Large scale meta-analyses (Hattie, 2009; Marzano & DuFour 2011) have concluded the key to accelerating student achievement is figuring out how to significantly improve typical daily instruction. MTSS can potentially be the vehicle for this improvement IF leaders grasp the imperative of focusing squarely on improving core Tier 1 instruction. Improving daily instruction requires leaders to intentionally create a school culture that ensures every teacher is actively involved in the process of giving and receiving actionable feedback grounded in a shared focus on a limited number of potent, evidence based practices. Simply forming PLCs and other talk based forums for teacher collaboration are necessary but rarely sufficient to significantly "move the dial" in terms of measurable instructional improvement. Implementation considerations at the district and school levels will be highlighted and specific tools to support capacity building will be shared. Dr. Feldman will share multiple practical examples of how elementary and secondary schools are dramatically improving the quality of routine classroom teaching in a culture of "Public Practice", which one could argue is the "holy grail" of instructional improvement.
Check back after May 15th.
Dr. Kevin Feldman is the Emeritus Director of Reading and Intervention with the Sonoma County Office of Education (SCOE) and an independent educational consultant working with publishers, schools, and districts across the country and in Asia. Dr. Feldman serves as lead consultant to a number of RTI/ CCSS Instructional improvement related projects around the country supporting a rigorous effort to improve content area literacy or Tier 1 instruction in grades K-12.