Instructional Decision Making

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Instructional Decision Making
Session 1 Guaranteed and Viable Curriculum
Training for Implementation Support
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Instructional Decision Making
Whatever It Takes, Richard DuFour, Rebecca
DuFour, Robert Eaker, Gayle Karhanek What Works
in Schools, Translating Research into Action,
Robert Marzano Materials provided by the Iowa
Department of Education
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Instructional Decision Making
Getting Our Bearings
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Instructional Decision Making
No Child Left Behind has made all educators
responsible for student achievement.
The entire educational community will need to
function as an integrated system to
support common student achievement goals.
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Instructional Decision Making
Instructional Decision Making (IDM) is being
rolled out by the Iowa Department of Education.
When put into practice in schools, it provides
the structure for teachers and collaborative
teams to make instructional decisions based on
individual student data. The instructional needs
of all students are addressed proactively using
the resources of the entire school community.
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Instructional Decision Making
The Iowa Department of Education has determined
that AEAs will provide leadership and support to
local school districts as they implement IDM.
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Instructional Decision Making
School district leadership will receive
information about Instructional Decision Making
through Grand Rounds in January and February
2006.
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Instructional Decision Making
AEA Staff will have five training sessions and
one interactive/feedback session during sector
meetings this year.
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Instructional Decision Making
They include
Session 1 Guaranteed and Viable Curriculum
Session 2 Screening, Diagnostic, Formative,
Summative Assessment
Session 3 Core Instruction
Session 4 Supplemental Instruction
Session 5 Intensive Instruction
Session 6 Interactive Feedback of Participants
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Instructional Decision Making
Session 1 Objectives
Each participant will

• Know what is meant by guaranteed and viable
  curriculum.

• Understand what educational systems, attitudes,
  and practices support a guaranteed and viable
  curriculum.

• 3. Be able to articulate three ways to support
  the practices that are fundamental to a
  guaranteed and viable curriculum.

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Instructional Decision Making
The IDM process begins with all students having
access to a guaranteed and viable curriculum
provided by the school through CORE instruction.
CORE
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Instructional Decision Making
Assessment data are gathered on a regular basis
and each students response to instruction is
evaluated.
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Instructional Decision Making
Students with additional instructional needs are
provided supplemental and CORE instruction.
CORE
Supplemental
Those students with significant needs are
provided intensive instruction in addition to the
CORE instruction.
CORE
Intensive
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Working to Achieve High Expectations for ALL
Students
Instructional Decision Making
Grade Level Expectation
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Instructional Decision Making
Performance is monitored and students flow from
one cycle of instruction to another as indicated
by data. ALL students receive instruction to
address their unique learning needs.
Intensive
Supplemental
CORE
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Instructional Decision Making
When time and support are regarded as constants,
LEARNING will be the variable.
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Instructional Decision Making
In the Instructional Decision Making
process LEARNING is the constant. Time and
support become the variables. The school
learning community provides opportunities until
essential learning occurs.
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Instructional Decision Making
When a school has a guaranteed and viable
curriculum, it means that the learning and
skills considered essential are considered
essential for ALL students, and the school is
set up to ensure that essential learning occurs
for ALL.
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Instructional Decision Making
What has to be in place for districts to carry
out this guarantee?
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Instructional Decision Making
One
Textbook Driven
The entire learning community has a clear
understanding of the concept of
curriculum. Curriculum is the standards and
benchmarks or learning determined to be essential
for ALL students.
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Instructional Decision Making
When educators embrace this concept of
curriculum, instead of asking, how can I cover
all the material in this textbook?
the question becomes
What materials should I use and what
instructional opportunities must I provide to
ensure that ALL of my students reach the
benchmarks set for the course or grade level that
I teach?
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Instructional Decision Making
Two
The curriculum (standards and benchmarks) for
each grade level and course must be

• clearly written,

• thoroughly communicated,

• measurable,

• rigorous enough to challenge each student, and

• relevant.

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Instructional Decision Making
Last, but not least, there must be ALIGNMENT.
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Instructional Decision Making
Three
Alignment
Benchmarks
Instruction
Assessment
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Instructional Decision Making
Three
Alignment
3rd
10th
K
5th
4th
1st
2nd
7th
12th
11th
8th
9th
6th
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Instructional Decision Making
The curriculum must also be VIABLE.
In a standards driven curriculum, VIABILITY
means ensuring that the articulated curriculum
content for a given course or grade level can be
adequately addressed in the TIME available. What
Works in Schools, 2003, p. 25
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Instructional Decision Making
Module 1 Activity Turn to a partner and explain
how each concept symbolized ensures a guaranteed
and viable curriculum. (Activity sheet is in the
notebook.)
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Instructional Decision Making
Guaranteed and Viable Curriculum
In the IDM process, these three components work
together and are synchronized.
Data-based Decision Making
Assessment
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Instructional Decision Making
Please be aware. . .
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Instructional Decision Making
In his book, What Works in Schools, Robert
Marzano says. . . synthesis of research data
reveals that a guaranteed and viable curriculum
is the school-level factor that has the most
impact on student achievement yet it is probably
the hardest to implement.
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Instructional Decision Making
Review Module 1 Assignment