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SIM So What?

SIM So What?. Takeoff Touchdown. SIM. Learning Strategies. Content Enhancement. What’s it all about?. Philosophical Underpinnings of the Strategic Instruction Model. Most low-achieving students can learn to function independently in mainstream settings.

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SIM So What?

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  1. SIM So What?

  2. Takeoff Touchdown

  3. SIM Learning Strategies Content Enhancement

  4. What’s it all about?

  5. Philosophical Underpinningsof the Strategic Instruction Model • Most low-achieving students can learn to function independently in mainstream settings. • The role of the support-class teacher is to teach low-achieving students strategies that will enable them to be independent learners and performers. • The role of the content teacher is to deliver subject-matter information in a manner that can be understood and remembered by low-achieving students. • Students should have a major voice in decisions about what strategies they are to learn and how fast they are to learn these strategies.

  6. Sentence Writing StrategyMs. Coons 7th Grade teamSt. Lucie West Middle Percentage of Complete Sentences N= 76

  7. Sentence Writing StrategyMs. Hilson 8th Grade ClassSt. Lucie West Middle Percentage of Complete Sentences N=113

  8. 2002-2003 FCAT Results Ms. Hilson reported that 112 out of 113 of her students score at least a 3 on the FCAT Writes and her class average was 4.1

  9. 2005 FCAT Writes • St Lucie West Middle scored higher than Lincoln Park Academy, academic magnet school which has the largest gifted population in the district.

  10. What do we know about school reform? Instructional Core Infrastructure Support = Improved Outcomes (quality teaching)+ (administrative leadership) Motivation/Behavior Supports Engaging/Diverse materials Continuum of literacy instruction Intense-Explicit instructionFormative/Summative assessments Professional development Teacher materials/resources Instructional coherence Extended time Reading Proficiency Improved attendance Persistence in school Challenging courses Graduation Deshler, D. & Sprick, R., (2005) Can Secondary Schools Reform to Meet the Needs of All Students? CEC Annual Conference presentation

  11. So how do we support a school-wide change project? • Induct the administration • Induct the staff • Provide ongoing coaching support Top down Bottom up

  12. Instructional Coaching • Ensures implementation, fidelity, and sustainability • Partnership principles • Coaching activities – modeling, collaboration, data collection, observation and feedback

  13. Knight, J. & McKale, T., (2005) Instructional Coaching, CEC Presentation

  14. Knight, J. & McKale, T., (2005) Instructional Coaching, CEC Presentation

  15. Knight, J. & McKale, T., (2005) Instructional Coaching, CEC Presentation

  16. Sebastian Charter Junior High • School began in 2000 with different administration • Dr. Martha McAdams became principal January 2003 • School-wide training began 2003-2004

  17. Schoolwide Implementation at Sebastian Charter Junior Hightraining 2003 • Sentence Writing – school-wide with all new staff required to get initial training • Paraphrasing and Word ID– Reading Teachers • Concept Mastery Routine – school-wide

  18. SCJH 2004 training • Course Organizer, Unit Organizer, and Lesson Organizer • Concept Anchoring

  19. SCJH 2005 training • Test Taking • Framing Routine • Vocabulary Lincing Routine • Action Research on impact of Framing Routine

  20. FCAT and AYP • 2002 – ungraded • 2003 – C • 2004 – C AYP – No • 2005 – B AYP – Yes • 2005 Demographic – 40% of students were ESE or had 504 plan and 45% were eligible for free/reduced lunch

  21. FCAT Writes progress Percentage of students scoring 3 or higher

  22. FCAT Reading 2005

  23. FCAT Math 2005

  24. FCAT Science • Scored highest of all middle schools in the county. • Scored higher than the state average.

  25. And then… • Indian River County School District – district-wide professional development for all secondary content teachers in Framing and Vocabulary Lincing Routines. • School received grant from Project CENTRAL to implement GIST software with CE routines.

  26. What’s next? • Complete Action Research on Impact of Framing Routine on Student Achievement and Engagement • School is being recognized in National Staff Development Council as having excellent literacy and instructional coaching projects. • Working on preparing a teacher at the site to become a SIM CE professional developer to better meet the needs of the school. • Principal Dr. Martha McAdams and FDLRS consultant will present at International SIM Conference Summer 2006.

  27. For more information • Sharon Bittle, FDLRS Galaxy 1-800-358-8525 • bittles@stlucie.k12.fl.us • Dr. Martha McAdams, 772-388-8838 • SCJH@bellsouth.com • Sebastian Charter Junior High, 782 Wave St, Sebastian, FL 32958 772-388-8838

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