Reframing Education

Student Educational Needs – Level 3

Determination of Student Educational Needs

Use the contents of this page to guide your "Reframing" discussions. Refer to the "Determination of Student Education Needs" section of your Guidebook.

Placement of Students / Class Assignments	Any related resource? Guiding video or article? Exemplar example doc or tool?
Are assessments being administered to place students? How? What other data will be collected and how?	ASCD Article – Differentiation: It Starts with Pre-Assessment EL Article – Does Pre Assessment Work
Are they paper/pencil, computer-based, common assessments, aligned to grade-level standards?	Ohio’s Learning Standards
How are we sure to identify gaps in learning of the previous grade level standards?	Gap Analysis Spreadsheets: (prior to students starting -Do NOT start the year as is usually done – utilize tasks or assessments to determine where they are) Math ELA Science Social Studies
Where possible, compare to assessment data from the previous year (either at school building closure or at the end of remote learning)	Items Analysis by Standards for Spring Assessments ELA Template Math Template Sci/SS Template Please contact a Regional Data Lead in your region with questions.Ohio Regional Data Leads Map

Determine Appropriate Educational Setting	Flexibility is critical in determining the appropriate educational setting for each student. Consider new models of course and student scheduling. Rethink the way we use instructional time.
What would the course offerings look like in an environment with Blended Remote In-person	Ohio’s Remote Learning Resources What is Blended Learning? Blended Learning Implementation Guide 3.0
What would the schedule look like in an environment with Blended Remote In-person
How do we plan for Intentional Teaching? – what are the student needs, when they need it
How do we allow students to progress through the learning/course at their own pace?
How do we prepare our staff? What are their strengths? “What is my seat on the bus?”	Teacher Self-Assessment Guide Professional Strategies Self-Assessment Tool

Personalized Learning	Instructional delivery should be personalized
How can distance / blended learning fit into the overall instructional approach going forward?
How do we plan for Intentional Teaching? – what the student needs, when they need it
How do we allow students to progress through the learning/course at their own pace?
How can we team teachers for collaborative planning and delivery? Spiraled Content (i.e. Mathematics) Alignment (i.e. 3-4-5)
What would the instructional delivery (including specially designed instruction) look like in an environment with Blended Remote In-person

Focus on Equity	Equity in education means that each child has access to relevant and challenging academic experiences and educational resources necessary for success. Equity must remain at the forefront of short- and long-term goals, responses and supports.
How does the child learn best?
How do we make equitable resources available? (internet, devices)
Does the student have access to supplies/materials (art, PE, music, science, OT, PT, Speech)?
How will we support and provide resources for families? (activities, exercises, etc)

Thank you to the collaborative group who created the discussion questions and contents of this page:
Susan Larson – Muskingum Valley ESC
Sheri McClurg – Fairfield County ESC
Stefanie Page – Clark County ESC