-
What is Differentiated Instruction?
Differentiating instruction may mean teaching the same materials to all students using various instructional strategies, or it may require the teacher to deliver lessons at varying levels of difficulty based on each student's ability.
Teachers who practice differentiation in the classroom may:
- Design lessons are based on students’ learning styles.
- Group students by shared interest, topic, or ability for assignments.
- Assess students’ learning using formative assessment.
- Manage the classroom to create a safe and supportive environment.
- Continually assess and adjust lesson content to meet students’ needs.
The Cambrian School District is committed to academic and personal success for every student. This includes providing education with high academic standards and rigor, and promoting each student's maximum academic, social-emotional, and physical development.
-
Student Study Team Process
Understanding the Student Team Team (SST) Process
The Student Study Team is often the first step a parent can take when they have a concern about their child’s progress in school. The purpose of the SST is to design a support system for students having difficulty in the regular classroom.
The SST is a group formed within the school to further examine a student’s academic, behavioral, and social-emotional progress. The SST team can propose interventions for the student. The team usually consists of a teacher, administrator, and support personnel from the school. Sometimes a special education teacher will also participate to give his or her perspective. The student and parent are also a part of the team. There are many different names for the Student Study Team including the Student Success Team.
This meeting is different from a parent-teacher conference which focuses on improving communication and addressing specific class problems.
The SST meeting provides everyone with an opportunity to share concerns and develop a plan. Either a staff member or parent can make a referral. The interventions agreed upon will vary depending on the child's educational needs.
If your child is struggling in school, the SST team tries to determine if it is due to a specific learning disability or another cause such as
- Impaired vision
- Social problems
- Physical or psychological issues
- Medical conditions
- Language barriers
- Other issues affecting the child’s performance.
If the SST team believes that the child could have a specific learning disability, they may recommend a formal special education evaluation.
The student study team may also decide to refer your child for a Section 504 evaluation. Here, your child can also receive modifications. A 504 plan is typically used for a child who has a medical condition and requires accommodations in order to achieve academic success.
Please contact your child's teacher or school principal for more information about the SST process.
-
Grade Retention
Grade Retention
The Board recognizes that very few children benefit from being retained during the elementary and middle grades. The Superintendent or designee shall study current research on retention and promote alternatives to retention among certificated staff.
As early as possible in the school year, the Superintendent or designee shall identify students who are at risk of being retained in accordance with the law, Board policy, and Board procedure. Students shall be identified solely on the basis of academic achievement. Learn more.
AB 104: Assembly Bill 104
State Assembly Bill (AB) 104 provides options for students and parents/guardians to address learning recovery needs. The following information provides a summary of the law as it relates to student retention for the 2021-2022 school year.
Student Retention for 2021-2022
Parents/guardians of students enrolled in kindergarten through 8th grade during the 2020-21 school year who received deficient grades for at least one-half of the coursework in 2020-21 may provide a written request to your child’s school for a meeting to discuss student retention for the 2021-22 school year. (For grades TK-5: Student received 1s - Far Below Grade Level Standard in ELA & Math; For grades 6-8: Ds or Fs for core content courses.) This consultation shall occur within 30 calendar days of receiving the written request for a consultation.
School staff will meet with the parent/guardian and student to discuss learning recovery options, research regarding retention, and data regarding student progress. After the meeting, school staff will notify the parents/guardians of the final determination of the District’s decision within 10 calendar days of the consultation. The District has the final decision.
If you are interested in a discussion regarding retention, please contact your child’s school principal when the staff returns from summer break beginning in August.
If you have any questions, please contact Linh Nguyen, Assistant Superintendent of Ed Services, at nguyenl@cambriansd.com.
-
Grade Acceleration
Grade Acceleration
Acceleration is an educational intervention that moves students through an education program at a significantly faster pace or at a younger than typical age. All acceleration requires high academic ability. The student’s motivation, social-emotional maturity, and interests must be considered when making decisions about acceleration. The student whose level of achievement and ability significantly surpasses same age group peers as well as the student with high ability but who is not performing well in class are examples of who might be considered for subject-matter or whole-grade acceleration. Prior to completing this form, please read the Grade/Subject Matter Acceleration Guidelines and Procedures packet. Learn more.
-
Gifted and Talented Education (GATE)
The programs and services for gifted and talented learners in Cambrian School District are based on the belief that every child deserves the opportunity to develop his/her full potential. The programs and services are provided through the following goals:
- to provide differentiated opportunities for learning that are aligned with the abilities and talents of individual students
- to provide flexible/cluster grouping
- to develop a flexible curriculum that meets individual student needs
- to develop stimulating and challenging methods of study
- to cultivate students’ abilities to think critically, experiment, and foster self-direction, independence, leadership, and creativity
- to utilize the skills of teachers on teaching teams as well as other resources and internal/external consultants
- to use on-going assessment through teacher observations, student interviews, observation surveys, running records, rubrics, quizzes, criterion-referenced tests, teacher-made tests, and standardized tests
The above services are embedded within each grade level’s curriculum. Teachers have and will continue to receive training in direct Instruction where they do flexible grouping as part of the lesson. It is during this time that students can be asked to go deeper into the subject matter being studied.
With the support of parent volunteers and site staff, each school site can provide additional or extended day programs, such as Math Olympiad, Odyssey of the Mind, Starting Arts, etc., as enrichment learning opportunities for all students to participate. For more information on the availability of these additional learning opportunities, please contact your child's school office.Resources for Parents
• California Association for the Gifted www.cagifted.org
• National Association for the Gifted www.nagc.org
• Supporting Emotional Needs of the Gifted www.sengifted.org
• Lyceum of Santa Clara Valley – a non-profit organization for gifted children in grades 2-8 and their families www.lyceum-scv.org -
Students with Disabilities
Students with Disabilities
For more information on services and programs for students with disabilities, please contact our Student Services Department.
