6-12 Focus Strategic Instruction Model developed by Kansas University

1. 6-12 Focus Strategic Instruction Modeldeveloped by Kansas University Alameda Unified School District Board Meeting June 10, 2008

2. Strategic Instruction Model District-wide implementation in 07-08 90+ teachers participated in formal training • Content Enhancement • FUSION Reading • Strategic Tutoring Encinal Presentation

3. Jets: SIM taking off Teacher and Student Survey results about Strategic Instruction Model implementation at EHS

4. ACRONYMS we love to use • SIM – Strategic Instructional Model (the overall system of instruction) • CER – Content Enhancement Routine (the specific routines that we use in the classroom) • PDer – Professional Developer

5. The SIM story at Encinal • Our story began in summer 2006 • We felt there was a need for instruction improvement • Willing and interested faculty members trained in SIM • We began working to become PDers to sustain the program and share our vision • Through this survey, we wanted to answer 2 questions: • How are SIM/CER’s impacting students? • What is the SIM/CER’s impact on teaching?

6. Teacher Survey Results: Which CERs we used most

7. How teachers chose Content Enhancement Routines (CERs)

8. Teachers’ perspective on the impact on Student Learning at EHS

9. Impact on Teacher practices

10. Impact on Teachers • Aids teacher planning and organization of critical content • Fosters collegiality and professional discussion as well as consistency of curriculum • Makes difficult cognitive tasks easier to teach and leads to deeper discussions. • CERs allow teacher to reflect on cognitive challenges and chose the best strategies to help students master that difficult content.

11. Student’s reported use of CER in other classes

12. Where students would like to see CERs used

13. Where Students see themselves using CERs in the future

14. Student Voices • Where else can you use these tools to help you learn? “I can use them to break down and understand any complex idea from Math, Science, History to English.” - 11th grade AP English 3 White student “I can use FRAMES to help me organize my thoughts in an essay so I don’t get mixed up.” - 11th grade AP English 3 Filipina student “I think these tools work in every class.” - 11th grade Sheltered English 4 Chinese student “I think this could help anyone to learn these tools in any classes that will help us get a deeper meaning of things and ideas.” - 11th grade AP English 3 Vietnamese student

15. Students’ responses to how CERs aided their learning

16. Impact on Students • Students internalize and have ownership of the CERs. • Students are more focused and organized. • Student’s understanding of critical concepts improved. • Students see the value of applying this thinking and learning in other areas.

17. Student Voices • Why do you think that the teacher gave you this tool? How does it help you learn? “I think the teacher gave us this tool because it keeps our thoughts organized and simple. I helps us learn because it makes us go deeper into the thing we were learning about. understandable. - 12 grade Government Bosnian student “We used it to analyze and better understand the text. It helps us understand the bigger picture.” - 10 grade French 3 Mexican student “I think that the teacher gave me this tool because it’s more organized and understandable. It helps me [summarize] he main idea of the work we did in class.” - 12 grade Sheltered Government Chinese student

18. Are we interested in learning more CERs?

19. Teachers’ needs for the future expressed in the survey • Teachers are interested in deepening their understanding of the CERs already presented. • Teachers are interested in learning more CERs. • Teachers feel that support is crucial to success. Time, money, training, prioritization in Staff Development.

20. The next steps at EHS • Movement to a critical mass of teachers using SIM • Collection of objective data • EHS professional developers train other staff members in CERs in workshops during the year

21. What we need from the district and our administration • Continued district support of SIM program and training of new teachers • Continued district and administration support for common planning time (discretionary and flexible) • SIM becoming the focus of our Single School Plan • SIM is part of school philosophy and new teacher training/hiring • Support of in-house Professional Developers

22. SO WHAT? Those of us who use SIM routines recognize they are an effective tool for both teachers & students that require informed support & ongoing follow up from all stakeholders. SIM routines are effective teaching & learning tools.

23. Strategic Instruction Model Content Enhancement: • Interactive tools and routines that focus teaching and learning Examples: • Course Organizer • Unit Organizer • Frames

24. CE Feedback Positives: • Coaches help build fidelity and continuity • Students start to be meta-cognitive in their approach to class-work • Helps teachers to be strategic and identify critical content, makes them more organized and prepared for classes • Strategic students are participating in class

25. CE Feedback To work on: • On going coaching, keep the momentum • Build district capacity for internal coaching • More structured time to calibrate student work derived from SIM tools • Share testing strategy learned in Fusion with all students

26. CE 2008-2009 • District Reform Coach • Summer Institute • Individual sites moving along on Content Literacy Continuum • Embedded Strategies - Chipman • Developing SIM Leadership Teams • On-going communication about progress to public

27. Strategic Instruction Model Fusion Reading (Year 1) • Specific reading strategies to build students’ ability to: • predict • decode • comprehend • read fluently with confidence • Master strategies using low level, high interest text.

28. TPS Cumulative Scores at AUSD

29. Fusion Feedback Positives: • Thoughtful ongoing professional development including coaching • Effective reading strategies • Engaging novels to practice the strategies Student testimony

30. Fusion Feedback To work on: • Clarifying the link to standards • Clarifying the assessments • Understanding the whole picture vs. individual strategies • Fidelity

31. FUSION 08-09 • Fusion II – Use strategies learned to tackle non-fiction, grade level text • New Fusion I teachers • Ongoing professional development and coaching differentiated for new and continuing teachers • Push in assistance by RSP staff • Ongoing feedback to public

32. Strategic Instruction Model Strategic Tutoring • Afterschool support of strategic students through tutors knowledge and understanding of SIM tools, routines, and strategies. Alameda County visit to RISE program indicates developing model of coordination between the school day and after school program!

33. Strategic Tutoring Positives • Implementation went well • Easy to teach to students Needs Work • More collaboration with teachers Future Plans • Deepen implementation • Keep students engaged

34. Strategic Instruction Model New for 08-09: Potential Professional Developers • 10 AUSD teachers • Rigorous application process • Summer Institute and ongoing coaching • 1-2 year internship and training • Multiple benefits to district to sustain the project

35. Strategic Instruction Model AUSD honored: 2008 SIM IMPACT AWARD for District Implementation