1. GCEL Conference February 2016
Title I, Part C – Education of Migratory Children Research-Based Instructional Strategies: How a Supplemental Federal Program is Providing Professional Development to Teachers and Paraprofessionals Working with Migratory Children and Youth
GCEL Conference
February 2016
11/11/2018

2. Objectives
Participants will learn about the need for professional development
Participants will learn about the steps taken by the GaDOE to design and deliver professional development statewide
Participants will learn about the GaDOE’s progress monitoring implementation
11/11/2018

3. What is the Migrant Education Program (MEP)?
The purpose of the MEP in Georgia (and the United States) is to ensure that migratory children fully benefit from the same free public education provided to all children and that the unmet education-related needs resulting from their migrant lifestyle are met.
1/13/2015

4. Who is providing Title I, Part C Services in GA?
Paraprofessionals (Supplemental Service Providers or SSPs)
Certified Teachers
Contracted Tutors
11/11/2018

5. 2014 Writing Assessments
11/11/2018

6. 2014 Writing – PFS vs. Non-PFS
11/11/2018

7. 2014 CRCT Math – PFS vs. Non-PFS
11/11/2018

8. 2014 CRCT Reading – PFS vs. Non-PFS
11/11/2018

9. State Service Delivery Plan (SDP)
GaDOE School Keys
11/11/2018

10. What does good teaching look like
What does good teaching look like? If you were to watch an SSP, or a teacher, or a tutor in action, how would you know that good teaching is happening?
Chart paper and markers
Table brainstorm and sharing out
11/11/2018

11. Relating Research to Practice – Robert J. Marzano
Categories of Instructional Strategies That Affect Student Achievement
Strategy Effect Size
Identifying Similarities and Differences 1.61
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition 0.80
Homework and Practice
Nonlinguistic Representations
Cooperative Learning
Setting Objectives and Providing Feedback 0.61
Generating and Testing Hypotheses
Questions, Cues, and Advance Organizers 0.59
Previewing – as an instructional strategy
11/11/2018

12. Georgia MEP Continuous Improvement Cycle
Connecting the day to the SDP
11/11/2018

13. PD Planning Identifying Current Practices and Skills
Observations of Instructional Services
Self-Reflective Fidelity Surveys
11/11/2018

14. Transferring PD to the Instructional Setting
11/11/2018

15. Self-Efficacy
Based on observations, surveys, and interactions with our migrant funded staff, a recurring theme surfaced:
“I’m not a teacher; I can’t teach like this. I am only a helper.”
11/11/2018

16. PD Planning Reviewing the GaDOE School Keys Prioritizing Strategies
Developing Training Plan
11/11/2018

17. Resources
11/11/2018

18. Resources
11/11/2018

19. Resources
11/11/2018

20. Resources
11/11/2018

21. Reinforcing Effort and Providing Recognition
What is it?
Reinforcing effort: Creating positive attitudes, beliefs, and pride
Providing recognition: Abstract, symbolic recognition is more effective than tangible rewards, especially if contingent on achieving a challenging standard.
11/11/2018

22. Reinforcing Effort and Providing Recognition
How should I use it?
Specifically teach children the connection between effort and achievement
Provide encouragement
Track growth and the connection between effort and achievement
Concrete symbols of recognition connected to a task or standard
11/11/2018

23. Identifying Similarities and Differences
What is it?
Comparing
Classifying
Metaphors
Analogies
Can be:
Teacher directed
Student directed
Graphic organizers

24. Identifying Similarities and Differences
How should I use it?
Use to review learning from the classroom
Venn diagrams to compare and contrast
Charts and tables
“I do”, “We do”, “You do” to help students become independent
11/11/2018

25. Previewing
What is it?
Students are exposed to the content and standards before learning about them with the regular classroom teacher.
Students are led through various foundational activities prior to the learning.
11/11/2018

26. Previewing How should I use it? Before reading a book
Before reading a passage in the text
K – W – L
Preparing for classroom instruction
11/11/2018

27. Non-Linguistic Representations
What is it?
Teaching students how to create an “image” of learning and to represent learning in a format other than text
Creating graphic representations, physical models, mental pictures, drawing pictures, and body movement
Nonlinguistic representations “add to” knowledge

28. Non-Linguistic Representations
How should I use it?
Model use
Use before the instruction and/or after the instruction
Plan with teacher in advance
11/11/2018

29. Summarizing and Note-Taking
What is it?
Teaching students how to identify the important aspects or themes of text (fiction, non-fiction, textbook etc.)
Within the text, showing students how to delete, substitute, and keep information to create a summary
Within the text, teaching students to analyze narrative
Within the text, helping students see the structure of the narrative
Teaching students how to determine what is the most important information or concept from a narrative or presentation
Showing students how to organize information
Showing students how to study from their notes

30. Summarizing and Note-Taking
How should I use it?
Model with think-a-louds
Use various formats
Work toward student independence
Plan with the teacher in advance
11/11/2018

31. PD Planning Model Practice Discuss and Share Transfer of Learning
11/11/2018

32. What is a “strategy”? STRATEGY An Example of Modeling… Frayer Model
Definition
A loosely defined collective term that is often used interchangeably with the word “intervention”; however, strategies are generally considered effective instructional/behavioral practices rather than a set of prescribed instructional procedures, systematically implemented.
Illustration
Examples
Graphic Organizers
Note Taking Guides
Informal Buddy Reading
Non-Examples
Reading Recovery Program
PBIS
Credit Recovery Process 
STRATEGY
An Example of Modeling…
Frayer Model
11/11/2018

33. Preparing to Learn…
Connecting to Self…
11/11/2018

34. Quick Teaching Tools Think-Pair-Share Think Aloud
“I do”, “We do”, “You do”
Pause – Prompt - Praise
11/11/2018

35. Fidelity of Implementation of Instructional Strategies
Communicate with classroom teachers
Think about when to use these strategies
Do all teaching situations fit with all strategies?
Where do these fit well?
How do these fit with my situation?
GaDOE staff will look for these strategies when observing services; local staff will do the same.
Observations will provide feedback on strategies used and will indicate a “missed opportunity” where a strategy could have been used.
11/11/2018

36. Fidelity of Implementation of Instructional Strategies
Future Professional Development
Team Meetings with Resource Specialists
MEP State Conference
ID&R #3 in Spring
Webinars
PD Now!
2016 MEP Mini Conference and State Conference
Results in Georgia MEP Program Evaluation Process
11/11/2018

37. Progress to Date Evans County Telfair County Wayne County
Lowndes County
Observations of Services
Missed Opportunities
11/11/2018

38. Comments From SSPs
“I love the Venn diagram and it seems to be an easy way to help kids differentiate…”
“I really like the preview and helping kids get a jump on what they need to know.”
“I am more confident in my teaching.”
“I will use theses strategies during summer school.”
11/11/2018

39. Next Steps Continue observation of services
ID&R Training #3 – review and prep for summer
Using strategies in tutoring situations
Using the strategies in classroom settings
Including certified teachers hired for the summer in training
Review overall impact based on results of IP Evaluations in summer 2016
11/11/2018

40. In Summary…
Categories of Instructional Strategies That Affect Student Achievement
Strategy Effect Size
Identifying Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition 0.80
Homework and Practice
Nonlinguistic Representations
Cooperative Learning
Setting Objectives and Providing Feedback 0.61
Generating and Testing Hypotheses
Questions, Cues, and Advance Organizers
Previewing – as an instructional strategy
11/11/2018

41. Questions? Contact us ………….. John Wight, jwight@doe.k12.ga.us
Margarita Munoz,
Israel Cortez,
Sabrina Pineda,
Cindell Mathis,
Miriam Ndaayezwi,
Marisela Trejo,
Argen Loaisiga,
Bonnie Larson-Brogdon,
11/11/2018