Curricular Support

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Extend Program

Students may receive Extend services in a variety of settings, including small groups, one-on-one and within the regular classroom. The current Denver Christian curriculum forms the basis for all Extend services; an alternate curriculum is not provided.

Co-teaching: Co-teaching refers to the classroom teacher and Extend teacher working together to assess and instruct a group of students with diverse needs in the same general education classroom. Co-teaching is an interactive process that uses teachers’ individual areas of expertise to best meet the needs of students.

Benefits to students include:

  • improved academic performance,
  • increased time and attention from teachers,
  • increased emphasis on social skills, and
  • improved classroom communities.

Differentiated instruction: Differentiated instruction provides students with multiple avenues to acquire content, process ideas or demonstrate knowledge. Teachers develop materials and activities so that students within a classroom can learn effectively regardless of differences in ability.  By “scaffolding” the learning process, students can engage with material at their current level of ability, but are also challenged to increasing levels of achievement and learning.

Differentiation enable teachers to improve instruction in the following ways:

  • responding to their students’ diverse learning styles,
  • applying current brain research findings,
  • designing appropriate assessments,
  • fostering intrinsic motivation, and
  • developing the unique talent of all learners.

Extend teachers collaborate with classroom teachers in designing and implementing the strategies of differentiated instruction.

Research-based assessment tools: Extend uses research-based instruments to assess student progress. These instruments may include, but not limited to, the following:

  • Woodcock-Johnson III Psycho-Educational Battery,
  • Conners 3 rating scales by Multi-Health Systems,
  • Measures of Academic Progress (MAP),
  • Dynamic Indicators of Basic Early Literacy Skills (DIBELS),
  • Qualitative Reading Inventory (QRI-5), and
  • Elements of Response to Intervention (RtI).