Evidence-Based Curriculum

1. Evidence-Based Curriculum Exploring

2. Housekeeping Sign In Sheets at each table & on Line Materials Wi Fi Access Timelines Breaks Lunch Restroom Location Turn cell phones to manner mode Other?

3. Essential Components Research-Based Curriculumand Instruction On-going Assessment Collaborative Teaming Data-based Decision Making and Problem Solving Fidelity of Implementation On-going Training and Staff Development Community and Family Involvement Leadership

4. Reading Programs in a Three-Tier Model K - 3 Our focus for today’s training

5. Outcomes for the Day Participants will be able to: • Define evidence-based curriculum • Understand how to find out if curriculum is evidence-based • Review curriculum to determine if it is research-based • Understand the ‘big ideas’ of effective instruction and instructional design for reading, math, and behavior • Evaluate your current curriculum • Recognize commonalities between evidence-based curriculum

6. Evidence-Based—What does that mean? • The term evidence-based practice (EBP) or empirically-supported treatment (EST) refers to preferential use of interventions for which systematic empirical research has provided evidence of statistically significant effectiveness as treatments for specific problems. Definition from the medical field

7. Research-Based Curriculum • The notion of evidence based practice has also had an influence in the field of education. Here, some commentators have suggested that the lack of any conspicuous progress is attributable to practice resting in the unconnected and noncumulative experience of thousands of individual teachers, each re-inventing the wheel and failing to learn from hard scientific evidence about 'what works'.

8. Research-Based Curriculum • Evidence-Based • Previous research • Ongoing local evaluation • Alignment with state standards • Effective Programming (core or intervention) • A) the procedures are clearly articulated • B) a process is in place to ensure that procedures are followed • C) the correct measures are used to evaluate outcomes that result from the intervention delivery • D) an appropriate means of comparing student progress both with and without the intervention is in place.

9. Research-Based Curriculum Teachers do not Have the time to Create the program! • We have evidence that curriculum matters • We need excellent materials • Instructional Content Reading (PA, P, F, V, C) • Math (Number & Operations, Algebra, Geometry, Measurement & Data Analysis) • Behavior

10. Instructional Design • Systematic and Explicit • Explicit instructional strategies • Coordinated instructional sequences • Ample practice opportunities • Aligned student materials Empirical Evidence

11. What is a Core Reading/Math Program? • A reading/math program that is used to help guide both initial and differentiated instruction in the regular classroom. It supports instruction in the broad range of reading skills (phonemic awareness, phonics, fluency, vocabulary, comprehension) or math (numbers/operations, geometry, algebra, data analysis/measurement) required to become a skilled reader/mathematician. It contains teacher’s manuals with explicit lesson plans, and provides reading/math and practice materials for students.

12. Classroom Organization • Whole Group Instruction • Small (flexible) group instruction • Independent Student Centers • Academically engaged • Teacher-Led Center • Accountability -Group, Pair, Cooperative, Individual

13. Flexible Groups • Keep high risk group sizes small (5-7 as a maximum). • For students not making adequate progress in a group of 5-7, it is critical to reduce the group size. • Monitor high risk student progress more frequently in order to make instructional changes, small group changes, and to accelerate learning. • It is important to work with each small group differently based on instructional need. • Consider attitudes, behaviors, and work ethics when forming and modifying groups.

14. Curriculum & Instruction Implemented with High Fidelity • Curriculum and Interventions are only as good as the level of implementation • Instructional methods to optimize program effectiveness: • Implement the program everyday with fidelity • Deliver the instruction clearly, consistently, and explicitly. • Provide scaffold support to students • Provide opportunities for practice with corrective feedback

15. Instructional Content Phonemic Awareness Phonics Fluency Vocabulary Comprehension Instructional Design Explicit Instructional Strategies Coordinated Instructional Sequences Ample Practice Opportunities Aligned Student Materials Scientifically Based Reading Programs

16. Instructional Content Number & Operations Algebra Geometry Measurement & Data Analysis Instructional Design Explicit Instructional Strategies Coordinated Instructional Sequences Ample Practice Opportunities Aligned Student Materials Scientifically Based Math Programs

17. Instructional Content Statement of purpose Clearly define expected behaviors (rules) Procedures for teaching & practicing expected behaviors Procedures for encouraging expected behaviors Procedures for discouraging problem behaviors Instructional Design Explicit Instructional Strategies Coordinated Instructional Sequences Ample Practice Opportunities Scientifically Based Behavior Programs

18. Instructional Content • Core elements of scientifically based reading programs include explicit and systematic instruction in the following: –phonemic awareness –phonics –fluency –vocabulary –comprehension strategies

19. Phonemic Awareness (PA) Research & Instruction • PA improves word reading, spelling, and comprehension • Poor readers who enter first grade with weak PA are most likely to be the poor readers in fourth grade • Auditory Activities • Needs to follow the developmental hierarchy of phonological awareness

20. Five Levels of Phonological Awareness • Sentence Segmenting • Rhyming & Alliteration • Syllable Blending & Segmenting • Onset-Rime Blending & Segmenting • Phoneme Blending & Segmenting

21. Phonics • An understanding of the alphabetic relationship between phonemes and graphemes—the sound/symbol relationship.

22. Phonics Research • Systematic and explicit phonics instruction –is more effective than non-systematic or no phonics instruction –significantly improves children’s reading comprehension

23. Phonics Instruction • Systematic pre-specified sequence of letter–sound correspondences taught in a logical order (e.g., most common sounds taught first; progresses from simple to more complex; once a few letter sounds are learned, students are taught a decoding strategy; students apply recently learned phonics to reading connected text) • Explicit taught directly (teacher modeling, providing guided practice, and independent practice)

24. Fluency • The ability to read text –quickly –accurately –with proper expression

25. Fluency Research • Repeated and monitored oral reading improves reading fluency and overall reading achievement.

26. Fluency Instruction • Articulate the importance & provide modeling • Determine Reading Levels • Oral reading with feedback • Variety of research based strategies –Repeated Readings, Timed, Partner • Monitor fluency progress

27. Vocabulary • The knowledge of the meanings and pronunciation of words that are used in oral and written language.

28. Vocabulary Research • Can be developed –Directly (teach important, difficult, and useful words) –Indirectly • Vocabulary knowledge is strongly related to overall reading comprehension. • The relationship of vocabulary to reading comprehension gets stronger as reading material becomes more complex and the vocabulary becomes more extensive.

29. Vocabulary Instruction • Selection of words to teach –Unknown, critical to understanding the text, likely to encounter in the future • Teach word learning strategies –How to use word parts to determine meaning of words • Provide multiple exposures to words • Encourage independent, wide reading

30. Comprehension • The ability to make sense of text and to monitor for understanding.

31. Comprehension Research • Text comprehension can be improved by instruction that –is explicit, or direct –helps readers use specific comprehension strategies

32. Comprehension Instruction • Monitoring comprehension (promoting metacognition) • Using graphic and semantic organizers –e.g., teaching the use of a Venn diagram to compare and contrast 2 characters from a story • Main Idea • Summarizing • Text Structure

33. Reflect • As a team, discuss the perceived strengths and weakness of your core reading program in relation to the 5 areas of reading.

34. Instructional Content Phonemic Awareness Phonics Fluency Vocabulary Comprehension Instructional Design Explicit Instructional Strategies Coordinated Instructional Sequences Ample Practice Opportunities Aligned Student Materials Scientifically Based Reading Programs

35. Explicit Instruction 1.Teacher Models and Explains 2.Teacher provides Guided Practice •Students practice what the teacher modeled and the teacher provides prompts and feedback 3.Teacher provides Supported Application •Students apply the skill as the teacher scaffolds instruction 4.Independent Practice

36. Coordinated Instructional Sequences • Phonemic Awareness: –Students practice orally segmenting and blending words with /m/ • Phonics: –Students learn to connect /m/ with the letter m • Fluency & Comprehension: –reading word lists that include words that have /m/ and other previously learned letter sounds –reading decodable passages (using repeated readings) that include many words with /m/ • Spelling –spelling words that include /m/ and other letter sounds previously learned

37. Ample Practice Opportunities • Practice should follow in a logical relationship with what has just been taught in the program. • Once skills are internalized, students are provided with opportunities to independently apply previously learned information (e.g., at student learning centers).

38. Aligned Student Materials • The content of student materials (texts, activities, homework, manipulatives, etc.) work coherently with classroom instruction to reinforce the acquisition of specific skills in reading or math. • Student aligned materials include a rich selection of coordinated student materials at various readability levels to help build skills through practice.

39. Summarizing Instructional Design • Explicit Instructional Strategies • Coordinated Instructional Sequences • Ample Practice Opportunities • Aligned Student Materials

40. Instruction Content and Design • Resources for research-based programs • Core programming and intervention materials • Time for staff development • Training for programs • Training for effective instructional practices • Time for on-going dialogue You cannot have fidelity unless you have done the training and have on-going support.

41. Evidence-Based Instructional Strategies David Allsopp • Explicit • Systematic • Cognitive strategy instruction • Visuals/graphic organizers • Verbal elaboration • Multiple response opportunities • Structured peer mediated instruction • Progress monitoring

42. Instructional Strategies David Allsopp 1) Explicit • Breaking down a task into small steps • Administering probes • Administering feedback repeatedly • Providing a pictorial or diagram presentation • Allowing independent practice and individually paced instruction • Breaking the instruction down into simpler phases • Instructing in a small group • Teacher modeling a skill • Providing set materials at a rapid pace • Providing individual child instruction • Teacher asking questions • Teacher presenting the new (novel) materials Authentic Contexts Interest Inventory

43. Instructional Strategies 2) Systematic Purposeful, planned learning opportunities Sequential progression Vertical alignment Big ideas Utilizing Common Core Standards David Allsopp

44. Instructional Strategies 3) Cognitive Strategy Instruction Specific Modeling Metacognition David Allsopp Explicitly taught Accurate and efficient procedures for specific situations Make them memorable Incorporate student thinking and actions Provide ample practice opportunities to master Cue sheets/posted in classroom Monitor and reinforce use of the strategy "Please Excuse My Dear Aunt Sally": Parentheses, Exponents, Multiplication/Division, Addition/Subtraction

45. Instructional Strategies 4) Visuals/Graphic Organizers Teacher created/student created Systematic instruction using graphic organizers Displayed around the room On desks/notebooks/folders Access to them David Allsopp

46. Instructional Strategies 5) Verbal Elaboration Systematic planning Routine Written Why? How? Not just one way to solve David Allsopp http://www.youtube.com/watch?v=cVvbTz_EEk4

47. Instructional Strategies 6) Multiple Response Opportunities Center format Experience the concept (C-R-A) Appropriate level Self-checking materials Partners Whole group responses David Allsopp

48. Instructional Strategies 7) Structured Peer Mediated Instruction Cooperative learning Think, pair, share Partners/small group David Allsopp Well planned High structure Explicit directions Teach/model group procedures Teach/model behavior Develop materials to math skill/concept All members actively engaged Teacher monitoring Specific corrective feedback Specific positive reinforcement Provide closure

50. Best Evidence Encyclopedia Examples of structured peer mediated instruction from BEE • Class wide peer tutoring • Peer Assisted Learning Strategies • Power Teaching Mathematics • TAI Math