Instructional Repertoire Our Impact on Student Learning Effective Teaching Practices Individualized...

Instructional RepertoireInstructional Repertoire

Our Impact on Student Learning

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The Layout of Professional The Layout of Professional Development for EIPDevelopment for EIP

Day 1 -Collaborative Strategic Decision-Making Developing a process and framework

Day 2 -Assessment and Reflective Practice Examining the use of assessment Identifying how reflective practice works

Day 3 -Instructional Repertoire Building new ways to develop strategies focused

on improved student outcomes

Central ThemesCentral Themes

Building a Collaborative Learning Community

Using Strategic Decision-Making

Building Capacity to Develop, Implement and Sustain an Effective Process

Components of EIPComponents of EIP

Leadership Collegial & Family Partnerships Strategic Decision-Making Assessment & Reflective Practice Instructional Repertoire Accountability & Documentation

Objectives for TodayObjectives for Today Define the attributes of instructional practices

that improve student learning; Evaluate on a critical level the impact and the

feasibility of strategies on student progress; Develop a comprehensive plan of action in order

to address a focus area of improvement at a school, grade level, classroom, or an individual student level; and

Document strategies effectively to demonstrate the curriculum, environmental, and instructional changes made to increase student achievement.

Which Indicators Relate to Which Indicators Relate to Instructional Repertoire?Instructional Repertoire?

Identify the focus area of improvement Determine the desired outcome Generate alternative strategies Examine strategies for feasibility Develop a plan of action, including a monitoring

system Implement & monitor student progress & the

plan Evaluate student progress & the plan

Indicators That Will Be Covered Indicators That Will Be Covered TodayToday

Identify the focus area of improvement Determine the desired outcome Generate alternative strategies Examine strategies for feasibility Develop a plan of action, including a

monitoring system Implement & monitor student progress & the

plan Evaluate student progress & the plan

Define the Attributes of Define the Attributes of Instructional PracticesInstructional Practices

What do We Know About Best Practice?

Instructional RepertoireInstructional Repertoire

Effective instructional practices are the key to student achievement, to support appropriate behavior, and to promote healthy growth and development.

Instructional practices must honor learning principles.

Educators must be able to critically analyze the research and effectiveness of strategies and programs.

Data to Verify

Fro

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Perception of an Issue Action

What Makes Decision-Making What Makes Decision-Making Strategic?Strategic?

Data Driven Action

Action

Based on SWIS

Perception of an Issue

Linking Our Decisions to Linking Our Decisions to Student OutcomesStudent Outcomes

What are the student outcomes that will be impacted?

What are the researched-based practices that will influence these outcomes?

What are the organizational structures needed to support these practices?

What are the specific skills needed by educators in order to have these practices?

What will be the plan for educators to acquire these practices?

Guskey (2000)

What is Our Responsibility?What is Our Responsibility?

“Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher.” Parker (1998)

“Insofar as teaching is a profession, it is one that was founded not on a body of methods or disciplines, but upon service…” Arrowsmith (1985)

What is Our Responsibility? What is Our Responsibility?

“We should pay attention to our students because we have a responsibility to act in loco parentis, and we have a moral obligation to function as stewards on behalf of their parents and on behalf of the schools we serve.” Sergiovanni (2000)

High Performance in High Poverty High Performance in High Poverty SchoolsSchools

Jigsaw the chapter by Doug Reeves #1 Common Characteristics (p 3-6) #2 Long-Term Sustainable Results (p 6-8) #3 Using the 90/90/90 Practices Part A (p 8-

12) #4 Using the 90/90/90 Practices Part B (p 12-

17) #5 Introduction (p 1-3) and Critics, Cynics and

Urban Education (p 17-19)

High Performance in High Poverty High Performance in High Poverty SchoolsSchools

Briefly provide the highlights of your section to your team. What does this research tell us?

Given the quotes on our responsibility as educators, as a team, select one to connect with the reading. Dialogue with your team what is our responsibility?

Starting with Desired Starting with Desired OutcomesOutcomes

Beginning with the End in Mind

Define the Desired PerformanceDefine the Desired Performance

Define the desired level of performance in terms of student learning Dialogue about the ideal performance Discuss what we want for all students Determine the relationship between the

desired outcome and the conditions we need to put into place

Course KnowledgeCourse Knowledge

KU-CRL

Critical KnowledgeCritical Knowledge

KU-CRL

Essential ContentCore

Content

Extended Content

What Does This Mean?What Does This Mean?

Essential Content “Big ideas” *Center for Performance Assessment

Needed to sustain life in the adult world Core Content

“Power Standards” *Center for Performance Assessment

Support achievement on CMT/CAPT Extended Content

“Nice to Knows” *Center for Performance Assessment

Enriches learning beyond core content

KU-CRL

How Can We Do This?How Can We Do This?

Who is familiar with Center for Performance Assessment - Making Standards Work? Developed 8 steps for selecting and

implementing “Power Standards” Helps educators “unwrap” the intent of what

should be taught Helps prioritize large curriculum

Picking “Power Standards”Picking “Power Standards”

Using the CT Curriculum Frameworks, CMT/CAPT objectives, and district curriculum

Dialogue about the most important standards

Select 6-12 for a single subject

Center for Performance Assessment

Content Standards vs.Content Standards vs.Performance StandardsPerformance Standards

Content standards What gets taught, the

subject matter, the skills and knowledge, and the applications

Set the broad curriculum goals

Performance standards Set the levels of mastery

that must be met in various subject matter

Translate content into specific knowledge and skills that are expected to be demonstrated

Defined at specific grade levels or benchmark years

An Example from the An Example from the CT Frameworks

Social Studies: Content Standard: #13: Students will

demonstrate that because human, natural and capital resources are limited, individuals, households, businesses and governments must make choices.

Performance Standard: Grades 5-8: Students will compare the resources used by various cultures, countries, and/or regions throughout the world.

““Unwrapping” a StandardUnwrapping” a Standard

Concepts Need to know Abstract ideas

E.g. Democracy

Think: Nouns

Skills Able to do Specific applications

E.g. Add

Think: Verbs


For ExampleFor Example

Concepts Resources Cultures Countries Regions World

Skills Compare (resources)

Performance Standard: Students will compare the resources used by various cultures, countries, and/or regions throughout the world.




Moving from Core Content to Moving from Core Content to Essential ContentEssential Content

Identify “Big Ideas” 3-5 big ideas from the “power standards” Enduring-what we want students to remember

Over time, life long Across cultures, race, etc.

Make a simple statement using the major themes of the selected standards

For Example: People need to make choices base on the availability of resources.


Use Your CaseUse Your Case

Review the case from the last session. What was your focus area for improvement?

Hypothesis

What is your baseline?

# 1

Use Your CaseUse Your Case

What is the expected performance standard for ALL students? Unwrap the standard you selected.

Concepts Skills

Write a “Big Idea” statement that can become the essential content for this standard.

# 2

Moving from Current Moving from Current Reality to Desired RealityReality to Desired Reality

Closing the Gap(s)

Expected Performance for ALL students

Demands/Skills

Years in School

Baseline Data

The Achievement GapsThe Achievement Gaps

Demands/

Skills

Years in School


KU-CRL

Gap

Using BenchmarksUsing Benchmarks

Break down the time to meet a given goal in shorter increments

Set a performance mark for each benchmark

Build each benchmark on the previous one-interval monitoring

Use to articulate the rate of progress

Demands/Skills

Time

The Goal LineThe Goal Line

Expectations for All Students

Baseline/Current Level of Performance

Goal

Student’s Projected Line of Growth

Benchmark -4 weeks

Benchmark -8 weeksBenchmark -6 weeks

16 weeks

Your CaseYour Case

Examine the expected performance for ALL students and compare it to the baseline. What is the gap?

Set a target goal with benchmarks as needed. Write a clear desired outcome for your case.

When {condition} occurs, {the student(s)} will {desired outcome} from {baseline} to {target} by {timeline}.

# 3

Generating Alternative Generating Alternative StrategiesStrategies

Doing Something Different

Generating Generating Alternative Alternative StrategiesStrategies

Brainstorming Works well to develop

creative and innovative ideas

Tends to focus on ideas that already exist

Becomes a “brain dump”

Generating Alternative Strategies Focuses on strategies

that are different from what is currently being used

Requires new expertise Structures the process

on strategically developed ideas

What Can We Change?What Can We Change?

Context of learning

What we teach

Outcomes of Learning

How we teach

Student(s)

Instruction

Environment

Curriculum

Adapted from Heartland Area Education Agency

Let’s Talk About WordsLet’s Talk About Words

Strategies Skills Concepts Instructional practices

Accommodations Modifications Research-based

What do these terms mean?

Look for the stars!

Demands/

Skills

Years in School


Strategies, Skills, Concepts

Accommodations &/or Modifications

What Needs to Be Learned?

Strategies Problem-solving and

decision-making Study skills Coping Compensation Self-awareness Self-management



Understanding Learning Understanding Learning PrinciplesPrinciples

Read10%

Hear20%

See30%

Hear and See50%

Say70%

Say and Do 90%

The Learning PyramidThe Learning Pyramid

National Training Laboratory,

Bethel, Maine

Processing New Information is Processing New Information is Defined by ContextDefined by Context

Mode of input (only auditory vs. auditory and visual)

Degree of prior knowledge (making meaning using associations)

Complexity of material (concrete vs. abstract) Novelty of task (hook to learning) Emotional attachment (stress response) Opportunity for repetition

Wolfe, 2001

AutomaticityAutomaticity

“High” ability 25 successful repetitions

“Average” ability 35 successful repetitions

“Low” ability 55 successful repetitions

Instructional LevelsInstructional Levels

Reading Word Identification

93%-97% known

Comprehension 75%-100% known

Math Drill/Facts

70%-85% known

Application 85%-95% known

Gickling

Accommodations vs. Accommodations vs. ModificationsModifications

Accommodation A change made to the

teaching or testing procedures in order to provide a student with access to information and to create an EQUAL OPPORTUNITY to demonstrate knowledge and skills (HOW)

Modification A change in what the

student is expected to learn and/or demonstrate (WHAT)

Three Types of Three Types of Accommodations Accommodations

Alternative Acquisition Modes Ways of acquiring knowledge (Input)

Content Enhancements Ways to process content, such as

organization, comprehension, and memorization (Process)

Alternative Response Modes Ways of demonstrating learning (Output)

What is the Difference?What is the Difference?

The difference between an accommodation and effective instructional practices comes down to what a student must have to learn.

For example… Graphic organizers, such as concept maps, are

embedded within effective instruction and taught to the whole class.

However, this student must have a graphic organizer with every lesson in order to organize information.

Two Types of ModificationsTwo Types of Modifications

Change in the amount of concepts or performance expectations within the grade level standard (less)

Change of level of performance standard (lower or higher)

Three Components to Three Components to Consider…Consider…

PreventEnvironment

Instruction & Curriculum

Social/ Interpersonal

TeachStrategies

Skills & Concepts

RespondReinforcement

Cueing & Feedback

Management

Adapted from Ayers

PreventPrevent

Does the plan address… How the concern can be prevented?

Changes in environment/organization Space Transitions Clear expectations

PreventPrevent


Changes in instructional delivery Instructional level Student interest/choice Grouping

PreventPrevent


Changes in social/interpersonal connections Use of peers Adult-student relationship Providing attention

TeachTeach

Does the plan address… What the student needs to learn?

Strategies Problem-solving and decision-making Study skills Coping Compensation Self-awareness Self-management

TeachTeach

Does the plan address… What the student needs to learn?



RespondRespond

Does the plan address… How to respond to student actions?

Reinforcement To increase the likelihood of it occurring again To move from short term to long term memory

(practice) To create automaticity

RespondRespond


Cueing and Feedback To provide prompts for recall To provide guided practice To provide specific information on what is done

well and what needs to change

RespondRespond


Management To decrease the likelihood of it occurring again To redirect an incorrect or inappropriate action To address safety and disruptions to learning

What is Research-Based?What is Research-Based?

Review the matrix on the three definitions.

Summarize a definition.

Strategies that WorkStrategies that Work

Review the list of strategies that work.

Which ones have you done before?

Which ones are new to you?

Your CaseYour Case

What does the student need to learn? Strategies Skills & concepts

Does the student need additional supports in order to close the gap? Prevent Respond

Star ideas that are different from what was done in the past or currently being done

# 4

Evaluating Impact and Evaluating Impact and the Feasibilitythe Feasibility

Selecting Strategies that Will Work

Examine Strategies for Impact and Examine Strategies for Impact and FeasibilityFeasibility

What will work best? Determine which strategies have the

greatest potential for impact on student learning

Determine the feasibility of selected strategies

Select the strategy or strategies with the highest impact and feasibility

Examining ImpactExamining Impact

High Impact on Learning

High Access to General Curriculum

Fosters Independence

Low Impact on Learning

No Access

Fosters Dependence

Your CaseYour Case

Of the potential strategies you listed which ones will have the greatest impact on…? Learning Access to general curriculum Independence

Record the ones that have the highest impact.

# 5

High Confidence

Qualified Skills

Easy to Use Resources

Low Confidence

Lack of Skills

Difficult to Use Resources

Examining the Implementer(s) Examining the Implementer(s)

What changes in the current system/practice would move the selected strategies into the “green zone”?

Most Like Peers

Enriches Other’s Learning

Easy to Put in the Routine

Least Like Peers

Deters Other’s Learning

Difficult to Put in the Routine

Examining the Integration with Examining the Integration with Universal Practice Universal Practice

What changes in the current system/practice would move the selected strategies into the “green zone”?

Your CaseYour Case

Of the strategies you listed as having the highest impact, which ones have the greatest feasibility? Examining the implementer(s)

Confidence Skills Resources

Examining the integration with universal practice Like peers Other’s learning Routine

Record the ones that have the highest feasibility.

# 6

Accountability & Accountability & DocumentationDocumentation

Our Proof

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Accountability & DocumentationAccountability & Documentation

Documenting strategies and interventions tried is the part of the accountability for student progress.

Data to reflect student progress must be documented to provide evidence of our work.

Accountability includes implementation integrity. Did we do what we said we were going to do?

What Needs to be What Needs to be Documented?Documented?

School procedures for ensuring that we document:

What was done to improve/enhance student learning

Student progress/outcomes

Is the Action Plan “Stranger-Is the Action Plan “Stranger-Proof”?Proof”?

Who is doing What , Where , When , (frequency & duration)

How Often , and With what resources?

A Staff Support Structure

Stuart Gerber

Information Delivery, Learning Styles

Collaboration,Communication/Listening

Coordinating & Co-planning Instruction(with colleague or team)

Co-teaching

Peer Coaching Mentoring

Consulting: Prescriptive (team or individual)

Consulting: Focus (individual)

Consulting: ObjectivityEnhancement (individual)

Crisis Support

Your CaseYour Case

Write an action plan for the strategies you selected Prevent, Teach Respond What will be done, by whom, when, where,

how?

Check can a substitute pick up the plan and implement it with no explanation.

# 7

Monitor the ProgressMonitor the Progress

Monitor the level and rate of progress of student learning Monitor on a frequent basis (daily or weekly)

Student progress Implementation Integrity

Check for rate of progress as it relates to the target goal line

Tips for Documenting Student Tips for Documenting Student ProgressProgress

Use the same assessment process and tools for baseline and monitoring

Sensitive to small changes over time. Report the information in the same format (e.g.

graphing). Align the assessment with the intervention (e.g.

DRA, OBA). Monitor student progress on a frequent and

regular basis in order to make quality judgments about the progress.

Documenting Student ProgressDocumenting Student Progress

Quantitative Information Graphing progress (e.g., attendance, homework

completion, correct words per minute, etc.) Noting scores/levels and assessments used Stating student growth in terms of numbers

Qualitative Information Narratives written in objective, observable language Noting the analysis of scores and the context

(curriculum, instruction, and environment)

Demands/Skills

Time

Charting ProgressCharting Progress



Goal

Student’s Current Progress

Your CaseYour Case

Referring to your baseline, write a monitoring plan.

Create a graph depicting the expected growth for ALL students and the projected growth.

# 8

Implement and then Implement and then EvaluateEvaluate

The Most Important Steps

Implement the Plan and Monitor Implement the Plan and Monitor Student ProgressStudent Progress

How are we doing? Monitor the implementation of the plan and

provide the supports needed Monitor the level and rate of progress of

student learning

Evaluate Student Progress and Evaluate Student Progress and the Planthe Plan

What changes occurred? Evaluate and analyze the overall progress

by comparing the baseline data to the outcome data

Examine the degree of implementation integrity of the plan

Determine what changes occurred Use a decision guide to make adjustments

and/or revisions to the plan

Evaluate the Overall ProgressEvaluate the Overall Progress

Evaluate and analyze the overall progress by comparing the baseline data to the outcome data Determine the amount of growth Determine the rate of growth

Demands/Skills

Time

The Goal LineThe Goal Line



Goal

Examples of student progress

Evaluate the Implementation Evaluate the Implementation IntegrityIntegrity

Did we do what we said we would do? Examine what was done through reflective

practice Quality Frequency Addressing focus area

Examine reasons for non-completion or non-compliance

Reasons for Non-completion or Reasons for Non-completion or Non-complianceNon-compliance

Focus area was either not clearly defined or directly addressed

Plan was too narrow or too broad Plan did not address changes in action Plan was not analyzed for impact or

feasibility Implementers did not have the right skills

or resources

Determine Changes in Our Determine Changes in Our PracticePractice

Determine what changes occurred Determine which factors actually changed Determine if they are incremental or deep

change Determine the relationship between the

outcome and these changes

What Did We Change?What Did We Change?

Context of learning

What we teach

Outcomes of Learning

How we teach

Student(s)

Instruction

Environment

Curriculum

Adapted from Heartland Area Education Agency

Decide Next StepsDecide Next Steps

Use a decision guide to make adjustments and/or revisions to the plan Determine the next set of actions Determine how the plan can be further

enhanced Determine what was learned from the

experience

Decision-Making ProcessDecision-Making Process

Evaluation of Progress

Goal has been met Goal has not been met

Do we need to maintain the plan?

Yes-Embed strategy into universal practice No-Close the plan

Decision-Making ProcessDecision-Making Process

Evaluation of Progress

Goal has been met Goal has not been met

Making expected progress Slow progress No progress

Do we continue plan as is?Revisit selection of strategies

Revisit focus area

Your CaseYour Case

Select an evaluation date.

Review what will be done at the evaluation.

# 9

With Your Technical AssistantWith Your Technical Assistant

Reflect how today’s information influences the process you have developed thus far.

Develop a flow chart describing how your school/district will implement EIP. Share this flow chart and the process as a pilot with your staff.

Create a plan on how staff will be trained.

On Your Own…On Your Own…

1. Review today’s case today and add any additional information needed. Implement your plan and collect monitoring data. Meet an evaluate the progress of the plan and revise as necessary.

2. Implement the process with a different case.

Instructional Repertoire Our Impact on Student Learning Effective Teaching Practices Individualized...

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