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Results Customized
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Results Customized to Meet Your Needs
Enhanced Out-of-School Time
In 2021, the teachers and staff of Lytle Independent School District were recovering from the pandemic when the district received a grant to implement summer programming for K-5 students. While most high schools and even middle schools have offered summer school, most elementary schools had not until the need for more instructional time became so apparent after missing so much school–however, they faced challenges in implementing both academic and enrichment offerings.
The staff of Resources for Learning began working with Lytle staff to put plans in place for the Jolly Roger Summer Camp in summer 2022. Building teacher and community buy-in were first on the list. Though many students were behind academically, families and students were used to the freedom of unstructured activities and a change of pace over the summer months. Within the district, each department had to get on board–from transportation and food services, curriculum and instruction to the finance office. Each department had to develop and implement new summer services.
Though RFL was working with other schools and districts on this initiative, each had its own needs and planning that worked for each context. Meeting weekly and as needed throughout the spring, the RFL project manager worked with the Lytle project manager to facilitate stakeholder group meetings, develop communication plans, implement teacher and student recruitment campaigns, design professional learning, and document student outcomes.
Summer programming 2022 was a huge success, and RFL and Lytle ISD have continued their partnership in 2023 for an even more exciting, productive Jolly Roger Camp!
Equitable Improvements
When Fulton County Schools began its Every Child Reads initiative to align all reading instruction with the Science of Reading (SoR), they enlisted Gibson Consulting and Resources for Learning to better understand Reading English Language Arts (RELA) teachers’ use of literacy resources, their instructional practices, and their perceptions of the initiative. Our team has worked with the district in several ways as they set out to systematically implement extensive reforms in teaching and learning.
As described in this article, district leaders suspected they had an issue with an inconsistent use and wide variety of literacy teaching materials and instructional practices, but they didn’t know the extent of the problem. Our team conducted a landscape and gap analysis to learn what was happening in K-12 classrooms and made recommendations for the district to incorporate into Every Child Reads.
Another challenge the district faced was communicating a clear picture of what the SoR looks like in classrooms. Our team of literacy experts revised the county’s existing observational rubrics to provide a comprehensive picture of evidence-based reading instruction followed by training for the county’s instructional literacy coaches.
In year two of the initiative, the district evaluation team wanted to hear directly from teachers about how the initiative was being implemented in schools and how they felt about the initiative. To gain this critical insight, our team conducted year-long focus groups that provided teachers and literacy leaders a safe, collaborative space to share their perceptions and connect with their peers across the county.
Role-specific Professional Learning
Many educators express concern about professional development that, while interesting or engaging, doesn’t provide the tools necessary to deliver high quality CTE Programs of Study. The Texas Education Agency Division of College, Career, and Military Preparation (CCMP) listened to its constituents and engaged Resources for Learning to develop a series of professional learning opportunities designed specifically for CTE district administrators, school administrators, and school counselors. Not only was the professional learning to be role specific but also tailored to the number of years professionals have served in their roles (0-5 years and 5 or more years).
The Strengthening Career and Technical Education for the 21st Century Act (Perkins V) was reauthorized in 2018. The Perkins Texas State Plan, has raised the bar for CTE in Texas. Administrators and school counselors needed support in applying new requirements in Programs of Study, industry-based certifications, funding, and graduation requirements, but they didn’t all need the same information or need to apply new learning in the same ways. The professional learning series provides educators an opportunity to participate in the sessions that meet their specific needs.
Using subject-matter experts and a statewide training of trainers model, RFL has worked with TEA to offer the beginning administrator and counselor training in 20 regions across the state, RFL is rolling out modules for experienced administrators and school counselors with a focus on planning for comprehensive K-12 college and career readiness, CTE program evaluation and expansion, and best practices for supporting CTE teachers.
On June 6 and 7, I had the opportunity to participate in the Data-Driven Decision Making, and Partnerships sessions offered through the Education Service Center….One of the most valuable aspects of the Data-Driven Decision-Making session was the attention to detail on reports to help guide best practices. The thoroughness of the sessions will help CTE administrators improve processes at their districts. During the Partnerships session, I enjoyed the allocated time to collaborate with other ISDs along with recommendations to help increase partnerships with business and industry experts.
I appreciate this opportunity provided to CTE administrators, as I know that others found it to be as beneficial. I look forward to utilizing my knowledge from these sessions to make a greater impact in my district.
Sincerely,
Bernardo Romo Garrido
Career and Technical Education Coordinator
Jubilee Academies
Scaffolded Solutions
Ensure a bright future for new teachers
Effective mentoring and induction programs provide crucial guidance and support to help new teachers succeed. Scaffolded Solutions is your comprehensive support system for beginning teachers as they navigate their first years in the classroom.
Scaffolded Solutions draws on over 20 years of experience developing, implementing, and evaluating beginning teacher induction programs. Participation includes the following:
Professional Learning that builds the knowledge base for mentors, mentor program coordinators, principals, and new teachers:
Research-based training for mentor teachers that focuses on the critical three-year period when beginning teachers often leave
Guidance for mentor program coordinators and principals that helps schools and districts build systemic induction programs
Professional development that helps beginning teachers master the competencies required for student success
An Online Platform provides tools that facilitate quality interactions between beginning teachers and their mentors and principals and that help districts manage sound induction programs:
Guided dialogues that provide structured learning opportunities between mentors and beginning teachers
Progress evaluation and reporting tools that help illuminate areas for individual and program growth based on self-assessments, shared-observation feedback, and site usage
Webinars that offer relevant developmental training and strategies for mentors and mentees to build on their knowledge about working collaboratively and with students
Newsletters that provide continued support throughout the school year, with up-to-date resources and classroom tips
Program development and implementation that customizes induction programs to meet specific district and beginning teacher needs. Since 2010, Scaffolded Solutions has supported beginning teachers in 62 districts across the state of Texas.