Filling in the Gaps…From Technical to Adaptive (Heifetz and Linksy,2002)

1. Filling in the Gaps…From Technical to Adaptive(Heifetz and Linksy,2002) Dr. Benjamin McGee Keynote Speaker Northeast Ohio OISM Consortium March 29, 2007

2. Filling in the Gaps…From technical to adaptive (Heifetz and Linksy,2002) • Avoiding the tendency to provide solutions when we may lack the content, process, and governance structure that would appropriately fill in the gaps.The importance of collaboration…given the complexity of the 21st century teaching and learning process…the isolated profession

3. The Technical Solutions • Running Records • Targeted Tutorials • Re-Teaching • Differentiated Instruction • Modified Positive Behavioral Format

4. Tasks may be new, but current processes and applications are used… • The people who are traditionally in the roles do the work…within the same structure. • Example • Use running records in isolation and using the data to inform instruction at the end of each week or two or only when backed up by six to nine weeks of common assessment data.

5. Adaptive Solutions • Tasks may or may not be new, but the processes, adaptations and structures are new or different…behavioral…attitudinal…cultural • Engage people who are involved with, and who have the problem at different and collaborative levels of interaction and involvement…i.e. student centered learning

6. Examples • Using the standards based and inter/intra-grade level model to deploy the aforementioned technical solutions. • School Leader teams that reflect school leadership

7. The OISM Model • Better opportunity to fill in the gaps. Structure, alignment and cohesion • Supports the movement from technical solutions to adaptive solutions. • New methodologies within an ordered context and structure • In many ways acts as a reverse bell curve.

8. The OISM Model • Assumes a strong belief in the capacity of all kids to be successful through curriculum that supports good first teaching, through instructional delivery systems that support adaptive learning (learning that transfers skills across a variety of academic and social settings) and through governance structures that support teacher, student, and parental interactions that reflect attention to the instructional core.

9. The OISM Model • Provides for the development of behavioral and social supports that have a common context and as such are more likely to be understood and adopted by students…the positive conspiracy.

10. The Instructional Core (Elmore,2002) • Student….Teacher….Curriculum • If your efforts are not consciously impacting all three of these areas, then you are not likely to be successful in creating a culture that supports sustained increases in student achievement • To successfully implement and sustain the elements associated with the instructional core a process and governance model like OISM is essential…implement, sustain and assess at every level

11. Examples of Models that cut across a variety of settings