1 Focus on Appropriate & Evidence-based Instruction #3

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4 Practice Guides WWC Practice Guides

5 Practice Guides Recommendations for addressing current challenges in education Practice Guides Include: Concrete how-to steps Rating of strength of evidence Solutions for common roadblocks What are Practice Guides?

6 Practice Guides How Practice Guides are Developed Expert Panel -Researchers -Practitioners Research Recommendations Broad Search Assess Quality Identify Examples WWC Peer Review

7 Practice Guides Other Studies Consulted Effectiveness Studies (WWC Review) Broad Literature Search Screened Out Initial Search After Screening Effectiveness Studies Met Standards RTI-Math Data Driven Decisions 2, Out of School Time 3,9721,

8 Practice Guides Levels of Evidence Strong: High confidence (multiple rigorous studies in a variety of contexts) Moderate: Some evidence (may not work in all settings) Low: Hasn’t been proven with rigorous research (but panel still thinks it is important)

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12 Practice Guides Existing Practice Guides Response to Intervention (RtI) for Reading Response to Intervention (RtI) for Math Reducing Behavior Problems Dropout Prevention Literacy Instruction for English Language Learners Encouraging Girls in Math and Science Improving Adolescent Literacy Organizing Instruction and Study to Improve Student Learning Turning Around Chronically Low-Performing Schools Structuring Out of School Time to Improve Academic Achievement Using Student Achievement Data to Support Instructional Decision Making Helping Students Navigate the Path to College: What High Schools Can Do

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14 Doing What Works

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17 Ask-A-REL REL Reference Desk Ask an education related research question Get a response in 2-3 weeks Quicker if needed Get copies of responses to existing questions Share your research-based knowledge…..

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20 Approaches to Evaluating Teacher Effectiveness: a Research Synthesis June 2008 Laura Goe, Ph.D. Courtney Bell, Ph.D. Olivia Little National Comprehensive Center on Teacher Quality

21 Focus on Progress Monitoring to Inform Instruction & Provide Feedback & Guidance #4

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25 Focus on Behavior #5

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34 Focus on Strengths #6

35 Historical Assumptions About Student Difficulties in Learning Students are responsible for their own learning When students do not learn, there is something wrong with them. Schools must figure out what’s wrong with as much precision as possible so that students can be directed to the track, curriculum, teachers and classrooms that match their learning ability profile. Otherwise, no learning will occur.

36 Thoughts about Assessment “There needs to be a shift in focus from diagnosing how a learner is disabled to diagnosing how a learner can be enabled.” -- Jeff Grimes, 1997 NASP

37 A way to think about teaching and learning for students with disabilities Less of a focus on……. More of a focus on ……. Student disability/deficit System responsibility and responsiveness Weaknesses Strengths Identifying levels of ability Figuring out how everyone can learn One size fits all Individual differences, learning styles, multiple intelligences, interests Learning a specific topic and performing on a point in time test Continuous and ongoing improvement and assessment Learning what is taught Teaching so all learn How teachers teach How students learn Ability and Disability Progress and achievement, learning by all Student responsible for inability to learn Teacher responsible for student learning

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39 Mass Insight

40 The “What’s Being Taught?” schooling model: keep up with the curricular conveyer belt The “What’s Being Learned?” schooling model in high-performing, high-poverty schools: we commit to helping each of you succeed ANALYSIS

41 How do high-performing, high-poverty schools do it? They foster students’ readiness to learn; focus staff’s readiness to teach; and expand their readiness to act. ANALYSIS

42 Focus on Testing Tips and Strategies #7

43 Test Preparation Familiarity Expectations and goals Tips and hints Item analysis and learning from mistakes Goal setting for next time Student-made guide for taking tests Others……

44 8 Tips to Prepare students for high stakes tests - Beverley H. Johns Provide practice tests Emphasize not giving up Give timed tests Teach students test- taking strategies Prepare students to deal with test anxiety Make test settings as pleasant as possible Involve students in accommodation discussions in the IEP Plan a special activity after tests are over From KY DOE Behavior Home Page

45 Expand the Measures of Success #8

46 Besides AYP, what do we know about the success of Students with Disabilities? Graduation Rates Participation in extra/co-curricular activities Grades Achievement of IEP goals Awards and honors Post secondary education and employment Community service Others…….

47 Learner Engagement On Schedule to Graduate with Cohort Group Attendance Rate Tardiness Rate Submits Homework Assignments on Time Community Service No Discipline Referrals Participation in Clubs/Extracurricular Activities Participation in Athletics Ray McNulty, International Center for Leadership in Education, 2009

48 The Learning Criteria Foundation Learning (Achievement in the core subjects of English language arts, math and science and others identified by the school) Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements) Learner Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning) Personal Skill Development (Measures of personal, social, service, and leadership skills; and demonstrations of positive behaviors and attitudes) Ray McNulty, International Center for Leadership in Education, 2009

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50 International Center for Leadership in Education

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52 Focus on Effective Circles of Support #9

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54 School Mission Committees?

55 Responsibility of Public Schools To educate and prepare students to be effective, competent, caring learners and citizens.

56 Student Learning Curriculum Standards & Assessment ClimateInstruction

57 Student Learning Curriculum Standards & Assessment InstructionClimate ESS

58 Student Learning Educational Support System Cu In Cl S&A

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60 Guiding Principle What would you want to have happen if this were your child? #10

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