with working teachers in mind and very affordable–they even have a payment plan. I immediately enrolled and it has been a wonderful experience!
The classes are relevant to every teacher, at every grade level, and every subject area. At first I thought that I wouldn’t really have much interaction with the other teachers in the cohort, but quickly realized that although the classes are virtual, they are very interactive. It’s been very rewarding and refreshing to view teaching from other perspectives and I have learned so much.
I have talked to colleagues that have gone through other rank change programs and they have described it as tons of writing and lots of busy work. This program is NOT like that. The instructors are in the field of education and do not assign any busy work. All projects are things that you are currently working on in your own classroom and instructors are very flexible. This program truly is geared towards working teachers that want to learn and facilitate best practices in the classroom. I have thoroughly enjoyed this program and highly recommend it!”
-Ronda Vacca
Somerset Independent
Community Circles & Social-Emotional Learning: Building a Positive Classroom Environment
In today's classroom, academics are only part of the learning journey. Equally important is the development of social-emotional learning (SEL)—skills like empathy, self-awareness, and responsible decision-making. One powerful tool to foster SEL is through community circles, which help create a supportive, inclusive environment.
What are Community Circles?
Community circles are structured conversations where students and teachers come together, in a circle, to share, listen, and reflect. This setup promotes equality, open communication, and a sense of belonging.
How Do Community Circles Promote SEL?
Community circles are more than just a gathering. They create a safe space for students to:
Build relationships: Students form stronger connections with peers and teachers through honest communication.
Practice active listening: In a circle, students learn to listen without interrupting and reflect on others’ viewpoints.
Develop empathy: Hearing diverse perspectives allows students to understand and appreciate each other’s feelings and experiences.
Foster conflict resolution: When disagreements arise, circles can provide a calm environment to resolve them through dialogue.
Tips for Using Community Circles in the Classroom
Here are some quick tips for implementing community circles effectively in your classroom:
Set a Purpose: Decide if the circle will focus on relationship-building, addressing an issue, or reflecting on an academic topic. This helps guide the conversation and keep it meaningful.
Create Ground Rules: Establish simple rules like "speak from the heart," "listen with respect," and "one person speaks at a time." These norms ensure that everyone feels safe and valued.
Use a Talking Piece: Having an object that is passed around the circle (only the person holding it can speak) helps maintain order and gives everyone a turn to participate.
Keep it Regular: Community circles work best when held regularly, whether daily or weekly. This consistency builds trust and reinforces the importance of SEL.
Incorporate Reflection: After each circle, invite students to reflect on what they learned, how they felt, or any changes they noticed in themselves or others.
Examples of SEL-Focused Community Circle Prompts
For Self-Awareness: “What is something you’re proud of this week, and why?”
For Empathy: “Describe a time when you helped someone. How did it make you feel?”
For Relationship Skills: “How can we show kindness to each other in class?”
For Managing Emotions: “What do you do when you feel upset? How can you help yourself calm down?”
Closing Thoughts
Community circles are a simple yet powerful way to integrate social-emotional learning into the classroom. By creating a space where students feel safe, heard, and connected, you’ll foster a classroom culture that prioritizes emotional well-being alongside academic success.
Ready to try? Start small with a five-minute circle and watch how it transforms your classroom dynamics! By nurturing these small moments of connection, you’ll help your students thrive both socially and emotionally.
References
Collaborative for Academic, Social, and Emotional Learning (CASEL). (n.d.). SEL 3 Signature Practices Playbook. CASEL School Guide. https://schoolguide.casel.org/resource/three-signature-sel-practices-for-the-classroom/
Evanovich, L. (2022). Curriculum Vitae. University of South Florida, College of Behavioral and Community Sciences. Retrieved from https://www.usf.edu/cbcs/cfs/documents/l-evanovich-cv-0922.pdf