QIP Team Collaboration – July/August 2017

This month’s Bright Spots come from the Quality Improvement Process (QIP) team at Hillcrest Elementary School in Peekskill.

Explicit Direct Instruction Helping to Improve Students’ Outcomes – June 2017

This month our Bright Spot comes from  Monique Bonfiglio, Technology Teacher at Summit School, who attended the RSE-TASC Explicit Direct Instruction (EDI) Institute.

Specially Designed Instructional Strategies to Improve Students’ Outcomes – May 2017

This month our Bright Spot comes from teachers in Irvington, Tuckahoe, Nyack and Greenburgh/North Castle. It provides a few more examples of Specially Designed Instructional (SDI) strategies teachers are implementing to improve their students’ outcomes.

Explicit Strategy Instruction Increases Student Independence & Success – April 2017

This month our Bright Spots come from teachers in Carmel, Summit School, North Rockland, Mount Vernon, and Hallen School who attended a training on Specially Designed Instruction (SDI).

Explicit Direct Instruction and the Growth Mindset – March 2017

This month our Bright Spot comes from Jo-Ann More, a 3rd grade teacher at Carrie E. Tompkins Elementary School in the Croton-Harmon School District.  She recently attended the RSE-TASC Explicit Direct Instruction Institute.

Positive Results from Simple Strategy – February 2017

This Bright Spot comes from the teachers at Boyce Thompson elementary school in Yonkers who worked with SESIS Martha Trujillo-Torp last year.

Motivating Students to Write – December 2016

Joe Gilson, Global History teacher at Port Chester High School, who worked with RSE-TASC Special Education School Improvement Specialist David Luhman in the 2015-2016 school year taught students multiple learning strategies in his 9th grade Global History I Co-Taught classes to support student engagement in writing. One strategy in particular stood out. The 5 W's and H is a strategy used to help students think about and identify details about a topic before writing. The students identify Who, Where, What, When, Why & How and then use these details to first develop sentences and then develop a paragraph. This strategy is designed to get students to write more and be more specific which is important in global history, especially for Thematic and DBQ essays.

RSE-TASC Survey Responses

Here are just a few examples from that survey showing how Lower Hudson educators supported their students’ success in past years:I focused more on the Universal Foundations Standards and modified my curriculum for the Work Study. Additionally, my Special Education Director and I have been working on creating a CDOS committee which will help with the transition process. One outcome is that we have implemented bi-weekly work assessments and unit evaluations and we have seen steady growth among the majority of the students.

Creating Work-Based Learning Opportunities – November 2016

This Bright Spot comes from students in the Yonkers Public School District where last year Kit Casey, RSE-TASC Transition Specialist, worked with Kim Longville, Global Studies teacher, and Don Solimene, Principal, as well as students to create work-based learning opportunities.

Effective Feedback and Explicit Direct Instruction – October 2016

This Bright Spot comes from Stacy Fertile, a Special Education self-contained classroom teacher in Mount Vernon where Denise Jaffe, SESIS, provided professional development support in Explicit Direct Instruction (EDI).
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