An Effective Secondary School and the Instructional Decision-Making Process 2 hour presentation
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An Effective Secondary School and the Instructional Decision-Making Process 2 hour presentation Purpose Know What an effective high school looks like/sounds like 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 vision of an effective high school Share a process that can help organize and align resources within a school system in order to improve student achievement What does an effective secondary school look like and sound like? Activity, Step 1 Each person takes several post-it notes. List characteristics (one per post-it) present in an effective secondary school. Write one characteristic per post-it note. Keep these to share. Activity, Step 2 Watch the DVD of an effective high school. As you watch the DVD, think about characteristics that are present in this particular effective school. Activity, Step 3 Following the video, take a few minutes to skim the script of the Effective School. Add to your post-it note collection additional characteristics of an effective school. Activity, Step 4 As a table group, put “like” characteristics together. Write a title (category) for each list you create. Activity, Step 5 As a table group, pick two categories and discuss to what degree you believe each is implemented at your school. What evidence (if any) do you have that affirms this? Not started Just beginning Half-way there Almost realized Let us showcase to others Be ready to share with the whole group. Hold Those Thoughts 3 characteristics of an effective high school What is the Instructional Decision-Making Model? How are these connected? 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? Activity, Step 6 As a table group or elbow partners discuss: How would using the Instructional Decision- Making process help staff reach a greater degree of implementation of the 2 characteristics selected from the Effective Secondary Schools DVD? Please be prepared to share your thoughts. 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