Instructional & Best Practices
- Instructional Framework
- Dignity Framework
- Multi-tiered Systems of Support (MTSS)
- No Excuses University
- Principal Leadership
- Professional Learning Communities
Instructional Framework
The Marzano Instructional Framework is a research-based framework that provides a comprehensive and practical guide for effective teaching. Developed by Dr. Robert Marzano, the framework is grounded in decades of research on what works best in the classroom. The framework is designed to guide teacher instruction and promote student learning by focusing on three critical areas: classroom strategies and behaviors, planning and preparation, and reflective practices. The framework emphasizes the use of evidence-based instructional strategies, such as cooperative learning, direct instruction, and scaffolding, as well as effective classroom management and student engagement practices. It also emphasizes the importance of ongoing assessment and data analysis to inform instruction and promote student growth. By using the Marzano Instructional Framework to guide teacher instruction, we are able to ensure that our students receive high-quality instruction that is grounded in best practices and promotes their academic success.
Visit Marzano Instructional Framework for more information.
Dignity Framework
Vision of Inclusion
In Yelm Community Schools we will create an inclusive culture that fosters a sense of belonging for all persons by respecting the dignity of each.
- Definition of Dignity: Dignity is our inherent value and worth as human beings. Everyone is born with it. Dignity is an internal state of peace that comes with the recognition and acceptance of the value and vulnerability of all living things.
- Definition of Belonging: Feelings of appreciation, validation, acceptance, and fair treatment that result from being treated with dignity.
Culture of Dignity
To create a culture of dignity and climate of belonging in our school district, the following standards guide our actions:
- Build partnerships and community
- Understanding: listen to perspectives and empathize with people.
- Safety: put people at ease, physically and psychologically.
- Inclusion: welcome, issue invitations, share power, and co-create unity.
- Repair harm and restore relationships
- Acknowledgment: respond to concerns and harm; accept people’s perceptions as their reality/truth.
- Accountability: apologize for causing harm; take responsibility for actions.
- Fairness: treat people equitably and equally.
- Affirm differences and uniqueness
- Acceptance of identity: support expression of people’s authentic selves without judgment.
- Recognition: validate people and acknowledge what people do - effort, thoughtfulness, etc.
- Presume competence and positive intent
- Independence: enable agency; express beliefs that people are capable.
- Benefit of the Doubt: extend trust.
Belonging Through a Culture of Dignity
Yelm Community Schools has adopted the educational equity model outlined in the book, “Belonging Through a Culture of Dignity” by Floyd Cobb & John Krownapple (2019). In the book, the authors advance the idea that educational equity is based on the foundational elements of dignity and belonging. The book makes the concepts of dignity and belonging accessible to all and explains their importance in the implementation of educational equity initiatives. The district has established a multi-year partnership with the authors, to support school teams in implementing “Belonging Through a Culture of Dignity” districtwide.
Authors’ Description of the Book
While efforts to achieve equity in education are prominent in school districts across this country, the effective implementation that results in meaningful change remains elusive.
Even with access to compelling theories and approaches such as multicultural education, culturally responsive teaching, culturally relevant instruction, culturally sustaining pedagogy, schools still struggle to implement equitable change that reshapes the academic experiences of students marginalized by the prevailing history, culture, and traditions in public education. Instead of getting it right with equity implementation, many schools and districts remain trapped in a cycle of equity dysfunction.
In "Belonging Through a Culture of Dignity," Cobb and Krownapple argue that the cause of these struggles are largely based on the failure of educators to consider the foundational elements upon which educational equity is based, belonging and dignity. Through this work, the authors make these concepts accessible and explain their importance in the implementation of educational equity initiatives. Though the importance of dignity and belonging might appear to be self-evident at first glance, it’s not until these concepts are truly unpacked, that educators realize the dire need for belonging through dignity.
Once these fundamental human needs are understood, educators can gain clarity of the barriers to meaningful student relationships, especially across dimensions of difference such as race, class, and culture. Even the most relational and responsive educators need this clarity due to the normalization of what the authors refer to as dignity distortions.
Cobb and Krownapple challenge that normalization and offer three concepts as keys to successful equity initiatives: inclusion, belonging, and dignity. Through their work, the authors aim to equip educators with the tools necessary to deliver the promise of democracy through schools by breaking the cycle of equity dysfunction once and for all.
Belonging Surveys
To understand the degree to which our students, families, and staff feel appreciated, validated, accepted, and treated fairly, we administer surveys annually to determine what areas we need to strengthen. The surveys are administered in the fall and spring to measure progress.
Multi-tiered Systems of Support (MTSS)
MTSS are an integrated academic/social-emotional support framework that provides targeted support to students based on their individual needs. MTSS is designed to ensure that all students have access to the resources and support they need to succeed. MTSS involves three tiers of support: universal supports, targeted supports, and intensive supports. Universal supports are provided to all students and include high-quality classroom instruction and positive behavioral supports. Targeted supports are provided to students who require additional support, such as small group instruction or counseling services. Intensive supports are provided to students who require more intensive interventions, such as individualized instruction or therapy. MTSS is necessary to achieve educational equity because it ensures that all students receive what they need, regardless of their background or circumstances. MTSS helps to level the playing field and ensure that all students have access to high-quality education and opportunities for success.
MTSS Pillars
Screening
Universal Screening is a systematic process used to identify students for academic, behavioral, and social emotional supports. Effective, reliable, and valid screening tests are administered to students three times annually to identify interventions and measure student progress.
Multi-Tiered Prevention
MTSS includes three tiers of intensity for instruction, intervention, and support. At all levels, attention is paid to the selection of evidence-based practices, fidelity of implementation, and ongoing assessment of student progress towards goals.
- Tier 1 Universal Support includes high-quality, schoolwide academic, social emotional, and behavioral instruction designed to meet the needs of all learners.
- Tier 2 Targeted Supports are for students identified as at-risk and who need more time, instruction, or practice. Supports include small group interventions, opportunistic instruction, and additional accommodations.
- Tier 3 Intensive Supports include additional interventions for students who are not responding to the Tier 2 supports. This form of intervention is intensified and individualized based on student need.
Collaborative Teaming
There is shared leadership for MTSS at the school, district, regional, and state levels. Teams create a common vision, clarifying purpose, effective system implementation, and desired outcomes. Staff engage families in regular two-way communication as partners in the decision-making process.
Data-Based Decision Making
Data-based decision-making includes team assessment analysis and problem-solving. Teams use data to evaluate the extent to which interventions have been effectively applied and are yielding intended results.
Progress Monitoring
Consistent monitoring of student progress informs teacher instruction.
Visit OSPI MTSS Website for more information.
No Excuses University
No Excuses University is a nationwide initiative designed to promote a culture of high expectations and academic excellence in schools. The program is based on the belief that every student, regardless of their background or circumstances, has the potential to succeed if given the right support and opportunities. No Excuses University schools commit to creating a learning environment that prioritizes academic achievement, character development, and college readiness. Students benefit from this program in numerous ways, including access to rigorous academic curricula, dedicated teachers and staff who believe in their potential, and a sense of ownership over their own education. The No Excuses University program also fosters a culture of responsibility and accountability, encouraging students to take ownership of their learning and strive for excellence in all aspects of their lives. Ultimately, the No Excuses University program empowers students to achieve their full potential and prepare for a successful future.
All elementary and middle schools in the district are members of the No Excuses University network of schools.
Visit No Excuses University Website for more information.
Principal Leadership
While teacher instruction is the most important factor in student achievement, principal leadership is a critical component in ensuring that teachers have the support and resources they need to be effective. Principals create a positive school culture that fosters student learning and achievement. They set high expectations for all students and provide support and resources to help them meet those expectations. Principals also build strong relationships with students, teachers, and parents, and work collaboratively with all stakeholders to create a shared vision for the school. They provide instructional leadership by supporting teachers in implementing evidence-based teaching practices and ensuring that all students have access to high-quality instruction. They also monitor student progress and use data to inform instruction and make adjustments as needed. By providing strong leadership and creating a supportive and engaging learning environment, effective principals can inspire and motivate students to achieve their full potential.
A strong partnership between the Office of Student Learning (OSL) staff and building principals is essential to ensuring the academic success of all students. OSL provides support for academic programs and initiatives across the district. Building principals oversee the day-to-day operations of schools and are responsible for ensuring that students receive a high-quality education. By working together, OSL and building principals ensure that academic programs and initiatives will have the intended impact on student learning and achievement.
For more information, visit
Professional Learning Communities
Parents and students know them as Wednesday late starts. Teachers and staff members know them as PLCs – or Professional Learning Communities. Whatever you call them, they are having a profound impact on the way our district approaches teaching and learning.
Beginning in 2008, Yelm Community Schools began implementing the model known as Professional Learning Communities, using the one-hour late starts on Wednesday mornings to meet together. All PLCs follow the same processes and have certain elements in common. The bottom line is we want to make sure all students have access to powerful teaching and learning.
Critical questions our schools grapple with as they work to create coordinated action plans within professional learning communities are:
- What is it we want students to learn?
- How will we know if they have learned?
- What will we do if they have not learned?
- What will we do if they have learned?
These questions may seem pretty basic. However, we are striving to address them as a whole school community, rather than individual by individual.
Definitions
PLC – Professional Learning Community: Ongoing work to create and sustain a structured professional learning community based on Dr. Chuck Salina’s research.
SMART: Refers to the type of goals learning communities strive for:
Strategic & specific
Measurable
Attainable
Result-oriented
Time bound
Need Support?
Office of Student Learning
P: 360.458.6120