Instructional Decision Making

1. Instructional Decision Making Session 6: Adolescent

2. This is a humorous little couplet from Marilyn Adams that illustrates an important idea about motivation for reading. At least part of it is going to depend on how well we teach children at the very beginning.This is a humorous little couplet from Marilyn Adams that illustrates an important idea about motivation for reading. At least part of it is going to depend on how well we teach children at the very beginning.

3. Who is here today? Have 1 person from school share who they are. Have 1 person from school share who they are.

4. Logistics Facilities Breaks Parking Lot Today will be interactive, ask questions whenever you want Use the parking lot to post questions Contacts Wendy Robinson (1-800-362-2720 Ext. 14548) Shannon Harken(Cell: 641-891-1651)

5. DRAKE CREDIT: Drake Credit Payment is due today Fill out paperwork 2 Credits = $180.00 ($90 per credit) Attendance, participation, and IDM Action Plan required. Attendance at 5 days required PLEASE write ALL names on Action Plan from each building. *Indicate if taking for credit. - TURN IN TODAY! Each course has a different Drake number, so please make sure that we fill out the right code for each of our cohorts. Each course has a different Drake number, so please make sure that we fill out the right code for each of our cohorts.

6. Outcomes: IDM Day 6 Teams will be able to: Reflect on our IDM journey to this point Discuss Day 5 Home Play Continue infrastructure development and implementation planning Consensus Building Assessments Professional Development Scheduling IDM Leadership Team Responsibilities and Needs Communication Issues Participate in work time .

7. RECAP of where we have been and where we are going! :) STILL in INFRASTRUCTURE DEVELOPMENT… PLANNING for the implementation of IDM… NEED TO BEGIN to talk “time-lines” … RECAP of where we have been and where we are going! :) STILL in INFRASTRUCTURE DEVELOPMENT… PLANNING for the implementation of IDM… NEED TO BEGIN to talk “time-lines” …

9. IDM Professional Development:  Spinning Two Plates Infrastructure Building has to have two focuses: Core Cycle: Keep working on our core cycle(Questions 1-5) Supplemental/Intensive cycles: Determine students’ needs and plan for additional levels of support (Questions 6-10)

10. Core “Plate” Iowa Core Curriculum (ICC) A state-wide effort to improve teaching and learning to ensure that all Iowa students engage in a rigorous & relevant curriculum Provides a comprehensive picture of effective curriculum that addresses: 1) content 2) instruction and 3) assessment www.iowamodelcore.org Essential Skills and Concepts Technical Assistance HELP IS ON IT’S WAY… ICC WILL BE EXTREMELY HELFUL TO DISTRICTS THAT WISH OR NEED TO ADDRESS CORE.. IT WILL CLEARLY DEFINE- WHAT AND HOW- ONE NEEDS TO TEACH THE ESSEENTIAL READING SKILLS. NO LONGER WILL DISTRICTS PONDER WHETHER OR NOT THEY ARE COVERING ALL OF THE ESSENTIAL KNOWLEDGE AND SKILLS. HELP IS ON IT’S WAY… ICC WILL BE EXTREMELY HELFUL TO DISTRICTS THAT WISH OR NEED TO ADDRESS CORE.. IT WILL CLEARLY DEFINE- WHAT AND HOW- ONE NEEDS TO TEACH THE ESSEENTIAL READING SKILLS. NO LONGER WILL DISTRICTS PONDER WHETHER OR NOT THEY ARE COVERING ALL OF THE ESSENTIAL KNOWLEDGE AND SKILLS.

11. Essential Concepts & Skill Sets Iowa Core Curriculum - Literacy Integration across content areas Each discipline has a language and vocabulary of its own Literacy learning is recursive Reading, writing, speaking, listening viewing are intertwined - link and support each other Main points from handout - discuss the cross-curricular nature of literacy skills - not that @ teacher is a teacher of reading but that @ teacher is an expert in the thinking literacy necessary to be successful learners in that field.   Main points from handout - discuss the cross-curricular nature of literacy skills - not that @ teacher is a teacher of reading but that @ teacher is an expert in the thinking literacy necessary to be successful learners in that field.  

12. The Water… THE WATER ANALOGY COMES FROM OUR DEAR FRIENDS IN PASCO COUNTY FLORIDA. AMELIA HAS EMBEDDED IN HER TRAINING THE VISUAL OF CLEAR/HEALTHY WATER THAT ALLOW “FISH” TO GROW… THE BALANCES WITHIN THE WATER MUST REMAIN JUST RIGHT, FOR THE FISH TO HAVE A HEALTHY “ENVIRONMENT”… CHILDREN ARE THE SAME WAY… INSTEAD OR WORRYING ABOUT THE INDIVIDUAL “FISH” , ONE SHOULD FIRST START WITH THE “WATER” TO MAKE SURE IT IS BALANCED AND CONTAINS EVERYTHING IT SHOULD! :) IN MY OPINION, THE IOWA CORE CURRICULUM IS GOING TO HELP US CONCENTRATE ON THE WATER! :) THE WATER ANALOGY COMES FROM OUR DEAR FRIENDS IN PASCO COUNTY FLORIDA. AMELIA HAS EMBEDDED IN HER TRAINING THE VISUAL OF CLEAR/HEALTHY WATER THAT ALLOW “FISH” TO GROW… THE BALANCES WITHIN THE WATER MUST REMAIN JUST RIGHT, FOR THE FISH TO HAVE A HEALTHY “ENVIRONMENT”… CHILDREN ARE THE SAME WAY… INSTEAD OR WORRYING ABOUT THE INDIVIDUAL “FISH” , ONE SHOULD FIRST START WITH THE “WATER” TO MAKE SURE IT IS BALANCED AND CONTAINS EVERYTHING IT SHOULD! :) IN MY OPINION, THE IOWA CORE CURRICULUM IS GOING TO HELP US CONCENTRATE ON THE WATER! :)

13. Handout provided! DAY 3 we spent time learning about sufficient core components, and how to answer these questions. Handout provided! DAY 3 we spent time learning about sufficient core components, and how to answer these questions.

14. Handout provided! Handout provided!

15. IDM: Full Continuum of Support

16. Review of Day 4Review of Day 4

17. How Does it Fit Together?IDM At A Glance Wanted to show a “visual” representation of IDM. We will continue to revisit this. Walk through briefly.. Shows the relationship between assessment-throughout the process.Wanted to show a “visual” representation of IDM. We will continue to revisit this. Walk through briefly.. Shows the relationship between assessment-throughout the process.

18. Day 5 Home Play You were to: Start making a list of materials/strategies that are currently available for ALL 4 Boxes- “Resource Inventory” For which “BOX(ES)” do you have the most materials/strategies for? Did you identify “gaps” in current materials/strategies in any “box”? What were the challenges of this activity at this point? Were you able to use any new content shared during IDM professional development?

19. REVIEW of HOME PLAY You were asked to Read Article: A Tale of Two Middle Schools: The Differences in Structure and Instruction Descriptive NOT Prescriptive Focus on the TWO different experiences one would have if he/she spent a day as a student in each building. Discuss as an IDM Team: 1. Which building would you rather send your own child to and why? 2. What were some positive characteristics or practices within your “preferred” building? 3. Why do you believe IDM teams were asked to read this article?

20. Sharing OUT of HOME PLAY A Tale of Two Middle Schools: The Differences in Structure and Instruction Focus on the TWO different experiences one would have if he/she spent a day as a student in each building. AS a Large Group- SHARE 1. Which building would you rather send your own child to and why? 2. What were some positive characteristics or practices within your “preferred” building? 3. Why do you believe IDM teams were asked to read this article?

21. IDM Infrastructure Building:  Spinning Two Plates Infrastructure Building has to have two focuses: Core Cycle Supplemental/Intensive cycles

22. IF GOAL: Implementation Begins Right Away Next Fall TIMELINE HIGHLY ENCOURAGED DATA COLLECTION SCHEDULING ASSESSMENT SCHEDULE BY GRADE LEVEL CORE SUPPLEMENTAL INTENSIVE DATA DAYS TIME FOR ON-GOING DATA ANALYSIS/PLANNING AT LEAST MONTHLY! Monthly IDM Leadership Team Meetings COMMUNICATION PROFESSIONAL DEVELOPMENT

23. Consensus Building Do the other members of your staff know and understand IDM? Professional Development Considerations: Guiding Principles 3 Phases of IDM Continuum of Instructional Support Core, Supplemental, and Intensive IDM at a Glance (interaction between assessment data and instructional response) Your IDM Vision Connection to Iowa Core and Professional Development Do you have 80% of your staff committed to implement IDM with integrity? On-going check-ins with staff, both formal and informal. Plan to respond to the new “needs” of staff as they arise.

24. the bottom line…perception is about emotion… Educational change depends on what teachers do and think. It’s as simple and as complex as that. Michael Fullan

25. SHARE TIME How has your IDM Leadership Team kept your staff informed about IDM? Indianola MS & HS Examples Others…

26. Day 6: Action Plan Do you still have professional development needs in the area of consensus building/IDM overview? Briefly write down next steps.

28. Professional Development Survey was provided in day 5! :) Professional Development Survey was provided in day 5! :)

32. Day 6: Action Plan Do you have professional development needs in areas related to core? Review Professional Development Sheets Briefly write down next steps.

33. Handout provided! Handout provided!

34. Handout provided! Handout provided!

35. Scheduling issues! :) Scheduling issues! :)

36. Supplemental/Intensive Cycles 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?

37. All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.

38. All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.All this brings us to a consideration of the most important things that Reading First is designed to help schools accomplish. Here are three of the most important.

39. Here is a brief overview of the consensus about the most important features of effective interventions for children who are lagging behind.Here is a brief overview of the consensus about the most important features of effective interventions for children who are lagging behind.

41. Start With The End In Mind

42. Explicit Nothing is left to chance; all skills are taught directly. Provides examples to lead to generalization.

43. Systematic Instruction is purposeful and sequential. Programmatic Scaffolding The program of instruction is carefully sequenced so that students are explicitly taught the skills and knowledge they need for each new task they are asked to perform

44. Intensity At-risk/struggling readers must improve their reading skills at a faster pace than typically achieving peers to make up for gaps. Intensity can be accomplished in two ways decreasing group size Increasing the amount of time in instruction

45. Supportive At-risk/struggling readers benefit from a supportive environment, both emotionally and cognitively. Students need encouragement, feedback and positive reinforcement. Responsive Scaffolding After an error, or inadequate response, the teacher provides responsive support to assist the student in making a more adequate, or correct response Through appropriate questioning or provision of information, the teacher supports the student in doing a task they cannot immediately do on their own

46. In Summary… To accelerate student learning: Smaller group size More instructional time Instruction targeted in area of need TO INTENSIFY INSTRUCTION More explicit More modeling More systematic More opportunities More review

47. How Does it Fit Together?IDM At A Glance

49. TIME TO DO SOME PLANNING Scheduling Instructors Materials/Strategies (Matched to Needs) Documentation Progress Monitoring BAT/SAT discussions/decisions

50. Activity: Meeting the Challenge How can we provide supplemental and intensive supports to students in middle schools and high schools?- SCHEDULING! As a large group: Brainstorm current ideas Learn from others: Sample schedules All will have pros and cons Depends on your numbers needing support, the varieties of intensity, & resource availability

51. Supplemental & Intensive Cycles Plan for Delivery: Who will teach? Staff Resource Inventories are helpful. List Everyone/Schedules Determine the “Instructor(s)” (Targeted Group) PLAN for Staff Development Needs! May be a new “SKILL SET” for the instructor(s) involved. Instructor(s) consensus to do this work must be addressed. Refer to Managing Complex Change Document ENSURE ADEQUATE PD and ON-GOING SUPPORT!

52. Supplemental & Intensive Cycles Plan for Delivery: What will be taught? Need Resource Inventory: Diagnostic Data should tell the instructor(s) the areas of skill deficits. Determine what materials/strategies that your building currently has to match the needs of students and fill gaps if needed. Make sure they are Researched-Based AGAIN, Determine if Professional Development is needed

53. Supplemental & Intensive Cycles Plan for Delivery: How do we document what is being done to address students’ needs? Group Intervention Plans Samples Can be a difference between those used for Supplemental vs Intensive Plans Building’s choice INTENSIVE Interventions should be documented on approved intervention plans to ensure seamlessness within the system IF a student meets criteria to be evaluated for special education entitlement, there are NON-NEGOTIABLES

54. E. Supplemental & Intensive Cycles Plan for Delivery: How do we know if what we are doing is working? Progress Monitoring Data will need to be collected Data Organization Necessary (Special Data Folder) Vital Part of an “Intervention Plan” Professional development opportunities MUST be provided Graphing Decision-Making Rules Appropriate actions are taken based on data and decision-making rules Changes are documented on progress monitoring charts (phase lines)

55. E. Supplemental & Intensive Cycles Plan for Delivery: How do we use progress monitoring data to make instructional changes? -Progress Monitoring Data Drives the Instructional Decisions Takes on-going professional development (Targeted) When students are not making expected progress, revisit: 1) Instructional Match 2) Implementation with integrity 3) Adequate time 4) Distributed practice opportunities 5) Student Trouble Shooting Guide SEE HANDOUTS!

56. E. Supplemental & Intensive Cycles Plan for Delivery: How do we increase our likelihood of success? -Interventions and Strategies are delivered as intended Someone should be overseeing that this is occurring Providing support and professional development if needed Implementation Integrity Checklists are available Researched-based materials have been proven to be successful with certain students, when used as directed. To improve the likelihood of success, we need to follow the program/strategy with integrity.

57. Wanted to show a “visual” representation of IDM. We will continue to revisit this. Walk through briefly.. Shows the relationship between assessment-throughout the process.Wanted to show a “visual” representation of IDM. We will continue to revisit this. Walk through briefly.. Shows the relationship between assessment-throughout the process.

58. Addressing Individual Student Problem Solving: Successes and Missteps Successes! Focus remains on problem solving and actions for CIA Building leadership is present or “in the loop” Clear intervention plan and progress monitoring data is collected and reviewed consistently “Targeted” teachers have extensive content knowledge and a variety of tools for assessment and instruction “Targeted” teachers know when and what types of diagnostic assessment information to collect Missteps Focus immediately shifts to entitlement Building leader absent or not included No plan for review of progress monitoring data in between data review days (Data Days for Targeted Teachers) Targeted teachers lack content knowledge about what to teach or how to change instruction when they need to Too many kids being sent through individual problem solving rather grouping when possible

59. Comparison of Traditional BAT/SAT vs IDM Procedures

60. Comparison of Traditional BAT/SAT vs IDM Procedures

61. What is the REAL Rationale for IDM? We need one process in our schools to make instructional decisions (for all students) that is: Efficient Proactive Based on early intervention Used to match resources to needs Integrated Focused on student learning Our processes must be: Efficient: We need to organize our resources so that we don’t have to solve the same problem over and over on an individual basis. Proactive: we need to prevent problems whenever possible. Early Intervention: we need to get resources to student needs immediately Match: We need to make sure that the strategies we select are directly related to the nature of student challenges. This is only now emerging in the literature. NCLB gave us “Research-based practices” but did not give us a way to match these to student needs. Chemotherapy is a validated medical treatment, but we don’t use it for the common cold. In the same way, we need to be sure that the strategies we use are applied directly to the type of student problem they were designed to address. Achievement focused: We have to evaluate EVERYTHING we do through the filter of student achievement data and be willing to change.Our processes must be: Efficient: We need to organize our resources so that we don’t have to solve the same problem over and over on an individual basis. Proactive: we need to prevent problems whenever possible. Early Intervention: we need to get resources to student needs immediately Match: We need to make sure that the strategies we select are directly related to the nature of student challenges. This is only now emerging in the literature. NCLB gave us “Research-based practices” but did not give us a way to match these to student needs. Chemotherapy is a validated medical treatment, but we don’t use it for the common cold. In the same way, we need to be sure that the strategies we use are applied directly to the type of student problem they were designed to address. Achievement focused: We have to evaluate EVERYTHING we do through the filter of student achievement data and be willing to change.

62. Do NOT get Confused Although IDM includes special education entitlement: IDM should NEVER be solely viewed as a special education entitlement “PROCESS”.. is about “EVERY Student” having their needs addressed.

63. Entitlement Decisions Can Be Part of IDM “The central focus of assessment and intervention activities is on how to effectively support future learning.” Information gained through this process can and will be utilized if needed in a full and individual evaluation to determine eligibility for special education

64. Special Education Entitlement  “To determine entitlement for special education, the team must consider the intervention data in terms of the student’s educational progress, discrepancy from peers or a standard, and whether the student’s instructional needs have been identified.”

65. Special Education Entitlement  For a student to be entitled for special education services: EDUCATIONAL PROGRESS Previous Interventions have failed to sufficiently improve a student’s rate of learning and additional resources are needed to enhance student learning OR The interventions that have sufficiently improved the student’s rate of learning are too demanding to be implemented with integrity without special education resources.

66. Special Education Entitlement  For a student to be entitled for special education services: DISCREPANCY Given equal or enhanced opportunities, the student’s current level of performance is significantly lower than typical peers or identified standards.

67. Special Education Entitlement  For a student to be entitled for special education services: INSTRUCTIONAL NEEDS Instructional needs have been identified that are beyond what can be provided in general education Evident when curriculum, instruction, or environment conditions must be very different for the student when compared to the needs of other students in the general education environment.

69. Day 6: Action Plan Do you have professional development needs in areas related to supplemental and intensive cycles? Review Professional Development Sheets Briefly write down next steps.

70. IF GOAL: Implementation Begins Right Away Next Fall TIMELINE HIGHLY ENCOURAGED DATA COLLECTION SCHEDULING ASSESSMENT SCHEDULE: BY GRADE LEVEL CORE SUPPLEMENTAL INTENSIVE DATA DAYS TIME FOR ON-GOING DATA ANALYSIS/PLANNING AT LEAST MONTHLY! Monthly IDM Leadership Team Meetings COMMUNICATION PROFESSIONAL DEVELOPMENT

71. Data Collection For Fall Implementation Plan to Review Spring Data: Review MOST current data to revisit and answer core questions.(Questions 1-5) During IDM training you were asked to answer these questions earlier this year, but one needs to revisit them! Gather additional diagnostic assessments, if needed, to answer Supplemental/Intensive Cycle questions. (Questions 6-10) During IDM training some training was provided. Is additional PD needed for those that will gather this info? Spring data will hold true for most students Can make adjustments in fall

72. Spring Data Collection For Fall FIRST YEAR Implementation: TIMELINE EXAMPLE THIS IS JUST AN EXAMPLE.. THIS IS JUST AN EXAMPLE..

73. IF GOAL: Implementation Begins Right Away Next Fall TIMELINE HIGHLY ENCOURAGED DATA COLLECTION SCHEDULING ASSESSMENT SCHEDULE: BY GRADE LEVEL CORE SUPPLEMENTAL INTENSIVE DATA DAYS TIME FOR ON-GOING DATA ANALYSIS/PLANNING AT LEAST MONTHLY! Monthly IDM Leadership Team Meetings COMMUNICATION PROFESSIONAL DEVELOPMENT

74. Scheduling Work on Scheduling Assessment Schedule-by grade level Core, Supplemental, Intensive Instructional Times Progress Monitoring Times Time for Teacher Teams to Meet Grade level or Departmentalized teams (core issues) Data Days (min 3 times a year):Analysis of how things are going building wide. (Oct., Jan., April)-Make adjustments (Example: IDM Team with Targeted Teachers of Supplemental/Intensive Groups of Students) On-going Data Analysis and Planning- AT LEAST MONTHLY Targeted Teachers (Supplemental/Intensive Issues) Monthly Meetings for IDM Leadership Teams to meet Communication

75. Building Leadership Team Responsibilities Trying to set clearer expectations for teams during this INFRASTRUCTURE DEVELOPEMENT. They need to understand that they will be taking the LEAD on IDM, and need to build their own knowledge and skills so that they can relay the information back to their building constituents…and help those back at home identify those critical elements of C-I-A…. Trying to set clearer expectations for teams during this INFRASTRUCTURE DEVELOPEMENT. They need to understand that they will be taking the LEAD on IDM, and need to build their own knowledge and skills so that they can relay the information back to their building constituents…and help those back at home identify those critical elements of C-I-A….

76. Leadership Team Responsibilities and Needs Need to have MONTHLY meetings with agendas to fulfill on-going responsibilities Get them scheduled this spring for next year! The IDM leadership team reports activities and shares school-wide data with all building staff at least three times per school year This can be done in a variety of ways: at grade level team meetings, etc. Focus is that everyone in the building knows how we are doing as a building Continue to receive IDM Updates/Sharing Opportunities with other IDM Schools PLAN TO ATTEND IDM COHORT REUNIONS Next year!

78. Home Play: Day 6 Complete Data Collection Plan/Timeline for this spring Determine Timeline and PD Needs: Plan for Spring and 2009-10 school year Work with others back at your building/district Work on Scheduling Assessment Schedule-Each grade level: Screening, diagnostic, and formative measures determined Core, Supplemental, Intensive Instructional Times Progress Monitoring Times Time for Teams to Meet Grade level or Departmentalized teams (Core Issues) Data Days (min 3 times a year):Analysis of how things are going building wide. (Oct., Jan., April)-Make adjustments (Example: IDM Team with Targeted Teachers of Supplemental/Intensive Groups of Students) On-going Data Analysis and Planning- AT LEAST MONTHLY-Targeted teachers(Supplemental/Intensive Issues) Monthly Meetings for IDM Leadership Teams to meet

79. IDM Supports Structured Work Day - One Left this Year Can schedule additional back in district Cohort Reunions 2009-10 More information coming when available Funding is questionable, PLEASE consider setting aside IDM $ in school budget Course: Adding New IDM Leadership Team Members (In September) Call Shannon (641-891-1651) Work with AEA Team/Partnership Directors NOTIFY Partnership Directors ASAP of Professional Development Requests

80. PESA UPDATE

81. Quote of the Day