Leveraging our SEZP teacher’s contract to provide unprecedented:
- Expanded Learning Time Stipends: The new collective bargaining agreement (CBA) provides additional pay for teachers working in expanded time schools.
- Professional Compensation: A new career ladder will differentiate and compensate teachers based on their professional development and impact on students. The new system will enable highly effective teachers to attain higher levels of compensation faster than in a traditional steps and lanes system.
- Authentic Teacher Voice: The SEZP CBA values teacher input throughout the school planning and implementation process. It requires a Teacher Leadership Team (TLT) to be elected by the teachers at the school and vests a considerable amount of responsibility and decision making in that body. For example, working conditions will be set at the each individual school based on the School Operational Plan (SOP) developed by the TLT.
High-Quality Core Instructional Resources for Teachers and Leaders
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UnboundEd
Find free, aligned curriculum, lesson plans, insightful blogs, and cutting-edge classroom-ready research from our partner, UnboundEd. This tool contains open-source math and ELA teaching and learning resources, including text sets, detailed lessons, and high-rigor tasks that can be adopted or adapted for core instruction. |
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Achieve the Core
Find professional learning tools, planning and reflection levers, and classroom-ready resources along with clear guides to common core shifts, standards, and practices. Use the Instructional Practice Guide to self-assess, coach teachers, or drive instructional change during PLCs. View classroom videos to see aligned practice in action and calibrate feedback collaboratively using the embedded tools. |
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Professional Learning for Educators: Instructional Practice Guides
The Instructional Practice Guides (IPG) provide an equity-driven, standards-aligned coaching and self-reflection tool to guide our analysis of practices that demonstrate high levels of rigor and fidelity to the complexity of the standards.
Closing the Provision Gap:
Intervention Resources for Multi-Tiered Systems of Support
Educators in SEZP schools use assessment data to plan intentional, targeted small-group, station-based, and/or individual interventions that routinely address provision gaps in literacy, mathematics, and other subjects related to these fundamental areas of skill and knowledge development. Interventions are provided across three tiers of increasingly personalized and intensive doses during a dedicated intervention block or time each day as part of a Multi-Tiered System of Support (MTSS). SEZP schools use the MTSS Checklist to ensure systematic, equitable improvement opportunity, particularly for emerging bilinguals, students with exceptional learning needs, and students marginalized based on race, ethnicity, gender, or other identifiers.
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Tier I Interventions
Universal, Grade-Level, Standards-Aligned Core Instruction All students in SEZP schools have access to rigorous curriculum aligned to grade-level standards with appropriate scaffolding, as needed. Highly-rated aligned curricula integrates this appropriate scaffolding for ready-to-go intervention when and if emerging bilinguals, exceptional learners, and/or students with academic provision gaps demonstrate a need. Schools across the SEZP use a combination of the following Tier I core curricula. Addressing the Provision Gap in Tier I: Emerging Bilinguals SEZP schools should use the Key Questions Checklist, a support developed by the Ohio Department of Education to determine if you are providing quality Tier I intervention for language learners in the core instructional classroom. |
Tier I Universal Curricula with Integrated Intervention
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Tier II and II Interventions
Increasingly Intensive and Targeted Supports for Learners with Provision Gaps
SEZP schools use an MTSS Checklist to drive technical and adaptive change that offers three tiers, or "doses," of intervention for all students not responding adequately to universal Tier I interventions in the core classroom. School teams can learn more about MTSS, similar to Response to Intervention (RTI) but a more robust, comprehensive problem-solving approach to learner provision gaps, and the specific levers of importance at the middle and high school grades. Tier II and III interventions should especially target the provision gap for emerging bilinguals and students with exceptional learning needs. Use the tools below to determine the fidelity and quality of evolving MTSS tiers and problem-solving approaches.
Increasingly Intensive and Targeted Supports for Learners with Provision Gaps
SEZP schools use an MTSS Checklist to drive technical and adaptive change that offers three tiers, or "doses," of intervention for all students not responding adequately to universal Tier I interventions in the core classroom. School teams can learn more about MTSS, similar to Response to Intervention (RTI) but a more robust, comprehensive problem-solving approach to learner provision gaps, and the specific levers of importance at the middle and high school grades. Tier II and III interventions should especially target the provision gap for emerging bilinguals and students with exceptional learning needs. Use the tools below to determine the fidelity and quality of evolving MTSS tiers and problem-solving approaches.
Tier II and III Intervention Strategies
Mathematics Intervention
COMING SOON!
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