1. June 14, 2009

2. Become aware of: How the continuous improvement process relates to the instructional decision-making process The guiding principles of IDM The four elements (system, content, instruction, and assessment) that the IDM process is built around IDM Framework questions The importance of data and data analysis in the IDM process To gain a better understanding of the process and how it may benefit your district/building

3. Needs Assessment PlanningImplementation Evaluation The process we use to get even better!

4. Needs Assessment  Gather data systematically  Multiple sources of data- Internal/External  Organize data  Determine needs and baseline  Often driven by a question

5.  Data Analysis – matching identified needs with research based approaches  Create action plan(s) – that address all need areas  Establish intended results/goals  Align resources with needs and plan for implementation Planning

6. Implementation  Implement action plan(s) w/ integrity  Monitor implementation of plan  Monitor progress toward intended results (groups and individuals)  Monitor resources  Mid-course corrections as necessary

7. Evaluation  Collect and analyze data to determine the merit, worth and success of the plan/program toward meeting goal(s)  Evaluate progress toward intended results  Modify plan if data indicate

8. 8 Instructional Decision Making Process Student Performance Iowa Core Curriculum Iowa Professional Development Model Comprehensive School Improvement LEA and AEA Positive Behavior Intervention Supports General Education Interventions

9. Discuss with a partner the following questions: How is the CIP applied in your school? Which Phase(s) does your school do well? How do you know? Which Phase(s) does your school need to improve? How do you know?

11. 11

12. A process that includes an ongoing set of systems and strategies designed to increase the capacity of schools to educate ALL Students and increase student achievement and behavioral success.

13. IsIs Not A process used to implement effective instructional and assessment practices An “off the shelf” instructional program A process that matches needs (identified at all levels) with actions and resources Intended to encourage placement of students into any special program A collaborative effortPossible to implement alone Uniquely designed for each buildingThe same for every district, school, or classroom An “Every” education process Limited to only academic issues Just a general education, special education, Title I, or gifted and talented initiative.

14. Successful Student Outcomes are better achieved with an integrated system School Improvement Supplemental and intensive supports No Child Left Behind PBIS

15. 15 Accelerated students Struggling students Grade level expectation BELL CURVE 5%15% 80%

16. Content (Intended Curriculum) Assessment (Assessed Curriculum) Instruction (Enacted Curriculum) System Effective Data Based Decision-Making Are also the main elements of ICC

17. “The IDM process begins with each student having access to, as well as the opportunity to demonstrate mastery of, a guaranteed and viable content which demonstrates rigor and relevance. 17

18. Assessment Processes Screening Formative Diagnostic Summative An assessment tool is defined according to its purpose/function and the data analysis question that it answers.

19. Cycles of Instruction Core Supplemental Intensive 19

21. The district adopted comprehensive curriculum (content) Generally received by all students at grade level and appropriately differentiated (instruction) Strong enough to ensure that at least 80% of the students meet grade level expectations. Data – Screening, diagnostic, classroom based/formative and summative assessments (assessment) Core Instructional Cycle

22. Instructional Decision Making

23. Supplemental Instructional Decision Making Supplemental Guidelines  Must be designed to match identified needs using screening and diagnostic data (Content)  Research Based instructional practices and materials. (Instructional /Content)  Almost always provided in smaller groups (Instruction)  On-going data (minimum bi- weekly) determines need to continue, discontinue, or change (Assessment)  In addition to core!!

24. Instructional Decision Making

25. Provides for needs not being met with supplemental Must be designed to match identified needs using diagnostic student data Research based Provided in small groups or individually On-going data(minimum of once per week) determines need to continue, discontinue, or change In addition to core! Intensive

27. IC Intensive Cycle Supplemental Cycle Formula for Success

28. “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.” 28

29. Mission/Vision Complex Change Infrastructure Development Implementation

30. Mission…purpose or reason for being Vision…is the capacity to create and communicate a view of a desired state of affairs that induces commitment among those working in the organization. Thomas Sergiovanni, 1984

31.  Explanation of ‘why’- Provides the foundation for all work Increases sustainability Is a combination of vision and support  Intended benefits: Increases personal investment Raise student performance Validation of concerns Provides information to decrease anxiety and support change

33. = Change Confusion = = = = = ++++ VisionSkillsIncentivesResources Action Plan ++++ Skills IncentivesResources Action Plan ++++ Vision Incentives Resources Action Plan ++++ VisionSkills Resources Action Plan ++++ VisionSkills Incentives Action Plan ++++ Vision SkillsIncentives Resources Adapted from Knoster, T. Anxiety Resistance False Starts Frustration

34. The major foundational structures necessary to support the implementation and sustainability of IDM: Components of your action plan  Content, Instruction and Assessment in Core, Supplemental, and Intensive Cycles  Strong Administrative/ Leadership Team  Professional Development  Resources (time, people, money)  District/Building policy and procedures Technical Assistance Parental Involvement  Action Plan: Developed and Communicated Needs Assessment PlanningImplementation Evaluation

35. The Building Leadership Team is a group of people, representing the larger school community, who collaborate through a structure of shared leadership in order to successfully implement this process into schools and work to increase student performance and achievement. National Institute for Urban School Improvement www.urbanschools.org

36. Roles Administrator Data Coach Content Coach Internal Coach - School team member External Coach – AEA 267 IDM team member, Special Education Team Rep and/or Ed Services building contact

37. District-Leadership Team - Process Building/Initiative Leadership Teams - Content Grade Level/Department Teams – Day to Day Implementation

38. “…this component provide a description of the process by which the plan elements will be brought together….pieces of a puzzle…each piece is necessary to form a complete picture.” This is where all This is where all of the planning pays off! of the planning pays off! The process of bringing the action plan to life…

39. 1.Is our core cycle sufficient? 2.If the core is not sufficient, why not? 3.How will needs identified in core be addressed? 4.How will the sufficiency and effectiveness of the core cycle be monitored over time? 5.Have improvements to the core been effective? Framework Questions Core Instruction Needs Assessmen t Planning Implementa tion Evaluation

40. 6.For which students is the core cycle sufficient and not sufficient, and why? 7.What specific supplemental and intensive instruction/curriculum is needed? 8.How will specific supplemental and intensive cycles be implemented? 9.How will the effectiveness of supplemental and intensive cycles be monitored? 10.Which students need to move to a different cycle? Framework Questions Supplemental /Intensive

41. Six planned professional development days IDM – district/school needs assessment survey (Due dates: CL-Nov., 24 th, CF-Nov., 19 th, and MT-Nov., 24 th ) Establish a leadership team (to attend the training and provide leadership during infrastructure development and implementation. District/building Mission and Vision statement submitted Scheduled team meetings (minimum of one to two times between training sessions) Action Plan development and follow through –drafts submitted periodically May 2011 site visit to review current implementation and outline technical assistance needs for the 2011-12 school year

42. Framework Questions- Core (1-5) Supplemental/ Intensive (6-10) Core Supplemental Intensive

43. …….A critical element to consider with staff when building your instructional decision making process.

44. Stiggins, 2005 Five Quality Assessment Standards

46. Just because you can doesn’t mean you should! Add Subtract Multiply Divide + - X / NominalOrdinalIntervalRatio

47. What is meant by “data analysis”? Data analysis simply means that a set of data (typically numeric) is separated or broken apart in several ways in order to answer specific questions and gain insight. Needs Assessment PlanningImplementation Evaluation “data analysis” occurs in every phase of the continuous improvement process

48. Number of hours a week for data analysis Other ParticipantsBest PracticeDifference Elementary school teachers 1.923.1061% Middle school teachers 2.313.9069% High school teachers2.403.7054% Central Office staff4.607.0052% “Best practice” districts allocates more time for teachers and central office administrator members to review data each week. Source: Education Week, June 30, 2008

49. A solid understanding of data and data sources Use of multiple sources of data that are easily obtained Use technology as an organizational tool (Excel, S.W.I.S.S., H.E.A.R.T, EdInsight - Iowa Data Warehouse) Questions of inquiry to guide your “digging”

50. A solid understanding of the content being taught and assessed (alignment) An ability to engage in item/skill analysis – drill down An ability to share results/impressions with others in a visual format (make a picture of your data!) Link data with action plans Application within a systematic decision making process

51. Needs Assessment PlanningImplementation Evaluation The process we use to get even better! Core Cycle of Instruction

52. Instructional Decision Making Struggling Students Ready Accelerated Students 30 5 2 2 1 All these students will receive core instruction. In addition, 7 will need supplemental instruction and 3 will need intensive instruction.

53. Multiple sources of data - Triangulation NameData AData BData C Jill421083 Rob781604 Betty18651 Billy351202 Andy661353 Cindy571403

54. Possible Causes Core not sufficient Cause Who? What? When? Extent? Where? Patterns?

55. 12345 Action PlanEvaluation Goal Statement/ Priority Action Steps: Implementation Design Who Support Items Needs Costs Specific Outcomes/ Success Criteria Gathering Data/ Assessment Techniques 1-4-5-2-3 All data analysis efforts must culminate in the development of an action plan so areas of need can be addressed in a timely manner Needs Assessment PlanningImplementation Evaluation

56. Needs Assessment PlanningImplementation Evaluation The process we use to get even better! Supplemental and Intensive Cycles of Instruction

57. 1. Use only interventions that are proven to work 2. Matched to student(s) need 3. Implementation fidelity 4. Progress Monitoring Witt, 2008

59. Instructional Decision-Making Framework for ICC (Cohort 3) Professional Development Dates AEA 267 Office Locations Trainings held 8:30 AM -3:15 PM each date (Lunch will be provided) DatesCedar Falls-3Clear Lake-3Marshalltown-3 November 2010 Day 1 and 2 2/39/1015/16 December 2010 Day 3 129 January 2011 Day 4 111218 February 2011 Day 5 8915 April 2011 Day 6 567 May 2011 (snow date) 345 May 2011District