Areas of Focus
Authentic Learning Spectrum
Authentic learning is dynamic, transitioning from teacher centered to student centered. Providing students with opportunities to gain deep mastery of skills, information, and processes acquired through cognitive rigor and assessed with depth of knowledge (DOK) instills the confidence to adapt to complex problem solving of relevant real world industry challenges. Extending beyond explicitly taught standards produces flexibility for creatively generating solutions to relevant topics. By making the transition from teacher-centered to student-centered, gaining mastery of learning becomes stimulating and innovative for both educators and students.
Instructional Technology (SAMR)
High-quality instruction requires thoughtful lesson design that includes reviewing one’s pedagogical and content knowledge prior to making decisions about the integration of appropriate technology. The Substitution, Augmentation, Modification, and Redefinition (SAMR) model provides a technique for moving through degrees of technology integration from simply substituting the tool to enhance the lesson to utilizing technology to redefine the task in a transformational way.
The Portrait of a Graduate embodies RUSD’s expectation for all students to be college, career, and world ready. The “Portrait” outlines the knowledge, concepts, skills, and habits that educators will foster in each student. As our district embraces the Portrait of a Graduate, students will be expected to demonstrate their proficiency of essential learning. The graduation competencies are the first step of these essential learning components.
Digital Citizenship and Digital Literacy
RUSD’s expectation is that every student will be exposed to the content within their grade level’s Digital Citizenship lessons. In addition to the law, we have an ethical obligation to guide our students with their online navigation, collaboration or socialization, and creation of digital content with technology tools in our schools. Furthermore, it is important for our students to be digitally literate. It is our goal to help students use information and communication technologies to find, evaluate, create, and communicate information, requiring both cognitive and technical skills.