A central theme for many years in education has been that all students do not learn at the same rate. Every day, educators are using instructional strategies to make learning equitable. Navigating this page will help you explore how JSD 117 educators help All Students, All the Time. 

Questions we should be asking ourselves:

Question and  Answer "Look Fors"

Do we believe that all students can learn?

• Teachers have high expectations for ALL students.

• Teachers describe differentiated instruction to meet the needs of learners in their classes.

• "Laziness" is not frequently offered as an explanation of poor performance.

Is our school committed to scientifically based instruction?

• Programs/techniques used are based on research with adolescents.

• Instruction is differentiated for students.

• A system for checking fidelity of instruction exists.

• Assessment data are gathered and reviewed on a regular basis.

• Classroom instruction changes as a result of data analysis.

• Programs/classes are structured to meet the needs noted in assessment.

• Students participate in different programs/classes based on assessment results.

Do we have a school wide approach to literacy?

• Literacy assessment data are gathered on at least an annual basis.

• For students experiencing reading difficulty, problems in comprehension, fluency and word recognition are identified.

• The school improvement plan specifically addresses literacy.

• Each teacher can explain her role with literacy.

• Teachers are supported with high quality professional development that advances literacy in the content areas.

• We offer a variety of services in varying degrees of intensity to address literacy needs.

• When we address student literacy needs we differentiate, word recognition, fluency, and comprehension problems.

Who is involved in RTI at our school?

• RTI leaders are from across general and special education.

• Speech-language pathologists, school psychologists, reading specialists and literacy coaches are centrally involved.

• All educators can explain the school's approach to RTI, as well as the rationale.

• Parents understand their children's involvement in RTI at the school.

• School level administrators are actively engaged in leading the effort and providing necessary resources.