RIC- Establishing Classroom Communities for Student Success
The most effective classrooms set students up for success by building strong relationships, taking an instructional approach to behavior and social-emotional learning, and arranging the environment to maximize learning and minimize challenging behaviors. The most effective teachers, set up effective classrooms and then engage in ongoing self-reflection to ensure continued success and continual improvement. This course explores what it takes to build classroom communities that support ALL students, providing practical tools to plan, or improve your classroom.
Intended Audiences
Teacher Candidates in RIC SPED 210 and 503
Course Type
Self-Paced
Recommended # of PLUs
*1-9 PLUs
RWU Student Teaching SOR Awareness PD
The purpose of this professional learning community is to come together as senior teacher candidates with assigned university clinical educators to explore and meet the Science of Reaching (SOR) and Structured Literacy awareness competencies, as outlined by the Rhode Island Department of Education (RIDE). This SOR professional development will serve as a foundation for all RWU teacher candidates seeking state licensure from our programs. During senior residency, candidates will engage in learning activities that further demonstrate their commitment to self-growth, reflection, and elevating student access to content that will support their success via an MTSS practice lens.
This PLC requires an enrollment key. You can find your enrollment key on your Syllabus in the Textbook and Virtual Engagement Resources sections.
Intended Audiences
Restricted to RWU Student Teaching Seminar Candidates
Course Type
Professional Learning Community
Recommended # of PLUs
5 PLUs
Fraction Face-Off! (2024-2025 Study Participants)
If you are looking for an evidence-based intervention targeted upper elementary, this course will give you just that - Fraction Face-Off! (FFO). FFO is a small-group Tier 2 intervention designed to promote fraction understanding for students with math difficulty. This intervention was previously identified by the What Works Clearinghouse (WWC, 2020) as an intervention that may increase student achievement in geometry and measurement, number and operations, and general mathematics achievement as outlined in this Fraction Face-Off! Intervention Brief.