1. Instructional Conditions that Move the Achievement Needle Don Deshler University of Kansas

3. Leading to Improve Teacher Effectiveness: Implications for Practice, Reform, Research, and Policy Donald D. Deshler & Jake Cornett >> Instructional effectiveness >> Instructional coaching >> Integrated considerations

4. KU-CRL mission is to markedly improve... The performance of struggling adolescent learners The performance of struggling adolescent learners How teachers instruct academically diverse classes How teachers instruct academically diverse classes How secondary schools can be structured to improve outcomes How secondary schools can be structured to improve outcomes How our validated practices reach tens of thousands of practitioners in the field How our validated practices reach tens of thousands of practitioners in the field

5. The Performance Gap Years in School Skills Demands /

6. The Performance Gap Years in School Demands Skills and 2013-2014 5 th 9 th 2 1/2Yrs

8. Vital Behaviors Exponentially improve your results. Tell you exactly what to do and how to do it. Tend to stop self-defeating behaviors. Often start a reaction that leads to good results.

9. The Keys Behaviors are actions Behaviors are not results or qualities Not all behaviors are equal Only a few are genuinely vital

10. Why Vital Behaviors are SO important….. There is lots to do……on the surface, most of the things are “good” things. The issue isn’t whether it’s “good” or not……the issue is whether it’s vital!!

11. So.... in your world, what are the vital behaviors for moving the needle in a significant way?

12. What are your 3 golden nuggets for moving the needle on literacy performance???

16. What’s written on our “Belief Window” about….. Self Students Others Craft

17. What’s written on our “Belief Window” about….. Self

22. “Better is possible. It does not take genius. It takes diligence. It takes moral clarity. It takes ingenuity. And above all, it takes a willingness to try."

23. "Don’t let yourself be! Find something new to try, something to change. Count how often it succeeds and how often it doesn’t. Write about it. Ask a patient or a colleague what they think about it. See if you can keep the conversation going. "

24. " Betterment is perpetual labor. The world of medicine is chaotic, disorganized, and vexing. To complicate matters, we in medicine are also only human ourselves. We are distractible, weak, and given to our own concerns. In spite of all of these things, having accepted the responsibility, how one does such work well is what professionalism is all about."

25. Thinking of students with high- incidence disabilities……. What should be the primary role of special education teachers? (ideal) What is the primary role of special education teachers? (real)

27. What’s written on our “Belief Window” about….. Students

28. How many words a year do 5 th graders read who read at the 50 th percentile? (A) 250,000 (B) 400,000 (C) 600,000 (D) 900,000

29. How many words a year do 5 th graders read who read at the 10 th percentile? (A) 60,000 (B) 100,000 (C) 180,000 (D) 250,000

30. How many words a year do 5 th graders read who read at the 90 th percentile? (A) 1,800,000 (B) 2,500,000 (C) 3,000,000 (D) 4,000,000

32. 9th Grade “I have so many feelings of being different from every one else because it is hard for me to learn. It takes a while for me to figure out what's going on around me -- I get so confused with all of the different things people expect me to learn and remember…. I always feel stupid about not knowing more than my younger sister. Please write and tell me what I should do.”

33. 10 th Grade "I think having a learning disability has taught me how much a person like myself needs to fight what is hurting them physically and mentally. Things are just terrible in school. When my teachers treat me like I can't learn I feel like a baby, it just convinces me that I really am stupid........there are times when I feel so different, so left out, so lonely, and so sad. I have a very dead heart about life.”

34. Young Adult “Most mornings now, I wake up thinking about how unsuccessful I have been and how stupid I will always be. I look at my little daughter when she is asleep and hope that she doesn't turn out like me.”

35. Teachers’ Explanations Biggest barrier to struggling learner success – Student attitudes – Students neglect of work – Low ability – Poor attendance – Unsupportive parents

36. Given high quality instruction, how confident are you that struggling adolescent readers can read close to grade level?

39. 1939

40. Thinking of students with disabilities……. What should our expectations be? (ideal) In general, what are our expectations? (real)

41. What’s written on our “Belief Window” about….. Others

42. School culture can stop change dead in its tracks!

43. Organizations can engage in self- destructive behavior

44. Academic Optimism A new way to explain student achievement Hoy, Hoy, & Tarter

45. Components Academic emphasis (extent school is driven by a quest for academic excellence – a press for academic achievement) Collective efficacy (belief that the faculty as a whole can organize and execute actions required to have a positive effect on students) Trust (in colleagues, parents, students)

46. Synergy Work together to create a positive academic climate Administrators and teachers have reason to be optimistic and empowered – Neither they nor their students are irretrievably trapped by socioeconomic factors

47. Moving Schools (Rosenholtz, 1991)

48. Indicators of school culture… Do we have a culture of encouragement? Is there a shared sense of purpose? Is there a deep commitment to each of us improving our craft? How transparent is our instruction? Is there a culture of individual and group accountability? What characterizes our interactions with each other?

49. Thinking of your school/district ……. What are the defining attributes of the exisiting culture? (Real) If you could change one thing, what would make the biggest positive change? (ideal)

51. What’s written on our “Belief Window” about our……. Craft

52. Proportion of Variance in Student Reading Gain Scores What do you think are the biggest contributors to student achievement gains?

53. Proportion of Variance in Student Reading Gain Scores

54. Hattie, 2003

55. Refine our craft  Work on Instructional Practice  Develop protocols for observing practice  Observe, describe, analyze instructional practice  Build common language and expectations

57. Influences on Achievement ? Decreased Enhanced Zero 0

58. Reducing Class Size on Achievement? Decreased Enhanced Zero 0 What is the effect of reducing class size Hundreds of evaluations of reducing class size ….

59. The typical influence on achievement So what is the typical effect across 750+ meta-analysis 50,000 studies, and 200+ million students

60. Effect on Achievement over time? Decreased Enhanced Zero 0.20 Typical Effect Size 1.0.40

61. Distribution of effects

62. Influences on Achievement.40.30.15 0.50.60.70.80.90 1.0 REVERSE Developmental Effects Typical Teacher Effects ZONE OF DESIRED EFFECTS

63. Rank these 11 effects: Reducing disruptive behavior in the class Feedback Acceleration of gifted students Reading Recovery Integrated curriculum programs Homework Individualized instruction Ability grouping Open vs. traditional classes Retention (holding back a year) Shifting schools (from 1 = highest effect to 11 = lowest effect)

64. Rank these 11 effects: Answers Reducing disruptive behavior in the class.86 Feedback.72 Acceleration of gifted students.60 Reading Recovery.50 Integrated curriculum programs.40 Homework.30 Individualized instruction.20 Ability grouping.10 Open vs. traditional classes.00 Retention (hold back a year) -.16 Shifting schools -.34

65. Major domains of interest  Curricula  Home  School  Student  Teacher  Teaching

66. The Disasters... RankCategoryInfluenceStudiesEffectsES 100Mobility (shifting schools)181540 -.34 99Retention2072675 -.16 98Television31235 -.14 97Summer vacation3962 -.09 96Open vs. traditional315333.01 95Multi-grade/age classes9472.04 94Inductive teaching24.06 93Reading: Whole language64197.06 92Perceptual-motor programs180637.08 91Out of school experiences5250.09

67. The Well belows... RankCategoryInfluenceStudiesEffectsES 90Distance education7881545.09 89Web based learning10.09 88Ability grouping4941363.11 87Teacher training53286.11 86Diet on achievement23125.12 85Teacher subject matter knowledge2764.12 84Gender (girls – boys)29266051.12 83Multi-media methods244133.15 82Problem based learning203345.15 81Home-school programmes14.16

68. Not Worth it yet... RankCategoryInfluenceStudiesEffectsES 80Extra-curricula programs9668.17 79Family structure660846.18 78Co-/team teaching13647.19 77Learning hierarchies24.19 76Aptitude/treatment interactions61340.19 75Individualised instruction5811030.20 74Charter schools18.20 73Religious schools56.20 72Class size96785.21 71Teaching test taking267364.22

69. Typical “average teacher” territory... RankCategoryInfluenceStudiesEffectsES 70Finances189681.23 69Summer school105600.23 68Competitive learning831203.24 67Programmed instruction464362.24 66Within class grouping148297.25 65Mainstreaming150370.28 64Desegregation335723.28 63Exercise/relaxation2271971.28 62Audio-based teaching14648.28 61Home visiting by teachers7152.29

70. Close to average RankCategoryInfluenceStudiesEffectsES 60Reducing anxiety69904.30 59 Principals/school leaders on student achievement 3441008.30 58Ability grouping for gifted students125202.30 57Homework261275.31 56Inquiry based teaching205420.31 55Simulations and gaming342449.32 54Reading: Exposure to reading145324.36 53Bilingual programs128666.37 52Teacher positive expectations635745.37 51Computer assisted instruction44818079.37

71. Average … RankCategoryInfluenceStudiesEffectsES 50Enrichment on gifted214543.39 49Integrated curriculum programs6180.39 48Adjunct aids138323.41 47Hypermedia instruction46143.41 46 Behavioral organisers/adjunct questions 5771933.41 45Self-concept on achievement3242113.43 44Frequent/effects of testing3231077.46 43Early intervention16279050.47 42Motivation on learning322979.48 41Small group learning78155.49

72. Getting there … RankCategoryInfluenceStudiesEffectsES 40Questioning214342.49 39Cooperative learning22851519.49 38 Reading: Second/third chance programs 521395.50 37Play programs70.50 36 Visual based/audio-visual teaching 4683860.51 35Outdoor programs187429.52 34Concept mapping91105.52 33Peer influences12122.53 32 Keller's mastery learning program 263162.53 31 Reading: Phonics instruction 4075950.53

73. Let’s have them.... RankCategoryInfluenceStudiesEffectsES 30 Reading: Visual-perception programs 7625244.55 29Parental Involvement6941761.55 28Peer tutoring7671200.55 27Goals - challenging454671.56 26Mastery learning369284.57 25Social skills programs5403068.57 24Socio-economic status499957.57 23Home environment35109.57 22Providing worked examples62151.57 21 Reading: Comprehension programs 3652416.58

74. Exciting …. RankCategoryInfluenceStudiesEffectsES 20Direct instruction304597.59 19Time on task64100.59 18Study skills6562446.59 17Acceleration of gifted60412.60 16Problem solving teaching221719.61 15 Teacher professional development on student achievement 4501790.64 14 Reading: Repeated reading programs 54156.67 13Reading: Vocabulary programs301800.67 12Meta-cognition strategies43123.67 11 Teaching students self- verbalisation 921061.67

75. The Winners... RankCategoryInfluenceStudiesEffectsES 1Self-report grades209305 1.44 2Absence of disruptive students140315.86 3Classroom behavioural160942.80 4Quality of teaching141195.77 5Reciprocal teaching3853.74 6Prior achievement33878758.73 7Teacher-student relationships2291450.72 8Feedback12761928.72 9 Providing formative evaluation to teachers 21.70 10Creativity programs658814.70

76. Visible teaching & Visible learning What some teachers do! –In active, calculated and meaningful ways –Providing multiple opportunities & alternatives –Teaching learning strategies –Around surface and deep learning –That leads to students constructing learning

77. Activator or Facilitator ?

79. Teaching or Working Conditions?

80. Prediction time! In 9th grade core classes (science, history, etc.)… – What percentage of time do teachers spend in active instruction? – How frequently are “high impact” strategies used that research has shown to work with students who struggle in learning? In 9th grade “supplemental” classes… – What percentage of time do teachers spend in active instruction? – How frequently are “high impact” strategies used that research has shown to work with students who struggle in learning?

81. This is what we want in terms of instruction!

82. 1. Lecture/read 2. Give directions 3. Listening 4. Ask questions 5. Monitor 6. Model 7. Verbal rehearsal 8. Simple enhancer 9. Advance organizer 10. Role Play 11. Content Enhancement (complex) 12. Elaborated Feedback 13. Write on board 14. Describe skill/strategy 1 2 3 4 5 6 7 8 9 10 11 12 13 14 Observation of Teacher Practice Study

84. 1. Lecture/read 2. Give directions 3. Listening 4. Ask question 5. Monitor 6. Model 7. Verbal rehearsal 8. Simple enhancer 9. Advance organizer 10. Role Play 11. Content Enhancement (complex) 12. Elaborated Feedback 13. Write on board 14. Describe skill/strategy 1 2 3 4 5 6 7 8 9 10 11 12 13 14 1. Lecture/read 2. Give directions 3. Listening 4. Ask question 5. Monitor 6. Model 7. Verbal rehearsal 8. Simple enhancer 9. Advance organizer 10. Role Play 11. Content Enhancement (complex) 12. Elaborated Feedback 13. Write on board 14. Describe skill/strategy

86. Results: Role Observation Key role components data, all teachers combined Mitchell, 2011

87. Results: Instruction Observation Instructional Practices with Greatest EffectsInstructional Practices with Typical Effects Feedback11.93%Physical Observation11.08% Exposure to Reading11.38%Not Engaged in Instruction9.24% Manipulate/Generalize10.21%Lecture2.05% Fact/Concept Review9.29% Give Directions8.95% On-going Assessment8.20% Skill/Strategy Review6.67% Modeling4.63% Questioning3.24% Video1.96% Listening1.06% Graphic Devices0.07% Describe Skill/Strategy0.04% Total 77.63% (Mitchell, 2011)22.37%

88. Another way of saying it….. 27% of time spent in instruction X 77% of time using practices with “greatest effects” = 21% of time/week in “effective” instruction 1 day/week

89. IES Practice Guides http://ies.ed.gov/ncee/wwc/publications/prac ticeguides/ http://ies.ed.gov/ncee/wwc/publications/prac ticeguides/ Data-based Decision Making Structuring Out-of-School Academic Achievement Math and RTI Reading and RTI Reducing Behavior Problems in Elementary Schools Effective Literacy and ELL in Elementary Schools Girls Achievement in Math and Science Organizing Instruction and Study to Improve Student Learning

91. IES Recommendations Explicit vocabulary instruction Direct, explicit comprehension strategy instruction Discussion of text meaning & interpretation Increase student motivation & engagement in literacy learning Qualified specialists for intensive, individualized interventions

92. What are your 3 golden nuggets for moving the needle on literacy performance???

93. WHAT 5 QUESTIONS ABOUT LITERACY SUPPORTS SHOULD BE ASKED?

94. #1 What’s in place in core classes to ensure that students will get the “critical” content in spite of their literacy skills?

95. #2 Are powerful learning strategies embedded in courses across the curriculum?

96. #3 What happens for students who know how to decode but can’t comprehend well?

97. #4 What happens for those students who are reading below the 4th grade level?

98. #5 What happens for students who have language problems?

99. Continuum of Literacy Instruction Improved Literacy CONTENT CLASSES Enhanced Content Instruction Embedded Strategy Instruction SUPPLEMENTAL CLASSES Intensive Skill Instruction Intensive Strategy Instruction KU-CRLCLC- Lenz, Ehren, &Deshler, 2005 SMALL GROUP & INDIVIDUALIZED Intensive Intervention

100. Continuum of Literacy Instruction Improved Literacy CONTENT CLASSES Enhanced Content Instruction Embedded Strategy Instruction SUPPLEMENTAL CLASSES Intensive Strategy Instruction Intensive Basic Skill Instruction KU-CRLCLC- Lenz, Ehren, &Deshler, 2005 SMALL GROUP & INDIVIDUAL Intensive Therapeutic Intervention

101. Design Features in Content Enhancement to Support Literacy and Learning Support for Prior Knowledge Organization and manipulation of information Metacognitive components Graphic Organizer Embedded cognitive strategy Explicit instruction Interactive construction of knowledge & comprehension

104. University of Kansas Center for Research on Learning 2004 104 What is content enhancement? Barrier-free instruction

105. 105 SMARTER Planning SELECTING the critical questions. MAPPING content structures. ANALYZING learning difficulty based on: REACHING enhancement decisions by selecting powerful... TEACHING strategically through explicit... EVALUATING enhancements REEVALUATING outcomes QuantityComplexity Interest Background RelevanceOrganization Abstractness Teaching Devices Teaching Routines Not harder, but …

106. Elida Cordora NAME DATE The Unit Organizer BIGGER PICTURE LAST UNIT/Experience CURRENT UNIT NEXT UNIT/Experience UNIT SELF-TEST QUESTIONS UNIT RELATIONSHIPS UNIT SCHEDULEUNIT MAP CURRENT UNIT 1 3 2 4 5 6 7 8 1/22 The roots and consequences of civil unrest. The Causes of the Civil War Growth of the Nation The Civil War 1/22 Cooperative groups - over pp. 201-210 1/28 Quiz 1/29 Cooperative groups - over pp. 210-225 "Influential Personalities" projectdue 1/30 Quiz 2/2 Cooperative groups - over pp. 228-234 2/6 Review for test 2/7 Review for test 2/6 Test is about... Sectionalism pp. 201-236 Areas of the U.S. Differences between the areas Events in the U.S. Leaders across the U.S. was based on emerged because of became greater with was influenced by descriptive cause/effect compare/contrast What was sectionalism as it existed in the U. S. of 1860? How did the differences in the sections of the U.S. in 1860 contribute to the start of the Civil War? What examples of sectionalism exist in the world today? ORGANIZATION KNOWLEDGE STRUCTURE GUIDING QUESTIONS

107. Expressions Solving Equations Problem Solving

110. CONCEPT DIAGRAM Always PresentSometimes Present Never Present TIE DOWN A DEFINITION Key Words Å PRACTICE WITH NEW EXAMPLE CONVEY CONCEPT NOTE KEY WORDS OFFER OVERALL CONCEPT CLASSIFY CHARACTERISTICS Æ À Á Â Ã À Á Â Examples: Nonexamples: EXPLORE EXAMPLES Ä Civil War armed conflict United States war between the States Northern Ireland 1990’s crisis in the Balkans American Revolutionary War World War I World War II “Desert Storm” in Kuwait A civil war is a type of armed conflict among groups of citizens of a single nation that is caused by concerns about the distribution of power. U.S. Civil War Northern Ireland citizens one nation ethnic many nations social rights Desert Storm in Kuwait Groups of citizens Within a single nation About distribution of power economic religious ethnic War between nations social political PRIOR KNOWLEDGE Hierarchical CATEGORIZATION ANALYSIS of characteristics DISCRIMINATING EVALUATION