INSTRUCTIONAL SCRIPTS: Constraining creativity or supporting student learning?

Scripts related to…

First - scripts defined Varying Perspectives Literacy development Response to Intervention (RtI) services Instruction for students with disabilities Student achievement data analysisCurricular and instructional decisions and practices Educational equity and social justice

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Scripts DefinedSCRIPT the written text of a play, movie, or broadcast.

synonyms: text, screenplay; libretto, score; lines, dialogue, words.

SCREENPLAY the script of a movie, including acting instructions and directions.

an automated series of instructions carried out in a specific order.

“SCRIPT” USAGE OVER TIME https://books.google.com/ngrams/graph?year_start=1800&year_end=2008&corpus=15&smoothing=7&case_insensitive=on&content=scripts&direct_url=t4%3

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https://www.google.com/webhp?sourceid=chrome-instant&ion=1&espv=2&ie=UTF-8#q=script+definition

Why the current tension between

pre“scripted” instructional materials

and practices and creative teaching?

Different Experiences….. Varying Perspectives

P - 12 Range of teacher skillCreative ability Scripting preferenceDiagnostic motivationDegree of collaborationContinual learning

Teacher Education Student-teacher policies

LEA - BOE Schools of Education

P-12 relationships Public education vs. higher education Focus of scholarship and PD

The School Districts• New York State• 1 small city

• 6 elementary, 2 middle, 1 HS• SINI/DINI/Corrective/FOCUS

• 1 suburban• 3 elementary, 1 middle, 1 HS

• 1 rural/campus• 1 elementary, 1 middle, 1 HS

• Contiguous districts• All certified teachers• All have Title I Funds

3rd

Grade Final Report Card

Scripts and literacy developmentPhonemic Awareness:

This year the Rome City School District has adopted a new phonological awareness scope and

sequence for all kindergarten students. All kindergarten teachers are targeting specific phonological awareness

skills during given months. Research has proven a relationship between children who are poor readers and poor

phonological awareness skills, therefore, these skills are directly tied to reading success. Phonological

awareness skills include (but are not limited to)

the ability to identify sounds (what is the beginning/middle/end sound in the word mad)

rhyme

blend sounds to form words (the sounds /f/ /a/ /t/ make the word fat)

segment or break apart the sounds in a given word (the sounds in big are /b/ /i/ /g/)

The focus of these lessons is on hearing and identifying sounds, not necessarily letters associated with given

sounds. It is the districts hope, that by targeting phonological awareness skills in conjunction with the

wonderful reading program already in place, all of our kindergarten students will eventually become successful

readers.

* Medial Vowel Sound Identification: Ask student, “What vowel sound do you hear in the middle of the word __________?”

Example: The middle sound in the word tub is /ŭ/.

cake /ā/ __________ dig /ĭ/ ____________ hop /ŏ/ __________ Total: __/6

sheep /ē/ __________ bat /ă/ ____________ dime /ī/ __________

Sound Blending: Use manipulatives to represent sounds in words. Tell student, “Listen to the sounds I say and tell me the word that you get when you blend the sounds together.” Point to each manipulative as you say the corresponding sound.

Example: If I say the sounds c-oa-t, the word is coat.

b-ee ____________ r-a-ke ____________ p-a-n ___________ Total: __/6

d-o-g ____________ h-u-g ____________ f-i-sh ___________

KINDERGARTEN PHONOLOGICAL AWARENESS June Assessment

Script Adoptions:

ELA Action Plan

Building: ___________________________ Grade Level: ______________ Date: ______ _____________________________

Question Number(s)

Performance Indicator Analysis Cap

Instructional Strategy

Immediate Implementation

Instructional Strategy

Long term planning Person responsible for implementation

Professional Development neede

Be Specific

• Phonological training, curriculum, assessments (K - Jan, June; 1st – Jan)• SRA Corrective Reading (grades 3 – 8)• Core reading program pilots and adoption (K – 8; $1/2 million)• ELA common curriculum maps and benchmarks (P – 8)• Data collection• Data analysis protocol • Action Plans (grade level and building, K - 8)• Non-negotiables

Scripts and Response to Intervention (RtI) services

AIS vs. RtI

Target specific areas weakness

K and 1st phonological awareness intervention

ADOPT research-based interventions including Corrective Reading (decoding)

Fluency progress monitoring and intervention

Direct academic vocabulary instruction

Build inferencing capacity

Substitute contract

Scripts and instruction for students with disabilities

• Protocol for improved identification of reading difficulties and possible learning disabilities for earlier intervention

• Include in RtI process and provide AIS

• Follow grade-level prioritized curriculum maps and benchmarks

• Align modifications and accommodations to support access to grade-level curriculum

• Teacher PD to support students with disabilities in regular education classrooms

Scripts and the analysis of student achievement data

Team process protocol

Identify strengths, gaps, compare instructional variations (strategies, activities)

Curriculum Alignment and Prioritization Process

Summary Sheet and “Next Steps” Form

Date: Department: Grade Level/Course: Summary of work accomplished during session: “Next Steps”: Attach Participation Sheet

Scripts related to equity and social justice

Teachers with the least talent are more likely to have the neediest students

Students with the greatest need are less likely to have parents who can effectively advocate for their child’s learning

Students of color and those living in poverty are more likely to jeopardized by the achievement gap

The scripting of evidence-based instructional practices, prioritized curricula, and related protocols can help mitigate the disparity in teacher talent

The Right Balance

What leadership strategies can effectively manage scripts within a plan of action while

avoiding detrimental constraints? Have a plan of action!

Roll-up your sleeves!

Build and support collaboration

Scripts become necessary when gaps are evident or individual students are identified for specific intervention

Build capacity within a school’s cadre of teachers

Explore creative designs to implement instructional and curricular strategies

Backward design does not mean teach to the test

Some scripts require fidelity while other scripts can be enhanced; know the difference

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