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An Integrated Educational System

An Integrated Educational System. Are all of the children learning? How do we know? What are we going to do if they’re not or if they already know it? Dufour and Dufour. Heartland AEA 11 Curriculum Network October 1, 2010 Randy Allison, Educational Solutions, LLC

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An Integrated Educational System

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  1. An Integrated Educational System Are all of the children learning? How do we know? What are we going to do if they’re not or if they already know it? Dufour and Dufour Heartland AEA 11 Curriculum Network October 1, 2010 Randy Allison, Educational Solutions, LLC Cindy Yelick, Iowa Core Administrator

  2. Why Are We Focusing on an Integrated Educational System Now? • Research results on effective schools • Growing accountabilityfor improving achievement for all students • Overall growth • Achievement gap (disability and minority) • Development of higher order skills • Adopting Iowa Core / Common Core • Response to a directive of the AEA’s Joint Directors and AEA Chiefs for a common focus to improve the educational system and student achievement • Changes in Child Find concepts and practices • Legislation/Regulations…IDEA, ESEA, RTTT, Chapter 41

  3. What are we discussing today? • How can we think about one educational system for all learners in Iowa? • Today’s discussion is not about the Teaching for Learner Differences, but about how we are trying to think about the framework and interconnectedness of the CEI.

  4. What Might an Integrated System Look Like?

  5. A System Perspective • Strong core instruction • Screening of all students • Supplemental and intensive programs • Formative assessments • Diagnostic assessments • Data driven decision making

  6. Common Key Features For Successful Schools/Districts • System-wide approach with flexible grouping • Strong instructional leadership on multiple levels • Effective instructional/intervention programs at all levels implemented with integrity • Alignment of curriculum expectations, curriculum materials, instruction, and assessments • Frequent assessment of student performance • Use of data to make instructional/intervention decisions • Data-based professional development with opportunity to practice with feedback

  7. The Iowa Core is… • A state-wide effort to improve teaching and learning to ensure that all Iowa students engage in a rigorous & relevant curriculum.

  8. Iowa System • What does current Federal and state policy tell us about an integrated system?

  9. Factors • RTTT • ESEA • IDEIA • Iowa Code

  10. Iowa Core Questions for a Strong Educational System • What essential concepts and skills do we want our students to learn? (ECS) • How will we teach the essential concepts and skills we want our students to learn? (CEI and Alignment) • What instructional environment will best allow the essential concepts and skills to be delivered and assessed? (CEI) • How will we assess our students to know they are learning the essential concepts and skills? (AfL) • When students do not display the essential concepts and skills, what will we do to assure they receive supplemental instruction? (TfL) • How will you know that your attempts to supplement core instruction are successful? (AfL, TfL)

  11. Looking at the Educational System Core and Supplemental Instruction Iowa Core

  12. General Education Instruction, Supplemental Instruction, Child Find and Eligibility Determination Occur in the Same Educational System Core and Supplemental Instruction • Iowa Core

  13. Assessment and Instruction Assessment Instruction Or Instruction Assessment

  14. Are Students Learning the Essential Concepts and Skills for the Established Standard? Core and Supplemental Instruction How Do We Know Core Is Working • Iowa Core

  15. Universal Screening Allows for a System-Level Analysis of All Student’s Learning Core and Supplemental Instruction SCREENING • Iowa Core

  16. There is a Responsibility to Supplement Core Instruction When Students are not Successful Core and Supplemental Instruction What Do We Do When Core is Not Working How Do We Know Core Is Working • Iowa Core

  17. What Are Effective Means of Addressing the Needs of Students who Struggle to Meet Established Standards? Core and Supplemental Instruction STANDARD TREATMENT SCREENING • Iowa Core

  18. Supplemental Instruction Should be Matched to the Needs of the System. But There are No Guarantees Core and Supplemental Instruction What Do We Do When Core is Not Working How Do We Know Core Is Working How Will We Know It Worked • Iowa Core

  19. During Instruction, Formative Assessments Allow us to Know What We Do is Working Core and Supplemental Instruction STANDARD TREATMENT FORMATIVE ASSESSMENT SCREENING • Iowa Core

  20. For Some Students Who Struggle, Effective Solutions May Require a Deeper Understanding of Their Needs Core and Supplemental Instruction What Do We Do When Core is Not Working What Do We Do To Know More How Do We Know Core Is Working How Will We Know That Worked • Iowa Core

  21. Diagnostic Assessments of Essential Concepts and Skills Allow for More Focused and Targeted Efforts Core and Supplemental Instruction DIAGNOSTIC ASSESSMENTS STANDARD TREATMENT FORMATIVE ASSESSMENT SCREENING • Iowa Core

  22. Intensification of Effective Instruction Methods May be a Requirement for Some Struggling Learners Core and Supplemental Instruction What Do We Do When Core is Not Working What Do We Do to Know More How Do We Know Core Is Working How Will We Know That Worked How Do We Support Core More • Iowa Core

  23. Small Group Intensified Instruction Allows for Greater Opportunities to Meet Needs in Addition to Core Core and Supplemental Instruction DIAGNOSTIC ASSESSMENTS SMALL INSTRUCTION GROUPS STANDARD TREATMENT FORMATIVE ASSESSMENT SCREENING • Iowa Core

  24. Providing Intensified Opportunities Must be Carefully Evaluated to Assure They are Making the Intended Difference Core and Supplemental Instruction What Do We Do When Core is Not Working What Do We Do to Know More How Do We Know Core Is Working How Will We Know That Worked How Do We Support Core More Did That Work • Iowa Core

  25. Intensified Instruction Requires Intensified Formative Assessment to Assure Anticipated Results Core and Supplemental Instruction DIAGNOSTIC ASSESSMENTS SMALL INSTRUCTION GROUPS STANDARD TREATMENT FORMATIVE ASSESSMENT FORMATIVE ASSESSMENT SCREENING • Iowa Core

  26. One Educational System - Answering Educational Questions at All Points on a Continuum

  27. What is the Impact of an Integrated Educational System • We have shared responsibility across General, Supplemental, and Special Education • We assure alignment of assessment, instruction, curriculum, materials, and programs • We do what works and stop doing what doesn’t (formative and summative assessment) • We efficiently integrate and deploy resources • We tailor services to meet school needs • We address each and every student’s needs

  28. What Do You See In This System?

  29. What Do You See In This System?

  30. Something to Think About Fall of First

  31. Something to Think About Springof First

  32. What are the Basic Skills for Success in the Educational System? • Ability to ask the systems level questions • Ability to use school-wide assessment data on all students for decision making • Ability to collect, analyze, and display data • Have knowledge of and access to research based strategies • Support teachers to be skilled to instruct differentially to the needs of the group • Screening, Diagnostic, and Formative Assessment Skills • Data-Based Decision-MakingSkills

  33. High-quality General Education Instruction; General Education Interventions • IAC 41.111(2) • a. As a component of efficient and effective, high-quality general education instruction, it shall be the responsibility of the general education program of each LEA to provide additional support and assistance to all students who may need such additional support and assistance to attain the educational standards of the LEA applicable to all children. Receipt of such additional support and assistance, when considered alone, does not create a suspicion that a child is an eligible individual under this chapter 2010 Rules

  34. Progress Monitoring in General Education • IAC 41.314(1)Evidence of progress in general education instruction. Each public agency shall establish standards, consistent with those the Department may establish, by which the adequacy of general education instruction, including the quality and quantity of data gathered, is assessed, including whether such data are sufficient in quantity and quality to make decisions under Part B of the Act and this chapter. 2010 Rules

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