Improving Student Achievement with Direct Instruction

1. Improving Student Achievement with Direct Instruction

2. The Problem

5. Catching up is Hard to do even a normal learning rate won�t catch you up must make more than one year growth per year in school alter the trajectory

6. Teaching More in Less Time (Acceleration) Plan encompasses all teachers in all grades. Program efficiently teaches essential content. Groups organized homogeneously. Students appropriately placed in the instructional sequence. Schedules provide adequate daily practice. Schedule provides sufficient time for all instructional groups and is coordinated from one classroom to another Assumes that students are taught to mastery. Requires a system for motivating students.

7. Direct Instruction has emerged as one of the most successful models for accomplishing the goal of closing the achievement gap. Direct Instruction programs are scientifically based but, more importantly, are scientifically validated.

9. �There are also highly effective programs available for children who are older�and are still struggling to read�.There is not a minute to waste. Instruction must be highly efficient and effective�..Among the best programs [is] the REACH System�REACH, based on the same Direct Instruction approach mentioned earlier, represents a combination of three programs � Corrective Reading, Reasoning and Writing, and Spelling Through Morphographs � that in a cohesive way address all the reading-related needs of the struggling students.

10. Project Follow Through - Comparison of Models

11. Index of Significant Outcomes

12. Wide Range Achievement Test - Reading

14. American Federation of Teachers (1999) Identified Direct Instruction one of six promising programs for raising student achievement, especially in low-performing schools. The program showed evidence of: High Standards Effectiveness Replicability Support Structures

15. American Institutes for Research (1999) Direct Instruction was identified as one of three programs (out of 24) to show strong evidence of positive outcomes on student achievement.

16. Center for Research on the Education of Students Placed at Risk (2002) Direct Instruction is one of three models (out of 29) with �strongest evidence for effectiveness.� Direct Instruction had �statistically significant and positive achievement effects based on evidence from studies using comparison groups or from third-party comparison designs.� (p. 29)

20. Rio Altura Elementary School - Academic Performance Index

22. Capistrano Elementary School

23. Capistrano Elementary School

24. What is Direct Instruction? An explicit, scientifically-validated model of effective instruction. A system of teaching that attempts to control all the variables that make a difference in the performance of children. Can be distinguished from other models of explicit instruction by its focus on curriculum design and effective instructional delivery. Commercial DI programs are typically published by Science Research Associates(SRA)

25. Direct Instruction direct vs. indirect instruction direct instruction as a set of teacher behaviors Direct Instruction as an integrated system of curriculum and instruction.

26. Three Main Components of Direct Instruction Programs Program Design Instructional Organization Teaching Techniques

27. General Case Instruction �The general case has been taught when, after instruction on some tasks in a particular class, any task in that class can be performed correctly.� Becker and Engelmann, 1978

28. General Case Instruction 10 whole words vs. 10 sounds and = 720 three-sound words blending skill 4,320 four-sound words 21,600 five-sound words Becker, 1971 (An Empirical Basis for Change in Education)

29. Sequencing Skills Preskills of strategy taught before strategy Instances consistent with strategy taught before exceptions High utility skills introduced first Easy skills taught before more difficult Strategies and information likely to be confused separated in sequence

30. Instructional Organization Placement and Grouping Instructional Time Continuous Assessment

31. Placement Each child receives instruction appropriate to his/her needs Students have the necessary prerequisite skills Placement tests designed to measure student�s performance on key skills important for them to be successful in the program Results indicate appropriate beginning program, level, and lesson

32. Grouping Group size and composition are adjusted to accommodate and reflect student progress and lesson objectives. Grouping is flexible and dynamic Group size is differentiated according to the needs of students Students with the greatest needs are taught in the smallest groups. Cross-class or cross-grade grouping may be used when appropriate to maximize opportunity to tailor instruction to students performance level.

33. Instructional Time

34. Frustration Self-Esteem Model

35. Continuous Assessment All Direct Instruction programs include various ongoing �in-program� assessments Provide feedback on teaching effectiveness Allow evaluation of skill development Permit timely adjustments

36. Continuous Assessment All Direct Instruction programs include various ongoing �in-program� assessments Provide feedback on teaching effectiveness Allow evaluation of skill development Permit timely adjustments

37. The Power of Coaching

38. Importance of Supervision

39. The Price of Inconsistency

40. Teaching Techniques Set up Format Pacing Signals Corrections Motivation Mastery

41. Set - up Expectations (rules and routines) Materials Seating Assign seating Lower performers closest to teacher All children can see Teacher can see all children in the group Teacher can see independent workers

42. Formats

43. Scripted Presentation Advantages of scripts: Present examples quickly Standardized wording Scripts ensure precision Provide efficient corrections Time per activity controlled Increased academic learning time

44. Grouping Group size and composition are adjusted to accommodate and reflect student progress and lesson objectives. Grouping is flexible and dynamic Group size is differentiated according to the needs of students Students with the greatest needs are taught in the smallest groups. Cross-class or cross-grade grouping may be used when appropriate to maximize opportunity to tailor instruction to students performance level.

45. Pacing The best way to ensure a brisk pace is to be prepared! Advantages of quick pacing Increases content covered (more opportunities to respond) Decreases behavior problems Makes many tasks easier

46. Signals Used to coordinate unison group responses An evaluation tool �and a �blurt� controller! May be visual or auditory Consistently timed

47. Corrections Immediate Direct General Correction: Model (Lead) Test Retest Delayed test

48. Motivation Tell children what the goal is Tell children why you are praising them Don�t spend a great deal of time Challenge the children Use tangible reinforces if necessary Reinforce only when children perform according to acceptable standards.

49. Mastery At least 70% correct on information being introduced for the first time At least 90% mastery of skills taught earlier in the program Virtually 100% firm on all tasks and activities at the end of the lesson Error rates low enough to ensure teacher has sufficient time to complete a lesson Engelmann, S., 1999

50. Our job is to teach the kids we have, not the kids we used to have, not the kids we wish we had, not the kids who exist only in our dreams.