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Session Detail

RLA RBIS Training
An overview of RLA Reseach Based Instructional Strategies

The RBIS are:

  • A set of research-based practices that highlight misconceptions common in the field
  • Topics that require conceptual or philosophical shifts in approach to instruction
  • A set of practices that are supported by research and should be present in classrooms, regardless of instructional materials.
  • Key instructional shifts that are necessary to bring rigorous instruction to life for students.  

This workshop will provide an opportunity to evaluate current RLA practices in the classroom.  Together we will look at the systems in place and explore ways to better meet the needs of ALL of your students

Important Session Information:

Research Based Instructional Strategies (RBIS) are a set of practices that require conceptual or philosophical shifts in the approach to instruction.  The RBIS are 4 content-specific practices that are supported by research and should be present in all classrooms, regardless of instructional materials. The 4 RBIS are:

  1. Foundational Skills: Allow students to devote their mental energy to meaning-making across a wide variety of texts for their own purposes as readers and writers, but they must be taught to crack the code of our language. The instruction must be systematic, meaning it follows an intentional research-based progression.It must be explicit with opportunities for students to read, write, listen, and speak.It must include practice in text-including making meaning of what is read.
  2. Text Complexity: Complex texts are those that provide students opportunities to work with new language, knowledge and ways of thinking. They typically contain more implicit meaning and use unconventional structures, use figurative language or unfamiliar language, assume the reader has life experience that will contribute to his/her understanding of the text, and have literal meaning that is intentionally at odds with the meaning, or the purpose might be implicit or hidden.
  3. Knowledge Coherence: When using a knowledge-based approach we start with the text. Through study of the text itself and what students can gain from it, we practice the skills embedded within the standards. Knowledge helps readers make inferences and resolve ambiguity. Knowledge also helps readers free up working memory by chunking information and helps build vocabulary.
  4. Text Based Responses: Reading, writing and speaking grounded in evidence from text, both literary and informational. Text based responses are critical to students’ literacy development. Writing about what you read strengthens comprehension.

By the end of the day, participants will have a deeper understanding of the 4 RBIS and be able to use this knowledge to make instructional decisions for their districts. 

Dimension 1.1: Standards and Alignment, Dimension 2.2: Content Knowledge and Expertise

Registration for this session has ended

Session ID:
Credits Available:
(6) CPE
Seats Available:
$0.00 (* No Charge)
Contact Person:
Lori Pittman
Haley Maldonado
Jean Williams
Lori Pittman
Assistant Principal, Assistant Superintendent, Curriculum Director, Principal, Teacher (K-3), Teacher (4-5), Teacher (6-8)
Date Time Location
6/14/2023 9:00 AM - 4:00 PM Region 17 ESC - South Conference D
We are passionately committed to developing and nurturing healthy, thriving learning communities across Region 17 by guiding and supporting schools in their quest for excellence.

Get in Touch

Region 17 Education Service Center
1111 West Loop 289 | Lubbock, TX 79416
Voice: 806-792-4000 | Fax: 806-792-1523

Business Hours: Monday - Friday | 8:00 am - 5:00 pm

Per HB 462, resources and services provided by Region 17 ESC are solely aligned with, and designed to support, the Texas Essential Knowledge and Skills (TEKS) adopted by the State Board of Education.

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