Presented by Jan Hasbrouck, Ph.D .

1. SAILS Using Findings from Effective Schools to Improve Student Achievement Presented by Jan Hasbrouck, Ph.D.

2. Word of the Decade? accountability!

4. “Our school is ready to make some serious improvements in our instructional program…” “So… how do we get there?

5. EFFECTIVE SCHOOLS RESEARCH 90%+ Academic Success Highly Effective School Few Challenges

6. EFFECTIVE SCHOOLS RESEARCH Highly Effective School Many Challenges

7. GOOD NEWS! We have LOTS of effective schools research!!

8. EFFECTIVE SCHOOLS RESEARCH Making Schools Work Douglas Reeves 90/90/90 Schools Kathleen Cotton www.nwrel.org

9. BAD NEWS We have LOTS of effective schools research!!

10. Set your SAILS for success! STANDARDS ASSESSMENTS I NSTRUCTION & INTERVENTION LEADERSHIP SYSTEM-WIDECOMMITMENT Hasbrouck & Denton (2005)

11. STANDARDS Apply grade level expectations for what students should know and be able to do at key benchmarks Use standards to set high performance goalsfor ALL students

12. ASSESSMENTS Assess to screen diagnose continuously evaluate measure the outcomes of students’ skills and performance

13. ASSESSMENTS • Benchmark/Screening Which students MAY need extra assistance? • Diagnostic What are a student’s skillsstrengths&needs? • Progress Monitoring Islearninghappening? • Outcome Did the student make progress towardstandards?

14. ASSESSMENTS Assess to screen diagnose continuously evaluate measure the outcomes USE results to make all key instructional decisions! Share data in frequent, public, nonjudgmental, collaborative meetings

15. INSTRUCTION & INTERVENTION Plan and deliverlessonsandinterventions designed to meet the identified needs of ALL students, at all ability and skill levels Use validated, effective instructional materials & strategies Effectively organize & manage the classroom environment

16. LEADERSHIP Provide VISION, GUIDANCE & SUPPORTto insure that: (a) effective instruction and interventions designed to meet standards are implemented for ALL students (b) instructional decisions are based on continuous assessment data (c) focused & sustained professional development provided to support S-A-I

17. SYSTEM-WIDE COMMITMENT Adopt a system-wide “no excuses” model that partners administrators, teachers, parents and staff to help ALLstudents achieve success: “Unless we…” Encourage and support collaboration across classrooms, special programs, and home

18. ALL5Elements of S-A-I-L-Smust be incorporated into a school’s instructional system to ensure that ALL students achieve success SAILS must be launched into a safe and positive school environment

19. SAILS Needs Assessment

20. Self Evaluation for • STANDARDS • Are all teachers, administrators & specialists aware of state standards & benchmarks? • Are instructional materials aligned with standards? • Are teachers using standards & benchmarks for planning instruction & interventions, evaluations & setting IEP goals?

21. Self Evaluation forASSESSMENTS • Are teachers, administrators, & specialists aware of different types and purposes of assessments? • Do teachers & specialists know when & how to administer different types of assessments? • Do teachers & specialists have sufficient assessment materials? • Do teachers & specialists know how to use assessment results for making instructional decisions?

22. Self Evaluation forINSTRUCTION & INTERVENTION • Are teachers, administrators, and specialists aware of the multi-tiered instructional model & RTI? • Do teachers & specialists know how to teach oral language, phonemic awareness, phonics/decoding, fluency, vocabulary, comprehension, writing & spelling skills appropriately for grade & instructional need?

23. Self Evaluation forINSTRUCTION & INTERVENTION • Do teachers & specialists know how to use core & supplementary materials? • Do teachers know how to differentiate instruction to meet the differing needs of students (grouping; providing Tier II instruction in the classroom; increasing instructional intensity)? • Does a reading schedule need to be developed? • Does the district have a program roadmap for using instructional materials?

24. Self Evaluation forLEADERSHIP • Are building & district leaders AWARE of the key elements of effective schools? • Are leaders creating and communicating a clear VISION of the results to be obtained from improved instructional outcomes? • Are leaders providing the necessary GUIDANCE & SUPPORT including focused and sustained professional development to teachers and specialists?

25. Self Evaluation forSUSTAINED SYSTEM-WIDE COMMITMENT • Do all participants embrace a NO EXCUSES attitude? • Are plans in place or being developed to SUSTAIN the successes achieved through S-A-I? • Are teachers, specialists, coaches, etc. being given the TIME & SUPPORTnecessary for the increased COLLABORATION that improved instructional outcomes will require ?

26. “Our school is ready to make some serious improvements in our instructional program…” “So… how do we get there?

27. Set your SAILSfor success! STANDARDS ASSESSMENTS I NSTRUCTION & INTERVENTION LEADERSHIP SYSTEM-WIDECOMMITMENT Hasbrouck & Denton (2005)

28. Let’s all work TOGETHER to help every student achieve success!

29. REFERENCES Cotton, K. (1995). Schooling Practices that Matter Most. NWREL. www.nwrel.org Gibson, V., & Hasbrouck, J. & Denton, C. (2007). Differentiating Instruction: Grouping for Success New York: McGraw-Hill Higher Education Hasbrouck, J. & Denton, C. (2005). The Reading Coach: A How-to Manual for Success Longmont, CO: Sopris West

30. Reeves, D. Making Standards Work: 3rd Ed. Denver: Advanced Learning Press. • Sprick, Randy & colleagues • Safe & Civil Schools www.safeandcivilschools.com • Interventions • Teacher’s Encyclopedia of Behavior Management: 100 Problems/500 Plans

31. Contact Information Jan Hasbrouck, Ph.D. JH Consulting Seattle, WA www.jhasbrouck.com