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Focus on Appropriate & Evidence-based
Instruction
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QuickTime™ and a decompressor
are needed to see this picture.
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Practice Guides
WWC Practice Guides
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Practice Guides
Recommendations for addressing current challenges in education
Practice Guides Include:• Concrete how-to steps• Rating of strength of evidence• Solutions for common roadblocks
What are Practice Guides?
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Practice Guides
How Practice Guides are Developed
Expert Panel-Researchers-Practitioners
Research
Recommendations
Broad Search
Assess Quality
Identify Examples
WW
CPeer Review
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Practice Guides
Other Studies
Consulted
Effectiveness Studies (WWC
Review)
Broad Literature Search
Screened Out
Initial Search
After Screening
Effectiveness Studies
Met Standards
RTI-Math 801 350 115 40
Data Driven Decisions
2,853 495 64 24
Out of School Time
3,972 1,170 88 29
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Practice Guides
Levels of Evidence
• Strong: High confidence (multiple rigorous studies in a variety of contexts)
• Moderate: Some evidence (may not work in all settings)
• Low: Hasn’t been proven with rigorous research (but panel still thinks it is important)
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Practice Guides
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http://whatworks.ed.gov
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Practice Guides
Existing Practice Guides• Response to Intervention (RtI) for Reading
• Response to Intervention (RtI) for Math
• Reducing Behavior Problems
• Dropout Prevention
• Literacy Instruction for English Language Learners
• Encouraging Girls in Math and Science
• Improving Adolescent Literacy
• Organizing Instruction and Study to Improve Student Learning
• Turning Around Chronically Low-Performing Schools
• Structuring Out of School Time to Improve Academic Achievement
• Using Student Achievement Data to Support Instructional Decision Making
• Helping Students Navigate the Path to College: What High Schools Can Do
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Ask-A-REL REL Reference Desk
• Ask an education related research question• Get a response in 2-3 weeks• Quicker if needed• Get copies of responses to existing
questions• Share your research-based knowledge…..
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Approaches to Evaluating Teacher Effectiveness: a
Research SynthesisJune 2008
Laura Goe, Ph.D.
Courtney Bell, Ph.D.
Olivia Little
National Comprehensive Center on Teacher Quality
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Focus on Progress Monitoring to Inform Instruction & Provide Feedback & Guidance
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Focus on Behavior
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Focus on Strengths
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Historical Assumptions About Student Difficulties in Learning
• Students are responsible for their own learning• When students do not learn, there is something
wrong with them.• Schools must figure out what’s wrong with as
much precision as possible so that students can be directed to the track, curriculum, teachers and classrooms that match their learning ability profile. Otherwise, no learning will occur.
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Thoughts about Assessment
“There needs to be a shift in focus from diagnosing how a learner is disabled to diagnosing how a learner can be enabled.”
-- Jeff Grimes, 1997 NASP
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A way to think about teaching and learning for students with disabilities
Less of a focus on…….
More of a focus on …….
Student disability/deficit System responsibility and responsiveness
Weaknesses Strengths
Identifying levels of ability Figuring out how everyone can learn
One size fits all Individual differences, learning styles, multiple intelligences, interests
Learning a specific topic and performing on a point in time test
Continuous and ongoing improvement and assessment
Learning what is taught Teaching so all learn
How teachers teach How students learn
Ability and Disability Progress and achievement, learning by all
Student responsible for inability to learn Teacher responsible for student learning
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The “What’s Being Taught?” schooling model:
keep up with the curricular conveyer belt
The “What’s Being Learned?” schooling model in high-performing, high-poverty schools: we commit to helping each of you succeed
ANALYSIS
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How do high-performing, high-poverty schools do it?They foster students’ readiness to learn; focus staff’s
readiness to teach; and expand their readiness to act.
ANALYSIS
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Focus on Testing Tips and Strategies
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Test Preparation
• Familiarity• Expectations and goals• Tips and hints• Item analysis and learning from
mistakes• Goal setting for next time• Student-made guide for taking tests• Others……
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8 Tips to Prepare students for high stakes
tests - Beverley H. Johns
• Provide practice tests• Emphasize not giving
up• Give timed tests• Teach students test-
taking strategies• Prepare students to
deal with test anxiety
• Make test settings as pleasant as possible
• Involve students in accommodation discussions in the IEP
• Plan a special activity after tests are over
From KY DOE Behavior Home Page
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Expand the Measures of Success
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Besides AYP, what do we know about the success of Students with Disabilities?
• Graduation Rates• Participation in extra/co-curricular activities• Grades• Achievement of IEP goals• Awards and honors• Post secondary education and employment• Community service• Others…….
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Learner Engagement
• On Schedule to Graduate with Cohort Group
• Attendance Rate
• Tardiness Rate
• Submits Homework Assignments on Time
• Community Service
• No Discipline Referrals
• Participation in Clubs/Extracurricular Activities
• Participation in Athletics
Ray McNulty, International Center for Leadership in Education, 2009
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The Learning Criteria• Foundation Learning (Achievement in the core subjects
of English language arts, math and science and others identified by the school)
• Stretch Learning (Demonstration of rigorous and relevant learning beyond the minimum requirements)
• Learner Engagement (The extent to which students are motivated and committed to learning; have a sense of belonging and accomplishment; and have relationships with adults, peers, and parents that support learning)
• Personal Skill Development (Measures of personal, social, service, and leadership skills; and demonstrations of positive behaviors and attitudes)
Ray McNulty, International Center for Leadership in Education, 2009
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International Center for Leadership in Education
http://www.leadered.com/index.html
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Focus on Effective Circles of Support
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School Mission Committees?
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Responsibility of Public Schools
To educate and prepare students to be effective, competent, caring learners and citizens.
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Student Learning
Curriculum
Standards & Assessment
ClimateInstruction
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Student Learning
Curriculum
Standards & Assessment
Instruction Climate
ESS
ESS
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Student Learning
Educational Support System
Cu
In Cl
S&A
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Guiding Principle
What would you want to have happen if this were your child?
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