IDM and ICC: Making the Linkages

1. IDM and ICC:Making the Linkages Curriculum Network March 5, 2010 Shannon Harken, IDM PLLC Heartland AEA 11

2. Warm-Up • IDM Prior Knowledge Handout • Complete the first column: What do you know/understand about IDM at this time? • Columns 2 and 3 can be completed during and after this presentation!

3. Warm-Up Sharing • IDM Prior Knowledge Handout • Complete the first column: What do you know/understand about IDM at this time? • Columns 2 and 3 will be completed at the end of the day! • Share 2 of your thoughts with your partner.

4. Outcomes Participants will be able to: • Describe IDM • Review the guiding principles of IDM • Summarize the benefits of IDM (systems level framework). • Determine the linkages between IDM and ICC

5. Who is Involved In IDM? • 90 “Official” Schools - Academic focus • Elementary, Middle Schools, High Schools • Reading • Math • 90 “Official” Schools- Behavior • A few are both academic and behavior Sent Leadership Teams to Multiple Days of Professional Development

6. Setting the Stage IDM= School Improvement

7. A Lakota Tribal Wisdom Says: THE BACKDROP When you discover you are riding a dead horse, the best strategy is to dismount If You’re Riding a Horse and it Dies, Get Off Authors: Jim Grant & Char Forsten

8. IMPORTANT QUESTION • Does our current school improvement process focus on the “right things”?

9. K-12 Education Or are we trying to ride a dead horse?... SPED Gifted Migrant Title 1 At Risk ELL If You’re Riding a Horse and it Dies, Get Off Authors: Jim Grant & Char Forsten

10. Some schools have determined… • their horses were dead, and • failing to get them to their desired state

11. When You Have Been Riding a Dead Horse… You can continue… or dismount

12. Time to Dismount

13. Try a New Mode of Transportation The System Framework Bus

14. Get Aboard the Bus IDM

15. Destination: Improved Teaching and Learning for All Come on Get Happy

16. A Systemic Approach • All students will part of strong initial instruction (Iowa Core Curriculum). • Even with strong initial instruction, some students will need supplemental support to be successful. • Even with strong initial instruction, a few students will need intensive support to be successful.

17. Definition of Instructional Decision Making (IDM) A multitiered system designed to increase the capacity of schools to educate all students and increase student achievement and behavioral success.

18. What is the Rationale for Instructional Decision Making? • We need one process in our schools to make instructional decisions that are: • Efficient • Proactive • Based on early intervention • Used to match resources to needs • Integrated • Focused on student learning

19. The Research Behind IDM • Effective Schools Research • Nationally = Response to Intervention (RTI) • Same concepts organized into a systemic approach • Focus on instruction and student outcomes

20. IDM Content Areas IDM IT’S ALL ABOUT SCHOOL IMPROVEMENT! Math Reading Behavior(PBS)

21. Instructional Decision Making…

22. IDM Guiding Principles • Effective School Research • Foundational to our work • State IDM Guiding Principles • Heartland IDM Guiding Principles- Provided Today MAIN POINT: HAVE GUIDING PRINCIPLES!

23. Guiding Principles of IDM • ALL students are part of ONEproactiveeducational system • Belief that ALL students can learn • Use ALL available resources to teach ALL students • Proactive approach uses data early to determine student needs and intervene. • Reactive approach intervenes after students have shown a history of failure to meet expectations/or when learning “flat lines” due to lack of challenge.

24. Guiding Principles of IDM 2.Use scientific, research-based instruction • Curriculum and instructional approaches must have a high probability of success for most students. • Use instructional time efficiently and effectively.

25. Evidence of Guiding Principle • What evidence would one see in a building that fully embraced and implemented into action Guiding Principles 1 and 2? • Discuss with your partner

26. Guiding Principles of IDM 3. Use instructionally relevant assessments • Reliable and valid • Multiple purposes • Screening- Collecting data for the purpose of identifying low and high performing students at-risk for not having their needs met • Diagnostic- Gathering information from multiple sources to determine why students are not benefiting from instruction • Formative- Frequent, ongoing collection of information including both formal and informal data to guide instruction

27. Guiding Principles of IDM 4. Use a problem-solving method to make decisions based on a continuum of students needs • Provides strong core curriculum, instruction, assessment (core cycle) • Provides increasing levels of support based on intensity of student needs.

28. Needs Assessment Continuous Improvement Cycle Planning Evaluating Implementing No Fail Model

29. What happens when one does not have a problem-solving process…

30. In The Past Title and/or Other Support General Education Special Education Some “Fell’” Through Some “Fell’” Through

31. IDM: Full Continuum of Support Title and/or Support, Gifted Ed. General Education Special Education, Gifted Ed. I I I I I I I I Interventions = I all along the continuum!

32. Evidence of Guiding Principle • What evidence would one see in a building that fully embraced and implemented into action Guiding Principles 3 and 4? • Discuss with your partner

33. Guiding Principles of IDM 5. Data are used to guide instructional decisions • To match curriculum and instruction to assessment data • To allocate resources • To drive professional development decisions

34. Guiding Principles of IDM 6. Quality professional development supports effective instruction for all students. • Provide ongoing training and support to assimilate new knowledge and skills • Anticipate and be willing to meet the newly emerging needs based on student performance

35. Guiding Principles of IDM 7. Leadership is vital • Strong administrative support to ensure commitment and resources • Strong teacher support to share in the common goal of improving instruction • Building leadership team to build internal capacity and sustainability over time

36. Evidence of Guiding Principle • What evidence would one see in a building that fully embraced and implemented into action Guiding Principles 5,6, and 7? • Discuss with your partner

37. The IDM Conceptual Model-The “Big Picture” Viewpoint

38. IDM CYCLES:Core,Supplemental,Intensive IDM Cycles • Curriculum • Instruction • Assessments Core Supplemental Intensive

39. The Iowa Core Curriculum is… • A state-wide effort to improve teaching and learning to ensure that all Iowa students engage in a rigorous & relevant curriculum

40. The Iowa Core Curriculum is… • Provides a comprehensive picture of effective curriculum that addresses: • 1) content • 2) instruction • 3) assessment • Essential Skills and Concepts

41. IDM CYCLES:Core,Supplemental,Intensive IDM Cycles • Curriculum • Instruction • Assessments

42. IDM CYCLES:Core,Supplemental,Intensive IDM Cycles • Curriculum • Instruction • Assessments Supplemental

43. IDM CYCLES:Core,Supplemental,Intensive IDM Cycles • Curriculum • Instruction • Assessments Supplemental Intensive

44. I A C The Water… Focus on “the water”- • Curriculum • Instruction • Assessment

45. IDM CYCLES Supplemental • Less than proficient • Highly proficient Supplemental

46. Is in addition to and aligns with the district core cycle Uses more explicit instruction Provides more intensity Additional modeling and guided feedback Immediacy of feedback Does NOT replace core Supplemental Cycle:Guidelines for Students that are Less than Proficient S

47. Enriches core instruction/content Accelerates core instruction/content Accelerate pace of core Groups within, across and/or outside the classroom Provides greater complexity and abstraction Supplemental Cycle: Guidelines for Students who are Highly Proficient S

48. IDM: Full Continuum of Support Title and/or Support, Gifted Ed. General Education Special Education, Gifted Ed. I I I I I I I I Interventions = I all along the continuum!

49. IDM CYCLES Intensive • Less than proficient • Highly proficient Supplemental Intensive

50. Intensive Cycle: Students who are Less than Proficient • In addition to and aligns with the district core cycle • Uses diagnostic data to more precisely target to student need • Smaller instructional groups • More instructional time • More detailed modeling and demonstration of skill • More extensive opportunities for guided practice • More opportunities for error correction and feedback