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We know that high-quality teachers make all the difference in the classroom.

Raise professional standards for teachers. Improve salaries and working conditions. Reinvent teacher preparation and professional development. Encourage and reward teacher knowledge and skills.

Login with Take a note right away wherever you are Access lino from your home, office, or even on the road and post a sticky note online whenever you need! Reminders on your special days or deadlines Set due dates on your stickes, and you will receive an Email reminder on the morning of the due date. Free layout of your pictures and videos You can arrange your pictures and videos as you like and share them with your friends. Share your ideas with your group members By creating a group, lino becomes an ideal tool to share your ideas with your friends and colleagues.

Differentiation does not take place overnight; think of it as a wonderful work in progress. Once I felt comfortable with one aspect of differentiation, I would begin to add something new. For example, I first explained to my students and their parents what would be taking place that year and how it would affect their learning in a positive manner. I then added small things such as allowing my students choices in their reading and writing.

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First: Emphasize good teaching, not good technology. Most faculty members want to learn things they can use, and can use quickly, to address teaching and learning. They want to become "end users" of technology, not technicians who must stay abreast of every new development in hardware, software, and programming skills.

can deepen student learning by supporting instructional objectives

ind creative and constructive ways to integrate technolog

y into your class.

OverviewA survey of teachers who instruct American middle and secondary school students finds that digital technologies have become central to their teaching and professionalization. At the same time, the internet, mobile phones, and social media have brought new challenges to teachers, and they report striking differences in access to the latest digital technologies between lower and higher income students and school districts. Asked about the impact of the internet and digital tools in their role as middle and high school educators, these teachers say the following about the overall impact on their teaching and their classroom work: 92% of these teachers say the internet has a “major impact” on their ability to access content, resources, and materials for their teaching 69% say the internet has a “major impact” on their ability to share ideas with other teachers 67% say the internet has a “major impact” on their ability to interact with parents and 57% say it has had such an impact on enabling their interaction with students The survey finds that digital tools are widely used in classrooms and assignments, and a majority of these teachers are satisfied with the support and resources they receive from their school in this area. However, it also indicates that teachers of the lowest income students face more challenges in bringing these tools to their classrooms: Mobile technology has become central to the learning process, with 73% of AP and NWP teachers saying that they and/or their students use their cell phones in the classroom or to complete assignments More than four in ten teachers report the use of e-readers (45%) and tablet computers (43%) in their classrooms or to complete assignments 62% say their school does a “good job” supporting teachers’ efforts to bring digital tools into the learning process, and 68% say their school provides formal training in this area Teachers of low income students, however, are much less likely than teachers of the highest income students to use tablet computers (37% v. 56%) or e-readers (41% v. 55%) in their classrooms and assignments Similarly, just over half (52%) of teachers of upper and upper-middle income students say their students use cell phones to look up information in class, compared with 35% of teachers of the lowest income students Just 15% of AP and NWP teachers whose students are from upper income households say their school is “behind the curve” in effectively using digital tools in the learning process; 39% who teach students from low income households describe their school as “behind the curve” 70% of teachers of the highest income students say their school does a “good job” providing the resources needed to bring digital tools into the classroom; the same is true of 50% of teachers working in low income areas Teachers of the lowest income students are more than twice as likely as teachers of the highest income students (56% v. 21%) to say that students’ lack of access to digital technologies is a “major challenge” to incorporating more digital tools into their teaching

won’t get lost on the day of the test.

to move students toward graduation — is no longer enough.

s nothing less than revolutionizing schools built for another century

The I-RtI Network is a State Personnel Development Grant (SPDG) initiative of ISBE and is administered under a multi-year grant awarded to Lee/Ogle Regional Office of Education 47 in June 2011. The overarching goal of this initiative is to: Improve the learning and performance of all students in grades K-12 by building the capacity of Illinois public school districts and schools to develop, use, and sustain a multi-tiered system of research-based curricula, instruction, intervention, and assessment. The services of the Network primarily involve the delivery of high quality professional development based on adult learning principles and consisting of training, technical assistance, and coaching. For more information and to access numerous RtI-related resources, including a schedule of regional Networking Meetings that are open to all school and district teams, please go to http://www.illinoisrti.org/i-rti-network.