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Instructional Decision Making Session One

Instructional Decision Making Session One

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Instructional Decision Making Session One

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  1. Instructional Decision MakingSession One 2010-11

  2. Who is here today? • Presenters • School Introductions

  3. 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) sharken@aea11.k12.ia.us

  4. Participants will be able to: Paraphrase a definition of IDM. State the purpose of a Building Leadership Team (BLT). Describe the roles/functions on the BLT necessary to support systemic change. Identify and describe the 3 phases of IDM Teams will be able to: Compare the guiding principles of IDM to building’s current practice. Summarize the benefits of IDM. Recognize the commitments necessary for IDM. Outcomes

  5. Warm-Up • IDM Prior Knowledge Handout • Complete the first column: What do you know/understand about IDM at this time? • Columns 2 and 3 will be completed at the end of the day!

  6. One Perspective on History Our education system has grown up through a process of “Disjointed Incrementalism” (Reynolds, 1988) Gifted SPED The current Education System’s Programmatic Evolution Title 1 K-12 Education Migrant At Risk ELL

  7. 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

  8. In Short: We Need One Instructional Decision Making System

  9. The Research Behind IDM • Effective Schools Research • Nationally = Response to Intervention (RTI) • Same concepts organized into a systemic approach • Focus on instruction and student outcomes

  10. Definition of Instructional Decision Making (IDM) A set of systems and strategies designed to increase the capacity of schools to educate all students and increase student achievement and behavioral success.

  11. IDM Content Areas IDM IT’S ALL ABOUT SCHOOL IMPROVEMENT! Math Reading Behavior(PBIS)

  12. Instructional Decision Making…

  13. What is the Rationale for Instructional Decision Making? • 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

  14. Guiding Principles of IDM • ALL students are part of ONEproactiveeducational system • Belief that ALL students can learn • Use ALL available resources to teach ALL students • Proactive approach uses data early to determine student needs and intervene. • Reactive approach intervenes after students have shown a history of failure to meet expectations/or when learning “flat lines” due to lack of challenge.

  15. Guiding Principles of IDM 2.Use scientific, research-based instruction • Curriculum and instructional approaches must have a high probability of success for most students. • Use instructional time efficiently and effectively.

  16. Guiding Principles of IDM 3. Use instructionally relevant assessments • Reliable and valid • Multiple purposes • Screening- Collecting data for the purpose of identifying low and high performing students at-risk for not having their needs 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

  17. Guiding Principles of IDM 4. 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.

  18. Needs Assessment Continuous Improvement Cycle Planning Evaluating Implementing No Fail Model (See handout)

  19. In The Past Title Reading or Other Reading Support General Education Special Education Some “Fell’” Through Some “Fell’” Through

  20. IDM: Full Continuum of Support Title Reading & Reading Support, Gifted Ed. General Education Special Education, Gifted Ed. I I I I I I I I Interventions = I all along the continuum!

  21. Guiding Principles of IDM 5. Data are used to guide instructional decisions • To match curriculum and instruction to assessment data • To allocate resources • To drive professional development decisions

  22. Guiding Principles of IDM 6. Quality professional development supports effective instruction for all students. • Provide ongoing training and support to assimilate new knowledge and skills • Anticipate and be willing to meet the newly emerging needs based on student performance

  23. Guiding Principles of IDM 7. Leadership is vital • Strong administrative support to ensure commitment and resources • Strong teacher support to share in the common goal of improving instruction • Building leadership team to build internal capacity and sustainability over time

  24. Activity 1:Compare IDM Guiding Principles to Current Educational Philosophy and Practices • Review the Guiding Principles of IDM • Individually complete: Compare IDM Guiding Principles to Your Building’s Current Practices sheet • Share and discuss at your table

  25. The IDM Conceptual Model-The “Big Picture” Viewpoint

  26. IDM CYCLES:Core,Supplemental,Intensive IDM Cycles • Curriculum • Instruction • Assessments Core Supplemental Intensive

  27. IDM CYCLES IOWA CORE Content Instruction Assessment

  28. Core Cycle Defined • Iowa 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

  29. Iowa Core Iowa Core • 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 • Essential Skills and Concepts • Technical Assistance • Can access through Heartland Website

  30. I A C The Water… Focus on “the water”- • Curriculum • Instruction • Assessment

  31. Activity 2 • Discuss at your table: Who from your building, is attending Iowa Core Leadership Training? What is or will be, your building’s plan to communicate information between those attending Iowa Core Leadership Team training and IDM professional development?

  32. Differentiation Through IDM 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. IDM Math Reading Behavior(PBIS)

  33. IDM CYCLES Supplemental Core Supplemental

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

  35. 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 Supplemental Cycle:Guidelines for Students that are Less than Proficient Core S

  36. For struggling readers, just making progress isn’t good enough. Benchmark 1 Benchmark 2 Benchmark 3 Established - Benchmark Score Emerging - Strategic Deficit - Intensive Time Trajectory- “the path a projectile makes under the action of given forces such as thrust, wind and gravity.” --Encarta World English Dictionary

  37. When curriculum, instruction, and assessments are working together… Benchmark 1 Benchmark 2 Benchmark 3 Established - Benchmark Score GOAL: Close the gap! Time

  38. 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 Supplemental Cycle: Guidelines for Students who are Highly Proficient Core S

  39. Students who are Highly Proficient • Grade level expectations can create too low a ceiling • An “A” can be a barrier, not a reward Grade Level Expectations

  40. IDM CYCLES Intensive Core Supplemental Intensive

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

  42. 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 extensive opportunities for guided practice • More opportunities for error correction and feedback

  43. Supplemental vs. Intensive Cycle 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

  44. When curriculum, instruction, and assessments are working together… Benchmark 3 Benchmark 1 Benchmark 2 Established - Benchmark Score GOAL: Close the gap! Time

  45. Intensive Cycle for Students that are Highly Proficient • Falls within the Iowa Core • May be: • advanced levels of curriculum • enrichment • acceleration

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

  47. Cycles in Implementing IDM IDM instructional groups are flexible and frequently changing based on the data. Core Supplemental Intensive

  48. Activity 3 Brainstorm possible benefits of IDM with the person next to you.

  49. Benefits Of IDM IDM 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

  50. Video of Lynnville Sully