1. Presented by Jan Hasbrouck, Ph.D. Using Findings from Effective Schools to Improve Student Achievement SAILS

2. Word of the Decade? accountability!

4. “Our school is ready to make some serious improvements in our instructional program…” “ So… how do we get there?

5. EFFECTIVE SCHOOLS RESEARCH Highly Effective School Few Challenges 90%+ Academic Success

6. EFFECTIVE SCHOOLS RESEARCH Highly Effective School Many Challenges

7. LOTS We have LOTS of effective schools research!! GOOD NEWS!

8. EFFECTIVE SCHOOLS RESEARCH Kathleen Cotton www.nwrel.org Making Schools Work Douglas Reeves 90/90/90 Schools

9. LOTS We have LOTS of effective schools research!! BAD NEWS

10. Set yourSAILS for success! S S TANDARDS A A SSESSMENTS I I NSTRUCTION & INTERVENTION L L EADERSHIP S S YSTEM-WIDE COMMITMENT Hasbrouck & Denton (2005)

11. STANDARDS Apply grade level expectations for what students should know and be able to do at key benchmarks ALL Use standards to set high performance goals for ALL students

12. ASSESSMENTS Assess to screen diagnose continuously evaluate measure the outcomes of students’ skills and performance

13. ASSESSMENTS  Benchmark/Screening Which students MAY need extra assistance?  Diagnostic What are a student’s skills strengths & needs?  Progress Monitoring Is learning happening?  Outcome Did the student make progress toward standards?

14. ASSESSMENTS Assess to screen diagnose continuously evaluate measure the outcomes USE results to make all key instructional decisions! Share data in frequent, public, nonjudgmental, collaborative meetings

15. INSTRUCTION & INTERVENTION ALL Plan and deliver lessons and interventions designed to meet the identified needs of ALL students, at all ability and skill levels Use validated, effective instructional materials & strategies Effectively organize & manage the classroom environment

16. LEADERSHIP Provide VISION, GUIDANCE & SUPPORT to insure that: ALL (a) effective instruction and interventions designed to meet standards are implemented for ALL students (b) instructional decisions are based on continuous assessment data (c) focused & sustained professional development provided to support S-A-I

17. SYSTEM-WIDE COMMITMENT ALL Adopt a system-wide “no excuses” model that partners administrators, teachers, parents and staff to help ALL students achieve success: “Unless we…” Encourage and support collaboration across classrooms, special programs, and home

18. S-A-I-L-S ALL of S-A-I-L-S must be incorporated into a school’s instructional system to ensure that ALL students achieve success SAILS safepositive SAILS must be launched into a safe and positive school environment A LL 5 Elements

19. SAILS Needs Assessment Indicator Low Need Some Need High Need S  S tandards A  A ssessments I I  I nstruction & I ntervention L  L eadership S C  S ustained C ommitment

20. Self Evaluation forSTANDARDS aware  Are all teachers, administrators & specialists aware of state standards & benchmarks? aligned  Are instructional materials aligned with standards? using planning instruction & interventions, evaluations & setting IEP goals?  Are teachers using standards & benchmarks for planning instruction & interventions, evaluations & setting IEP goals?

21. ASSESSMENTS Self Evaluation for ASSESSMENTS aware  Are teachers, administrators, & specialists aware of different types and purposes of assessments? when & how to administer  Do teachers & specialists know when & how to administer different types of assessments? materials  Do teachers & specialists have sufficient assessment materials? use assessment results  Do teachers & specialists know how to use assessment results for making instructional decisions?

22. INSTRUCTION & INTERVENTION Self Evaluation for INSTRUCTION & INTERVENTION aware  Are teachers, administrators, and specialists aware of the multi-tiered instructional model & RTI? oral language, phonemic awareness, phonics/decoding, fluency, vocabulary, comprehension, writing & spelling  Do teachers & specialists know how to teach oral language, phonemic awareness, phonics/decoding, fluency, vocabulary, comprehension, writing & spelling skills appropriately for grade & instructional need?

23. INSTRUCTION & INTERVENTION Self Evaluation for INSTRUCTION & INTERVENTION use core & supplementary materials?  Do teachers & specialists know how to use core & supplementary materials? differentiate instruction  Do teachers know how to differentiate instruction to meet the differing needs of students (grouping; providing Tier II instruction in the classroom; increasing instructional intensity)? schedule  Does a reading schedule need to be developed? roadmap  Does the district have a program roadmap for using instructional materials?

24. LEADERSHIP Self Evaluation for LEADERSHIP AWARE  Are building & district leaders AWARE of the key elements of effective schools? VISION  Are leaders creating and communicating a clear VISION of the results to be obtained from improved instructional outcomes? GUIDANCE & SUPPORT  Are leaders providing the necessary GUIDANCE & SUPPORT including focused and sustained professional development to teachers and specialists?

25. SUSTAINED SYSTEM-WIDE COMMITMENT Self Evaluation for SUSTAINED SYSTEM-WIDE COMMITMENT NO EXCUSES  Do all participants embrace a NO EXCUSES attitude? SUSTAIN  Are plans in place or being developed to SUSTAIN the successes achieved through S-A-I? TIME & SUPPORT COLLABORATION ?  Are teachers, specialists, coaches, etc. being given the TIME & SUPPORT necessary for the increased COLLABORATION that improved instructional outcomes will require ?

26. “Our school is ready to make some serious improvements in our instructional program…” “ So… how do we get there?

27. SAILS Set your SAILS for success! S S TANDARDS A A SSESSMENTS I I NSTRUCTION & INTERVENTION L L EADERSHIP S S YSTEM-WIDE COMMITMENT Hasbrouck & Denton (2005)

28. TOGETHER Let’s all work TOGETHER to help every student achieve success!

29. REFERENCES Cotton, K. (1995). Schooling Practices that Matter Most. NWREL. www.nwrel.org Gibson, V., & Hasbrouck, J. & Denton, C. (2007). Differentiating Instruction: Grouping for Success New York: McGraw-Hill Higher Education Hasbrouck, J. & Denton, C. (2005). The Reading Coach: A How-to Manual for Success Longmont, CO: Sopris West

30. Reeves, D. Making Standards Work: 3 rd Ed. Denver: Advanced Learning Press. Sprick, Randy & colleagues Safe & Civil Schools www.safeandcivilschools.com Interventions Teacher’s Encyclopedia of Behavior Management: 100 Problems/500 Plans

31. Contact Information Jan Hasbrouck, Ph.D. JH Consulting Seattle, WA www.jhasbrouck.com