The Role of Teachers in a Successful School Continuous Improvement Plan (SCIP)

Role of Teachers

In any educational setting, teachers play an essential role in shaping the future of their students. When it comes to implementing a School Continuous Improvement Plan (SCIP), the active involvement of teachers is crucial to its success. SCIPs are designed to identify areas for improvement in a school, set specific goals, and implement strategic actions to enhance student performance, teaching quality, and the overall school environment.

This blog will explore the pivotal role teachers play in the success of a SCIP, focusing on how they can contribute through goal-setting, providing feedback, and adapting instructional practices.

1. Teachers’ Involvement in Goal-Setting

The first step in developing a successful SCIP is setting clear, measurable goals. Teachers, being at the forefront of education, have firsthand knowledge of the challenges students face in the classroom. This makes their involvement in the goal-setting process invaluable.

Why Teacher Input Matters in Goal-Setting:

  • Classroom Insights: Teachers work directly with students and can identify specific areas where improvement is needed, such as reading proficiency, math skills, or behavioral challenges.
  • Realistic Targets: Teachers’ input ensures that the goals set are realistic and achievable, based on the current academic abilities of the students and the available resources.
  • Focus on Student Needs: Teachers understand the diverse needs of their students, and their participation in goal-setting ensures that the SCIP addresses these varied needs effectively.

By contributing to the goal-setting process, teachers help shape a SCIP that is aligned with the actual needs of the student body. Their insights lead to the creation of goals that are both attainable and beneficial to student growth.

2. Providing Continuous Feedback for Improvement

One of the core principles of a successful SCIP is the ongoing monitoring and evaluation of progress. Teachers are uniquely positioned to provide continuous feedback, which is critical for making real-time adjustments to the plan. Since teachers interact with students on a daily basis, they can provide valuable observations on how the SCIP is being implemented and its impact on student outcomes.

How Teachers Provide Feedback:

  • Regular Progress Monitoring: Teachers can monitor students’ progress by assessing academic performance, participation, and behavior in the classroom. Their feedback allows the school to track how well the SCIP is addressing key challenges.
  • Identifying Implementation Gaps: Sometimes, a strategy that looks great on paper may not be as effective in practice. Teachers can pinpoint gaps or areas where the plan is not yielding the desired results, enabling school leaders to make necessary adjustments.
  • Collaboration with Leadership: By maintaining open lines of communication with school leaders, teachers can share their observations and suggest modifications that will improve the implementation of the SCIP.

This feedback loop ensures that the SCIP remains dynamic and adaptable, evolving as needed to meet the goals and overcome any obstacles that arise during implementation.

3. Adapting Instructional Practices to Align with SCIP Goals

One of the key roles of teachers in a successful SCIP is the adaptation of instructional practices. Once the SCIP has been developed and goals have been set, teachers need to tailor their teaching methods to align with the objectives outlined in the plan. This might involve introducing new teaching techniques, integrating technology, or focusing on specific academic areas.

Ways Teachers Can Adapt Instructional Practices:

  • Differentiated Instruction: In response to SCIP goals that focus on improving student outcomes, teachers may adopt differentiated instruction techniques. This approach allows them to modify their teaching to meet the needs of students at different levels of ability, ensuring that all students have the opportunity to succeed.
  • Evidence-Based Teaching: Teachers can implement evidence-based instructional strategies that are proven to improve student learning. For example, they might integrate cooperative learning, inquiry-based instruction, or formative assessment techniques to engage students and enhance academic performance.
  • Technology Integration: To align with the SCIP’s focus on innovation and resource optimization, teachers can incorporate educational technology in their classrooms. Tools like online learning platforms, interactive whiteboards, and digital resources can improve student engagement and cater to diverse learning styles.

By aligning their instructional methods with the goals of the SCIP, teachers contribute directly to the academic growth of their students and the overall success of the school improvement plan.

4. Teachers as Leaders in Professional Development

Teachers are not only contributors to the SCIP but also key agents of change in its implementation. One important aspect of a successful SCIP is the focus on professional development. Teachers can lead by example by participating in continuous learning opportunities that enhance their teaching skills and support the goals of the SCIP.

Role of Teachers in Professional Development:

  • Collaborative Learning: Teachers can participate in or lead professional development workshops, where they share best practices and strategies that align with the school’s SCIP goals.
  • Mentoring Peers: Experienced teachers can serve as mentors to newer teachers, offering guidance on how to integrate the SCIP’s strategies into their classrooms and providing ongoing support.
  • Reflective Teaching: Engaging in reflective teaching practices, where teachers regularly assess their instructional methods and make improvements, helps ensure that they are constantly growing and evolving in line with the SCIP.

Teachers who embrace professional development contribute not only to their personal growth but also to the overall success of the SCIP by improving the quality of education provided to students.

5. Fostering a Positive School Culture

A successful SCIP is not only about improving academic performance but also about fostering a positive school culture. Teachers have a profound influence on school culture and climate, and their actions set the tone for the entire school community. By promoting positive behavior, respect, and collaboration, teachers help create a supportive environment where both students and staff can thrive.

How Teachers Promote a Positive School Culture:

  • Modeling Positive Behavior: Teachers can lead by example, demonstrating respect, empathy, and a growth mindset in the classroom. This not only fosters a positive learning environment but also encourages students to adopt similar behaviors.
  • Building Relationships with Students: Positive relationships between teachers and students are the foundation of a successful learning environment. When teachers take the time to connect with their students, it creates a sense of trust and belonging, which is essential for the success of the SCIP.
  • Collaborating with Colleagues: Teachers who collaborate with their colleagues, share resources, and support one another create a sense of community within the school. This collegial atmosphere is essential for driving continuous improvement and achieving the goals of the SCIP.

By fostering a positive school culture, teachers contribute to the overall effectiveness of the SCIP, ensuring that students are not only academically successful but also supported socially and emotionally.

Conclusion

The success of any School Continuous Improvement Plan (SCIP) hinges on the active involvement of teachers. Their unique insights into classroom dynamics, ability to provide continuous feedback, and willingness to adapt instructional practices play a critical role in the plan’s effectiveness. By participating in goal-setting, contributing feedback, embracing professional development, and fostering a positive school culture, teachers become key drivers of school improvement efforts.

For a SCIP to truly succeed, schools must recognize the importance of teacher involvement and empower educators to take an active role in every stage of the improvement process. When teachers are fully engaged, a SCIP becomes more than just a plan – it becomes a transformative tool for student success and school growth.

Also Read: Positive Behavior Interventions and Supports

Positive Behavior Interventions and Supports (PBIS): A Comprehensive Guide

Positive Behavior Interventions and Supports

Creating a positive school climate is essential for fostering student success, and one of the most effective ways to achieve this is through Positive Behavior Interventions and Supports (PBIS). PBIS is a proactive, evidence-based framework designed to promote positive behavior and improve academic outcomes. By using a tiered approach, PBIS provides support at different levels depending on students’ individual needs, helping to prevent negative behaviors before they escalate.

In this comprehensive guide, we will explore what PBIS is, the benefits it offers, and the strategies for successfully implementing it in schools.

What is PBIS?

PBIS is a system-wide approach to improving school climate and student behavior. Rather than simply responding to negative behaviors with punitive measures, PBIS focuses on teaching and reinforcing positive behaviors. This proactive model aims to prevent problem behaviors by creating clear expectations, supporting students with targeted interventions, and fostering a culture of respect and responsibility.

PBIS operates on a multi-tiered system of support (MTSS) that includes three levels:

  1. Tier 1 – Universal Supports: This foundational level provides behavior expectations and interventions that apply to all students across the school. It focuses on setting clear behavioral expectations, teaching these expectations explicitly, and consistently reinforcing positive behaviors.
  2. Tier 2 – Targeted Supports: This level focuses on students who are at risk for behavioral challenges and need more targeted interventions. These interventions may include small group instruction, mentoring, or social skills training to help students meet behavioral expectations.
  3. Tier 3 – Intensive Supports: For students with the most challenging behaviors, Tier 3 offers individualized, intensive interventions. This may involve one-on-one support, behavior plans, or collaboration with specialists such as counselors or psychologists.

Benefits of PBIS

Implementing PBIS offers numerous benefits for students, teachers, and the overall school environment. Here are some key advantages:

1. Improved School Climate

PBIS creates a more positive school climate by focusing on positive reinforcement rather than punishment. When students know what is expected of them and are rewarded for meeting those expectations, they are more likely to engage in positive behaviors. This leads to a more supportive, respectful, and safe learning environment.

2. Reduction in Behavioral Problems

One of the most significant outcomes of PBIS is a reduction in disciplinary incidents. By addressing the root causes of misbehavior and teaching students appropriate alternatives, schools often see fewer suspensions, expulsions, and office referrals. This, in turn, reduces the disruption to learning.

3. Enhanced Academic Performance

Positive behavior and academic success go hand in hand. When students behave positively, they are more focused and engaged in learning, leading to improved academic outcomes. PBIS helps create an environment where students can focus on their studies without distractions from behavioral disruptions.

4. Promotes Equity

PBIS encourages schools to use data to identify students who need additional support, ensuring that interventions are provided fairly and equitably. It helps address behavioral issues before they escalate, which can reduce the overrepresentation of certain groups, such as minority students, in disciplinary actions.

5. Teacher Satisfaction and Retention

By reducing the number of behavioral issues in the classroom, PBIS helps to lower teacher stress and burnout. Teachers who work in a positive, structured environment are more likely to feel supported and satisfied in their roles, leading to better retention rates and overall job satisfaction.

Key Components of PBIS

To successfully implement PBIS, schools must focus on several core components. These elements provide the foundation for a consistent, effective system of support across the entire school.

1. Clearly Defined Behavioral Expectations

At the heart of PBIS is the establishment of clear, concise behavioral expectations. These expectations should be created collaboratively with input from teachers, staff, students, and parents. Once defined, they need to be communicated school-wide and integrated into daily routines.

For example, a school may establish three core behavioral expectations such as:

  • Be Respectful
  • Be Responsible
  • Be Safe

These expectations should be reinforced consistently across all settings, including classrooms, hallways, and common areas.

2. Teaching and Reinforcing Positive Behaviors

PBIS places a strong emphasis on teaching students how to meet behavioral expectations. Schools should integrate behavioral instruction into the curriculum and daily interactions. This involves demonstrating the desired behaviors, practicing them with students, and providing feedback.

Additionally, positive reinforcement is key. Schools should recognize and reward students for displaying positive behaviors. Rewards might include verbal praise, certificates, or privileges. By consistently recognizing students for their good behavior, schools can create a culture where positive actions are the norm.

3. Data-Driven Decision Making

Data plays a crucial role in PBIS implementation. Schools should regularly collect and analyze data related to behavior, such as the number of office referrals, suspension rates, and attendance records. This data helps identify patterns and trends, allowing schools to make informed decisions about where interventions are needed.

For example, if data shows that behavior problems tend to occur during transitions between classes, the school can implement targeted strategies to address these challenges. Data-driven decision-making ensures that resources are used effectively and that interventions are tailored to students’ specific needs.

4. Consistent Consequences for Misbehavior

While PBIS focuses on positive reinforcement, there must also be consistent consequences for misbehavior. However, these consequences should be educational rather than punitive. The goal is to help students understand the impact of their actions and learn from their mistakes.

For example, instead of suspending a student for disruptive behavior, a school might use restorative practices, such as mediation or conflict resolution, to address the issue. This approach helps students develop problem-solving skills and take responsibility for their actions.

5. Ongoing Professional Development

Successful PBIS implementation requires ongoing professional development for all staff members. Teachers, administrators, and support staff need to understand the principles of PBIS and how to apply them in their daily interactions with students.

Professional development sessions should focus on strategies for reinforcing positive behaviors, managing challenging behaviors, and using data to guide decisions. Schools may also benefit from coaching and support from PBIS specialists to ensure that the framework is being implemented with fidelity.

Implementation Strategies for PBIS

Implementing PBIS effectively requires careful planning and collaboration among all stakeholders. Here are some strategies to ensure a successful implementation:

1. Form a PBIS Leadership Team

A PBIS leadership team should be established to oversee the planning and implementation process. This team typically includes administrators, teachers, counselors, and other staff members who are committed to the PBIS framework. The team is responsible for coordinating efforts, monitoring progress, and making adjustments as needed.

2. Involve the Whole School Community

PBIS works best when the entire school community is involved, including students, parents, and staff. Schools should actively seek input and participation from these groups to ensure that everyone is on board with the behavioral expectations and goals.

Involving students in the process is especially important. Student leaders can play a key role in promoting positive behaviors and setting a positive tone for their peers.

3. Start with Tier 1 Supports

When first implementing PBIS, schools should focus on Tier 1 universal supports. This includes establishing school-wide behavioral expectations, teaching those behaviors to all students, and consistently reinforcing positive actions. Once these foundations are in place, schools can begin implementing targeted and intensive supports for students who need additional help.

4. Use Data to Guide Continuous Improvement

As mentioned earlier, data is a crucial component of PBIS. Schools should collect and analyze behavioral data regularly to assess the effectiveness of their interventions. This data can help the leadership team identify areas for improvement and make necessary adjustments to the PBIS framework.

5. Celebrate Success

Finally, schools should celebrate their successes along the way. Whether it’s a reduction in disciplinary referrals or an improvement in school climate, acknowledging these achievements helps build momentum and reinforces the value of PBIS.

Conclusion

Positive Behavior Interventions and Supports (PBIS) is a comprehensive framework that helps schools promote positive behavior, improve student outcomes, and create a supportive learning environment. By focusing on prevention, teaching, and reinforcement, PBIS provides students with the tools they need to succeed both academically and behaviorally.

When implemented effectively, PBIS can transform school culture, reduce behavioral problems, and foster a sense of community and responsibility among students. Schools that embrace PBIS will be better equipped to meet the diverse needs of their students and create a positive, inclusive environment where all learners can thrive.

Also Read: Did you know? Your future teachers are already hired

Did you know? Your future teachers are already hired

Are you facing another year of vacancies in your building? ED.gov reports there are still 95,000 fewer public education employees supporting our students next year compared to pre-pandemic levels.

The U.S. has faced recurring teacher shortages for decades, a situation exacerbated by the COVID-19 pandemic. In 2024, all 50 states reported teacher shortages in at least one subject area. These shortages vary significantly across states and districts, influenced by differences in pay and working conditions. However, a consistent trend is that schools serving larger numbers of low-income students and students of color—as well as subjects such as special education, mathematics and science—face the most severe shortages.

At the same time the Bureau of Labor Statistics is reporting that after-school workers grew by an average of 9% and that this workforce is on track to continue to grow over the next five years. Some explanations for this growth might include ESSER summer learning requirements and a low unemployment rate. Lower unemployment rates create the need for more childcare services for working families.

As school leaders, we grow talent, which then grows student learning gains. And that talent growth leads to upward mobility in our communities. One of our best under-tapped resources are staff who work in out-of-school time (OST). According to the Afterschool Alliance, these are professional staff that often reside in the neighbors surrounding our schools. They may also have their own children enrolled in the school, making program quality a personal priority.

Whether you are a principal, HR leader or superintendent, what steps can you take to begin ‘growing your own’ from the OST pipeline?

  1. Arrange for time with the OST Director. Ask them about program quality and whether or not the OST program has engaged in a program quality assessment (PQA). Talk with them about their staff. The OST director recruits, hires and trains diverse staff members who already work closely with students and families. Ask them, who are the natural program leaders? What are their future plans?
  2. Set up time to do an OST walk together. Notice the quality of the program. Is there a link between the instructional day and after school beyond “homework time”? Are there enrichment activities that the students are responding to? Who is leading those activities? Those are the people you want to talk with.
  3. Talk to OST staff that you and the director agree might be interested in expanding their professional practice into the school day as a teacher or other professional. Make arrangements for that person to spend time in a school day setting by pairing them up with a teacher leader on campus.
  4. If they’re interested, develop a short-term support plan to connect that person with your school system’s transition to teaching program. Make time to check in with them and the OST director on their progress.
  5. If possible, consider monetary incentives to boost their pay. Retaining OST staff poses its own challenges. Most staff report lower pay as a primary reason for leaving the job. Investing in a professional growth plan that includes compensation is a win/win for these staff who work with students for more hours per day than in-school time staff.

OST connections to the school day are powerful. These connections offer not only extensions of learning and enrichment, they offer a potential pipeline of high-quality future teachers. We recommend these five steps to encourage collaboration with OST directors, evaluate program quality and engage all OST staff.

It may even lead to your next new teacher, one with community understanding and prior experience in working directly with your students, ultimately enhancing student learning and community well-being.

Faculty learning communities: Why they’re still a great idea

Faculty learning communities provide faculty with the chance to work in a trans-disciplinary fashion on matters of importance to a cohort or a particular topic for the cohort to work on.
ByDana Godek & Van Williams

Faculty learning communities (FLC) as an approach to improving pedagogy have their roots in 1979 when the first FLC was launched at Miami University by Dr. Milton D. Cox. FLCs have since expanded to include making teaching and learning visible efforts, like those at the University Colorado, Boulder, to professional learning communities, communities of practice, to its natural outgrowth as professional organizational development programs.

FLCs provide faculty with the chance to work in a trans-disciplinary fashion on matters of importance to a cohort or a particular topic for the cohort to work on. Whether part of teaching and learning centers, centers of teaching excellence or faculty cohort pedagogy fellowships, the number of FLC-related activities on campuses in the US and globally is a testament to the benefit of the instruction, faculty and, ultimately, students.

While there is a distinction between terms like faculty learning communities, professional learning communities and communities of practice, for purposes of this article, there are enough fundamental similarities between the three to consider them all to fall under the umbrella of “learning communities”: they all understand that learning and instruction are socially situated, and both contribute to improved teaching and learning.

Encouraging participation in faculty learning communities

The institution, of course, is essential in creating and sustaining an FLC effort. Many institutions choose to locate their established FLC activities in the provost’s office and offer faculty participation through application. In contrast, others prefer to house the FLC efforts in centers for teaching excellence—suggesting a high level of commitment in the university hierarchy.

The support for FLCs can be demonstrated through the means available to the institution, such as class release, stipend for participation and showcasing and rewarding faculty projects. These efforts could help to encourage hesitant faculty to engage FLCs. Instead of potentially “telling faculty that what they have been doing for the past five, 10,or even 30 years may not be the most effective approach—especially for today’s students” (Brownwell & Tanner, 2017), participation in an FLC can be framed as an opportunity for focused work on pedagogy and recognition of that work.

Creating participation: New faculty

The traditional model for FLCs concentrates efforts on teaching or a particular organizational topic; more recent models focus on widening the scope of the FLC to concentrate on new faculty hires to orient new faculty to the changes in teaching and professional expectations. As such, FLCs become a tool for retention.

New faculty hires can benefit from FLCs that are designed for new hires. Beyond the typical institutional orientation, new faculty FLCs can be designed for eight areas of importance in higher education (Beane-Katner, 2011, p.93) and help to enculturation the new faculty:

  • Solid grounding in their fields, as well as the ability to address interdisciplinary questions;
  • Knowledge about the learning process and a wide range of teaching strategies;
  • Ability to incorporate technology in their pedagogy;
  • Understanding of the concepts of engagement and service in their institution and how scholarship can link to service;
  • The capability to communicate effectively with various audiences on and off campus;
  • Experience working with diverse groups;
  • Appreciation of institutional citizenship, and
  • Understanding and appreciation of the core purposes and values of higher education.

This eight-step orientation process involves cognitive changes and emotional and social dimensions, thereby fostering a comprehensive transformation. The process underscores the role of experiential activities and contextual awareness in facilitating this learning process, promoting a deeper understanding of personal and situational influences on beliefs and actions. Future research should focus on the subjective aspects of transformative learning, such as the impact of relationships and emotions on critical reflection and learning outcomes.

These areas of importance are well-suited to a learning community approach as faculty development. They could allow institutions to move beyond the traditional new faculty orientation model (93).

Indeed, the enculturation of new faculty shouldn’t be limited to tenure-line hires, especially in the current climate of disappearing tenure lines and increasing contingent faculty. An FLC approach that mixes more senior faculty with contingent faculty would help both groups: senior faculty can better understand opportunities for teaching or topic-based cohort activities by including the perspectives and approaches of contingent faculty to develop mutually beneficial projects on teaching research. Especially since contingent faculty are often juggling multiple courses at multiple institutions, an FLC could help to foster belonging (Ahlers, et.al)

The future of FLCs will continue to expand beyond encouraging faculty pedagogy and scholarship. Positioning faculty to engage opportunities for interdisciplinary scholarship and support through FLCs will help move both engagement and application.

Large Urban Culture Looks Good in Data and in Life, Fort Worth, TX

Fort Worth Independent School District (FWISD) is solving the need for culture and climate strategy on high-needs campuses. The new model is so successful it was featured at the International Social & Emotional Learning Exchange, 2023 and its Executive Sponsor, Dr. Cherie Washington, received a 2023 District Administrator Leadership Institute Annual Distinction Award. Working with EduSolve, the team used a collaborative developmental methodology and created a common delivery framework that establishes the foundation for equitable outcomes to meet the individual needs of each and every child.

The project began by organizing cross functional teams that represented academics, behavior/climate, schools, equity and inclusion, and technology solutions to catalyze their shared vision for MTSS and promotion of emotional health. As a team, we piloted a new practice guide with priority schools showing a high level of culture challenges. These schools are identified using a composite score of attendance, discipline, and academic performance outcomes. FWISD has reduced the number of these schools from 17 to 13 in the first six months of implementation.

Small District, Big Results

Whitehall City Schools, Whitehall, OH

We built the framework for strategic planning tapping into authentic community engagement.

Stakeholders are clear, they want the school district: “Ensuring a Secure Finish, Achieving Resilience”. This is the community-wide proactive initiative and focal point for the conclusion of the school year, and strategic plan formation underway now. EduSolve redefines

parent engagement in public schools through our campaigns on active involvement, collaboration, and participation of parents or guardians in their child’s educational experience. It goes beyond traditional parent-teacher interactions and involves parents taking an active role in supporting their child’s learning, attending school events, and contributing to the overall school environment.

Open educational resources: How access continues to expand

Open educational resources remain an affordable alternative to pricey textbooks to increase accessibility and as an opportunity for faculty to customize their course textbooks.
ByDana Godek & Diane Q. Beltran

The fall semester will soon be here and students will be buying … no, renting … no, just picking up their books from the bookstore. And some students won’t pick up any. Three trends have emerged over the past decade: renting books instead of buying them, having colleges pay for the rental or bypassing textbooks altogether and using open educational resources (OER).

In its quest to make college “more affordable”, many colleges have opted for no-cost textbooks (and they usually are printed books) for students. No-cost in the case applies only to the rental of the textbook for the semester; at the end of the semester, the books are returned and if they aren’t, the student receives a bill. Whether this helps to make college more affordable is debatable. What isn’t debatable is the hundreds of dollars needed to buy textbooks at the beginning of the semester.

College textbooks are expensive. Based on a 2020 review of 52 contracts at 31 institutions serving 700,000 students, “the rapidly increasing cost of textbooks has students now spending over $3 billion of financial aid dollars each year on course materials.” The average cost of textbooks for undergraduates and graduate students per academic year, along with increases in textbook and course materials from 2011 to 2023 AY, according to Melanie Hansen’s report for the The Education Data Initiative.

Of interest in the report is the agreement by college faculty that textbooks are too expensive for students. And this includes e-books, which are no longer the lower-cost alternative to printed and bound books.

What can be done, beyond free book-rentals, is something that college librarians have been advocating for years now: the use of open educational resources as an affordable alternative to pricey textbooks to increase accessibility and as an opportunity for faculty to customize their course textbooks. There are several regional consortiums in the US who have been working with The National Consortium for Open Educational Resources (NCOER) to increase the availability of open educational resources materials to colleges.

Through NCOER, a searchable library of materials by submit can be found here. Adopting textbooks is easy, though understanding the language of the Creative Commons Licensing is helpful, since some OER textbooks require attribution before modifications, and others don’t.

OER books also increase the exchange of ideas between scholars. An example is the WAC Clearinghouse, which has created a library of open-access textbooks for college-level writing courses. Over the past five years, the WAC Clearinghouse and its sponsoring institution, Colorado State University, have been offering many of their peer-reviewed, high-quality scholarship as free online texts. If readers want a hard copy, the printed version is available at a cost.

This kind of OER is part of the Open Education movement, which encompasses resources, tools and practices that are free of legal, financial and technical barriers and can be fully used, shared and adapted in the digital environment (SPARC).

I understand that some faculty departments require the assignment and use specific textbooks, some don’t. And then there are faculty like me whose preferences for the type and mode of textbook varies, depending on the course they teach. I’ve developed a preference for textbooks: printed text vs e-book from the college library vs. open educational resources vs. a series of PDFs (with citations, of course) depending on the course, the number of students and the course level.

Some courses I insist on a particular textbook because of its content and usability for students outside the college environment. Some courses, I’ll shortcut the bookstore entirely and provide links to the e-book at the library. Some courses I have to knit together excerpts from OER textbooks. Some courses, I use the OER that member of my department wrote, and some courses, I use the OER that member of my department wrote.

Fortunately, the library of resources across all subject areas in higher ed continues to grow, so that I can continue to use open educational resources for many more semesters.

MTSS, Fulfilling the Promise of Personalized Learning

Cambridge Public Schools, Cambridge, MA

MTSS fidelity of interventions is up, way up! How do we know? We see it in the data. EduSolve customized a propensity matching intervention approach and observation tool so leaders can see, review, and continuously improve. Climate and culture gains are real and sustainable in student motivation, community building and cooperation.

Optimizing Special Education Services in Henrietta, NY

The Rush-Henrietta Central School District, recognized for its commitment to inclusive education, sought to optimize its special education services to better meet the needs of its diverse student population. The EduSolve team was brought in to help restructure the district’s approach by validating successes, identifying improvement areas, and streamlining resources and investments. The district faced several challenges, including inefficiencies in resource allocation, variability in program effectiveness, and a growing need to align special education practices with best practices nationally.

The project team conducted a comparative analysis between the district’s current practices and those of high-performing special education programs nationwide. The team analyzed student performance data and program costs to pinpoint areas for financial and educational optimization. The evaluated of existing state of special education services, focusing on assessment practices and response to intervention processes supported the design of restructured staffing models to optimize staff levels and qualifications, reducing reliance on outsourced services.

The project led to significant improvements across the district’s special education services:

  • Enhanced Resource Efficiency: Optimized use of resources led to cost savings and better allocation of staff and space.
  • Improved Program Effectiveness: Alignment with national best practices and local needs significantly enhanced the quality of services provided to special education students.
  • Increased Staff Capacity: Revamped training and development programs empowered the existing staff, reducing the dependency on external providers.

The project team successfully restructured the special education services, demonstrating the impact of a methodical, data-driven approach on enhancing educational outcomes for students with special needs. This case study highlights the importance of adaptive strategies in special education to ensure that all students receive the support they need to succeed.