Instructional Conditions that Move the Achievement Needle Don Deshler University of Kansas

Leading to Improve Teacher Effectiveness: Implications for Practice, Reform, Research, and Policy Donald D. Deshler & Jake Cornett >> Instructional effectiveness >> Instructional coaching >> Integrated considerations

KU-CRL mission is to markedly improve... The performance of struggling adolescent learners The performance of struggling adolescent learners How teachers instruct academically diverse classes How teachers instruct academically diverse classes How secondary schools can be structured to improve outcomes How secondary schools can be structured to improve outcomes How our validated practices reach tens of thousands of practitioners in the field How our validated practices reach tens of thousands of practitioners in the field

The Performance Gap Years in School Skills Demands /

The Performance Gap Years in School Demands Skills and th 9 th 2 1/2Yrs

Vital Behaviors Exponentially improve your results. Tell you exactly what to do and how to do it. Tend to stop self-defeating behaviors. Often start a reaction that leads to good results.

The Keys Behaviors are actions Behaviors are not results or qualities Not all behaviors are equal Only a few are genuinely vital

Why Vital Behaviors are SO important….. There is lots to do……on the surface, most of the things are “good” things. The issue isn’t whether it’s “good” or not……the issue is whether it’s vital!!

So.... in your world, what are the vital behaviors for moving the needle in a significant way?

What are your 3 golden nuggets for moving the needle on literacy performance???

What’s written on our “Belief Window” about….. Self Students Others Craft

What’s written on our “Belief Window” about….. Self

“Better is possible. It does not take genius. It takes diligence. It takes moral clarity. It takes ingenuity. And above all, it takes a willingness to try."

"Don’t let yourself be! Find something new to try, something to change. Count how often it succeeds and how often it doesn’t. Write about it. Ask a patient or a colleague what they think about it. See if you can keep the conversation going. "

" Betterment is perpetual labor. The world of medicine is chaotic, disorganized, and vexing. To complicate matters, we in medicine are also only human ourselves. We are distractible, weak, and given to our own concerns. In spite of all of these things, having accepted the responsibility, how one does such work well is what professionalism is all about."

Thinking of students with high- incidence disabilities……. What should be the primary role of special education teachers? (ideal) What is the primary role of special education teachers? (real)

What’s written on our “Belief Window” about….. Students

How many words a year do 5 th graders read who read at the 50 th percentile? (A) 250,000 (B) 400,000 (C) 600,000 (D) 900,000

How many words a year do 5 th graders read who read at the 10 th percentile? (A) 60,000 (B) 100,000 (C) 180,000 (D) 250,000

How many words a year do 5 th graders read who read at the 90 th percentile? (A) 1,800,000 (B) 2,500,000 (C) 3,000,000 (D) 4,000,000

9th Grade “I have so many feelings of being different from every one else because it is hard for me to learn. It takes a while for me to figure out what's going on around me -- I get so confused with all of the different things people expect me to learn and remember…. I always feel stupid about not knowing more than my younger sister. Please write and tell me what I should do.”

10 th Grade "I think having a learning disability has taught me how much a person like myself needs to fight what is hurting them physically and mentally. Things are just terrible in school. When my teachers treat me like I can't learn I feel like a baby, it just convinces me that I really am stupid there are times when I feel so different, so left out, so lonely, and so sad. I have a very dead heart about life.”

Young Adult “Most mornings now, I wake up thinking about how unsuccessful I have been and how stupid I will always be. I look at my little daughter when she is asleep and hope that she doesn't turn out like me.”

Teachers’ Explanations Biggest barrier to struggling learner success – Student attitudes – Students neglect of work – Low ability – Poor attendance – Unsupportive parents

Given high quality instruction, how confident are you that struggling adolescent readers can read close to grade level?

1939

Thinking of students with disabilities……. What should our expectations be? (ideal) In general, what are our expectations? (real)

What’s written on our “Belief Window” about….. Others

School culture can stop change dead in its tracks!

Organizations can engage in self- destructive behavior

Academic Optimism A new way to explain student achievement Hoy, Hoy, & Tarter

Components Academic emphasis (extent school is driven by a quest for academic excellence – a press for academic achievement) Collective efficacy (belief that the faculty as a whole can organize and execute actions required to have a positive effect on students) Trust (in colleagues, parents, students)

Synergy Work together to create a positive academic climate Administrators and teachers have reason to be optimistic and empowered – Neither they nor their students are irretrievably trapped by socioeconomic factors

Moving Schools (Rosenholtz, 1991)

Indicators of school culture… Do we have a culture of encouragement? Is there a shared sense of purpose? Is there a deep commitment to each of us improving our craft? How transparent is our instruction? Is there a culture of individual and group accountability? What characterizes our interactions with each other?

Thinking of your school/district ……. What are the defining attributes of the exisiting culture? (Real) If you could change one thing, what would make the biggest positive change? (ideal)

What’s written on our “Belief Window” about our……. Craft

Proportion of Variance in Student Reading Gain Scores What do you think are the biggest contributors to student achievement gains?

Proportion of Variance in Student Reading Gain Scores

Hattie, 2003

Refine our craft  Work on Instructional Practice  Develop protocols for observing practice  Observe, describe, analyze instructional practice  Build common language and expectations

Influences on Achievement ? Decreased Enhanced Zero 0

Reducing Class Size on Achievement? Decreased Enhanced Zero 0 What is the effect of reducing class size Hundreds of evaluations of reducing class size ….

The typical influence on achievement So what is the typical effect across 750+ meta-analysis 50,000 studies, and 200+ million students

Effect on Achievement over time? Decreased Enhanced Zero 0.20 Typical Effect Size

Distribution of effects

Influences on Achievement REVERSE Developmental Effects Typical Teacher Effects ZONE OF DESIRED EFFECTS

Rank these 11 effects: Reducing disruptive behavior in the class Feedback Acceleration of gifted students Reading Recovery Integrated curriculum programs Homework Individualized instruction Ability grouping Open vs. traditional classes Retention (holding back a year) Shifting schools (from 1 = highest effect to 11 = lowest effect)

Rank these 11 effects: Answers Reducing disruptive behavior in the class.86 Feedback.72 Acceleration of gifted students.60 Reading Recovery.50 Integrated curriculum programs.40 Homework.30 Individualized instruction.20 Ability grouping.10 Open vs. traditional classes.00 Retention (hold back a year) -.16 Shifting schools -.34

Major domains of interest  Curricula  Home  School  Student  Teacher  Teaching

The Disasters... RankCategoryInfluenceStudiesEffectsES 100Mobility (shifting schools) Retention Television Summer vacation Open vs. traditional Multi-grade/age classes Inductive teaching Reading: Whole language Perceptual-motor programs Out of school experiences

The Well belows... RankCategoryInfluenceStudiesEffectsES 90Distance education Web based learning Ability grouping Teacher training Diet on achievement Teacher subject matter knowledge Gender (girls – boys) Multi-media methods Problem based learning Home-school programmes14.16

Not Worth it yet... RankCategoryInfluenceStudiesEffectsES 80Extra-curricula programs Family structure Co-/team teaching Learning hierarchies Aptitude/treatment interactions Individualised instruction Charter schools Religious schools Class size Teaching test taking

Typical “average teacher” territory... RankCategoryInfluenceStudiesEffectsES 70Finances Summer school Competitive learning Programmed instruction Within class grouping Mainstreaming Desegregation Exercise/relaxation Audio-based teaching Home visiting by teachers

Close to average RankCategoryInfluenceStudiesEffectsES 60Reducing anxiety Principals/school leaders on student achievement Ability grouping for gifted students Homework Inquiry based teaching Simulations and gaming Reading: Exposure to reading Bilingual programs Teacher positive expectations Computer assisted instruction

Average … RankCategoryInfluenceStudiesEffectsES 50Enrichment on gifted Integrated curriculum programs Adjunct aids Hypermedia instruction Behavioral organisers/adjunct questions Self-concept on achievement Frequent/effects of testing Early intervention Motivation on learning Small group learning

Getting there … RankCategoryInfluenceStudiesEffectsES 40Questioning Cooperative learning Reading: Second/third chance programs Play programs Visual based/audio-visual teaching Outdoor programs Concept mapping Peer influences Keller's mastery learning program Reading: Phonics instruction

Let’s have them.... RankCategoryInfluenceStudiesEffectsES 30 Reading: Visual-perception programs Parental Involvement Peer tutoring Goals - challenging Mastery learning Social skills programs Socio-economic status Home environment Providing worked examples Reading: Comprehension programs

Exciting …. RankCategoryInfluenceStudiesEffectsES 20Direct instruction Time on task Study skills Acceleration of gifted Problem solving teaching Teacher professional development on student achievement Reading: Repeated reading programs Reading: Vocabulary programs Meta-cognition strategies Teaching students self- verbalisation

The Winners... RankCategoryInfluenceStudiesEffectsES 1Self-report grades Absence of disruptive students Classroom behavioural Quality of teaching Reciprocal teaching Prior achievement Teacher-student relationships Feedback Providing formative evaluation to teachers Creativity programs

Visible teaching & Visible learning What some teachers do! –In active, calculated and meaningful ways –Providing multiple opportunities & alternatives –Teaching learning strategies –Around surface and deep learning –That leads to students constructing learning

Activator or Facilitator ?

Teaching or Working Conditions?

Prediction time! In 9th grade core classes (science, history, etc.)… – What percentage of time do teachers spend in active instruction? – How frequently are “high impact” strategies used that research has shown to work with students who struggle in learning? In 9th grade “supplemental” classes… – What percentage of time do teachers spend in active instruction? – How frequently are “high impact” strategies used that research has shown to work with students who struggle in learning?

This is what we want in terms of instruction!

1. Lecture/read 2. Give directions 3. Listening 4. Ask questions 5. Monitor 6. Model 7. Verbal rehearsal 8. Simple enhancer 9. Advance organizer 10. Role Play 11. Content Enhancement (complex) 12. Elaborated Feedback 13. Write on board 14. Describe skill/strategy Observation of Teacher Practice Study

1. Lecture/read 2. Give directions 3. Listening 4. Ask question 5. Monitor 6. Model 7. Verbal rehearsal 8. Simple enhancer 9. Advance organizer 10. Role Play 11. Content Enhancement (complex) 12. Elaborated Feedback 13. Write on board 14. Describe skill/strategy Lecture/read 2. Give directions 3. Listening 4. Ask question 5. Monitor 6. Model 7. Verbal rehearsal 8. Simple enhancer 9. Advance organizer 10. Role Play 11. Content Enhancement (complex) 12. Elaborated Feedback 13. Write on board 14. Describe skill/strategy

Results: Role Observation Key role components data, all teachers combined Mitchell, 2011

Results: Instruction Observation Instructional Practices with Greatest EffectsInstructional Practices with Typical Effects Feedback11.93%Physical Observation11.08% Exposure to Reading11.38%Not Engaged in Instruction9.24% Manipulate/Generalize10.21%Lecture2.05% Fact/Concept Review9.29% Give Directions8.95% On-going Assessment8.20% Skill/Strategy Review6.67% Modeling4.63% Questioning3.24% Video1.96% Listening1.06% Graphic Devices0.07% Describe Skill/Strategy0.04% Total 77.63% (Mitchell, 2011)22.37%

Another way of saying it….. 27% of time spent in instruction X 77% of time using practices with “greatest effects” = 21% of time/week in “effective” instruction 1 day/week

IES Practice Guides ticeguides/ ticeguides/ Data-based Decision Making Structuring Out-of-School Academic Achievement Math and RTI Reading and RTI Reducing Behavior Problems in Elementary Schools Effective Literacy and ELL in Elementary Schools Girls Achievement in Math and Science Organizing Instruction and Study to Improve Student Learning

IES Recommendations Explicit vocabulary instruction Direct, explicit comprehension strategy instruction Discussion of text meaning & interpretation Increase student motivation & engagement in literacy learning Qualified specialists for intensive, individualized interventions

What are your 3 golden nuggets for moving the needle on literacy performance???

WHAT 5 QUESTIONS ABOUT LITERACY SUPPORTS SHOULD BE ASKED?

#1 What’s in place in core classes to ensure that students will get the “critical” content in spite of their literacy skills?

#2 Are powerful learning strategies embedded in courses across the curriculum?

#3 What happens for students who know how to decode but can’t comprehend well?

#4 What happens for those students who are reading below the 4th grade level?

#5 What happens for students who have language problems?

Continuum of Literacy Instruction Improved Literacy CONTENT CLASSES Enhanced Content Instruction Embedded Strategy Instruction SUPPLEMENTAL CLASSES Intensive Skill Instruction Intensive Strategy Instruction KU-CRLCLC- Lenz, Ehren, &Deshler, 2005 SMALL GROUP & INDIVIDUALIZED Intensive Intervention

Continuum of Literacy Instruction Improved Literacy CONTENT CLASSES Enhanced Content Instruction Embedded Strategy Instruction SUPPLEMENTAL CLASSES Intensive Strategy Instruction Intensive Basic Skill Instruction KU-CRLCLC- Lenz, Ehren, &Deshler, 2005 SMALL GROUP & INDIVIDUAL Intensive Therapeutic Intervention

Design Features in Content Enhancement to Support Literacy and Learning Support for Prior Knowledge Organization and manipulation of information Metacognitive components Graphic Organizer Embedded cognitive strategy Explicit instruction Interactive construction of knowledge & comprehension

University of Kansas Center for Research on Learning What is content enhancement? Barrier-free instruction

105 SMARTER Planning SELECTING the critical questions. MAPPING content structures. ANALYZING learning difficulty based on: REACHING enhancement decisions by selecting powerful... TEACHING strategically through explicit... EVALUATING enhancements REEVALUATING outcomes QuantityComplexity Interest Background RelevanceOrganization Abstractness Teaching Devices Teaching Routines Not harder, but …

Elida Cordora NAME DATE The Unit Organizer BIGGER PICTURE LAST UNIT/Experience CURRENT UNIT NEXT UNIT/Experience UNIT SELF-TEST QUESTIONS UNIT RELATIONSHIPS UNIT SCHEDULEUNIT MAP CURRENT UNIT /22 The roots and consequences of civil unrest. The Causes of the Civil War Growth of the Nation The Civil War 1/22 Cooperative groups - over pp /28 Quiz 1/29 Cooperative groups - over pp "Influential Personalities" projectdue 1/30 Quiz 2/2 Cooperative groups - over pp /6 Review for test 2/7 Review for test 2/6 Test is about... Sectionalism pp Areas of the U.S. Differences between the areas Events in the U.S. Leaders across the U.S. was based on emerged because of became greater with was influenced by descriptive cause/effect compare/contrast What was sectionalism as it existed in the U. S. of 1860? How did the differences in the sections of the U.S. in 1860 contribute to the start of the Civil War? What examples of sectionalism exist in the world today? ORGANIZATION KNOWLEDGE STRUCTURE GUIDING QUESTIONS

Expressions Solving Equations Problem Solving

CONCEPT DIAGRAM Always PresentSometimes Present Never Present TIE DOWN A DEFINITION Key Words Å PRACTICE WITH NEW EXAMPLE CONVEY CONCEPT NOTE KEY WORDS OFFER OVERALL CONCEPT CLASSIFY CHARACTERISTICS Æ À Á Â Ã À Á Â Examples: Nonexamples: EXPLORE EXAMPLES Ä Civil War armed conflict United States war between the States Northern Ireland 1990’s crisis in the Balkans American Revolutionary War World War I World War II “Desert Storm” in Kuwait A civil war is a type of armed conflict among groups of citizens of a single nation that is caused by concerns about the distribution of power. U.S. Civil War Northern Ireland citizens one nation ethnic many nations social rights Desert Storm in Kuwait Groups of citizens Within a single nation About distribution of power economic religious ethnic War between nations social political PRIOR KNOWLEDGE Hierarchical CATEGORIZATION ANALYSIS of characteristics DISCRIMINATING EVALUATION