1 Instructional Decision Making

Iowa Department of Education2 Instructional Decision Making in Brief The Instructional Decision Making (IDM) structure focuses on instruction by using data regarding students’ responses to instruction to guide future educational decisions. The Instructional Decision Making (IDM) structure focuses on instruction by using data regarding students’ responses to instruction to guide future educational decisions.

Iowa Department of Education3 Instructional Decision Making (IDM) Process that focuses on appropriate instruction for ALL students Process that focuses on appropriate instruction for ALL students  Core curriculum is the foundation  Based on formal/informal assessment data  Three fluid and flexible instructional levels  Organizes resources to meet student needs  Results in improved learning

Iowa Department of Education4 Both Struggling and Accelerated Students Accelerated students Struggling students Grade level expectation

Iowa Department of Education5 Components of IDM

Iowa Department of Education6 Core Curriculum Academic, Social, Emotional and Behavioral Academic, Social, Emotional and Behavioral  Guaranteed – all students  Viable – able to be implemented in time available  Rigorous - challenging  Relevant – useful, encouraging engagement

Iowa Department of Education7 Core Instruction   Differentiated   Provided for all students   Screening and formative evaluations occur Core Instruction

Iowa Department of Education8 Supplemental Instruction   Instruction that is available for students identified as exceeding or not meeting core- learning expectations   Provided to smaller groups of students with similar needs   Research based/evidence based strategies selected   Targeted instruction in identified area   IN ADDITION TO CORE Supplemental Instruction Supplemental Instruction

Iowa Department of Education9 Focus on the student learning needs identified through screening / formative assessment. Focus on the student learning needs identified through screening / formative assessment. May involve the use of additional resources within the classroom May involve the use of additional resources within the classroom May be changes in, intensity, consistency, and immediacy of feedback May be changes in, intensity, consistency, and immediacy of feedback May include a change in instructional strategy May include a change in instructional strategy Instruction Components of the Cycle Supplemental Instruction

Iowa Department of Education10 Intensive Instruction   Instruction that is available for students identified as significantly exceeding or not meeting core and/or supplemental learning expectations   Provided to individuals or small groups of students with similar needs   Research based/evidence based strategies selected   IN ADDITION TO CORE Supplemental Instruction Intensive Instruction Intensive Instruction

Iowa Department of Education11 Often includes different instructional strategies Intensive instruction plan prescribed for the individual Provided to individuals or small groups of students Often includes other support (AEA) personnel Instruction Components of the Cycle Intensive Instruction

Iowa Department of Education12 Assessments Screening Screening Diagnostic Diagnostic Formative Formative Summative Summative

Iowa Department of Education13 Screening Assessment Questions Answered Questions Answered How is each student responding to instruction? How is each student responding to instruction? What do students already know and are able to do?What do students already know and are able to do? What do students still need to know and be able to do?What do students still need to know and be able to do? Which students are in need of additional assessment? Which students are in need of additional assessment? Is the instruction effective? Is the instruction effective?

Iowa Department of Education14 Diagnostic Assessment Question Answered Question Answered What are the specific concerns? What are the specific concerns? What is the root of the student’s difficulty? What is the root of the student’s difficulty? What instruction does the student need? What instruction does the student need?

Iowa Department of Education15 Formative Assessment Question Answered Question Answered Is the student making progress compared to self, peers and/or standard ? Is the student making progress compared to self, peers and/or standard ? What instructional adjustments are needed? What instructional adjustments are needed?

Iowa Department of Education16 Summative Assessment Question Answered Question Answered Did each student achieve the expected outcome? Did each student achieve the expected outcome? Are the chosen curriculum and instructional practices providing the desired results? Are the chosen curriculum and instructional practices providing the desired results?

Iowa Department of Education17 Pilot Sites   Bettendorf   Paul Norton Elementary – Connecting Learning Assures Successful Outcomes (CLASS)   Armstrong Elementary - CLASS   Mark Twain Elementary – Positive Behavior Supports   Bettendorf Middle – CLASS   North Scott   Junior High – Differentiated Instruction

Iowa Department of Education18 Why consider this? “The main benefit of IDM for us has been its ability to help us organize all that we are doing. We are using our district data to work for us in determining what students need and what supports we need to provide.” - Principal, Waterloo School

Iowa Department of Education19 Pilot Opportunity Interest Form –Due March 30, 2007 Interest Form –Due March 30, 2007 Gap Analysis for Pilot Schools – April 18, 2007 Gap Analysis for Pilot Schools – April 18, 2007 Action Planning for Selected Schools – April 30, 2007 Action Planning for Selected Schools – April 30, 2007 Implementation – Fall, 2007 Implementation – Fall, 2007

Iowa Department of Education20 IDM Website for More Information