Title: Effective Implementation of SIG Webinar Series Based on the Handbook on Effective Implementation of School Improvement Grants Improving Student Achievement
1Effective Implementation of SIG Webinar
SeriesBased on the Handbook on Effective
Implementation of School Improvement
GrantsImproving Student Achievement Through
the Use of Student Data and Differentiated
Instruction Student Data to Drive Instruction -
Russell Gersten Differentiating Instruction -
Christy Murray
2The Center on Instruction is operated by RMC
Research Corporation in partnership with the
Florida Center for Reading Research at Florida
State University Instructional Research
Groupthe 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.centeroninstructi
on.org
3Part 1 Purpose
- Bring clarification to common areas of confusion
and inefficiency in the use of student assessment
data - In addition
- Highlight key points in material in SIG Handbook
- Mention resources
4School Action Principle 1Universal screening
- Screen all students.
- Screening measures should be brief and/or
efficient . (Hamilton, Halverson, Jackson,
Mandinach, Supovitz, Wayman, 2009 Gersten,
Beckmann, Clarke, Foegen, Marsh, Star, Witzel,
2009 Gersten, Compton, Connor, Dimino, Santoro,
Linan-Thompson, Tilly, 2008)
5School Action Principle 1Universal screening
- Key Question 1
- What are the most important technical issues to
look for in selecting a screening measure? - Participation Item 1 - Mark with highlighter the
two most important issues to consider - 1. Concurrent validity with a standardized test
- 2. Predictive validity of scores on standardized
test two years later - 3. Reliability of parallel forms
- 4. Reliability across testers
6School Action Principle 1Universal screening
- Key Question 2
- Is it important to ensure that the content of
the screening measure carefully aligns to
district and state standards? - Participation Item 2 - Mark with highlighter
whether you think this is - 1. Yes or
- 2. No
7School Action Principle 1 Universal screening
- Key Question 3
- Is it a good idea to use screening measures for
both diagnostic purposes as well as screening
purposes? -
- Participation Item 3 Think about this for 30
seconds.
8School Action Principle 1 Universal screening
- Key Question 4
- I have been told that I have to screen all
students each fall but it seems a waste of time
to screen the students who consistently succeed
in mathematics or reading. Should I keep
screening them?
9School Action Principle 1Universal screening
- Key Question 5
- Can I use last springs state assessment data as
a screening measure for 4th to 9th graders?
10School Action Principle 1 Universal screening
- Key Question 6
- How important is it that all students in a
school are screened within the same two weeks? - Participation Item 4 How important is screening
within 2 weeks? - Essential
- Important
- Not at all important
11School Action Principle 2Progress monitoring
- Use efficient, easy-to-use progress monitoring
measures to track the growth of students who are
receiving intervention services towards critical
academic outcomes. - (National Center on Response to
Intervention, n.d. Hamilton, Halverson, Jackson,
Mandinach, Supovitz, Wayman, 2009 Gersten,
Beckmann, Clarke, Foegen, Marsh, Star, Witzel,
2009 Gersten, Compton, Connor, Dimino, Santoro,
Linan-Thompson, Tilly, 2008). - Make sure to also track the students who score
slightly above the at-risk category on screening
measures!
12School Action Principle 2Progress monitoring
- Key Question 1
- What are key features to look for in a progress
monitoring measure? - Participation Item 5 Which of these are key
features to look for? - Covers all key grade level standards or focal
points - Efficiency
- Sensitivity to change
- Whether or not it is a timed measure
13School Action Principle 2Progress monitoring
- Key Question 2
- What content should be included in a progress
monitoring measure?
14School Action Principle 2Progress monitoring
- Key Question 3
- Which students should have their progress in
mathematics monitored on a regular basis? - Participation Item 6 Pick one
- All
- Those below benchmark
- Below benchmark and slightly above benchmark
15School Action Principle 2 Progress monitoring
- Key Question 4
- Is there any research demonstrating that regular
use of progress monitoring improves students
proficiency in mathematics and reading?
16School Action Principle 3Formative assessments
- Consider use of a range of formative assessments
and curriculum-embedded assessments to assist in
progress monitoring. Open-ended formative
assessments attempt to assess level of student
understanding using performance assessments. - (The National Center for Fair and Open Testing,
2007). - Formative assessments are embedded within the
learning activity and linked directly to the
current unit of instruction. - (Perle, Marion Gong, 2007 as cited in
Hamilton, Halverson, Jackson, Mandinach,
Supovitz, Wayman, 2009, p.47).
17School Action Principle 3Formative assessments
- Key Question 1
- What is the difference between formative
assessments and progress monitoring measures?
18School Action Principle 3 Formative assessments
- Key Question 2
- Can I use a combination of progress monitoring
measures and these much more informal assessments?
19School Action Principle 3Formative assessments
- Key Question 3
- Is there much research on formative assessments?
20School Action Principle 4Identify areas of need
- Review of data might show that one teachers
students scored worse than the others did. Wont
this be humiliating or embarrassing?
21District Action Principle 1Tracking system
- Develop a data system or adopt an available data
system that enables analysis of student
performance data at the district and school
level. (Hamilton, Halverson, Jackson, Mandinach,
Supovitz, Wayman, 2009).
22District Action Principle 2Identify areas of
need (again)
- Use annual state testing performance data to
pinpoint specific areas of strength and weakness
in student academic performance. - (Hamilton, Halverson, Jackson, Mandinach,
Supovitz, Wayman, 2009) - Consider use of documents such as the Needs
Assessment from Center on InstructionMathematics.
(Dimino, Taylor, Koontz, Ketterlin-Geller,
2010)
23District Action Principle 1Tracking system
- Key Question
- Should we cluster items to correspond to state
standards or Common Core State Standards (when
relevant)?
24District Action Principle 3Reliability
validity
- Determine the reliability and criterion-related
validity of these measures. - (Hamilton, Halverson, Jackson, Mandinach,
Supovitz, Wayman, 2009 National Center on
Response to Intervention, n.d.)
25District Action Principle 3Reliability
validity
- Key Question 1
- Should each school do this on its own?
- Participation Item 7 Think about this question
for 30 seconds. - Key Question 2
- What is the role of the state department of
education in this?
26District Action Principle 4Put data to use
- These activities should be linked to RtI
activities that are ongoing in the district. - (National Center on Response to Intervention,
n.d.). - They also should include professional development
on data interpretation and use of data to provide
differentiated instruction.
27Other Considerations Special education
- Use of screening and benchmark data in RTI.
Consider only students who fail to respond to
effective interventions for possible special
education referral for reading or mathematics
disabilities. - Participation Item 8 How important will this be
in 3 years? - Not at all
- Depends a lot on state regulations and federal
legislation - Not sure
- Very
28 29Introduction
- What is differentiated instruction?
- Research-based practices used to accommodate
student differences in the classroom - Scaffolding
- Various grouping practices
- Modification of assignments
- Multiple modes of response
- Other effective instructional strategies
Funded by U.S. Department of Education
30Your TurnWhich are examples of differentiated
instruction?
- Developing separate lesson plans for every
student in your class. - Pulling two students aside for extra instruction
on fractions during silent work time. - Giving a writing assignment to all your students
except your most severe LD students these
students are allowed to draw a picture instead. - Allowing students to always choose their groups
for cooperative assignments. - Engaging students in a vocabulary lesson where
students are asked to generate and record (in
journals) examples and non-examples of conceptual
words in their science unit.
Funded by U.S. Department of Education
31Examples and Non-examples of Differentiated
Instruction
Funded by U.S. Department of Education
32Overview of School Action Principles
- Implement ongoing progress monitoring to obtain
valid student data, and use this data to inform
instructional decisions and determine appropriate
grouping patterns (Tomlinson Allan, 2000
Tomlinson, 2001 Moon, 2005). - Use grouping strategies to meet the individual
needs of students within the broader group
context and design instructional tasks for each
group to align with educational goals (Hall,
2002). - Use differentiated instructional strategies to
include special education students in the general
education curriculum (Boderick, Mehta-Parekh,
Reid, 2005) and to respond to the unique needs of
diverse gifted learners (VanTassel-Baska
Stambaugh, 2005).
Funded by U.S. Department of Education
33School Action Principle 1
- Implement ongoing progress monitoring to obtain
valid student data, and use this data to inform
instructional decisions and determine appropriate
grouping patterns (Tomlinson Allan, 2000
Tomlinson, 2001 Moon, 2005).
Funded by U.S. Department of Education
34Progress Monitoring/Data-Based Decision
MakingKey Question 1
- 1. What data are important to collect to inform
instructional decisions? - Screening measures, progress monitoring,
curriculum based assessment and measurement,
observations, weekly classroom quizzes. - These data sources alert teachers to which
students are struggling, are at risk for not
meeting end of year benchmarks and are in need of
supplemental instruction so that they may make
data-based decisions and differentiate
instruction.
Funded by U.S. Department of Education
35Progress Monitoring/Data-Based Decision
MakingKey Question 2
- 2. How can principals and school leadership teams
support differentiated instruction and data-based
decision making? - Promoting the use of assessments
- Implementing school-wide data management
- Providing meaningful professional development
- Scheduling data meetings
- Providing leadership for planning and
implementation of interventions
Funded by U.S. Department of Education
36Helpful Resources
- Teaching all students to read in elementary
school A guide for principals. Center on
Instruction. http//www.centeroninstruction.org/re
sources.cfm?categoryreadingsubcategorymaterials
grade_start0grade_end3148 - Improving literacy instruction in middle and high
schools A guide for principals. Center on
Instruction. http//www.centeroninstruction.org/re
sources.cfm?categoryreadingsubcategorymaterials
grade_start6grade_end12121 - Using student achievement data to support
instructional decision making (NCEE 2009-4067).
IES http//ies.ed.gov/ncee/wwc/publications/practi
ceguides/
Funded by U.S. Department of Education
37School Action Principle 2
- Use grouping strategies to meet the individual
needs of students within the broader group
context and design instructional tasks for each
group to align with educational goals (Hall,
2002).
Funded by U.S. Department of Education
38Use Grouping StrategiesKey Question 1
- 1. What grouping formats support the individual
needs of students? - Differentiated instruction can be delivered in a
whole-group format, but struggling students need
to receive differentiated instruction within a
small-group setting. - Research indicates that small group, supplemental
instruction is most effective for elementary
students when students are taught in a 13 or 11
group size.
Funded by U.S. Department of Education
39Use Grouping StrategiesKey Question 2
- 2. How can teachers design effective small group
and student center activities? - Make use of student centers
- Design a management system
- Explicitly teach academic skills (with modeling,
guided practice, and supported application) prior
to students engaging in center work independently
Funded by U.S. Department of Education
40Helpful Resources
- Using Student Center Activities to Differentiate
Reading Instruction A Guide for Teachers - http//www.centeroninstruction.org/resources_searc
hresults.cfm?searchtermsUsingStudentCenterActi
vitiestoDifferentiateReadingInstruction3AA
GuideforTeachers - Student Center ActivitiesFlorida Center for
Reading Research (FCRR) - http//www.fcrr.org/Curriculum/SCAindex.shtm
- Various Modules from the IRIS Center
- RTI (Part 4) Putting it all together
http//iris.peabody.vanderbilt.edu/rti04_alltogeth
er/chalcycle.htm - PALS A Reading Strategy for Grades K-1
http//iris.peabody.vanderbilt.edu/palsk1/chalcycl
e.htm - PALS A Reading Strategy for Grades 2-6
http//iris.peabody.vanderbilt.edu/pals26/chalcycl
e.htm - PALS A Reading Strategy for High School
http//iris.peabody.vanderbilt.edu/palshs/chalcycl
e.htm - CSR A Reading Comprehension Strategy
http//iris.peabody.vanderbilt.edu/csr/cresource.h
tm
Funded by U.S. Department of Education
41School Action Principle 3
- Use differentiated instructional strategies to
include special education students in the general
education curriculum (Boderick, Mehta-Parekh,
Reid, 2005) and to respond to the unique needs of
diverse gifted learners (VanTassel-Baska
Stambaugh, 2005).
Funded by U.S. Department of Education
42Support Special Education GT StudentsKey
Question 1
- 1. What are some specific ways to make
instruction more intense to support special
education students? - Instruction can be made more intense by altering
- group size
- instructional delivery
- instructional time
Funded by U.S. Department of Education
43Support Special Education GT StudentsKey
Question 2
- 2. What considerations should be made when
differentiating instruction for gifted learners? - Provide additional time for enrichment
(curriculum compacting) - Extending instruction when students are ready to
move ahead
Funded by U.S. Department of Education
44Helpful Resources
- Instructional Decision-Making Procedures
Ensuring Appropriate Instruction for Struggling
Students in Grades K-3 - http//buildingrti.utexas.org/PDF/Instructional_De
cision-making_Procedures.pdf
Funded by U.S. Department of Education
45School Reflection Question
- What processes and procedures might be helpful at
the classroom and building level to ensure proper
and effective use of differentiated instruction?
Funded by U.S. Department of Education
46Overview of District Action Principles
- Provide professional development on
differentiating instruction for classroom
teachers - Utilize coaching methods to support teachers as
they learn to differentiate instruction in their
classrooms (Newman Singer, n.d.).
Funded by U.S. Department of Education
47District Action Principle 1
- Provide professional development on
differentiating instruction for classroom
teachers.
Funded by U.S. Department of Education
48Provide PD on Differentiating InstructionKey
Question 1
- 1. What are the most important instructional
concepts and strategies that need to be taught
during professional development on
differentiating instruction? - Explicit instruction with modeling
- Systematic instruction with scaffolding
- Ample practice opportunities
- Immediate, corrective feedback
- Flexible grouping strategies
- Management of student centers and small groups
- Ongoing data collection and data-based decision
making
Funded by U.S. Department of Education
49Provide PD on Differentiating InstructionKey
Question 2
- 2. How can I make professional development
meaningful and effective for school staff? - Connecting content to school improvement, student
learning goals, and curriculum - Having PD facilitators model instructional
strategies and provide examples - Implementing intensive, ongoing, and job-embedded
PD through follow-up time and on-site support.
Funded by U.S. Department of Education
50Helpful Resources
- Differentiated Instruction, Part I PD Module
(Texas) - http//www.centeroninstruction.org/resources.cfm?c
ategoryspecialEdsubcategorymaterialsgrade_star
t0grade_end12302
Funded by U.S. Department of Education
51District Action Principle 2
- Utilize coaching methods to support teachers as
they learn to differentiate instruction in their
classrooms (Newman Singer, n.d.).
Funded by U.S. Department of Education
52Utilize Coaching MethodsKey Question 1
- 1. Why is ongoing instructional coaching needed
to support teachers as they learn how to
differentiate instruction in the classroom? - Provides authentic learning opportunities
(Lieberman, 1995) - Allows for reinforcement of skills and strategies
(Newman Singer, n.d.) - Provides teachers with an opportunity to work
collaboratively to refine their practice
(Annenberg Institute for School Reform, 2004
Neufeld Roper, 2003, Poglinco et al., 2003)
Funded by U.S. Department of Education
53Utilize Coaching Methods Key Question 2
- 2. How are effective instructional coaches
identified, selected, and supported? - Instructional coaches must be
- Well-versed in research and best practices
- Have strong communication skills
- Demonstrate effective coaching practices
- Be provided with opportunities for professional
growth and refinement of coaching skills - (Kinkead, 2007)
Funded by U.S. Department of Education
54Helpful Resources
- Annenberg Institute for School Reform (AISR).
(2004). Instructional coaching Professional
development strategies that improve instruction.
Retrieved from www.annenberginstitute.org/pdf/Inst
ructionalCoaching.pdf - Kinkead, S. (2007, June). Improving instruction
through coaching. Silverdale, WA Center for
Strengthening the Teaching Profession. Retrieved
from www.plcwashington.org/coaching/resources/CST
P-coaching-brochure.pdf - Neufeld, B., Roper, D. (2003). Coaching A
Strategy for Developing Instructional Capacity,
Promises, and Practicalities. Washington, DC
Aspen Institute Program on Education and
Providence, RI Annenberg Institute for School
Reform, 2003. Retrieved from www.annenberginstitut
e.org/pdf/Coaching.pdf
Funded by U.S. Department of Education
55District Reflection Question
- How does the use of differentiated instruction
align with and support the goals of other federal
priorities and initiatives like college and
career readiness, common core standards, and the
ESEA Blueprint?
Funded by U.S. Department of Education
56English Language Learners
- Explicit, systematic instruction
- Data-based decision making
- Modeling
- Scaffolding
- Ample opportunities to respond
- Immediate feedback
- Flexible grouping strategies
- Targeted support for vocabulary
- Assessment in both languages
Funded by U.S. Department of Education
57Resources and Examples
- Resources and examples to support the key
questions and action steps are available for
download as an accompaniment to the PowerPoint on
the Center on Instructions website.
Funded by U.S. Department of Education
58Funded by U.S. Department of Education