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Defining and Monitoring Intervention for Instruction. Grapevine ISD August 7, 2014. Who Am I?. Susan Horowitz Principal Ford Middle School Allen ISD @swhorowitz. Today’s Goals.
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Defining and Monitoring Intervention for Instruction Grapevine ISD August 7, 2014
Who Am I? • Susan Horowitz • Principal • Ford Middle School • Allen ISD • @swhorowitz
Today’s Goals • I will share my experience of moving a very traditional middle school campus focused on remediation to one focused on Tier I instruction and quality intervention. • You will leave the session with several ideas for creating or continuing to build a culture of quality tier 1 instruction including a variety of formative assessment ideas and strategies to monitor these as well as the beginning of a plan of action that can begin the first week of school. • We will share ideas together and build a professional learning network of middle school instructional leaders.
Where we were 2009-2010 • Remediation was the order of business. • Before, after, during, Prime Time, • Recognized school for seven years • Very low commended rates • Passing was the order of business • Teachers stood in the hall and yelled at kids to go to class • Lunches were assigned seats and whistles were blown for attention • Planning periods were seen as relief time for teachers- no common planning • Lap top carts that were locked up in the computer tech’s office. • Two week requirement for check out or use of labs. • Students were not allowed to use cell phones for any reason. We took them up and charged a fine. • WIFI Access was poor. • Students were only allowed to use desktops for programs for remediation. • Teachers were reluctant to use technology devices. • And it goes on…
A Revolution or a Revolt? • “….new learning standards for students so that they will have the values and the capabilities to live, learn, and earn in a free society surrounded by a world that is truly global, connected, and increasingly competitive in scope and character.” • “Learning should be specified to the “profound level,” that is, students are able to apply their learning to new situations, to synthesize, solve problems, create knowledge, and cultivate and utilize the full range of their capabilities.” • “When competent, caring teachers provide properly designed learning experiences in inspiring social environments, all students will engage and can meet or exceed a reasonable variance to the standards.” • “Guidance should be given to teachers’ daily work so they can make the content standards clear and compelling to their students for each unit of focus.” • -Creating a New Vision forPublicEducation in Texas
Leadership and Change • Creating Cognitive Dissonance • Establishing the “Call of Duty” • Be a Futurist • Lead by Example
Personnel and Personalities • Know the lynch pins • Be a Proton- Stay Positive • Ignore the naysayers- • We tend to focus on the most difficult 5-10%. • Change our focus to those who are positive. • “It’s ok to be where you are as long as you don’t stay there.” Daniel Pitcock • Reward those who move. • Reward those who fail. They tried.
The African Queen Careful what you fuel! Know what stokes your engine!
Cognitive Dissonance • In creating a culture in which it's never too late to learn, there are a number of organizational principles that can be operationalized through service cycles. To start, we have provided principles we have found effective. Of course, each school will need to customize this list and develop principles that guide its work. • All students deserve high-quality instruction. • Learning is not fixed in time. Learning should be the constant, with time being a variable. • Learning is often like writing a letter—it may take several drafts to get it right. Perseverance is an attribute of success that will be supported and rewarded at our school. • Recognize competence, not compliance. • Rigor means students are challenged, but not frustrated to the point of giving up. • Rally resources when students exhibit gaps in performance. In other words, "all hands on deck" when student competency is not demonstrated. • Every adult in the school has an instructional role, including recovery and support efforts. • Grades don't teach—people do!
Pillars and Assumptions Within an environment dedicated to community and collaboration, Ford faculty and staff use rigorous and engaging instructional strategies along with frequent, common assessments to guarantee student learning and mastery across all core and elective objectives.
Collaboration • Definitions and Common Understandings: • Teachers work together as members of collaborativeteams. The members of each team work interdependentlyto achieve common goals. • Each team is provided with time to meet and uses that time to engage in collective inquiry on questions specifically linked to gains in student achievement. • Each team adopts and observes protocols that clarify how members will fulfill their responsibilities to the team. • Each team is asked to generate and submit products, which result from their discussion of critical questions. • Assumptions: • If the adults who are responsible for student learning truly create time for collaboration, then they will become more reflective about their daily instruction. • If teachers set regular time aside for discussing/planning their craft, then they will become accountable to one another for the instruction done in their classrooms. • 1) What do we want students to learn? What should each student know and be able to do as a result of each unit, grade level, and/or course? Critical Objectives • 2) How will we know if they have learned? Are we monitoring each student’s learning on a timely basis? CFAs and Progress Monitoring • 3) What will we do if they don’t learn? What systematic process is in place to provide additional time and support for students who are experiencing difficulty? Pyramid of Interventions • 4) What will we do if they already know it? Enrichment options • Expectations: • All core teachers will participate in common planning time as a PLC at least once per week during the school year. Dialogue will be facilitated though the use of protocols.
High Quality Instruction • Definitions and common Understandings: • The First Teach- Tier 1- The instruction that occurs in the general education class. • Robust and Rigorous- Rigorous does not mean more and harder • Rather it means engaging and based upon conceptual understandings rather than minute pieces of data. • Includes strategies that are highly effective and proven- eg Best Practices, Marzano’s 9, GLAD, SIOP, Problem Based. • Assumptions: • If Collaborative dialogues focus on data from common assessments of critical objectives, then classroom teachers must be the most effective in their selections of instructional strategies for the first teach. • If teachers utilize the most effective instructional strategies for the first teach then, the need for intervention will be minimal and should be focused upon the critical objectives. • If the need for intervention is minimal and focused upon the critical objectives, then students should flow in and out of the intervention setting as critical objectives are mastered. • Expectations: • Daily Focus of instruction will be on the First Teach by writing high quality Learning Goals with instructional strategies that support those goals on a weekly basis and sharing these goals with PLCs and Administrators.
Assessment • Definitions and common understandings: • The manner in which an educator determines if learning has occurred. • Can be formal or informal; summative or formative; multiple choice, performance based or written. • The educator collects data on all types of assessment in order to improve the instruction in the classroom. Instructional decisions are most often made in a collaborative setting with other educators. • Intervention occurs when the student is unable to show mastery of the objective 80% of the time. Assessments match the rigor of the curriculum and encourages students to challenge their own understandings through the use of Bloom’s taxonomy. • Assumptions: • If teachers want to know if students are learning in their classrooms then, they must be doing continual assessment. • If student learning is our goal, then we must assure that our assessments truly match the stated objectives. • If teachers are accountable to one another for the instruction in all classrooms, then the collaborative dialogues must focus on the results of common assessments based upon critical objectives. • Expectations: • Teachers will develop a common understanding of different types of assessment through study and discussion at PLCS. • Teacher swill develop a plan for implementation of ongoing assessment for learning throughout the instructional process.
Community • Definitions and common understandings: • Assumptions: • A school exists within a ready made community. • Members of the Ford community include teachers, students, parents, administrators, community leaders, community members. • Each member of the community has a personal stake in the effectiveness of the learning at the school. • Parents and families believe they are doing what is best for their children. • Communication within and without the school community is essential for the school’s success. • The front office of the school is the hub of the school community. This is the snapshot of the school that most members of the community use to make generalizations and assumptions about the school. • Every interaction a community member has with a school employee must be congenial and productive. • Teachers must make the first communiqué to parents. Teachers are the case manager for students learning. • Expectations: • Students and teachers will form mini-communities using the 2nd period class time in order to build a cohesion between all members. • The front office staff will create a statement of Customer Service and Professional Behavior to guide daily interactions with parents, teachers, students and community members.
Buy -in versus Embracement • Buy in requires a reward/punishment approach likely to have conditions such as if you try it then I will give you…. • Whereas, “Embracement is attained through empowerment and autonomy” • That is, there is a REAL reason to use the technology and the teacher recognizes that and is called to take the appropriate risk and run with the challenge. • It is essential. • Eric Sheninger, Digital Leadership: Changing paradigms for changing times.
The First Teach-Tier 1 • Learning must be our ultimate priority. • What does that mean to you?
Beginning to hit the 95% • Graph of homework- • Tickets out the door- • Thumbs up/down- • Five fingers- • Homework Quizzes-
Beginning to look deeper- PLCs Part 2 • DOK • Release of responsibility model • Flipping • Fundamental Five • Critical Writing
Show off Technology innovation Canvas Use of the TI Nspire Science- Flipped mastery Multi Sensory Teaching in PE The Technology club And on and on Rule- No more than ten minutes. Very learning focused. Show only what students do. Not teacher focused
Introduction of a Digital Culture • Avoid the “Grandmother’s China Syndrome” • Devices are instructional materials • Ask the learners- both adult and student • Technology and Devices • One to one or BYOD • Build in Contingencies $$
Three to five years? • Truth yet a myth too.
