How do we really know whether all our students are learning what they need to learn? We’re blessed with wonderful teachers, eager students, and supportive parents, so that may sound like a crazy question. What prompts me to ask it, however, are what I see as two flaws in our current system.
The first flaw is that we lack a clear enough set of specific learning targets by subject and grade level. The second is that we mostly wait for end-of-year assessments to see whether students learned what we need them to learn.
To correct these flaws, we first need to agree on priority learning targets, and then we need to devise a way to measure student progress toward those targets on a regular basis. By compiling and analyzing student performance data, we’ll know whether each student is grasping key concepts, and we’ll be able to intervene right away to keep students from falling behind.
That’s the basic thinking behind the Teaching and Learning Plan, on which a core group of teachers and administrators have been working. This guide represents some of the work that has been completed on this effort.
As we’ve worked on this, I’ve been reminded of the way many of us probably learned math – or didn’t learn it. Either we understood it or we didn’t, but
regardless, the class moved forward, leaving some students behind. We weren’t frequently assessed against a set of priority learning targets. The result was that some of us never grasped key concepts, never moved on to higher levels of math, and were deprived of a wide range of options later in school and in life.
I don’t want this to happen to any of our students, because I truly believe we have a moral responsibility to do all we can to reach and teach every student. The only way we can do that, however, is by knowing whether students are learning – and knowing it while we’re teaching, not after the fact, so that we can intervene and help them right away.
This initiative isn’t about asking our teachers to do more. It’s about doing things differently, more efficiently, and more effectively, for the benefit of all students. Our budget will be impacted as well, as this effort requires a strong commitment to provide ongoing training and support for teachers, and eventual adjustments to curriculum so that it meshes with our learning targets.
In my first year as superintendent, I’ve been helped by so many members of our staff and our community. One of the things they’ve all impressed upon me is their pride in District 129’s tradition of excellence. I respect that tradition, and intend to continue to build on it.
You’ll be hearing more about the Teaching and Learning Plan as we move forward. In the meantime, I’d like to know what you think about it. Please
e-mail me your comments or questions to jrydland@sd129.org.
How do we really know whether all our students are learning what they need to learn? We’re blessed with wonderful teachers, eager students, and supportive parents, so that may sound like a crazy question. What prompts me to ask it, however, are what I see as two flaws in our current system. 
