EDUC 5313 - Isabel Pisano's Blog

The two articles I chose to compare were "Making the Most of Progress Monitoring" by Lee Ann Jung and "Doing RTI Right" by Michelle Bryson, Angela Maden, Laurin Mosty, and Susan Schultz. These two articles share several similarities in their approach to implementing Response to Intervention (RTI) and addressing the challenges that come with the implementation on campus's. Both articles do emphasize the need for interventions being well-planned with clear processes, measurable outcomes, and consistent implementation. In both articles, the authors stress the importance of moving away from intuition based decisions and instead using quantitative data to guide interventions and monitor progress. Quantitative data should be collected through weekly progress reports, universal screenings, and curriculum benchmarks to show what the student is learning  (Bryson et al., 2010). Both  articles argue the “ handoff ” method is what we are seeing most commonly in schools. T...

     Central Office Supervisors can impact instruction in so many different ways. They support teachers and administrators on campus, play a role in curriculum development, ensure district adherence to state standards, and put on professional development for teachers and staff to further better themselves.  The central office supports all teachers within the district and fosters growth and leadership among the staff. They provide professional development opportunities for teachers that are interested in leadership roles on their campuses , help enhance their instructional practices and assist teachers having difficulties in the classroom (F. Grove, 2024). Central office supervisors also play a role in curriculum development through adopting new textbooks, writing curriculum, going through state assessment data, and creating supple mentary materials to better support teachers within the district .        The difference between a Central ...