The RBIS are a set of research-based practices that highlight misconceptions that are most common in the field. They cover topics that sometimes require conceptual or philosophical changes to how we approach instruction and form a set of practices that are supported by research and should be present in classrooms, regardless of instructional materials. These strategies are based in the science of how students best learn math and reading in K-12 classrooms. The RBIS also demonstrate why High Quality Instructional Materials are important and what is required to implement those materials well.

• Within math classrooms, do students have the opportunity to engage with productive struggle daily? If not, what development and/or supports would your staff need?

• What are some common barriers to strong math instruction in your district?

• What are some steps your district is taking to improve?

• What factors are limiting your success with literacy? 

• What steps can you take toward ensuring that all students have access to foundational reading skills (grades k-2) and practice in grade-level, complex text (grades 3+)?

• What steps can you take toward ensuring that all students have access to knowledge coherence/knowledge building approach and opportunities to speak and write text-based responses?