1. http://miblsi.cenmi.org Improving Instruction by Developing a Culture of Practice & Feedback: One District’s Journey KRESA Special Education Mindy Miller John Vail

2. 2 Juvenile Home School (grades 7-12) Intensive Learning Center Youth Center School Project Search (ages 18-26) WoodsEdge Learning Center (ages 3-26) On-site Programs Off-site Programs Valley Center School (grades 3-12) Young Adult Program (ages 18-26) KRESA Programs

3. 3 Our administrative team came together on collective projects: Measurable Goals Teacher Evaluation Parapro Evaluation We dealt with issues that impacted all of us, but we did not come together with a singular focus for all programs: Individual site emphases controlled PD with minimal cohesiveness on topics and projects A singular focus was difficult given the wide variations of center-based programming Prior PD

4. 4 As a department, we now collaborate around a singular focus for professional development: High quality instruction Use of actionable feedback Administrator to administrator Staff to staff Administrator to staff Creating a “Culture of Practice” Current PD

5. 5 We needed to be more accountable for student outcomes: Resulting from emphasis on teacher evaluations/ student growth and achievement We knew we needed to focus more on instruction: But didn’t know exactly where to start in order to focus on the “right stuff” We recognized the changing role of administrators as instructional leaders: A vague concept…we knew we had lots to learn! Needed to have all administrators hear the same message about the role of leaders and teachers related to effective instruction The Compelling Why

6. 6 We started with the evidence base which included the following: The Science of Effective Instruction (the what) The Science of Learning (the why) The Science of Implementation (the how) The Science

7. 7 Visible Learning basics Meta-analysis involving –800+ Meta-analyses –50,000 studies –2.4 million students. An effect size of 0.5 = one grade level gain on evaluation Average effect size of 0.4 Pure Maturation effect = 0.15 The Science of Effective Instruction (Hattie, 2009)

8. 8 Hattie’s analyses haven’t stopped! Approximately 1,200 meta-analyses have been reviewed Will be writing the second edition to Visible Learning The effect sizes haven’t really changed New innovations will be added to the effect size list Updates Since Visible Learning (2009)

9. 9 “Human learning is a slow process that can happen over months and years rather than hours or days. The necessary ingredients are a.Time b.Goal-orientation c.Supportive feedback d.Accumulated successful practice e.Frequent review Notions, such as instant experts, superfast learning, speed-reading, and other magic-like programs, amount to faddish quackery in violation of known and validated principles of human learning” Hattie and Yates, 2014 The Science of Learning

10. 10 “Be sure that the knowledge base is mostly in place when you require critical thinking” Daniel T. Willingham Cognitive Scientist and Author of Why Don’t Students Like School? 2009 The Science of Learning - Addendum

11. 11 Readiness Drivers The Law of Fidelity The Science of Implementation

12. Stages of ImplementationFocusStageDescription Exploration/Ado ption Develop commitment at ISD and LEA level InstallationEstablish ISD leadership team, implementation team and MTSS Coordinator, set up data systems. Audit of current resources and capacity, plan and prepare for work Initial Implementation Try out the practices, work out details, learn from and provide significant support to implementers ElaborationExpand the program/practices to other locations, individuals, times- adjust from learning in initial implementation. Continuous Improvement/R egeneration Make it easier, more efficient. Embed within current practices. Work to do it right! Work to do it better! Should we do it?

13. 13 Adapted from Fixsen & Blase, 2008 Selection Decision Support Data System Facilitative Administration Feedback Training Coaching Information Vision Materials/Tools/ Resources Management/ Coordination Successful Student Outcomes Program / Initiative Set of practices that are implemented with fidelity

14. 14 Resource Allocation Implementation Timeframe Implementation Quality As you start, consider this Clear Expectations, Resources, Training For Strategy Implementation

15. Great Resources John Hattie 2009 Hattie & Yates 2014 Daniel Willingham 2009 Lemov, Woolway, & Yezzi 2012 Archer & Hughes 2011

16. 16 The Journey

17. 17 Professional Development Sequence 2 Day Leadership Training Leading Learning All-Staff PD Good Instruction 2 Day Leadership Training Leading Implementation All-Staff PD Good Implementation Administrator & Teacher Leader Series Creating a Culture of Practice All-Staff PD Practicing Routines 2013 - 2014 - 2015 - 2016

18. 18 PDDescription Leading Learning SE admin attended a 2 day “Admin Academy” focused on the research-based leadership practices and instructional strategies that improve student outcomes the most. Good Instruction Teaching staff (w/ administrators present) attended a 1 day PD focused on research-based instructional strategies that improve student outcomes the most. Leading Implementation SE admin attended a 2 day “Admin Academy” focused on understanding cognitive science and creating a culture of practice and actionable feedback. Good Implementation Teaching staff (w/ administrators present) attended a 1 day PD focused on understanding cognitive science and intentional practice of effective instructional strategies. Creating a Culture of Practice Using video, SE admin began participating in regular, intentional practice of providing feedback on “look fors” and are building capacity w/ identified teacher leaders. Practicing Routines Teaching staff (w/ administrators present) will attend a 1 day PD focused on the use of video as a means to deepen their knowledge of instructional routines and practice providing/accepting feedback. Professional Development Sequence

19. 19 Effective instructional practices will be consistently used by ALL staff resulting in positive outcomes for ALL students. We’ll know we’re there when: All staff feel fully confident in knowing what effective instruction does and does not look like Our culture involves a system for staff to practice skills and provide regular, actionable feedback to one another Student outcome data has improved consistently and across the board The Ultimate Goal

20. 20 For each of the training events, we have identified the following: The outline for that day or session Key resources used An example activity Important “aha’s and take-aways” from the training The assignment given (and the result) Today’s Process

21. 21 “Leading Learning: Keeping the Focus on What Works!”

22. 22 Leading Learning: Impact of Principal Leadership Leading Change: Dealing with Resistance High Quality Instruction: Principles of Effective Instruction Direct/Explicit Instruction John Hattie’s Research: Effect sizes indicating what interventions have the biggest impact on student learning Impact of instructional leadership on student outcomes Outline

23. 23 Putting Students on the Path to Learning Clark Principles of Instruction Rosenshine “Visible Learning” Hattie, 2009 “Visible Learning For Teachers” Hattie, 2012 John Hattie Podcast Meta-Analyses by Rank Order Resources

24. 24 THINK-INK-LINK THINK: Spend 1 minute quietly thinking about the following questions: What comes to mind when you hear the term DIRECT INSTRUCTION?What comes to mind when you hear the term DIRECT INSTRUCTION? What does it mean to you?What does it mean to you? How would you define it?How would you define it? What are some examples?What are some examples? Do you see the concept as positive or negative?Do you see the concept as positive or negative? Example Activity

25. 25 THINK-INK-LINK INK: Now spend 1 minute quietly writing down your thoughts on the same questions: What comes to mind when you hear the term DIRECT INSTRUCTION?What comes to mind when you hear the term DIRECT INSTRUCTION? What does it mean to you?What does it mean to you? How would you define it?How would you define it? What are some examples?What are some examples? Do you see the concept as positive or negative?Do you see the concept as positive or negative? Example Activity

26. 26 THINK-INK-LINK LINK: Spend 2 minutes sharing your ideas with a partner: How are your ideas about DIRECT INSTRUCTION the same?How are your ideas about DIRECT INSTRUCTION the same? How are your ideas about DIRECT INSTRUCTION different?How are your ideas about DIRECT INSTRUCTION different? What can you add to your list after listening to your partner’s ideas?What can you add to your list after listening to your partner’s ideas? Example Activity

27. 27 1.Spend about 1 minute to review the “Meta- Analyses by Rank Order” document. Pay particular attention to where DIRECT INSTRUCTION falls on this list.Pay particular attention to where DIRECT INSTRUCTION falls on this list. 2.Read the section of “Visible Learning” on DIRECT INSTRUCTION. 3.Discuss with your partner: How does the definition of DIRECT INSTRUCTION you just read align with your previous thoughts and ideas about the concept?How does the definition of DIRECT INSTRUCTION you just read align with your previous thoughts and ideas about the concept? Example Activity

28. 28 The focus is on impacting student learning. Special education instruction is not different from general education instruction: Good instruction is good instruction is good instruction Important Aha’s and Take Aways

29. 29 Leadership matters! Instructional leaders set goals, ensure quality instruction, lead teacher learning, and expect growth from ALL students The time has come to finally converge around evidence-based methodologies: What teachers do matters Some things matter more than others It is imperative that teaching be explicit and learning be visible Important Aha’s and Take Aways

30. 30 Determine a way to get this information into our teachers’ handsDetermine a way to get this information into our teachers’ hands Align current evaluation tools with new knowledge of what good instruction needs to beAlign current evaluation tools with new knowledge of what good instruction needs to be The Assignment

31. 31 The Assignment-The Result

32. 32 “Good Instruction is Good Instruction”

33. 33 What is Evidence-Based Good Instruction Hattie Research Effect Sizes Review Clark Article Review Rosenshine Article Teacher as Activator vs. Teacher as Facilitator (The importance of explicit instruction) Outline

34. 34 Putting Students on the Path to Learning Clark Principles of Instruction Rosenshine John Hattie Podcast “Visible Learning” Hattie, 2009 Explicit Instruction Archer & Hughes, 2011 Resources

35. 35 Teacher as Activator Teaching students self- verbalization.76 Teacher clarity.75 Reciprocal teaching.74 Feedback.74 Metacognitive strategies.67 Direct instruction.59 Mastery learning.57 Providing worked ex..57 Providing Goals.50 Frequent effect of testing.46 Behavioral organizers.41 Average Activator ES =.61 Activator – Facilitator Hattie & Yates, 2014 p.73 Teacher as Facilitator Inductive teaching.33 Simulation and gaming.32 Inquiry-based teaching.31 Smaller classes.21 Individualized instruct..22 Web-based learning.18 Problem-based learning.15 Discovery method in math instruction.11 Whole language.06 Student control over learning.04 Average Facilitator ES =.19

36. 36 Example Activity

37. 37 At your table, assign each table mate a number (1-5 and if there is an extra person, assign two people with the same number) Using Principles of Instruction: Research-Based Strategies that all Teachers Should Know 1’s read principles 1 and 2 (p. 13-14)1’s read principles 1 and 2 (p. 13-14) 2’s read principles 3 and 4 (p. 14-16)2’s read principles 3 and 4 (p. 14-16) 3’s read principles 5 and 6 (p. 16-17)3’s read principles 5 and 6 (p. 16-17) 4’s read principles 7 and 8 (p. 17-18)4’s read principles 7 and 8 (p. 17-18) 5’s read principles 9 and 10 (p. 18-20)5’s read principles 9 and 10 (p. 18-20) Complete a graphic organizer for each of the two principles of instruction assigned Example Activity

38. 38 For each of your assigned principles of instruction, be prepared to discuss the following: Research:Research: –Why is this principle of instruction critical to student learning? Exemplary Classroom Implementation:Exemplary Classroom Implementation: –What would be visible (observable) in classroom practice if the principle of instruction were fully implemented? Example Activity

39. 39 The science of good instruction is new information, even for special education teachers Teachers need to have a deep enough understanding to adapt this information / set of practices to their own context. Clear learning targets are critical Administrators realized they had much more to learn if they were going to be providing actionable feedback to the teachers Important Aha’s and Take Aways

40. 40 Teachers make a huge difference. High quality, explicit instruction is critical for students with low background knowledge who are novice learners Wrapping-Up

41. 41 All students are novice learners (even students who are taking advance placement courses) There are research based principles of instruction (principles of explicit/direct instruction) that should be a part of daily lesson delivery Wrapping-Up

42. 42 There is a converging evidence base via John Hattie’s synthesis of many meta- analyses that have demonstrated some things are more effective than others Direct/explicit instruction is above the benchmark (.40) and other essential components of direct instruction are “among the winners!” This is an area that will give you a “big bang for your buck!” Wrapping-Up

43. 43 As a program, identify and commit to one or two actions that you will take to apply the learning from today when you arrive back in your settings.As a program, identify and commit to one or two actions that you will take to apply the learning from today when you arrive back in your settings. What additional supports, tools and resources would be helpful to enhance implementation efforts?What additional supports, tools and resources would be helpful to enhance implementation efforts? Be ready to share out.Be ready to share out. The Assignment

44. 44 A teacher self-report tool was created based on the principles of effective instruction and the guidelines of explicit instruction. The Assignment – the Result

45. 45 Self-Evaluation

48. 48 Leading Implementation “Closing the Doing – Doing “it” Really Well Gap

49. 49 Clarifying Good Instruction The Compelling Why: Hattie Research Principles of Effective instruction Pitfalls of Implementation: The Science of Implementation Sustaining Good Practice: Coaching and Feedback Outline

50. 50 Visible Learning and Science of How We Learn Hattie & Yates, 2014 Explicit Instruction Archer & Hughes, 2011 Practice Perfect Lemov, Woolway, & Yezzi, 2012 Resources

51. 51 Sustaining the “It” Purposeful “Perfect” Practice

52. 52 Please Jigsaw JV’s Cliff Notes on Practice Perfect 1.Rethinking Practice 2.How to Practice 3.Using Modeling 4.Feedback In your reporting out, identify what aspects of systems and practices already exist to support this and what systems are missing? Example Activity

53. 53 Administrators will need more support to understand what a vision of a practice culture should look like We need to develop a culture of practice!! Administrators need to practice! Teachers need to practice! Students need to practice! Important Aha’s and Take Aways

54. 54 Create a presentation for your staff establishing the “vision” for a culture of practice. Considerations –Clear articulation of what will be –Identification of Barriers –Use Pre-corrections for anticipated issues The Rationale Identification of what is starting and what is stopping Use of analogies when information is challenging –Create a safe start The Assignment

55. 55 Administrative Team decided that developing a culture of practice was going to be the focus for the upcoming year(s). At this point, the scope became much more focused – practice must become part – our teachers and especially our students needed much more practice than they were being given. The Assignment – The Result

56. 56 Leading Implementation “The Art and Science of Effective Feedback and Coaching”

57. 57 Active Listening for Leaders: Paying attention Holding judgement Reflecting Clarifying Summarizing Sharing Feedback: It takes courage! Situation – Behavior – Impact (SBI) Encouraging Feedback Constructive Feedback Outline

58. 58 Lending an Ear: Why Leaders Must Learn to Listen Actively Michael H. Hoppe Building a Culture in Which Feedback Thrives The Power of Feedback Presentation, Jenn David-Lang Three Keys to Effective Feedback Sloan R. Weitzel Effective Feedback Template Center for Creative Leadership Resources

59. 59 Read the template for effective feedback and examples of effective feedback. Your turn… 1.Think of a situation in which you’d like to provide encouraging or constructive feedback. 2.Write your feedback down using the SBI format. 3.Share your feedback with a partner and consider: Did using the SBI “routine” make feedback easier or harder? What would it take to work towards using this format “in the moment”? Example Activity

60. 60 Active listening is not an optional part of leadership, it is critical component of the tasks facing today’s leaders. Leaders need to model vulnerability, admit mistakes, and have difficult conversations in order to move beyond a “culture of nice”. Important Aha’s and Take Aways

61. 61 Use of feedback is an imperative element of our work in order to ultimately impact student achievement: “The average effect size (of feedback on learning) is 0.79…this places feedback in the top ten influences on achievement.” -John Hattie “By receiving weekly observations and feedback, a teacher develops as much in one year as most teachers do in twenty” -Paul Bambrick-Santoyo Important Aha’s and Take Aways

62. 62 The SBI template establishes a “routine” for providing feedback, which gives those using it more confidence. Establishing this new routine still requires a lot of practice! Before it can be an expectation, we also have to teach this skill to staff. Important Aha’s and Take Aways

63. 63 Practice using the SBI model to provide regular feedback in all contexts within our organization: Teacher to teacher Staff to staff Teacher/staff to student Administrator to teacher/staff Administrator to administrator The Assignment

64. 64 The SBI format was a necessary step in preparing to moving towards the “Teacher Learning Walks” concept. Helped us to define and clarify what “effective feedback” looks and sounds like. Recognized that teachers and admin are learning together and need similar skills. The Assignment – The Result

65. 65 “From Good Instruction to Good Implementation”

66. 66 Good Instruction (the knowing) Selection of Innovations Principles of Effective Instruction Good Instruction – Good Implementation Good Implementation (the doing) Teacher Clarity Feedback Modeling Goals Practice

67. 67 Recapping Good Instruction Cognitive Science of learning Instructional Success- what learners need - as a teacher - as a student - as a culture Outline

68. 68 Visible Learning and the Science of How We Learn Hattie & Yates, 2014 Practice Perfect Lemov, 2014 Explicit Instruction Archer & Hughes, 2011 Videos of Anita Archer and of teachers from all settings within the SE department (e.g. Autism, Young Adult, SXI, EI) Teacher Self-Reports The Hexagon Tool Resources

69. 69 Think of something you struggled to do. If you could turn back time and try to learn it all over again, define what you think you need for mastery. If you could turn back time and try to learn it all over again, define what you think you need for mastery. Share with your partner. Share with your partner. At your table, write the things people have identified. At your table, write the things people have identified. Note-taker capture themes that were common across individuals. Note-taker capture themes that were common across individuals. Example Activity

70. 70 Jigsaw the excerpt, “How Knowledge is Acquired” (pp. 113-120) from the book, Visible Learning and the Science of How we Learn. Jigsaw the excerpt, “How Knowledge is Acquired” (pp. 113-120) from the book, Visible Learning and the Science of How we Learn. Person 1 Six Principles of Acquisition (113- 115) Person 1 Six Principles of Acquisition (113- 115) Person 2 Six Principles of Memory Retention (116-118) Person 2 Six Principles of Memory Retention (116-118) Person 3 Five Aspects of Handling Information Overload (118-120) Person 3 Five Aspects of Handling Information Overload (118-120) As a trio, identify things that resonated with you as you reflected on how you learned to do something new. As a trio, identify things that resonated with you as you reflected on how you learned to do something new. Example Activity

71. Teacher Video-Cindy

72. 72 Teachers don’t know what they don’t know Teachers really do want to do a good job Feedback has been off-target or poorly utilized We really seldom practice our craft in an attempt to get better. It can be very difficult to believe that all kids can learn when what you know does not work Important Aha’s and Take Aways

73. 73 Select one or two first steps to develop a culture where practice is normalized. What needs to happen? …by whom? … by when? …such that next year at this time, you will say “What a difference a year makes.”? Note-taker capture on action plan The Assignment

74. 74 Building administrator knowledge, skills, and confidence around observing and providing feedback on specific critical aspects of good instruction What Really Became the Assignment

75. 75 Administrator & Teacher Leader Series “Creating a Culture of Practice and Feedback”

76. 76 Understanding the look-fors Constructing ways to practice giving feedback Confronting the “parent” mentality of the administrator The power of Video Outline

77. 77 Visible Learning and the Science of How We Learn Hattie & Yates, 2014 Why Don’t Students Like School? Willingham, 2009 Practice Perfect Lemov, 2014 Explicit Instruction Archer & Hughes, 2011 Videos of Anita Archer and of teachers from all settings within the SE department (e.g. Autism, Young Adult, SXI, EI) Resources

78. 78 Read through the “Look For” help sheet. In partners and using the “Look for” help sheet, identify the following in the teacher video: Partner 1 – Ways Anita supports active engagement Partner 2 – Number of opportunities students have to respond Example Activity

79. 79 Anita Archer Video

80. 80 Now watch the video of a teacher prior to receiving feedback. What do you notice about active engagement and opportunities to respond? Activity – cont.

81. Teacher Video- Hillary Pre Feedback

82. 82 Note the changes this teacher made following feedback to increase active engagement for all students in her setting. Activity – cont.

83. Teacher Video- Hillary Post Feedback

84. 84 Administrators were not always looking for the right things on which to give feedback. It takes repeated practice to become fluent in observing the right stuff and providing good, actionable feedback We had to create the space and routines in order for “safe but mandatory” practice to happen Feedback must be narrowed to be actionable Important Aha’s and Take Aways

85. 85 At every administrator monthly meeting, attendees will practice observing and providing feedback using at least one video brought in by one of the principals. The Assignment

86. 86 Limit the focus to: Meaningful Preparation & Execution Centered on Student Engagement Learner Objectives Via Instructional Routines (e.g. I do, We do, Y’all do, You do) Lesson Planning Environmental Set-up Upcoming Work: Increasing Teacher Skills

87. 87 Build Capacity 1.Develop Teacher Leaders 2.Increase skills of all staff on focus areas using routines and perfect practice Upcoming Work Increasing Teacher Skills

88. 88 The Rationale: Build background knowledge in key people while putting systems and structures in place Establish influencers within the culture Get knowledgeable feedback about proposed changes before implementing Developing Teacher Leaders

89. 89 Session 1: Identify instructional focus areas Set expectations and clarify the role of teacher leaders Create more depth of knowledge around effective instructional practices Begin to recognize instructional routines as a way to impact student engagement and learning Session 2: Revisit focus areas by demonstrating the use of an instructional routine Engage with new learning that combines effective instructional practices and cognitive science Introduce the concept of “look fors” when observing instruction in order to provide actionable feedback Use video as a means to intentionally practice providing targeted feedback (modeling and whole group practice) Developing Teacher Leaders

90. 90 Session 3: Revisit instructional focus areas and make connections Engage in new learning about how the mind works and what it means for the classroom Cast the vision for “teachers learning together” Review “look fors” and use actual classroom videos to practice providing feedback to peers (whole group, but less guidance) Session 4: Revisit instructional focus areas and make connections Review “look fors” as a whole group Engage in small group, more independent practice providing feedback to peers using videos captured of themselves Prepare for roles during all staff PD in January Developing Teacher Leaders (cont.)

91. 91 Upcoming Work Practicing Routines

92. The Power of Instructional Routines

93. Ultimate Vision: Teacher Learning Walks

94. 94 The future is in movies!

95. 95 Q & A

96. 96 STATEMENT OF COMPLIANCE WITH FEDERAL LAW The Michigan Department of Education (MDE) complies with all federal laws and regulations prohibiting discrimination, and with all requirements of the U.S. Department of Education (USED). STATEMENT OF FUNDING This document was produced and distributed through an Individuals with Disabilities Education Act (IDEA) Mandated Activities Project (MAP) for the Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi) awarded by the Michigan Department of Education (MDE). The opinions expressed herein do not necessarily reflect the position or policy of the MDE, Michigan State Board of Education (SBE) or the U.S. Department of Education (USED), and no endorsement is inferred. This document is in the public domain and may be copied for further distribution when proper credit is given. COMPLIANCE WITH TITLE IX Title IX of the Education Amendments of 1972 is the landmark federal law that bans sex discrimination in schools, whether it is in curricular, extra-curricular or athletic activities. Title IX states: “No person in the U.S. shall, on the basis of sex be excluded from participation in, or denied the benefits of, or be subject to discrimination under any educational program or activity receiving federal aid.” The Michigan Department of Education (MDE) is in compliance with Title IX of the Education Amendments of 1972, as amended, 20 U.S.C. 1681 et seq. (Title IX), and its implementing regulation, at 34 C.F.R. Part 106, which prohibits discrimination based on sex. The MDE, as a recipient of federal financial assistance from the U.S. Department of Education (USED), is subject to the provisions of Title IX. The MDE does not discriminate based on gender in employment or in any educational program or activity that it operates. For inquiries and complaints regarding Title IX, contact: Ms. Norma Tims, Office of Career and Technical Education, Michigan Department of Education, Hannah Building, 608 West Allegan, P.O. Box 30008, Lansing, MI 48909. State Board of Education John C. Austin, President Casandra E. Ulbrich, Vice President Nancy Danhof, Secretary Marianne Yared McGuire, Treasurer Richard Zeile, NASBE Delegate Kathleen N. Straus Daniel Varner Eileen Lappin Weiser Ex-Officio Rick Snyder, Governor Michael P. Flanagan, Superintendent of Public Instruction