1 / 79

Aligning Instruction - Introduction

jariah
Télécharger la présentation

Aligning Instruction - Introduction

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Effective Implementation of SIG Webinar SeriesBased on the Handbook on Effective Implementation of School Improvement GrantsA Systems-based Approach to Implementing Instructional ChangeAligning Instruction – Debby Houston-MillerRTI – Saro MohammedChoosing & ImplementingTechnology Wisely – Emily Zyko Funded by U.S. Department of Education

  2. The Center on Instruction is operated by RMC Research Corporation in partnership with the Florida Center for Reading Research at Florida State University; Instructional Research Group;the Texas Institute for Measurement, Evaluation, and Statistics at the University of Houston; and The Meadows Center for Preventing Educational Risk at The University of Texas at Austin. The contents of this PowerPoint were developed under cooperative agreement S283B050034 withthe U.S. Department of Education. However, these contents do not necessarilyrepresent the policy of the Department of Education, and you should notassume endorsement by the Federal Government.2010The Center on Instruction requests that no changes be made to the content or appearance of this product.To download a copy of this document, visit www.centeroninstruction.org Funded by U.S. Department of Education

  3. Aligning Instruction - Introduction • Alignment to standards & assessments • Cognitive demand • Classroom content • Analysis of standards, policy, practices • Intended & Enacted Curriculum • Teacher Involvement • Analysis of Student Performance Data Funded by U.S. Department of Education

  4. District Action Principle #1 Provide support (technical, expertise, and resources) for an alignment process that considers resources, local context, and intended outcomes. Funded by U.S. Department of Education

  5. District Action Principle #1Key Question/Action Step #1 1. How do standards (national, state, and district) guide curriculum? Funded by U.S. Department of Education

  6. District Action Principle #1Key Question/Action Step #2 2. What does it mean to align curriculum, instruction and assessment to standards? Funded by U.S. Department of Education

  7. District Action Principle #1Key Questions/Action Step #3 3. How do you align curriculum, instruction, and assessment? Funded by U.S. Department of Education

  8. District Action Principle #2 • Support capacity-building for school staff and faculty members to help them understand the analysis and make strategic plans to implement action steps to address instructional adjustments and needed resources. Funded by U.S. Department of Education

  9. District Action Principle #2Key Questions/Action Step #1 1. How does the district support the school in using the data from the alignment process in a way that leads to meaningful and sustainable change? Funded by U.S. Department of Education

  10. District Reflection Question • Given the district and schools current standards alignment status, what are the areas that will need to be addressed first to initiate or continue the alignment process? Funded by U.S. Department of Education

  11. School Action Principle #1 • Conduct investigation to align school/teacher enacted curriculum, state standards, and written curricula, including articulation across grade levels and content areas. Funded by U.S. Department of Education

  12. School Action Principle #1Key Question/Action Step #1 1. How could curriculum and instruction alignment with standards be conducted at the school level? Funded by U.S. Department of Education

  13. School Action Principle #2 • Provide resources (e.g., time, expertise, planning support, professional development) to enable teachers to incorporate changes required to align instruction with standards Funded by U.S. Department of Education

  14. School Action Principle #2Key Questions/Action Step #1 1. What considerations for professional development need to be addressed to support alignment of instruction with curriculum and standards? Funded by U.S. Department of Education

  15. School Action Principle #2Key Question #2/Action Steps • 2. What type of support is needed to allow change to both occur and sustain? Funded by U.S. Department of Education

  16. School Action Principle #3 • Build capacity to monitor and maintain alignment between curriculum standards and classroom instruction, including use of formative data. Funded by U.S. Department of Education

  17. School Action Principle #3Key Question #1/Action Steps • What type of plan has been established to track changes, including impact on student achievement, that develop as a result of the alignment process? Funded by U.S. Department of Education

  18. School Action Principle #3Key Question #2/Action Steps 2. How can school leadership support and monitor alignment of standards and instruction? Funded by U.S. Department of Education

  19. School Reflection Question • What are the school’s current strengths related to it’s taught curriculum? How can these be used to build capacity to implement a curriculum aligned to standards? Funded by U.S. Department of Education

  20. Other Considerations • English Language Learners Funded by U.S. Department of Education

  21. Other Considerations • Special Education Funded by U.S. Department of Education

  22. Resources and Examples • Resources and examples to support the key questions and action steps will be made available for download as an accompaniment to the PowerPoint and can be located on the Center on Instruction website shortly following this presentation. Funded by U.S. Department of Education

  23. Questions Funded by U.S. Department of Education

  24. Introduction to RTI Funded by U.S. Department of Education Funded by U.S. Department of Education • Components (USDE, 2009): • Instruction • Assessment • Tiers • Uses (USDE, 2009): • Academics & Behavior • Support all students • Making instructional decisions

  25. District Action Principle #1 Funded by U.S. Department of Education Funded by U.S. Department of Education Build consensus by communicating state goals to schools and vice versa, involving key stakeholders, providing administrative supports, and fostering collaboration among all educators.

  26. District Action Principle #1Key Question #1 Funded by U.S. Department of Education Funded by U.S. Department of Education • Why implement RTI? • Coherent framework (cuts across grade levels, content areas, and can include behavior) • Fulfils a basic goal (high-quality instruction for all students) • Comprehensive framework (can be implemented building- or district-wide with all personnel)

  27. District Action Principle #1Key Question #2 Funded by U.S. Department of Education Funded by U.S. Department of Education • What administrative supports help build consensus? • Common language • Policy • Requirements & Goals • Important Understandings • Systemic change is gradual • Take small steps • Research is growing

  28. District Action Principle #1Resources Funded by U.S. Department of Education Funded by U.S. Department of Education Duffy, H. (2007). Meeting the needs of significantly struggling learners in high school: A look at approaches to tiered intervention. Washington, DC: National High School Center. Retrieved from http://www.betterhighschools.org/docs/NHSC_RTIBrief_08-02-07.pdf Newman-Gonchar, R., Clarke, B., & Gersten, R. (2009). A summary of nine key studies: Multi-tier intervention and response to interventions for students struggling in mathematics. Portsmouth, NH: RMC Research Corporation, Center on Instruction. Retrieved from http://www.centeroninstruction.org/files/Summary%20of%209%20studies%20on%20RTI%20math%20and%20struggling%20math%20students.pdf United States Department of Education. (2009). Implementing RTI using Title I, Title III, and CEIS funds: Key issues for decision-makers. [PowerPoint slides]. Retrieved from http://www.ed.gov/programs/titleiparta/rtifiles/rti.ppt

  29. District Action Principle #2 Funded by U.S. Department of Education Funded by U.S. Department of Education Build infrastructure by addressing schools’ RTI needs, aligning state and school roll out plans, and supporting implementation and evaluation through professional development and technical assistance (NASDSE, 2008a).

  30. District Action Principle #2Key Question #1 Funded by U.S. Department of Education Funded by U.S. Department of Education • How to determine RTI needs? • Self assessments • Needs assessments • State, other districts within your state, COI, National Center on RTI, NASDSE, IDEA Partnership

  31. District Action Principle #2Key Question #2 Funded by U.S. Department of Education Funded by U.S. Department of Education • What professional development should districts provide? • Align with state • What is RTI • Goals of RTI (state/district specific) • Roles and responsibilities • Instruction • RTI and existing work

  32. District Action Principle #2Key Question #3 Funded by U.S. Department of Education Funded by U.S. Department of Education • What technical assistance should districts provide? • Funding • Selecting/using instructional programs • Assessment • Coaching • Important Understandings • Consistent language • Expect some resistance to change

  33. District Action Principle #2Resources Funded by U.S. Department of Education National Association of State Directors of Special Education. (2008a). Response to Intervention blueprints: District level edition. Alexandria, VA: Author. Retrieved from http://www.nasdse.org/Portals/0/DISTRICT.pdf National Association of State Directors of Special Education. (2005). Response to Intervention: Policy Considerations and Implementation. Retrieved from http://nasdse.org/Default.aspx?TabID=448&TabIDOrig=450&ProductID=1278&categoryid=0&langID=0&CurrPage=1&Search=&SearchCurrPage=1&cs=0&tmpModID=-1 National Center for Student Progress Monitoring. (2006). Supporting Teachers Who Are Implementing Student Progress Monitoring: A Guide for Administrators. Retrieved from http://centeroninstruction.org/resources.cfm?category=math&subcategory=materials&grade_start=0&grade_end=12#112

  34. District Reflection Question Funded by U.S. Department of Education Funded by U.S. Department of Education From your perspective as a district, what is the challenge that Response to Intervention is attempting to address? Do you see this as a current challenge in the building(s) you serve? IDEA Partnership. (2009). Dialogue Starter: Rationale for Response to Intervention - Administrators (District and Building). Retrieved from http://ideapartnership.org/media/documents/RTI-Collection/beginning/rti-dg_rationale-for-rti-administrators.pdf

  35. School Action Principle #1 Funded by U.S. Department of Education Funded by U.S. Department of Education Focus on the essential elements of RTI: high-quality, research-based instruction for all students and interventions for struggling students, universal screening, progress monitoring, fidelity, and evaluation (Foorman, Francis, & Fletcher, 1998; Harr-Robins, Shambaugh, & Parrish, 2009; Vaughn & Fuchs, 2003; Vellutino, Scanlon, & Lyon, 2000).

  36. School Action Principle #1Key Question #1 Funded by U.S. Department of Education Funded by U.S. Department of Education • What is RTI? • Resource allocation framework (NCRTI, 2010) • Multilevel instructional/behavioral school improvement system • Screening • Progress monitoring • Data-based instructional decision making, movement within levels • Possibly identification of disability (state-specific)

  37. School Action Principle #1Key Question #2 Funded by U.S. Department of Education Funded by U.S. Department of Education • Where is a good place to begin RTI implementation? • Tier I (core/general/primary) instruction • Assessment system (data)

  38. School Action Principle #1Key Question #3 Funded by U.S. Department of Education Funded by U.S. Department of Education • Which students can be included in an RTI framework? • Designed for all students • Important understandings • Stakeholder involvement facilitates buy-in • Needs/self assessment will guide implementation • Data systems are key: Data must be valid, reliable, current and available to teachers

  39. School Action Principle #1Resources Funded by U.S. Department of Education Funded by U.S. Department of Education National Association of State Directors of Special Education. (2008b). Response to Intervention blueprints: School building level. Alexandria, VA: Author. Retrieved from http://www.nasdse.org/Portals/0/SCHOOL.pdf IRIS Center for Faculty Enhancement. (n.d.) RTI Modules. Retrieved from http://centeroninstruction.org/resources_searchresults.cfm?searchterms=%22IRIS+Center+for+Faculty+Enhancement%22 Tackett, K. K., Roberts, G., Baker, S., & Scammaca, N. (2009). Implementing Response to Intervention: Practices and perspectives from five schools. Frequently asked questions. Portsmouth, NH: RMC Research Corporation, Center on Instruction. Retrieved from http://centeroninstruction.org/files/Implementing%20RTI%20Practices%20&%20Perspectives%20of%205%20Schools.pdf

  40. School Reflection Question Funded by U.S. Department of Education Funded by U.S. Department of Education How might students, parents and staff respond to an Response to Intervention approach? IDEA Partnership. (2009). Dialogue Starter: What is Response to Intervention? - Administrators. Retrieved from http://ideapartnership.org/media/documents/RTI-Collection/beginning/rti-dg_what-is-rti-administrators.pdf

  41. Other Considerations Funded by U.S. Department of Education Funded by U.S. Department of Education • English Language Learners • Professional development & materials • ELLs benefit from • Early diagnosis of areas of instructional need • Interventions targeted to needs • Close monitoring of progress • Tiered approach like RTI can provide these to ELLs not responding to high quality, appropriate instruction

  42. Resources and Examples Funded by U.S. Department of Education Funded by U.S. Department of Education Resources and examples to support the key questions and action steps will be made available for download as an accompaniment to the PowerPoint and can be located on the Center on Instruction website shortly following this presentation.

  43. Questions Funded by U.S. Department of Education Funded by U.S. Department of Education

  44. Choosing & Implementing Technology Wisely - Introduction Technologies include computers, mobile/handheld devices, interactive white boards, social media and multimedia tools, simulations, and games Technology-based tools can enhance student performance when they are integrated into the curriculum and used in accordance with knowledge about learning (Bransford, Brown, & Cocking, 2000) Evidence supports the use of educational and assistive technologies to enhance teaching and learning for students with disabilities Funded by U.S. Department of Education Funded by U.S. Department of Education

  45. District Action Principle #1 Develop guidance for schools on aligning technology products and classroom curriculum. Funded by U.S. Department of Education Funded by U.S. Department of Education

  46. District Action Principle #1Key Questions & Action Steps What technology policies should be in force and what types of policies should be developed to assist in this process? What processes have been established for updating an existing technology plan and developing new technology policies to allow for technology products to be aligned to classroom curriculum? Funded by U.S. Department of Education Funded by U.S. Department of Education

  47. District Action Principle #2 Create a school or district-wide technology implementation team made up of administrators, technology coordinators, teachers, and professional development coordinators to identify key areas of focus for implementation efforts. Funded by U.S. Department of Education Funded by U.S. Department of Education

  48. District Action Principle #2Key Questions & Action Steps What role should a district-wide technology implementation team play? What activities should a district-wide technology implementation team complete? Funded by U.S. Department of Education Funded by U.S. Department of Education

  49. District Action Principle #3 Work with district or regional educational technology resource centers to establish a list of technology products that address state standards and meet the needs of all students, both with and without disabilities. Funded by U.S. Department of Education Funded by U.S. Department of Education

  50. District Action Principle #3Key Questions & Action Steps What kind of issues should be presented to the technology resource centers to guide the establishment of a list of technology products? What resources should a district rely upon to vet and align the technology products? Funded by U.S. Department of Education Funded by U.S. Department of Education

More Related