An Effective Elementary School and the Instructional Decision-Making Process 2 hour presentation

Purpose Know What an effective elementary 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 elementary 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 elementary school look like and sound like?

Each person takes several post-it notes. List characteristics (one per post-it) present in an effective elementary school. Write one characteristic per post-it note. Keep these to share. Activity, Step 1

Activity, Step 2 Watch the DVD of an effective elementary 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 elementary school What is the Instructional Decision-Making Model? How are these connected?

Instructional Decision- Making (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.

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 SystemsBehavioral Systems 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive 1-5% 5-10%

Instructional Decision Making ALL SOME FEW

Side view of IDM Accelerated students Struggling students Grade level expectation BELL CURVE

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 comprehensive curriculum Provided for all students Ongoing data collection and analysis of data - Screening, diagnostic and formative evaluations occur Research based/evidence based strategies and a positive learning environment Core Rigorous Relevant Viable

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 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 Supplemental

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 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 Intensive

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  How is each student responding to instruction?  Is the instruction effective?  Which students may need additional assessments? 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.

Fourth Grade Math

Diagnostic Assessment  What are the specific concerns?  What targeted instruction does the student need? Diagnostic: Involves gathering information from multiple sources to determine why the students are not benefiting from core due to advanced or deficit learning needs

Formative Assessments Is the student making progress compared to self, peers and/or standard ? What instructional adjustments are needed? Formative: Frequent, ongoing data that guides instruction

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

1. What do data tell us about our student learning needs? 2. What do/will we do to meet student learning needs? 3. How do/will we know student learning has changed? 4. How will we evaluate our programs and services to ensure improved student learning? CSIP Constant Conversation Questions

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 #1Enhance academic performance #2Content knowledge #3Planning and preparation #4Deliver instruction for multiple learning needs #5Monitor student learning #6Classroom management #7 Professional development #8District 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

Occurs at many levels:  Individual  Classroom  Building  District Use of Data to Make Instructional Decisions

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 Elementary School 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