1. Instructional Repertoire Our Impact on Student Learning Effective Teaching Practices Individualized Direct Instruction

2. The Layout of Professional Development for EIP  Day 1 -Collaborative Strategic Decision-Making  Developing a process and framework  Day 2 -Assessment and Reflective Practice  Examining the use of assessment  Identifying how reflective practice works  Day 3 -Instructional Repertoire  Building new ways to develop strategies focused on improved student outcomes

3. Central Themes  Building a Collaborative Learning Community  Using Strategic Decision-Making  Building Capacity to Develop, Implement and Sustain an Effective Process

4. Components of EIP  Leadership  Collegial & Family Partnerships  Strategic Decision-Making  Assessment & Reflective Practice  Instructional Repertoire  Accountability & Documentation

5. Objectives for Today  Define the attributes of instructional practices that improve student learning;  Evaluate on a critical level the impact and the feasibility of strategies on student progress;  Develop a comprehensive plan of action in order to address a focus area of improvement at a school, grade level, classroom, or an individual student level; and  Document strategies effectively to demonstrate the curriculum, environmental, and instructional changes made to increase student achievement.

6. Which Indicators Relate to Instructional Repertoire?  Identify the focus area of improvement  Determine the desired outcome  Generate alternative strategies  Examine strategies for feasibility  Develop a plan of action, including a monitoring system  Implement & monitor student progress & the plan  Evaluate student progress & the plan

7. Indicators That Will Be Covered Today  Identify the focus area of improvement  Determine the desired outcome  Generate alternative strategies  Examine strategies for feasibility  Develop a plan of action, including a monitoring system  Implement & monitor student progress & the plan  Evaluate student progress & the plan

8. Define the Attributes of Instructional Practices What do We Know About Best Practice?

9. Instructional Repertoire  Effective instructional practices are the key to student achievement, to support appropriate behavior, and to promote healthy growth and development.  Instructional practices must honor learning principles.  Educators must be able to critically analyze the research and effectiveness of strategies and programs.

10. Data to Verify From To Perception of an Issue Action What Makes Decision-Making Strategic? Data Driven Action Action Based on SWIS Perception of an Issue

11. Linking Our Decisions to Student Outcomes  What are the student outcomes that will be impacted?  What are the researched-based practices that will influence these outcomes?  What are the organizational structures needed to support these practices?  What are the specific skills needed by educators in order to have these practices?  What will be the plan for educators to acquire these practices? Guskey (2000)

12. What is Our Responsibility?  “Good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher.” Parker (1998)  “Insofar as teaching is a profession, it is one that was founded not on a body of methods or disciplines, but upon service…” Arrowsmith (1985)

13. What is Our Responsibility?  “We should pay attention to our students because we have a responsibility to act in loco parentis, and we have a moral obligation to function as stewards on behalf of their parents and on behalf of the schools we serve.” Sergiovanni (2000)

14. High Performance in High Poverty Schools  Jigsaw the chapter by Doug Reeves  #1 Common Characteristics (p 3-6)  #2 Long-Term Sustainable Results (p 6-8)  #3 Using the 90/90/90 Practices Part A (p 8- 12)  #4 Using the 90/90/90 Practices Part B (p 12- 17)  #5 Introduction (p 1-3) and Critics, Cynics and Urban Education (p 17-19)

15. High Performance in High Poverty Schools  Briefly provide the highlights of your section to your team. What does this research tell us?  Given the quotes on our responsibility as educators, as a team, select one to connect with the reading. Dialogue with your team what is our responsibility?

16. Starting with Desired Outcomes Beginning with the End in Mind

17. Define the Desired Performance  Define the desired level of performance in terms of student learning  Dialogue about the ideal performance  Discuss what we want for all students  Determine the relationship between the desired outcome and the conditions we need to put into place

18. Course Knowledge KU-CRL

19. Critical Knowledge KU-CRL Essential Content Core Content Extended Content

20. What Does This Mean?  Essential Content  “Big ideas” *Center for Performance Assessment  Needed to sustain life in the adult world  Core Content  “Power Standards” *Center for Performance Assessment  Support achievement on CMT/CAPT  Extended Content  “Nice to Knows” *Center for Performance Assessment  Enriches learning beyond core content KU-CRL

21. How Can We Do This?  Who is familiar with Center for Performance Assessment - Making Standards Work?  Developed 8 steps for selecting and implementing “Power Standards”  Helps educators “unwrap” the intent of what should be taught  Helps prioritize large curriculum

22. Picking “Power Standards”  Using the CT Curriculum Frameworks, CMT/CAPT objectives, and district curriculum  Dialogue about the most important standards  Select 6-12 for a single subject Center for Performance Assessment

23. Content Standards vs. Performance Standards Content standards  What gets taught, the subject matter, the skills and knowledge, and the applications  Set the broad curriculum goals Performance standards   Set the levels of mastery that must be met in various subject matter   Translate content into specific knowledge and skills that are expected to be demonstrated   Defined at specific grade levels or benchmark years

24. An Example from the An Example from the CT Frameworks Social Studies:  Content Standard: #13: Students will demonstrate that because human, natural and capital resources are limited, individuals, households, businesses and governments must make choices.  Performance Standard: Grades 5-8: Students will compare the resources used by various cultures, countries, and/or regions throughout the world.

25. “Unwrapping” a Standard  Concepts  Need to know  Abstract ideas  E.g. Democracy  Think: Nouns   Skills  Able to do  Specific applications   E.g. Add   Think: Verbs Center for Performance Assessment

26. For Example  Concepts  Resources  Cultures  Countries  Regions  World   Skills  Compare (resources) Performance Standard: Students will compare the resources used by various cultures, countries, and/or regions throughout the world. Center for Performance Assessment

27. Moving from Core Content to Essential Content  Identify “Big Ideas”  3-5 big ideas from the “power standards”  Enduring-what we want students to remember  Over time, life long  Across cultures, race, etc.  Make a simple statement using the major themes of the selected standards  For Example: People need to make choices base on the availability of resources. Center for Performance Assessment

28. Use Your Case  Review the case from the last session.  What was your focus area for improvement?  Hypothesis  What is your baseline? # 1

29. Use Your Case  What is the expected performance standard for ALL students?  Unwrap the standard you selected.  Concepts  Skills  Write a “Big Idea” statement that can become the essential content for this standard. # 2

30. Moving from Current Reality to Desired Reality Closing the Gap(s)

31.  Expected Performance for ALL students Demands/ Skills Years in School  Baseline Data The Achievement Gaps

32.  Demands/ Skills Years in School  The Achievement Gaps KU-CRL Gap

33. Using Benchmarks  Break down the time to meet a given goal in shorter increments  Set a performance mark for each benchmark  Build each benchmark on the previous one-interval monitoring  Use to articulate the rate of progress

34. Demands/ Skills Time The Goal Line Expectations for All Students  Baseline/Current Level of Performance  Goal Student’s Projected Line of Growth Benchmark -4 weeksBenchmark -8 weeksBenchmark -6 weeks16 weeks

35. Your Case  Examine the expected performance for ALL students and compare it to the baseline. What is the gap?  Set a target goal with benchmarks as needed.  Write a clear desired outcome for your case.  When {condition} occurs, {the student(s)} will {desired outcome} from {baseline} to {target} by {timeline}. # 3

36. Generating Alternative Strategies Doing Something Different

37. Generating Alternative Strategies  Brainstorming  Works well to develop creative and innovative ideas  Tends to focus on ideas that already exist  Becomes a “brain dump”   Generating Alternative Strategies  Focuses on strategies that are different from what is currently being used  Requires new expertise  Structures the process on strategically developed ideas

38. What Can We Change? Context of learning What we teach Outcomes of Learning How we teach S tudent(s) I nstruction E nvironment C urriculum Adapted from Heartland Area Education Agency

39. Let’s Talk About Words  Strategies  Skills  Concepts  Instructional practices  Accommodations  Modifications  Research-based What do these terms mean? Look for the stars!

40.  Demands/ Skills Years in School  The Achievement Gaps Strategies, Skills, Concepts Accommodations &/or Modifications

41. What Needs to Be Learned?  Strategies  Problem-solving and decision-making  Study skills  Coping  Compensation  Self-awareness  Self-management   Skills  Able to do  Specific applications   Concepts  Need to know  Abstract ideas

42. Understanding Learning Principles

43. Read 10% Hear 20% See 30% Hear and See 50% Say 70% Say and Do 90% The Learning Pyramid National Training Laboratory, Bethel, Maine

44. Capacity of Short Term Memory Ag e Short Term Memory Capacity 3  1 ± 2 5  2 ± 2 7  3 ± 2 9  4 ± 2 11  5 ± 2 13  6 ± 2 15  7 ± 2 Miller, 1956

45. Processing New Information is Defined by Context  Mode of input (only auditory vs. auditory and visual)  Degree of prior knowledge (making meaning using associations)  Complexity of material (concrete vs. abstract)  Novelty of task (hook to learning)  Emotional attachment (stress response)  Opportunity for repetition Wolfe, 2001

46. Automaticity  “High” ability  25 successful repetitions  “Average” ability  35 successful repetitions  “Low” ability  55 successful repetitions

47. Instructional Levels Reading  Word Identification  93%-97% known  Comprehension  75%-100% known Math   Drill/Facts  70%-85% known   Application  85%-95% known Gickling

48. Accommodations vs. Modifications Accommodation  A change made to the teaching or testing procedures in order to provide a student with access to information and to create an EQUAL OPPORTUNITY to demonstrate knowledge and skills (HOW) Modification   A change in what the student is expected to learn and/or demonstrate (WHAT)

49. Three Types of Accommodations  Alternative Acquisition Modes  Ways of acquiring knowledge (Input)  Content Enhancements  Ways to process content, such as organization, comprehension, and memorization (Process)  Alternative Response Modes  Ways of demonstrating learning (Output)

50. What is the Difference?  The difference between an accommodation and effective instructional practices comes down to what a student must have to learn.  For example…  Graphic organizers, such as concept maps, are embedded within effective instruction and taught to the whole class.  However, this student must have a graphic organizer with every lesson in order to organize information.

51. Two Types of Modifications  Change in the amount of concepts or performance expectations within the grade level standard (less)  Change of level of performance standard (lower or higher)

52. Three Components to Consider… Prevent  Environment  Instruction & Curriculum  Social/ Interpersonal Teach  Strategies  Skills & Concepts Respond  Reinforcement  Cueing & Feedback  Management Adapted from Ayers

53. Prevent Does the plan address…  How the concern can be prevented?  Changes in environment/organization  Space  Transitions  Clear expectations

54. Prevent Does the plan address…  How the concern can be prevented?  Changes in instructional delivery  Instructional level  Student interest/choice  Grouping

55. Prevent Does the plan address…  How the concern can be prevented?  Changes in social/interpersonal connections  Use of peers  Adult-student relationship  Providing attention

56. Teach Does the plan address…  What the student needs to learn?  Strategies  Problem-solving and decision-making  Study skills  Coping  Compensation  Self-awareness  Self-management

57. Teach Does the plan address…  What the student needs to learn?  Skills  Able to do  Specific applications  Concepts  Need to know  Abstract ideas

58. Respond Does the plan address…  How to respond to student actions?  Reinforcement  To increase the likelihood of it occurring again  To move from short term to long term memory (practice)  To create automaticity

59. Respond Does the plan address…  How to respond to student actions?  Cueing and Feedback  To provide prompts for recall  To provide guided practice  To provide specific information on what is done well and what needs to change

60. Respond Does the plan address…  How to respond to student actions?  Management  To decrease the likelihood of it occurring again  To redirect an incorrect or inappropriate action  To address safety and disruptions to learning

61. What is Research-Based?  Review the matrix on the three definitions.  Summarize a definition.

62. Strategies that Work  Review the list of strategies that work.  Which ones have you done before?  Which ones are new to you?

63. Your Case  What does the student need to learn?  Strategies  Skills & concepts  Does the student need additional supports in order to close the gap?  Prevent  Respond  Star ideas that are different from what was done in the past or currently being done # 4

64. Evaluating Impact and the Feasibility Selecting Strategies that Will Work

65. Examine Strategies for Impact and Feasibility What will work best?  Determine which strategies have the greatest potential for impact on student learning  Determine the feasibility of selected strategies  Select the strategy or strategies with the highest impact and feasibility

66. Examining Impact High Impact on Learning High Access to General Curriculum Fosters Independence Low Impact on Learning No Access Fosters Dependence

67. Examining Impact High Impact on Learning High Access to General Curriculum Fosters Independence Low Impact on Learning No Access Fosters Dependence

68. Your Case  Of the potential strategies you listed which ones will have the greatest impact on…?  Learning  Access to general curriculum  Independence  Record the ones that have the highest impact. # 5

69. High Confidence Qualified Skills Easy to Use Resources Low Confidence Lack of Skills Difficult to Use Resources Examining the Implementer(s) What changes in the current system/practice would move the selected strategies into the “ green zone ” ?

70. High Confidence Qualified Skills Easy to Use Resources Low Confidence Lack of Skills Difficult to Use Resources Examining the Implementer(s) What changes in the current system/practice would move the selected strategies into the “ green zone ” ?

71. Most Like Peers Enriches Other’s Learning Easy to Put in the Routine Least Like Peers Deters Other’s Learning Difficult to Put in the Routine Examining the Integration with Universal Practice What changes in the current system/practice would move the selected strategies into the “ green zone ” ?

72. Most Like Peers Enriches Other’s Learning Easy to Put in the Routine Least Like Peers Deters Other’s Learning Difficult to Put in the Routine Examining the Integration with Universal Practice What changes in the current system/practice would move the selected strategies into the “ green zone ” ?

73. Your Case  Of the strategies you listed as having the highest impact, which ones have the greatest feasibility?  Examining the implementer(s)  Confidence  Skills  Resources  Examining the integration with universal practice  Like peers  Other’s learning  Routine  Record the ones that have the highest feasibility. # 6

74. Accountability & Documentation Our Proof Universal Documentation In-Depth Documentation

75. Accountability & Documentation  Documenting strategies and interventions tried is the part of the accountability for student progress.  Data to reflect student progress must be documented to provide evidence of our work.  Accountability includes implementation integrity. Did we do what we said we were going to do?

76. What Needs to be Documented?  School procedures for ensuring that we document:  What was done to improve/enhance student learning  Student progress/outcomes

77. Is the Action Plan “Stranger- Proof”?  Who is doing  What,  Where,  When, (frequency & duration)  How Often, and  With what resources?

78. A Staff Support Structure Stuart Gerber Information Delivery, Learning Styles Collaboration, Communication/Listening Coordinating & Co-planning Instruction (with colleague or team) Co-teaching Peer Coaching Mentoring Consulting: Prescriptive (team or individual) Consulting: Focus (individual) Consulting: Objectivity Enhancement (individual) Crisis Support

79. Your Case  Write an action plan for the strategies you selected  Prevent, Teach Respond  What will be done, by whom, when, where, how?  Check can a substitute pick up the plan and implement it with no explanation. # 7

80. Monitor the Progress  Monitor the level and rate of progress of student learning  Monitor on a frequent basis (daily or weekly)  Student progress  Implementation Integrity  Check for rate of progress as it relates to the target goal line

81. Tips for Documenting Student Progress  Use the same assessment process and tools for baseline and monitoring  Sensitive to small changes over time.  Report the information in the same format (e.g. graphing).  Align the assessment with the intervention (e.g. DRA, OBA).  Monitor student progress on a frequent and regular basis in order to make quality judgments about the progress.

82. Documenting Student Progress  Quantitative Information  Graphing progress (e.g., attendance, homework completion, correct words per minute, etc.)  Noting scores/levels and assessments used  Stating student growth in terms of numbers  Qualitative Information  Narratives written in objective, observable language  Noting the analysis of scores and the context (curriculum, instruction, and environment)

83. Demands/ Skills Time Charting Progress Expectations for All Students  Baseline/Current Level of Performance  Goal Student’s Current Progress

84. Your Case  Referring to your baseline, write a monitoring plan.  Create a graph depicting the expected growth for ALL students and the projected growth. # 8

85. Implement and then Evaluate The Most Important Steps

86. Implement the Plan and Monitor Student Progress How are we doing?  Monitor the implementation of the plan and provide the supports needed  Monitor the level and rate of progress of student learning

87. Evaluate Student Progress and the Plan What changes occurred?  Evaluate and analyze the overall progress by comparing the baseline data to the outcome data  Examine the degree of implementation integrity of the plan  Determine what changes occurred  Use a decision guide to make adjustments and/or revisions to the plan

88. Evaluate the Overall Progress  Evaluate and analyze the overall progress by comparing the baseline data to the outcome data  Determine the amount of growth  Determine the rate of growth

89. Demands/ Skills Time The Goal Line Expectations for All Students  Baseline/Current Level of Performance  Goal Examples of student progress

90. Evaluate the Implementation Integrity  Did we do what we said we would do?  Examine what was done through reflective practice  Quality  Frequency  Addressing focus area  Examine reasons for non-completion or non-compliance

91. Reasons for Non-completion or Non-compliance  Focus area was either not clearly defined or directly addressed  Plan was too narrow or too broad  Plan did not address changes in action  Plan was not analyzed for impact or feasibility  Implementers did not have the right skills or resources

92. Determine Changes in Our Practice  Determine what changes occurred  Determine which factors actually changed  Determine if they are incremental or deep change  Determine the relationship between the outcome and these changes

93. What Did We Change? Context of learning What we teach Outcomes of Learning How we teach S tudent(s) I nstruction E nvironment C urriculum Adapted from Heartland Area Education Agency

94. Decide Next Steps  Use a decision guide to make adjustments and/or revisions to the plan  Determine the next set of actions  Determine how the plan can be further enhanced  Determine what was learned from the experience

95. Decision-Making Process Evaluation of Progress Goal has been met Do we need to maintain the plan? Yes-Embed strategy into universal practice No-Close the plan Goal has not been met

96. Decision-Making Process Evaluation of Progress Goal has been met Goal has not been met Making expected progress Do we continue plan as is? Slow progress Revisit selection of strategies No progress Revisit focus area

97. Your Case  Select an evaluation date.  Review what will be done at the evaluation. # 9

98. With Your Technical Assistant  Reflect how today’s information influences the process you have developed thus far.  Develop a flow chart describing how your school/district will implement EIP. Share this flow chart and the process as a pilot with your staff.  Create a plan on how staff will be trained.

99. On Your Own… 1.Review today’s case today and add any additional information needed. Implement your plan and collect monitoring data. Meet an evaluate the progress of the plan and revise as necessary. 2.Implement the process with a different case.