1. Student Achievement Framework: Introduction
Eric Hoppstock
Director of Learning and Leadership
March 01, 2011

2. Participants will be able to:
Compare the guiding principles of SAF to building’s current practice.
Summarize the benefits of SAF.
Recognize the commitments necessary for SAF.

3. Our education system has grown up through a process of “Disjointed Incrementalism” (Reynold, 1988)

4. Unintended Effects
Conflicting programs
Conflicting funding streams
Redundancy
Lack of coordination across programs
Nonsensical rules about program availability for students
Extreme complexity in administration and implementation of the programs

5. One system for making educational decisions
We Need
One system for making educational decisions

6. Student Achievement Framework
Capacity for Instruction
Capacity for Leadership
Capacity for Data Use
Student
Achievement

7. Definition of Student Achievement Framework (SAF)
Implementing systems and strategies designed to increase the capacity of schools to educate all students and increase student achievement.

8. The Research Behind SAF
Effective Schools Research
Nationally = Response to Intervention (RtI)
Same concepts organized into a systemic approach
Focus on data, instruction, and student outcomes

9. SAF Is Not:
An instructional program
Intended to encourage placement of students
Possible to implement alone
The same for every school
A special education, a general education, a Title I, a Talented and Gifted initiative
SAF Is:
A framework to implement effective practices
Matching needs and resources
A collaborative effort
Uniquely designed for each building
An “Every” Education Initiative

10. Rationale for Student Achievement Framework?
We need one process in our schools to make instructional decisions that are:
- Efficient
- Proactive
- Based on early intervention
- Used to match resources to needs
- Integrated
- Focused on student learning

11. Guiding Principals of SAF
We can effectively teach all children.
ALL students are part on ONE proactive educational system.
Belief that ALL students can learn
Use ALL available resources to teach ALL students
Proactive approach that uses data early and often to determine student needs and intervene.
Reactive approach which intervenes after students have shown a history of failure to meet expectations or when learning “flat lines” due to lack of challenge.

12. Guiding Principals of SAF
Intervene Early
Reading research indicates that “windows of opportunity” exist for learning of language/reading concepts
Instructional resources wisely used early in process rather than later.

13. Guiding Principals of SAF
3. Uses scientific, research-based instruction
Curriculum and instructional approaches must have a high probability of success for most students.
Uses instructional time efficiently and effectively.

14. Guiding Principals of SAF
4. Uses instructionally relevant assessments
Reliable
Multiple purposes
Screening – Collecting data for the purpose of identifying low and high performing students at-risk for not having their need met
Diagnostic – Gathering information from multiple sources to determine why students are not benefiting from instruction
Formative – Frequent, ongoing collection of information including both formal and informal data to guide instruction

15. Guiding Principals of SAF
5. Use a problem-solving method to make decisions based on a continuum of students needs
Provides strong core curriculum, instruction, assessment (core cycle)
Provides increasing levels of support based on intensity of student needs.

16. No Fail Model

17. In The Past General Education Title Support Or Other Supports
Special Education
Some “Fell” Through

18. SAF: Full Continuum of Support
General
Education
Title Support Or
Other
Supports
Special Education
Interventions

19. Guiding Principals of SAF
6. Data are used to guide instructional decisions
To match curriculum and instruction to assessment data
To allocate resources
To drive professional development decisions

20. Guiding Principals of SAF
7. Uses a multi-tiered model of support.
Quality professional development supports effective instruction for all students
Provides ongoing training and support to assimilate new knowledge and skills
Anticipate and be willing to meet the newly emerging needs based on student performance

21. Guiding Principals of SAF
8. Leadership is vital
Strong administrative support to ensure commitment and resources
Strong teacher support to share in the common goal of improving instruction through high levels of implementation
Building leadership team to build internal capacity and sustainability over time

22. Capacity for Instruction – The “Big Picture”

23. SAF Cycles: Core, Strategic, Intensive
Curriculum
Instruction
Assessments
Core
Strategic
Intensive

24. SAF Cycles
Core
District
Grade Level
District Core
Grade Level
Core

25. Core Cycle Defined: District Core
The Pre-K – 13+ continuum of standards and benchmarks
Intended
Taught
Assessed

26. Core Cycle Defined: Grade Level Core
Standards and benchmarks for a given grade level (within District Core)
Intended
Taught
Assessed
Strong enough to ensure that at least 80% of the students meet proficiency with differentiation
Generally received by all students at grade level
Access to general education curriculum
Opportunity to demonstrate mastery of it

27. Michigan Core Curriculum
Michigan Common Core State Standards
State-wide effort to improve teaching and learning to ensure that all Michigan students engage in a rigorous and relevant curriculum
(math crosswalk)
(ELA crosswalk)

28. Differentiation Through SAF
Differentiation is a belief and a process. Teachers embrace and engage in differentiation to enhance students’ learning by improving the match between learners’ unique characteristics and components of curriculum, instruction, assessment, and environment.

29. SAF Cycles
Strategic
Core
Strategic

30. Strategic Cycle: Guidelines for Students that are Less than Proficient
Is in addition to and aligns with the district core cycle
Uses more explicit instruction
Provides more intensity (additional modeling and guided feedback; immediacy of feedback)
Does NOT replace core
Core
Strategic

31. Strategic Cycle Guidelines
Must be designed to match identified needs
Should always be based on student data
Almost always given in small groups
Ongoing data determines need to continue, discontinue, or change curriculum, instruction, and/or assessment

32. For struggling readers, just making progress isn’t good enough
Grow at the same rate as everyone else and you are still behind!

33. When curriculum, instruction, and assessments are working together
Average weekly oral reading fluency improvement for 3rd grade
1.1 words per week
Student’s weekly oral reading fluency improvement
4.2 words per week

34. Strategic Cycle: Guidelines for Students that are Highly Proficient
Enriches core instruction/content
Accelerates core instruction/content
Accelerate pace of core
Groups within, across and/or outside the classroom
Provides greater complexity and abstraction
Core
Strategic

35. Students who are Highly Proficient
Grade level expectations can create to low a ceiling
An “A” can be a barrier, not a reward

36. SAF Cycles
Intensive
Intensive

37. Intensive Cycle Guidelines
Must be designed to match identified needs
Should always be based on diagnostic student data
Provided in small groups or individually
Ongoing data determines need to continue, discontinue, or change curriculum, instruction, and/or assessment

38. Intensive Cycle: Students who are Less than Proficient
In addition to and aligns with the district core cycle
Uses diagnostic data to more precisely target to student need
Smaller instructional groups
More instructional time
More detailed modeling and demonstration of skill
More intensive opportunities for guided practice
More opportunities for error correction and feedback

39. Supplemental vs. Intensive Cycles for Students who are Less than Proficient
More in-depth diagnostic assessment
Amount of instructional time
Length of time presumed to remediate the student’s skill problems
Intensity of materials/instruction
Frequency of monitoring
Group size

40. When curriculum, instruction, and assessments are working together
Average weekly oral reading fluency improvement for 3rd grade
1.1 words per week
Student’s weekly oral reading fluency improvement
4.2 words per week

41. Intensive Cycle for Students who are Highly Proficient
Often replaces “grade level” core
Advanced levels of curriculum, enrichment/acceleration

42. Supplemental vs. Intensive Cycles for Students who are Highly Proficient
Higher levels of prior knowledge
More rapid pace of learning
Deeper level of conceptual understanding
Greater capacity for complexity and abstraction
Greater capacity to make connections within and across disciplines

43. Cycles in Implementing SAF
SAF instructional groups are flexible and frequently changing based on the data.
Core
Strategic
Intensive

44. Benefits of SAF
SAF will help you to:
Know immediately, “Is what we are doing working?”
Know which students need more/different
Know what each student needs
Provide structures to deliver what students need
Raise student achievement

45. Eric Hoppstock
ext. 1342