Teaching & Learning Initiatives. . .

Wendy LondonRichland School District

October, 2009

Improving Student Achievementthrough Response to Intervention and

Professional Learning Communities

Background

• The RSD Taskforce of 2005 leads to Richland recognition that operating in silos contributes to dismal disaggregated student achievement data. Good at labeling, not so good at helping.

• Developed commitment to operating in a framework that guarantees early identification of learning difficulty and research-based instructional response.

Traditional T&L Responsibilities

• Curriculum – Adoption and replenishment for core content materials

• Instruction – Professional development in standards, measures, and instructional techniques for all core content

• Assessment – Responsible for District mandated assessment and related training

T&L Responsibilities in an RtI Framework

• Curriculum – Adoption and replenishment for core and intervention research-based materials.

• Instruction – Professional development in standards, measures, and instructional techniques to ensure fidelity of program.

• Assessment – screening, diagnostic, progress monitoring, curriculum-based, outcome.

Merging our departmental paths

T&L Focuses on Materials for AllBenchmark, Strategic, Intensive, Advanced

• Restructure Budget to provide for purchase of interventions

• Coordination of Title I, Title II, Title III, Special Ed., Basic Ed. for instructional materials and professional development

Professional Development Assessment – Universal Screening

• Understanding how assessment works in an RtI structure

• Training, Training, Training . . . DIBELS, AIMsWeb,

• What does the data mean?

Professional Development needs to be job-embedded, ongoing, and relevant

Assessment – Diagnostic

Many types of testLearning how to use tools to

determine appropriate instructional targets for intervention

What’s it for?

Innovation in support of learning

• Development and training on RtI tools– Menu of interventions reading and math– Benchmarks document – placement criteria– PD Modules for administrative and teacher

training RtI, PLC, Assessment, Research-based practices in reading and math

– Decision Making Flowchart

• Academic Touchbase to discuss “the red kids”

GRADE LEVEL & VERTICAL COLLABORATION People are Talking About. . .

Defining the Core – What is our guaranteed and viable curriculum?– Power standards in

reading, math, writing

Developing Common Assessments - PLC work

Lesson Design, student work

DuFour’s Four Questions. . .1. What do we want students

to learn?2. How will we know if they

learned?3. What will we do if they didn’t

learn?4. What will we do if they know

the material?

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RSD Results Rockin!