Lawrence Township is strategically engaged in three major initiatives all focused on improving student learning & success.  Each initiative has a professional development framework along with support and resources.

• Cultural Competence - What we believe about all children and how that belief system influences our practice.
• Project Approach - Authentic and relevant learning opportunities. 
• Response to Instruction - Ensuring that instruction matches the learning needs of each student.

Click on poster to see larger image.

Ensuring Equity Through Cultural Competence

Resource Links:   

• Pacific Educational Group 

Read the bold new equity policy approved by School Board of the MSD of Lawrence Township at the regular board meeting held
on December 14, 2009.

Cultural competence requires that organizations:

• "have a defined set of values and principles, and demonstrate behaviors, attitudes, policies and structures that enable them to work effectively cross-culturally.
  
• have the capacity to (1) value diversity, (2) conduct self-assessment, (3) manage the dynamics of difference, (4) acquire and institutionalize cultural knowledge and (5) adapt to diversity and the cultural contexts of the communities they serve.
  

• incorporate the above in all aspects of policy making, administration, practice, service delivery and involve systematically consumers, key stakeholders and communities.” (Source: http://www11.georgetown.edu/research/gucchd/nccc/)

Contact Information

For more information, contact Dr. Sharon Smith, Director of Continuous Improvement, 317-423-8320.

Project Approach

Resource Link:  

•  Project Approach

The Project Approach refers to a set of teaching strategies that enable teachers to guide children through in-depth studies of real world topics. The Project Approach is not unstructured. There is a complex but flexible framework with features that characterize the teaching-learning interaction. When teachers implement the Project Approach successfully, children can be highly motivated, feel actively involved in their own learning, and produce work of a high quality.  A project is defined as an in-depth investigation of a real world topic worthy of children's attention and effort. The study may be carried out by a class or by small groups of students.

Children learn in different ways, have different styles, and build on very different backgrounds of experience. They also achieve at a higher level in school if they are interested in what they are doing and interests can vary considerably within an average class group.  Projects can be undertaken with children of any age. They do not usually constitute the whole educational program. Younger children will play and explore as well as engage in projects. Older student's project work will complement the systematic instruction in their program.

Both research and developments in education have recently led to instructional innovations designed to make the classroom into a learning environment which is more responsive to the varying learning needs and interests of individual children. Children are expected to work cooperatively on complex and open-ended tasks as well as follow instructions in step by step learning. The project approach provides one way to introduce a wider range of learning opportunities into the classroom. (Source:  http://www.projectapproach.org/index.php?option=com_frontpage&Itemid=1 ) 

Contact Information

For more information, contact Erika Radford or Natalie Stewart.

Response to Instruction

Resource Links:  

• Instructional Consultation Teams
• Wrights Law

 “Response to Instruction (Intervention), RtI is a framework for prevention and early intervention for ALL students to ensure that they are learning and progressing adequately when provided with high quality instruction and intervention.  RtI, is an integrated, data-based decision making three tier model for Academic and Behavioral Supports. It is an overall integrated system of service delivery.  Inclusive in the integrated model is core curriculum, instruction, and learning environment; targeted and supplemental supports; as well as intense, individualized support.

Instructional Consultation Teams represent a comprehensive support team model that uses a trained team of school-based professionals. The primary goal of Instructional Consultation Teams is to create and maintain student success within the general education environment by improving instructional support practices. Results of the process, include increased student performance, enhanced teacher performance, utilization of more researched-based interventions in the general education classroom, and more positive learning environments with an emphasis on what students know." (Source: http://www.icteams.umd.edu/)

 You can learn more about RTI and Instructional Consultation Teams in this Focus on Results online article.

For more information about RTI in MSDLT, contact Dr. Joseph Wade.