As a new team member on the district-level leadership team, I will soon have the opportunity to share the impacts of SIM on student success, especially for our most at-risk students. Research from the CRL at KU has outlined a school-wide tiered framework to effectively address alarmingly poor literacy levels for all students, particularly at the secondary level. To implement change, we must have actionable steps clearly defining a path that brings us closer to success for all. By creating reciprocal conversations and partnerships with all the adults that are working together to better educate our students, we are able to create the change we want to see. This will start with a focus on learning strategies (LS).
I will work to strengthen current relationships with SIM cohorts as well as, identifying and developing new avenues. Several EC resource teachers within my district, Randolph County Schools, have participated in LS professional development sessions and will collaborate to plan for and promote fidelity of implementation. We will work to develop teacher resources that will allow newly trained teachers to teach LS in their classrooms. This will allow for collaboration amongst stakeholders to ensure all students have access to evidence-based practices to develop needed literacy skills. Plans will be made to train more teachers across the district to help operationalize standard treatment protocols available for all students, across all MTSS tiers. It is imperative to strengthen our ability to identify and intervene with student weaknesses in order to prepare our students for their post-secondary goals. Initially, this will concentrate on small group special education classes and move towards strategies being embedded into general education classrooms. This will require substantial buy-in and support from administration and perhaps, more importantly, a solid reliance on the partnership principles with teachers. Once we have facilitated a standard of SIM LS as a way to grow and monitor small group EC students, this can be spread into inclusion classrooms and later into general education classes with learning strategies being taught to students by general education teachers.
Secondarily, I will work to reduce the fragmentation of education our students endure by introducing and installing content enhancement routines to strengthen our core instruction. This work will require a future commitment to pursuing my ability to teach CERs as well. Research shows us that having solid consistent routines over time and across grades and subjects reduces the cognitive load required for our most consistently struggling readers. SIM LS help educators maximize instructional time and allow teachers to develop as leaders in areas of interest. Long-term work will surely reflect in the skills and abilities of the next generation.
SIM Learning Strategies Professional Developer
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