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Instructional Decision Making A Revisit. Instructional Decision Making Definition Integrates assessment and instruction within a multi level prevention.

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Presentation on theme: "Instructional Decision Making A Revisit. Instructional Decision Making Definition Integrates assessment and instruction within a multi level prevention."— Presentation transcript:

1 Instructional Decision Making A Revisit

2 Instructional Decision Making Definition Integrates assessment and instruction within a multi level prevention system to maximize student achievement and to reduce behavior problems. Schools identify students in need of additional supports for learning outcomes, monitor student progress, provide evidence based interventions and adjust the intensity and nature of the instruction depending on a students responsiveness.

3 Instructional Decision Making… Is NotIs An instructional programA framework to implement effective practices Intended to encourage placement of students Matching needs and resources Possible to implement aloneA collaborative effort The same for every schoolUniquely designed for each building A special education, a general education, a Title 1, a Talented and Gifted initiative An Every Education Initiative

4 Formula for Learning Traditional School: Targeted +Time =Learning Instruction Constant ConstantVariable IDM School: Targeted + Time = Learning Instruction Variable Variable Constant

5 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

6 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

7 Benefits Of IDM IDM will help you to: Know immediately, Is what we are doing working? Know which students (high/low performing) need more/different instruction Know what each student needs Provide structures to deliver what students need Raise student achievement

8 Guiding Principles of IDM ALL students are part of ONE proactive educational system Belief that ALL students can learn Use ALL available resources to teach 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.

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

10 Guiding Principles of IDM 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

11 Guiding Principles of IDM 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.

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

13 Guiding Principles of IDM 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

14 Guiding Principles of IDM Leadership is essential 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

15 IDM System Evidenced based core instruction to prevent failure Universal screening to detect when student is behind and at risk. Evidenced based Supplemental Instruction provided & progress monitored. Intensive Individual Intervention provided and progress monitored.

16 Academic Systems Behavioral Systems 1-5% 5-10% 80-90% Intensive, Individual Interventions Individual Students Assessment-based High Intensity Intensive, Individual Interventions Individual Students Assessment-based Intense, durable procedures Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Targeted Group Interventions Some students (at-risk) High efficiency Rapid response Universal Interventions All students Preventive, proactive Universal Interventions All settings, all students Preventive, proactive Designing School-Wide Systems for Student Success

17 IDM CYCLES: Core, Supplemental, Intensive IDM Cycles Curriculum Instruction Assessments Core Supplemental Intensive

18 District Core The Pre-K continuum of standards and benchmarks intended taught assessed Grade Level Core Standards and benchmarks for a given grade level (within District Core) intended taught assessed Strong enough to ensure that at least 80% of the students meet proficiency with differentiation Generally received by all students at grade level: access to general education curriculum opportunity to demonstrate mastery of it Grade Level Core

19 Supplemental Cycle: Guidelines for Students who are Less than Proficient 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 Core Supplemental

20 Supplemental Cycle: Guidelines for Students who are Highly Proficient 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 Core Supplemental

21 Students who are Highly Proficient Grade level expectations can create too low a ceiling An A can be a barrier, not a reward Grade Level Expectations

22 Intensive Cycle Guidelines Must be designed to match identified needs Should always be based on diagnostic student data Provided in small groups or individually On-going data determines need to continue, discontinue, or change curriculum, instruction, and/or assessment Intensive

23 Intensive Cycle: Students who are Less than Proficient In addition to and aligns with the district core cycle but may extend beyond grade level core 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

24 Intensive Cycle for Students that are Highly Proficient Often replaces/out reaches the grade level core Falls within district core Advanced levels of curriculum, enrichment/acceleration

25 Framework Questions 1. Is our core cycle sufficient? 2.If the core is not sufficient, why not? 3.How will needs identified in core be addressed? 4.How will the sufficiency and effectiveness of the core cycle be monitored over time? 5.Have improvements to the core been effective? 6.For which students is the core cycle sufficient and not sufficient, and why? 7.What specific supplemental and intensive instruction/curriculum is needed? 8.How will specific supplemental and intensive cycles be implemented? 9.How will the effectiveness of supplemental and intensive cycles be monitored? 10. Which students need to move to a different cycle?

26 IDM System Result= Instructional needs are based on assessment data (performance) and the instruction is designed to address the skill deficit. Because progress is monitored frequently, the instruction is altered when necessary to meet the students changing needs.

27 IDM System The best way to determine if students can learn normally is to teach them and look at their response to the instruction.

28 Just a thought… Microscope Student v. Instruction

29 Myth Busters IDM is a short term commitment that you will implement once. False!

30 IDM is a Framework IDM process becomes part of the structure of the school. IDM is about continuous improvement. It becomes the way we do business.

31 Myth Busters If a student needs to have supplemental instruction you have to go someplace or get someone else to provide it. FALSE!

32 Delivery of Instruction IDM framework: resources are organized, system is in place to provide instruction (at all 3 tiers) Supplemental instruction can be provided in the general classroom by the general education teacher IDM addresses the unique needs in every building.

33 Myth Busters IDM is just like past practices of tracking or ability grouping. FALSE !

34 IDM is About Flexible Grouping ALL students receive core instruction. Skill-building groups are formed Based on student achievement data (formative assessment). Groups change to meet student needs. (flexible grouping).

35 Myth Busters Students receiving intensive instruction are staffed into special ed. after collecting 9 data points. False!

36 The 9-Data Point Myth Research-based best practice suggests that 7 to 9 data points are necessary in order to rule out chance.

37 IDM: Making it happen… Commitment to the process. Professional development. Instructional Strategies Data Tools Support personnel. Resources

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