Student Achievement Model HISD Elkton-Pigeon-Bay Port Huron County Rural Schools Port Hope North Huron Owendale-Gagetown Harbor Beach Bad Axe Caseville Ubly MiBLSi State Conference April 23, 2008 Janet Richards, Director of Special Services, Huron ISD Peggy Randall, Director of General Education, Huron ISD Reese Cass City Marlette Akron-Fairgrove Unionville-Sebewaing Area Brown City Kingston Millington
Process—an Evolution • RAISE (Realigning Assessment and Instruction to Support Education)—using evidence-based assessment to inform effective instruction • MiBLSi—reading and behavior • Student Achievement Model—K-12 (reading, behavior, math, writing)
Purpose: Improve student achievement Method: Build capacity in local districts by maximizing leadership potential of Teacher Leaders Student Achievement Model
Use research/evidence-based strategies Engage in practice of collecting data about student performance and use data to inform future instruction Provide interventions for struggling students Model’s Foundational Premises
Organizing Principles at HISD • Earlier rather than later • Sustained use of research-based practices • Data-based decision making • Team-based problem solving and decision making • Active administrator involvement and leadership • Instructional design analysis • A continuum of instructional support
Timeline of Student Achievement Model 2005-2006 2006 – 2007 2007-2008 2008-2009 2009-2010 2010-2011 Math Math Writing Writing Science Science Social Studies Social Studies Other Year2 Year 1
Action Plan—Year 1: Training • Develop Teacher Leaders (one at each elementary, middle, and high school level from each district) • Develop skills for effective Teacher Leader role in LEAs • Study proven best practices related to effective instruction in content area • Identify quality resources (lessons/materials/units to address Grade-Level Content Expectations (GLCE)/Michigan Curriculum Framework (MCF)—standards-based curriculum) • Recommend assessment options for big-idea concepts • Produce Guiding Document specific to content area • Design Pacing Guides sequencing timeline for instruction • Involve Principals in process
Content GLCEs/HSEs Delineation of Building Blocks/Power Skills K-12 alignment Core programs (Tier 1) and interventions (Tiers 2 and 3) Instructional Best Practice Effective classroom management Classroom Instruction That Works Instructional strategies specific to content area Individualized student-learning strategies Assessment Universal screening Progress monitoring Classroom assessments (rubrics, questioning, etc.) Leadership Role of Teacher Leaders Implementation of 3-Tier Model Teacher Leader Training Syllabus
Classroom Instruction that Works • Identifying Similarities and Differences • Summarizing and Note Taking • Reinforcing Effort and Providing Recognition • Homework and Practice • Nonlinguistic Representations • Cooperative Learning • Setting Objectives and Providing Feedback • Generating and Testing Hypotheses • Cues, Questions, and Advance Organizers
Student Achievement Model Principals’ Training Tuscola Intermediate School District February 27, 2007 9 to 11 a.m. • Welcome, Goals, and Agenda • SAM Teacher Leader Update • Supporting Teacher Leaders and Starting SAM in Your Building • Monthly meetings (lunch) with Teacher Leaders, principals, and superintendents • Mini modules on effective practices • Additional/follow-up activities to support implementation of effective practices • SAM update as continuous agenda item at staff meetings • Building/K-12 Teams • Organization • Determining membership • Finding time to meet • How frequently to meet • Prioritizing Syllabus Topics • Next Meeting Date
LEA Teacher Leaders provide training/support for colleagues related to prioritized content expectations, Guiding Document, Pacing Guides Team of HISD consultants (general and special education) and LEA Teacher Leaders provide on-site support to classroom teachers to implement 3-Tier Model in content area for all students Classroom teachers regularly assess student progress (universal screening, progress monitoring) Action Plan—Year 2: Implementation
Teacher Leaders District Administrators Superintendents Principals Huron/Tuscola ISDs Administrators Consultants/Itinerants Responsibilities and Commitment
Participate in all training sessions Maintain close communication with building principal (informal monthly meetings for updating) Complete professional reading related to training components Lead Grade-Level/Department Meetings Collaborate with external support staff to implement Student Achievement Model Live the belief they have potential to impact change in classrooms other than their own Teacher Leaders
Superintendent Participate in training Selected participation on Steering Committee Host monthly informal updates with Teacher Leaders and Principals Provide financial support Principal Participate in training Provide leadership support Allocate time for Teacher Leader to work with staff Lead Building Team District Administrators
Administrators Lead and coordinate project Assist in designing and delivering training Facilitate Steering Committee Report progress to superintendents Consultants Assist in designing and delivering training Provide on-site implementation support Huron ISD
SAM/3-Tier Resources • www.hisd.k12.mi.us • www.cenmi.org/miblsi • Oregon Reading First http://oregonreadingfirst.uoregon.edu/curriculum_review.php • Florida Center for Reading www.fcrr.org/FCRRReports/index.aspx • www.pbis.org • www.swis.org • www.pbssurveys.org • Classroom Instruction That Works, Marzano • Results NOW!, Schmoker • Implementation Research: A Synthesis of the Literature (National Implementation Research Network) • School Leadership That Works, Marzano
SAM Math: Focus Questions • What does good mathematics curriculum, instruction, and assessment look like? • What does an effective Teacher Leader do? • How does what we are doing here apply to mathematics?
Guiding Document Thumb-Area Student Achievement Model Teaching Mathematics: Implementing a Three-Tier System
The Final Report of the National Mathematics Advisory Panel March 13, 2008www.ed.gov/mathpanel Findings • Streamline curriculum to emphasize critical topics • Give children a strong start • Teach for conceptual understanding, procedural fluency, and automatic recall of facts together • Attract, evaluate, and retain effective teachers
More Findings • Use high-quality research to inform instructional practice • Instruction should not be entirely “student-centered” nor “teacher-directed” • NAEP and state assessments should be improved in quality • The nation must continue to build capacity for more rigorous research in education
Conceptual understanding, basic fact recall, and procedural fluency are mutually supportive • Few U.S. curricula provide sufficient practice with basic fact combinations and standard algorithms • Understanding of core concepts is necessary to transfer skills • Poor knowledge of core arithmetic concepts impedes learning of algebra
National Math Panel – Explicit Instruction The Task Group on Instructional Practices concluded that “students with learning disabilities and other students with learning problems should receive some time on a regular basis with some explicit systematic instruction.”
Characteristics of Explicit Strategic Instruction • Clear, consistent modeling of step-by-step strategies • Careful control of task difficulty • Purposeful sequencing of teaching and practice examples • Specified procedures for providing corrective feedback
Explicit Instruction Resources • Designing Effective Mathematics Instruction: A Direct Instruction Approach by Marcy Stein, Diane Kinder, Jerry Silbert, and Douglas W. Carnine • The Missouri Mathematics Program is an instructional practice with “strong evidence of effectiveness” from the Best Evidence Encyclopedia: http://www.bestevidence.org/ The study is described in the book Active Mathematics Teaching by Thomas L. Good, Douglas A. Grouws, and Howard Ebmeier, published in 1983 by Longman, Inc.
A Need for Coherence A focused, coherent progression of mathematics learning, with an emphasis on proficiency with key topics, should become the norm in elementary and middle school mathematics curricula. Any approach that continually revisits topics year after year without closure is to be avoided. National Math Panel Report, P. 20-23
Research on Core Programs • What Works Clearinghouse US Department of Education http://ies.ed.gov/ncee/wwc/ • Best Evidence Encyclopedia Johns Hopkins University http://www.bestevidence.org/
Selecting a Math Text Look for • Meaningful explanations • Worked-out examples • Relevant illustrations • Multiple representations (verbal, symbolic, non-linguistic) • Clear structure and organization • More time devoted to in-depth study of important topics
Instructional Practices • TIMSS Study • Not just fewer topics in more depth, but also fewer problems in more depth • Classroom Instruction that Works • Powerful Practices in Mathematics and Science (modeling, generalizing, justifying) • Thinking Mathematically • Good Questions for Math Teaching (cues, questions, and advance organizers) • PALS Math
Intensive:More intensive and may include smaller groups or increased time; core instruction continues as appropriate Example: Ramp-Up Mathematics Supplemental:Addresses specific needs of individual learners, in addition to core instruction; strand-based Examples: PALS Math, Mathematics Navigator • Core Program:Textbook with or without supplements (I.e., fluency practice); may be spiraled or strand-based Schoolwide MATH Support: Examples of Prevention/Intervention
Assessing Student Learning • Benchmark screening • Progress monitoring • Balanced Assessment: Classroom Assessment for Student Learning: Doing It Right – Using It Well by Rick Stiggins, Judith Arter, Jan Chappuis, and Steve Chappuis. Published 2007 by Pearson Education, Inc.
Progress Monitoring – What We Did We chose AIMSweb for K-8: • Mixed computation and single skill progress monitoring probes for Grades 1-8. • Early Numeracy skill probes for Grades K-1. Project AAIMS from Iowa State University has Algebra 1 probes. We will pilot this spring: • Grades 6 through Algebra 1 We are also piloting DIBELS math for Grades K-5.
Example of a single skill division probe from AIMSweb Multiplication/Division mixed probes could also be selected
Steps to Implement Progress Monitoring Identify students who are strategic or Tier 2 (from the 10th to 25th percentile nationally on AIMSweb) and intensive or Tier 3 (below the 10th percentile nationally on AIMSweb measures).
Web-Based Applications in Math • AIMSweb (http://www.edformation.com) K-8 measures, but they can be used to manipulate data for any grade level • Dynamic Indicators of Basic Early Literacy Skills- Math (DIBELS-Math) Pre-K thru 5th (firstname.lastname@example.org) • Edcheckup (http://www.edcheckup.com) K-8 • Yearly Progress Pro Grades 1-6 (http://www.ctb.com/mktg/ypp/ypp_index.jsp) • Project AAIMS: Algebra Assessment and Instruction – Meeting Standards at Iowa State University (http://www.ci.hs.iastate.edu/aaims/homepage.html) Probes for Algebra 1, also useful for Grades 7-8
Next Steps for Our Work in Math • Screening/Progress Monitoring • Power Standards • Interventions and Core Programs • Support for Teacher Leaders/Administrators • Formative Assessment
Math Resources • Carpenter, T.P. and Romberg, T.A. (2004) Powerful Practices in Mathematics and Science. Madison, WI: University of Wisconsin-Madison, National Center for Improving Student Learning and Achievement in Mathematics and Science. • Carpenter, Thomas P.; Franke, Megan Loef; Levi, Linda. (2003) Thinking Mathematically: Integrating Arithmetic and Algebra in Elementary School. Portsmouth, NH: Heinemann. • Kilpatrick, J. and Swafford, J. (2002) Helping Children Learn Mathematics. Washington, DC: National Academy Press. • Marzano, R.J., Pickering, D.J., and Pollack, J.E. (2001). Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development. • Schuster, Lainie and Anderson, Nancy Canavan. (2005) Good Questions for Math Teaching . . . Grades 5-8. Sausalito, CA: ;Math Solutions Publications.
Math Resources • Stiggins, Rick; Arter, Judith; Chappuis, Jan; Chappuis, Steve. (2007) Classroom Assessment for Student Learning: Doing It Right – Using It Well. Pearson Education, Inc. • Sullivan, Peter and Lilburn, Pat. (2002) Good Questions for Math Teaching . . . K-6. Sausalito, CA: Math Solutions Publications • U.S. Department of Education – Office of Educational Research and Improvement. (1997) Attaining Excellence: TIMMS as a Starting Point to Examine Teaching. Eighth-Grade Mathematics Lessons.