Repeated Reading: A Cycle

This is Part 5 and the final in a series about Repeated Reading.  But it could be about any popular  research-based strategy.  It should be!

Student Learning is the Focus. All decisions about resources, including time and money, are based on the cycle of learning. Not just “buying stuff.”  Not just “here’s a PD day to fill.” Not just “what do we like?”

Beginning with student learning. Students at the center of the decisions.  Student Learning driving ALL decision-making!

“Core Beliefs:

o All students can learn.
o The purpose of professional development is to increase student achievement.
o Professional development should be collective learning by all teachers and administrators with an emphasis on improving instruction.”

What is the process?

I. Set a Goal

2. Selection of Content which includes Checking the Research (Part 1)

3. Design a Process for Professional Development/Learning (Part 4)

4. Teaching / Learning Opportunities – Checking in (Part 2) What do teachers                need to learn?  How will they learn it?  How can we set some measurable                targets?

5. Collaboration / Implementation

6.  Ongoing Data Collection including Listen to the Students (Part 3)

7. Program Evaluation – Going back to the teacher data in Part 4:  Has there been       growth? How do we know?

8. Collecting / Analyzing Student Data – Is the gap closing? Are students growing          more capable?  Are students more independent?

Always, Always, Always keeping students at the Center!

Screenshot 2019-04-14 at 2.05.41 PM.png

Also blogged about here

What does the model say?

Participative decision-making

Not just one person making a decision

Not just one person buying a “box of something”

Not just one person saying, “go forth and use this”

The process would be to study the research, consider the needs and then make a decision based on resources, match to student population, cost to implement, and time frame needed for results. Consider the status quo, set up a plan for professional learning, and then get started while watching for checkpoints across the journey.

It looks and sounds easy. It’s not. It’s messy. Forward two steps and back one. People. Temperaments. Knowledge. All impact implementation plans.

But with STUDENT LEARNING (not achievement) at the center, the focus is on the right thing!

Are you focused on learning? 

Are you focused on achievement? 

Which one has life-long implications?

Which one no longer matters after students finally walk out the school doors?

 

 

 

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