Transcript Purpose - Mississippi Bend AEA

The Instructional
Decision-Making Process
1 hour presentation
Purpose
Know

Become familiar with a process that can help organize
and align resources to improve student achievement
Understand


That all students are part of the general education
system
Quality professional development is required to support
implementation of a systemic effort to ensure that
teachers have adequate tools and strategies
Be Able To

Share a process that can help organize and align
resources within a school system in order to improve
student achievement
Instructional DecisionMaking (IDM) Process
Agenda for presentation
What is IDM?
 How will IDM impact me?
 Now what?

What is IDM?
IDM in a nutshell…
The Instructional Decision Making
(IDM) process focuses on instruction
by using data regarding students’
responses to instruction to guide
future educational decisions.
IDM in a nutshell…
All students require curriculum that
is guaranteed, viable, rigorous, and
relevant.
IDM in a nutshell…
To meet the needs of all students,
instructional practices within the
general education setting should
include differentiation, appropriate
resources, supplemental and
intensive instruction, and changing
the pace.
IDM in a nutshell…
Accurate reliable assessment data is
required to make good instructional
decisions.
TIER I: Core
TIER 1 is comprised of
three elements:
•
Core (reading)
program
•
Benchmark testing of
students to determine
instructional needs at
least three times a
year
•
Ongoing professional
development
TIER II: Supplemental
•
•
Tier II is small-group
supplemental instruction
in addition to the time
allotted for core
(reading) instruction.
Tier II includes
programs, strategies,
and procedures
designed and employed
to supplement, enhance,
and support Tier I.
TIER III: Intensive
•
TIER III is intensive,
strategic, supplemental
instruction specifically
designed and customized
small-group or 1:1
(reading) instruction that
is extended beyond the
time allocated for Tier I
and Tier II.
PBIS structure
Academic Systems
Intensive, Individual
Interventions
•Individual Students
•Assessment-based
•High Intensity
Behavioral Systems
1-5%
5-10%
Targeted Group
Interventions
•Some students
(at-risk)
•High efficiency
•Rapid response
80-90%
Universal Interventions
•All students
•Preventive, proactive
1-5%
Intensive, Individual Interventions
•Individual Students
•Assessment-based
•Intense, durable procedures
5-10%
Targeted Group Interventions
•Some students (at-risk)
•High efficiency
•Rapid response
80-90%
Universal Interventions
•All settings, all students
•Preventive, proactive
Instructional Decision Making
ALL
SOME
FEW
Side view of IDM
Struggling
students
Grade level
expectation
BELL CURVE
Accelerated
students
Read and Discuss
What is the essence of IDM?
 Is it only for the struggling learners?
 What particular “Guiding Principles” stand
out to you?

Main Elements

Curriculum

Instruction

Assessment

System
Curriculum
“The IDM process begins with each
student having access to, as well as the
opportunity to demonstrate mastery of, a
guaranteed and viable curriculum which
demonstrates rigor and relevance.”
Curriculum
Quality Indicators
 Guaranteed
 Viable
 Implemented with rigor and relevance
 Evidence based
 Sufficiently differentiated
 Reviewed regularly
Instruction
“Students move from one cycle of
instruction to another as indicated by the
data as performance is monitored. In
this fluid and flexible process, each
student receives instruction to address
his/her unique learning needs.”
Instruction
Quality Indicators
 Core
 Supplemental
 Intensive
Core cycle
• The district adopted
Rigorous
comprehensive curriculum
• Provided for all students
Core
• Ongoing data collection and
analysis of data - Screening,
diagnostic and formative
evaluations occur
• Research based/evidence
Viable
Relevant
based strategies and a
positive learning
environment
Supplemental cycle
• Instruction that is available for
highly proficient or struggling
learners.
• Provided to smaller groups of
students with similar needs
• Research based/evidence based
Supplemental
strategies and a positive
learning environment
• Targeted instruction that
extends the core and provides
more intensity, immediacy of
feedback, and consistency of
support in identified area
• Continuous data analysis
Intensive cycle
• Instruction that is available for
very highly proficient or
struggling learners
• Provided to individuals or small
groups of students with similar
needs
• Research based/evidence
Intensive
based strategies and a positive
learning environment
• Provides more time, intensity,
practice and immediacy of
feedback than within the
supplemental cycle
• Continual analysis of data
Read and Discuss
What are key elements you see that
distinguish core, supplemental, and
intensive?
 What instructional pieces do you currently
have in place in your school?

Assessment
“Assessment data are gathered on a
regular basis and each student’s
response to instruction and curriculum is
evaluated in order to make informed
instructional and curricular decisions. “
Assessment
Quality Indicators
 Screening
 Formative
 Diagnostic
Screening
Screening: Includes a method of collecting
data for the purpose of identifying low and
high-performing students at risk for not
having their needs met.
How is each student responding to
instruction?
Is the instruction effective?
Which students may need additional
assessments?
0
Breaux Aisha S
Chapdelain Lily M
Robb Sydney M
Mangione Nikole M
White Bailey V
Ramey Sara B
Littsen Lucas R
Foxhoven Shane A
Gonzales Audryana
Foley Thomas J
Hermes Jay M
Thueson Lila D
Svob Seth H
Salsbury Mariah A
Wills Donna D
Blakeley Brandee E
Kellogg Anthony S
Negrete Sara M
Ashton Julia E
Dailey Brandon L
Showers Phillip J
Counes James G
Hilkemeyer Austin R
Howe Ashley B
Strider Katie N
Santa cruz Daniel R
Gallego Angela M
Lewandowski
Sisk Cody A
Forsyth Ian E
Blake Nicholas K
Hatch Vanessa L
Machain Anthony F
Peterson Tyler L
White Alexa L
Nutbrown Jordan C
Bluemke Megan J
Casamasa Gregory L
Roche Alyssa R
Elias Elizabeth L
Beeston Kristine D
Lopez Theresa A
Pierce Shannon M
Lanier Matthew W
Nanna Caitlin N
Smith Shelby N
Iturralde Jacqueline R
Mcharg Jordan E
Brechbiel Shari L
Cota Alexia K
Jackson Damion M
Lamadrid Leonardo
Oliver Riley W
Layton Marissa M
Mueller Lane E
Turner Alana K
Rowlan Paige E
Dumes Scott M
Riordan Timothy D
Hicks Coltin C
Kenton Chelsee M
Cornwell Kimberly M
Crater Shelbie M
Rytting Ryan C
French Joshua M
Davila Ariel N
Thompson Tasha N
Ryckman Shelby L
Ayers Megan L
Dunham Clayton J
Mausert James R
Morales Eric A
Bain Bryce G
Gryczkowski samluk
Cuff Matthew J
Hackman Lindsey S
Whitlock John C
Benson Brad J
Stanfield Benjamin C
Martinez Nathaniel P
Carrizosa Robert A
Webb Brianna J
Evans Joseph B
Laye Lestot D
Bazzanella Stephen L
Crowl Robert S
Thompson Krysta E
Tipton Emily N
Meyer Sean M
Couture Anne S
Gibbons Cody D
Fuhrman Autum C
Nolen Jayd L
Drake Justin T
Neale Shaine R
Purcell John E
Rugotska Colton J
Bong Samantha L
Johnson Amanda L
Rodriguez Ryan T
Bergstrom Matthew A
Pannell Marina S
Digits Correct Two Minutes
Fourth Grade Math
4th Grade Math
Multiplication 0-9
120
100
80
60
40
20
0
Neale
Frost Joshua
Franklin
Ryckman
Turner Alana
Ayers
Smith
Montano
Kenton
Banken
Mausert
White Alexa
Brechbiel
Hatch
Meyer Sean
Santa cruz
Oliver Riley
Cornwell
Wills Donna
Bluemke
Williams
Cuff Matthew
Nanna
Hilkemeyer
Robb
Gryczkowski
Gonzales
Mangione
Foxhoven
Layton
Negrete
Tipton Emily
Gavino
Lamb Nicole
Chapdelain
Roche
Digits Correct Two Minutes
Fourth Grade Math
Fourth Grade Multiplication 0-9
140
120
100
80
60
40
20
Diagnostic Assessment
Diagnostic: Involves gathering
information from multiple sources to
determine why the students are not
benefiting from core due to
advanced or deficit learning needs

What are the specific concerns?

What targeted instruction does the student need?
Formative Assessments
Formative: Frequent, ongoing
data that guides instruction
•
Is the student making progress compared
to self, peers and/or standard ?
•
What instructional adjustments are
needed?
Read and Discuss
What are key elements you see that
distinguish screening, diagnostic, and
formative?
 What assessments do you regularly use
within your classroom? Within
your school?

System
“All teaching and learning occurs within a
system. Characteristics of that system
can either enhance or detract from the
overall success of any educational
effort.”
System
Quality Indicators
 Administrator support and involvement
 Distributed leadership
 Professional Development
 Technical Assistance
 Parental Involvement
 Evaluation
How will IDM impact me?
Don’t I have
enough to do
already?
Prof. Development
“The fundamental tenet of the
professional development model is
that student need will drive
decision making, and student
learning will form the basis on which
professional development is judged.”
The Iowa Professional Development Model 2002
CSIP Constant Conversation Questions
1.
2.
3.
4.
What do data tell us about our
student learning needs?
What do/will we do to meet student
learning needs?
How do/will we know student
learning has changed?
How will we evaluate our programs
and services to ensure improved
student learning?
SINA
“When the audit and diagnosis
phase is completed and recognizes
the need of the building/district, the
IDM model becomes an important
part of the design, implementation
and evaluation.”
-- Lou Howell
DE SINA Lead
Iowa Teaching Standards
#1
#2
#3
#4
#5
#6
#7
#8
Enhance academic performance
Content knowledge
Planning and preparation
Deliver instruction for multiple
learning needs
Monitor student learning
Classroom management
Professional development
District requirements
Reading First/Every Child
Reads (ECR)
“The components of continuous staff
development, continuous assessment of
student performance and implementation,
and focus on instruction provide the
foundation for school improvement. Without
these three components in place, the
likelihood of making significant, positive,
sustainable changes in student achievement
is lessened.”
-- ECR document
Differentiated Instruction
Quality curriculum impacts the quality of
instruction
 On-going assessment and adjustment is
vital

Carol Ann Tomlinson
Use of Data to Make Instructional Decisions

Occurs at many
levels:
 Individual
 Classroom
 Building
 District
Now What?
What’s next?
IDM Review Form (gap analysis)
 Guiding Questions (hand out)
 Develop action plan
 Implement plan with help of AEA
 Regular monitoring of implementation
 Ongoing training

IDM Document – in each packet
Questions and Comments