1. USING DIRECT INSTRUCTION TO IMPROVE STUDENT ACHIEVEMENT The Partnership between IDEA Schools & NIFDI

2. INTRODUCTION TO DIRECT INSTRUCTION Overview History Current Research Purpose Philosophy Learning Paradigm Major Features Organization and Management Design Presentation Mastery National Institute for Direct Instruction © 2010 2

3. OVERVIEW: HISTORY Created in the 1960s by Siegfried “Zig” Engelmann Interest in education sparked from marketing research. Objective of research was to find out how many exposures it took for children to recognize or remember slogans presented on TV. Started working with preschoolers, including 3 of his own children. Became more and more interested in the process of teaching and designing instructional practices that are effective for all learners. National Institute for Direct Instruction © 2010 3

4. OVERVIEW: HISTORY 1967 “Project Follow Through” Largest educational experiment to date Purpose: to identify BEST PRACTICES 3 Goals  Increase basic knowledge and skills in reading, language and mathematics  Improve cognitive and problem solving skills  Promote positive self-concept National Institute for Direct Instruction © 2010 4

5. OVERVIEW: HISTORY 1967 “Project Follow Through” (cont…) 9 models in final evaluation 700,000 kids and $1billion Different sites throughout the country  A variety of ethnic groups and sites (urban, rural, ELL, etc.) DI was shown to be MOST effective in all areas National Institute for Direct Instruction © 2010 5

6. OVERVIEW: CURRENT RESEARCH DI still shown to be effective Website: National Institute for Direct Instruction  Research database on Direct Instruction  Database by year includes 134 Publications Over 30 studies with random assignment Website: Association for Direct Instruction Website: SRA/McGraw-Hill Email: research@nifdi.org National Institute for Direct Instruction © 2010 6

7. OVERVIEW: PURPOSE To accelerate the academic performance of ALL children: Middle class students Low socio-economic students ELL students Rural students Urban students National Institute for Direct Instruction © 2010 7

8. OVERVIEW: PHILOSOPHY Zig started with the basic premise that all students can learn IF You start with what they know, You teach explicitly, You proceed in small steps, You are very clear with your presentation, You teach to mastery before moving on. National Institute for Direct Instruction © 2010 8

9. OVERVIEW: PHILOSOPHY Zig started with the basic premise that all teachers can be successful IF The instructional program is designed to induce mastery Comprehensive training is provided Sufficient instructional time is scheduled Appropriate instructional materials are available Students are grouped homogeneously National Institute for Direct Instruction © 2010 9

10. OVERVIEW: BASIC LEARNING PARADIGM The heart of all DI exercises– oral & written MODEL “My turn.” Teacher only LEAD “Do it with me.” Teacher with students TEST “Your turn.” Students only (INDIVIDUAL TURNS) (“All by yourself.”) (individual student) National Institute for Direct Instruction © 2010 10

11. WHY THE CHANGE? Secondary schools outperforming our elementary schools Students had significant gaps in literacy and math due to diverse backgrounds and simply just not being taught Teachers needed more concrete training in order to be effective in their classrooms

12. MAJOR FEATURES: ORGANIZATION & MANAGEMENT Programs – 70+ published DI programs – Programs for all ages: K-High School Reading, math, language and spelling Remedial programs for grades 4-12 National Institute for Direct Instruction © 2010 12

13. MAJOR FEATURES: ORGANIZATION & MANAGEMENT Schedule Protected time – school wide 2 nd reading period for all K/1 and for all groups performing below grade level Teachers must adhere to the schedule during the entire duration of the period Teachers must start on time Teachers must teach until the end of the scheduled period Minimal Disruptions (field trips, assemblies, etc.) National Institute for Direct Instruction © 2010 13

14. IDEA ELEM SCHEDULE

15. MAJOR FEATURES: ORGANIZATION & MANAGEMENT Placement and Grouping – All students are given a placement test Students are placed according to current skill level – Flexible Grouping Weekly data used to move students from group to group based on their performance Homogeneous Groups – Efficient – less interactions to firm kids – RM K/1: small groups of 4-12 students – RM 2-5: larger groups of 20-30 kids National Institute for Direct Instruction © 2010 15

16. ORGANIZATION & MANAGEMENT Placement & Grouping Testing Teams are created at every campus All placement testing occurs during registration in May for all new students Students are placed into College Houses (UT, UCLA, Harvard, etc) Homogeneous Grouping Students learning at their instructional level Multi-age groups Fast-cycling for students demonstrating consistent levels of mastery

17. MAJOR FEATURES: ORGANIZATION & MANAGEMENT Physical Arrangement for Small Group Instruction T T Students in chairs Teacher in chair with wheels Students in chairs Teacher in chair with wheels LP HP National Institute for Direct Instruction © 2010 17

18. MAJOR FEATURES: ORGANIZATION & MANAGEMENT Physical Arrangement for Medium Sized Group (10-12 students) T T HP LP High performers on sides and in back Low performers/behavior problems front and center High performers on sides and in back Low performers/behavior problems front and center Make sure all students can see all parts of the lesson. Students in assigned seats Off the floor Students in assigned seats Off the floor National Institute for Direct Instruction © 2010 18

19. MAJOR FEATURES: ORGANIZATION & MANAGEMENT Physical Arrangement for Large Group Instruction. (teacher actively monitors students at their desks) HPHPHPLP LPLPLP T T National Institute for Direct Instruction © 2010 19

20. MAJOR FEATURES: ORGANIZATION & MANAGEMENT Work System Behavioral and academic expectations posted Teach, practice, and reinforce all behavioral and academic expectations Students should have clear expectations for: Transitions How to behave during instructional time Use and storage of materials Handing in assignments, use of pencil sharpeners, etc. National Institute for Direct Instruction © 2010 20

21. MAJOR FEATURES: ORGANIZATION & MANAGEMENT Sample Rules for Reading Group S it Tall T alk Big A nswer on signal R espect Others Be a “STAR” National Institute for Direct Instruction © 2010 21

22. MAJOR FEATURES: DESIGN Strategy Teaching – Explicitly teach strategies so students can generalize to a wide range of examples Types of Strategies: TEACHKNOW Sight Words 10 words Sounds and Blending 10 sounds 350 “3 sound” words 4,320 “4 sound” words 21,650 “5 sound” words National Institute for Direct Instruction © 2010 22

23. MAJOR FEATURES: DESIGN Sequence Carefully crafted instructional sequences based on research about how kids learn Not random or traditional conventions (e.g. sounds are not taught in alphabetical order) b/d example Field Testing All programs extensively and rigorously field-tested and revised based on student performance National Institute for Direct Instruction © 2010 23

24. MAJOR FEATURES: PRESENTATION Scripts, Formats Everything teachers and students say and do is specified in a script. The language of instruction is consistent from day to day. There is less confusion and distraction for students. Script is efficient for the teacher (preparation time is minimized). Scripts are organized into formats (or patterns) of teaching steps. Over time the formats change to include less structure and more independence of skill. Scripts allow for teacher showmanship. Teach like it matters! National Institute for Direct Instruction © 2010 24

25. IDEA PRACTICE SESSIONS Replaces the lesson planning design for each teacher Regular practice sessions for teachers and co- teachers Led by the API or IM (when in town) Provides opportunity for teachers to practice the next day’s lesson

26. MAJOR FEATURES: PRESENTATION Signals and Unison Responses Efficient AND Effective Every student initiates their own response. Every student practices the task. Every student makes hundreds of responses by the end of the lesson. Mistakes can be heard and corrected immediately. Signals are either visual or audible – depends on the exercise. National Institute for Direct Instruction © 2010 26

27. MAJOR FEATURES: PRESENTATION National Institute for Direct Instruction © 2010 27

28. MAJOR FEATURES: PRESENTATION Pacing Brisk Pacing accomplishes 3 major goals: 1.Teaches more material 2.Maintains student interest 3.Reduces management problems National Institute for Direct Instruction © 2010 28

29. MAJOR FEATURES: PRESENTATION Motivation and Reinforcement If the teacher acts like it is important, students respond like it is important. Teacher provides behavior-specific positive feedback!  4 positive statements for every 1 negative Teacher-student game National Institute for Direct Instruction © 2010 29

30. IDEA MOTIVATION Consistent across schools Use of thermometer charts reaching for a class goal and ultimately a class celebration Celebration for students meeting weekly, monthly and end of year goal – huge sense of students own learning Celebration for students moving to next program level

31. MAJOR FEATURES: MASTERY What mastery looks like: 1.Students should be at least 70% correct on anything that is introduced for the first time. 2.Students should be at least 90% correct on the parts of the lesson that deal with skills and information introduced earlier in the program sequence. 3.At the end of the lesson, all students should be virtually 100% firm on all tasks and activities. 4.The rate of errors should be low enough that the teacher is able to complete a lesson in the allotted time. 5.Students must be at least 85% first-time correct on independent work. 6.Students must have 90-100% performance on mastery tests. National Institute for Direct Instruction © 2010 31

32. MAJOR FEATURES: MASTERY Expected lesson progress is projected according to the entry performance level of the students and according to the program being taught. For example: – In RM K/1: High groups complete 8-9 lessons per week at mastery Average groups complete 7-8 lessons per week at mastery Low groups complete 5-7 lessons per week at mastery – In RM 2-5: Because of complexity, lessons take longer Generally, students complete at least a lesson per day at mastery National Institute for Direct Instruction © 2010 32

33. DATA TRACKING Daily tracking of student progress Essential to have completed for weekly data conferences Teachers and co-teachers are learning to better analyze data – Finding patterns between groups of students – Easily identify which students are lagging and which students need to be tested for advancement

34. STUDENT TEST SUMMARY (STS)

36. INVESTMENT FROM LEADERS Data to show significant achievement gaps in students literacy and numeracy skills via state exams, NWEA, guided reading levels Communication plan to principals

37. INVESTMENT FROM TEACHERS Created a change management plan BEFORE meeting with teachers and staff Communication plan – District-wide conference calls – Town Hall Meetings at each Campus Transparency was the key

38. INVESTMENT FROM PARENTS Parent information sessions at the campus level – Created “A Day in the Life of an IDEA Student” – Hands-on experience for parents Open door policy during the school year

39. DEFINING ROLES PrincipalAPIHQ Instructional Coach NIFDI IM Instructional Leader on the campus Ensures fidelity of program on campus Ensures API’s make the time to be in classrooms and with teachers 80-90% of time coaching/data conversations with teachers Lead practice sessions with teachers Attend 100% of data calls Monthly training Campus visits w/ side by side coaching with API’s and teachers Occasionally attends data calls Supports campuses at least once a month on site Attends 100% of data calls with API Assists with grouping of students

40. DEFINING ROLES TeachersCo-TeachersFlex TeachersPeer Coaches Attend all trainings Track progress of students daily Attend all practice sessions during conference periods Communicate with parents Attend all trainings Track progress of students daily Attend all practice sessions during conference periods Substitute teachers assigned to campuses Available when teaching position becomes open Attend all trainings A-D Coaches Attend specialized coaches training if nominated to be a coach

41. PROFESSIONAL DEVELOPMENT TEACHERS & CO-TEACHERS TrainingWhoWhen Elementary Teachers Academy All NEW teachers and co- teachers 4 days in June during summer school (32 hrs) Beginning of Year TrainingAll teachers and co- teachers 4 days in August (32 hrs) Practice SessionsAll teachers and co- teachers At least 1 hr a week (36 hrs) Supplemental DI TrainingAll teachers and co- teachers ½ day once a month (36 hrs) On the Spot CoachingAll teachers and co- teachers 30 minutes weekly (18 hrs) (at minimum) TOTAL TRAINING TIME154 hours per year

42. PROFESSIONAL DEVELOPMENT LEADERS TrainingWhoWhen API Monthly TrainingAll API’sFull days monthly (72 hrs) DI Leadership TrainingNew API’s and New Principals 4 days during the summer (32 hrs) Principal Monthly TrainingAll PrincipalsHalf days monthly (36 hrs) On the Spot Model Coaching (from NIFDI IM) All API’s and Principals2 days per month (128 hrs) A-D Coaches TrainingA-D Coaches2-4 days per year (16-32 hrs)

43. BOTTOM LINE WITH PD… Training is targeted, purposeful and ongoing throughout the year The partnership between IDEA & NIFDI really does make the difference between exceptional teaching and mediocre teaching

44. STUDENT PERFORMANCE See handout

45. OUR SECONDARY STORY Meet Sebastian

46. EVERY CHILD AND EVERY TEACHER SUCCEED EVERY DAY! National Institute for Direct Instruction © 2010 PowerPoint by L. Hardwick and S. Martin 46

47. QUESTIONS?