While teachers continue to use student performance data to guide instructional and curricular changes and interventions at Rutland High School, it is equally important to put this data into the hands of our students.  Studies from multiple meta-analyses demonstrate that meta-cognitive strategies, such as students monitoring their own progress relative to the standards they’re meant to learn in a course, have a huge impact on achievement.  Rutland High School teachers are increasingly being more transparent about the specific skills, concepts, and content students should be learning in their classes in an effort to help them answer three essential questions: Where am I? Where am I going? How do I get there?

Rutland High teachers are developing this approach to instruction and learning thanks to professional development trainings led by educational consultants Cassandra Erkens and Rick DuFour. RHS thanks Ms. Erkens and Mr. DuFour for sharing their expertise.