Training OutcomesThe Role of Leaders in Building the Capacity to Raise

Academic Achievement Levels for ALL Students

• Understand Ohio’s Direction for Statewide Effective Instruction

• Develop an awareness of Ohio’s Comprehensive Service Delivery System for ALL Students within District-wide Instructional Practices

• Be able to identify and implement an effective Instructional Framework

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The Direction Ohio is Going to Ensure

Statewide Effective Instruction

1/26/2012 2

Start Ready, Leave Ready

http://www2.ed.gov/programs/racetothetop-earlylearningchallenge/awards.html

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Expected Student Outcomes

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4

School and classroom practice

MUST CHANGE

High Quality Instruction

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High Quality Instruction

Focus on Problem-solving

and Project-based Learning

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Fewer standards = more depth for mastery

Classrooms will become more hands-on, activity based

Skills will be taught along with content

New assessments will better measure student learning progress aligned to instruction

Teachers can address individual student needs through data reports

Implications for Learning

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7

21st Century Model Instructional Strategies

1.1.Technologically Technologically EnhancedEnhanced

2.2.Inquiry-basedInquiry-based3.3.Problem-solvingProblem-solving4.4.Performance Performance

TasksTasks

81/26/2012

PARCC: Partnership for the Assessment of Readiness for College and Career

• April 2012 – Contract awarded for writing test items• Florida Department of Education – Fiscal Agent for

PARCC

PARCC Sitehttp://www.parcconline.org/PARCC Resourceshttp://web.me.com/acaciatc/UACC/

PARCC_Resources.html1/26/2012 9

Instructional Resources

Include print and electronic

Strategies for Diverse Learners

Content Specific Sections-Unique to the

Subject

Instructional Strategies suggested by Ohio’s

teachers

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Model Curriculum TemplateModel Curriculum Template

Instructional Strategies and Resources

Content Specific Sections

Expectations for Learning

Content Elaborations

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Content Elaborations

Science Standards and Model CurriculumGrade 7 -Earth and Space Science

Expectations for Learning

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Comparative Analysis DocumentsExample:

Social Studies, Grade 2

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Formative Instruction Modules and Professional Development

Web-based formative instruction modules• Foundations of formative instruction (5)(FIP)• Content-specific modules (49)• Module for instructional leaders (1)• Module for instructional supervisors (1)

FIP Your Schoolhttp://portal.battelleforkids.org/ohio/

race_to_the_Top/FIPYourSchoolOhio.html?sflang=en1/26/2012 17

OLAC Work Provides Foundation for OIP

OIP is mechanism for the enactment of theOhio Leadership Development Framework

18

District/Building Leadership Teams

State Diagnostic Teams (SDTs) work with selected high support districts

State Support Teams (SSTs) work with districts and schools in need of improvement

Educational Service Centers (ESCs) work with other districts requesting assistance

is involved?

Teams use data tools to identify critical needs

do these teams work in districts and schools?

District/Building Leadership Teams Regional Service Providers External Vendors Higher Education

is involved?

District/Building Leadership Teams State Diagnostic Teams State Support Teams Educational Service Centers

is involved?

District/Building Leadership Teams

State Diagnostic Teams

State Support Teams

Educational Service Centers

Regional Managers

Single Point of Contact

is involved?

Review data Gather evidence of implementation and impact

Provide technical assistance and targeted professional development

Leverage resources

Work with leadership to develop research based strategies and action steps focused on critical needs identified in stage 1.

How

Who

How

Who

How

How

Who

do these teams work in districts and schools?

do these teams work in districts and schools?

do these teams work in districts and schools?

WhoSTAGE 1

STAGE 3

STAGE 2

Implement and Monitor the Focused Plan

Evaluate the Improvement Process

Identify Critical Needs of Districts and Schools

Develop a Focused Plan

Ohio Improvement Process

STAGE 4

Revised November 2008

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Students with Disabilities

Achievement – not merely compliance

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Why it MattersOhio’s 15%

SWD student population =

260,000 students

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22

Disability Categories in Ohio 2010

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Performance Has Improved

Although there are slight dips in proficiency of all students in math,

a long-term look shows

improvement.

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Instructional Settings Have

ChangedIEP teams

continue to include more

children in regular

classrooms, while avoiding

separate placements.

1/26/2012 24

From Melody Musgrove, Director of Office of Special Education Programs, USDOE, 2011 Ohio Special Education Leadership Conference

“Special Ed was never designed to be a place. It was

meant to be specially designed

instruction.”1/26/2012 25

Specially Designed Instruction Defined:

“Adapting as appropriate to the needs of an eligible child, the content, methodology or delivery of instruction to address the unique needs of the child that result from the child’s disability and to ensure access of the child to the general education curriculum so the child can meet the educational standards that apply to all children within the jurisdiction of the school district.”

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From Ohio’s Office for Exceptional Children (OEC)

If what you are doing is the same thing you are doing with the rest of the class, it is NOT specially designed instruction.

Specially designed instruction occurs ONLY when the child is receiving instruction different from other students.

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“In high achieving, inclusive schools and districts, leaders believe in their core that

students learn best when they are educated in heterogeneous educational settings, period. In addition, leaders must hold a core belief that increasing academic achievement for

traditionally underserved students, in inclusive ways, and eliminating discrepancies in achievement are the fundamental goals

of schooling.” - Capper, C.A. and Fraturra, E.; 2009)

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PLAN for ALL from the BEGINNING

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Before we work on creating a System for Implementing an Instructional Framework…

We 1st, MUST Have a Structure In Place

that Supports Learning for ALL

Students1/26/2012 30

Short-Term Fixes

School System Norm

School System Continues

Student Fails School System

Continues

Norm Remains Unchanged Bandages Continue

Other Students Fail:

System Continues

Student Receives Bandage

Short -Term

Results

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ProgramModel

General Education

Title 1 Programs

Guidance Programs

Alcohol and Drug

Programs

At- Risk Program for HS Students

Special Education Programs

Gifted and Talented Programs

Limited English

Speaking Programs

1/26/2012 32

Continuation of the Program Model

General Education

Title 1 Programs

Guidance Programs

Alcohol and Drug

Programs

At- Risk

Program for HS Students

Special

Education Programs

Gifted and Talented Programs

Limited English

Speaking Programs

Early Childhood Programs

Programs for Homeless Children

Programs for Students

under Section 504

Programs for Teenage Parents

Programs for Nonreaders at the Third

Grade

Programs for At-Risk Middle School

Students

Programs for Students

with ADHD

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A Program Model Has Not Worked

• Students are helped after they fail• Separated from core of teaching and learning• Overlooks individual needs – fits student to

“program”.• Students may be separated from peers either

from classroom or attending a different school• Fragments students day by moving locations• Require students to be labeled to get help

Frattura 2011

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When a student struggles in your school (academically, socially, emotionally)… list all of the programs, practices, interventions that are in place to respond to that student.

Frattura, 2011 pg21

How and Where Are Your Students Supported?

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General Education

Special Education

Tardy Room

In School Suspension

ESL Nurse

Guidance

After School Tutor

Psych

ItinerantOT, PT

Speech & Language

Inclusion

Resource

SWIS 9th & 10thBoys to

Men (By Interest)

Literacy Coaches

Clubs (By

Interest)

AP(By Interest)

School Council

(By Interest)

Step Up

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List what is in place to prevent student struggle in the first place.

Is the Prevention List Shorter?

Why?

What is not working?

What are the challenges with this model?

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Integrated Comprehensive Services

An Integrated Comprehensive Service (ICS) Delivery Model is a

model that organizesprofessional staff by the needs of each learner instead of clustering

learners by label. (Capper and Frattura, in press).

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Elise Frattura (2011)

“Programs are when we send kids to the adults. Services are when the

adults come to the kids. “

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On Least Restrictive Environment:“They don’t have special rooms for (special ed) kids outside of

school. Why should we put them in special rooms

inside of school?”- Stan Heffner, State Superintendent of Instruction,

Ohio Special Education Leadership Conference 20111/26/2012 40

Continuation of the Program Model

General Education

Title 1 Programs

Guidance Programs

Alcohol and Drug

Programs

At- Risk

Program for HS Students

Special

Education Programs

Gifted and Talented Programs

Limited English

Speaking Programs

Early Childhood Programs

Programs for Homeless Children

Programs for Students

under Section 504

Programs for Teenage Parents

Programs for Nonreaders at the Third

Grade

Programs for At-Risk Middle School

Students

Programs for Students

with ADHD

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If we continue to pullout for instruction and intensive intervention

We will NEVER develop

the Capacity of ALL Teachers

Resulting in More and MORE Segregation

As we have not shared our own EXPERTISE

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What Does Integrated Comprehensive Services Mean?

Integrated: are those settings that all students, regardless of label, access throughout their day in school and nonschool environments.

Comprehensive Services:are the array of academic and behavioral services brought to a student in a comprehensive manner

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• Integrated Comprehensive services is not about moving special education back into the confines of general education.

• It is not about keeping self-contained classrooms and resource rooms and allowing students with disabilities to go into a general education.

It is about moving general education and special education (ELL, at-risk, etc) to create

a proactive place around all learners

Bottom Line:

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• It is not about some students – and not others. .. i.e., students with severe disabilities, high behavior needs, learning disabilities, autism

It is about developing flexible learning groups through out each day for each child – based

on who they are and how they learn (whether it is 1:1, small group, or large group

instruction)

It is about reallocating staff to better meet the needs proactively of each and every learner.

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• It is not about diminishing teacher capacity and expertise.

It is about building teacher capacity and expertise so that students may be part of the

norm group of diverse learners

Bottom line – it is about educating each and every learner and building the capacity so that each and every school may honor any

child who “belongs”1/26/2012

46

Consider This……Programs are When Children are

Sent to the Adults

Services are When Adults Come to the Children Frattura 2011

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What we knowVaried achievementWithin student groupingsPositively impacts Student achievement –

Or the students whoAre isolated the most Often are the furthest behind

Hnushek, E.,Klin, J., Markman, M., Rivkin, S. (2003) Does Peer Ability affect student achievement? Journal of Applied Econometrics1/26/2012 48

Setting the Stage for District Vision

Source of student failure is the system; hence, the system needs to accommodate the student.

Primary goal of education is to prevent student failure through a service delivery model versus a deficit based program model.

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IMAGINE THE POSSIBILITIES….

• All staff are expected to teach all students.• All staff are considered to be experts in the

knowledge and skills to teach a range of student needs.

• All staff should be experts in teaching reading.

• All staff support all students with and without labels in flexible learning communities.

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Shift from Traditional Program to Services Continuum

1)Assign two recorders – one for the continuum responses and one to chart discussion points. 2)As a district/building team, rate yourselves on each component of the continuum. 3)As you discuss, chart any assumptions, structures and/or behaviors that may be inhibiting related changes in your district/building.

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LOCATION DEFINES SERVICES

• No classes or courses are set-aside for “lower track” or “higher track” students.

• Students who need the most structure and consistent learning environment are not asked to leave the classroom to attend a pullout program

• All support staff are aligned cross – categorically by grade level or academy

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A WAY TO BEGIN TO INTEGRATE SERVICES

Align special education teachers to the current general education structure within the school, including TBTs (i.e., grade levels, cluster grade levels, academies, etc).

Determine how many students you have in each unit (grade, academy, department, etc) that has needs.

Delineate how many staff you have available to realign to a new structure.

Expect the sharing of expertise through capacity building and staff development Frattura, 20111/26/2012 55

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Traditional Roles to Integrated Comprehensive Services Chart

1) Individually and without discussion, review the role(s) that most impact you.

2) In a triad compare the role of traditional to integrated.

3) Have you had experience working with a broad range of students? Describe that experience.

4) What are the pros and cons of this shift? 1/26/2012 57

That Being Said………Is it Possible to

Deconstruct Programs

to Reconstruct Services?

Frattura 2011

1/26/2012 58

What Can YOU Do?

What concrete steps can your TBT/BLT/DLT take to move

your district toward a system of fully integrated services?

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– Maintain district-wide focus on high achievement for all students including all subgroups;

– Develop a single district improvement plan that focuses on a limited number of district goals for instruction and achievement;

– Monitor the progress of the district plan, performance and indicators and make necessary adjustments based on data

PRIMARY ROLES AND RESPONSIBILITIESOF THE DLT SPECIFICALLY RELATED TO

INSTRUCTION AND MONITORING

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“ The sole purpose of the Building Data (Leadership) Team is to focus on the ongoing performance of students and the quality of instruction.”

- McNulty and Besser (2010)1/26/2012 62

PRIMARY ROLES AND RESPONSIBILITIESOF THE BLT SPECIFICALLY RELATED TO INSTRUCTION

AND MONITORING Establish priorities for instruction and achievement

Build a school culture that supports effective data-driven decision-making by supporting Teacher Based Teams (TBTs)

Meet teacher needs for high quality, differentiated professional development, generated through TBT work

Monitor and provide effective feedback on student progress

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The Ohio 5-Step

Process:A Cycle of

Inquiry

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Are We a Learning

Organization?1/26/2012 65

TWO WAYS TO LEARN AS A DISTRICT AND A

SCHOOL1. Consistent Use of Specific

Effective Teaching Practices

2. Continuous Learning about Effective Practices through Teacher Based Team Work McNulty 2011

1/26/2012 66

Teachers change their practices when:

• they have an opportunity to develop a collective understanding of high quality instruction and

• are provided ongoing opportunities to collectively reflect, discuss, deliberately practice, receive coaching and then adjust their teaching.

McNulty, 20111/26/2012 67

“It takes a system,

not just a teacher.”

- William DaggettModel Schools Conference 2011

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Understand that Your Understand that Your System’s Work System’s Work ISIS

to Focus on to Focus on Instructional Instructional ImprovementImprovement

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The single most important influence on student learning is the quality of

teaching, yet most schools and districts have

not defined what they mean by “good” or effective” teaching.

Simmons, J. (2006). Breaking through: Transforming urban schools. Amsterdam, NY: Teacher College Press.

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Marzano:The Art and Science of Teaching (2008)

The SCIENCE of teaching involves generalizations from the research about

effective teaching.

The ART of teaching involves adaptations a teacher must

make to accommodate his/her specific situation and

style.

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WHAT IS CORE INSTRUCTION?

• Take one minute to write a definition or description of CORE INSTRUCTION.

• Find someone you don’t know at another table.

• After introducing yourself, exchange your version of CORE INSTRUCTION.1/26/2012 72

5 Step TBT Process

FOCUS ON THE CORE

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74 (Torgesen, 2006)

Factors that Increase the Power of Core Instruction

More instructional timeSmaller instructional groupsMore precisely targeted instruction at the student’s levelClearer and more detailed explanations (more explicit

instruction)More systematic instructional sequencesMore extensive opportunities for guided practiceMore opportunities for error correction and feedback

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Which Features of Instruction Promote Optimal Learning?

• Explicit instruction – provide clear instructions and modeling– include multiple examples (and non-examples

when appropriate)

• Systematic instruction – break tasks into sequential, manageable steps– progress from simple to more complex

concepts and skills– ensure students have prerequisite knowledge

and skills(Adapted from Texas Center for Reading and Language Arts, 2002; Vaughn Gross

Center for Reading and Language Arts at The University of Texas at Austin, 2005b)1/26/2012

76

Which Features of Instruction Promote Optimal Learning? (cont.)

• Ample practice opportunities – provide multiple opportunities for students to

respond and demonstrate their learning– provide sufficient guided and independent practice

• Immediate, specific feedback – provide positive reinforcement and elaboration– correct errors and provide clarification to prevent

students from practicing misconceptions

(Adapted from Texas Center for Reading and Language Arts, 2002; Vaughn Gross Center for Reading and Language Arts at The University of Texas at Austin, 2005b)

1/26/2012

What Steps Should Your District Take to Ensure TBTs Have a Common Understanding of

Important Terms in Curriculum, Instruction, and Assessment?

What Are Your Personal Responsibilities in Helping to Ensure These Common Understandings?

Model CurriculaUnpacking Standards

Common Formative Assessment

Benchmark

Assessment

Differentiated Instruction

Formative Instruction Integrated Comprehensive Services1/26/2012 77

Marzano (2010) recommends that districts and schools systematically explore and develop a model or language of instruction based on action research regarding specific instructional strategies.

1/26/2012 78

Michael Fullan observes that “terms travel

easily…..but the meaning of the underlying concepts

does not”DuFour, R. , DuFour, R. , Eaker, R., Many ,T.,

2006. Learning By Doing, A Handbook for Professional learning Communities at Work .

Bloomington ,IN: Solution Tree1/26/2012 79

CONSISTENT USE OF SPECIFIC EFFECTIVE

TEACHING PRACTICES

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Framework of Effective

Instructional Practices

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Importance of Instructional Framework

Provides a common language around instruction

Allows district to reinforce and maintain focus on district goals

Provides a foundation for ongoing conversation and collaborative inquiry

Creates coherence around curriculum, instruction and student outcomes

Olzendam (2008) 1/26/2012 82

When complete, an Instructional Framework will help answer the question:

What common agreements around instruction inform teachers’ daily

instructional practices? www.e3smallschools.org

1/26/2012 83

Instructional FrameworkDistricts have to work together to define

and agree on what HIGH QUALITY INSTRUCTION means by doing the

following:

1.Reviewing the research on effective instruction

2. Developing their own list of effective practices

McNulty, 20111/26/2012 84

Examples of Instructional Frameworks

Brian McNulty

Listen for the two key components Dr. McNulty

shares.

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TRADITIONAL FRAMEWORK DAGGETT SYSTEM FOR EFFECTIVE INSTRUCTION

What Teachers Should Do What the Entire System Should Do

Teacher Focused

Student Focused

Teachers Deliver Instruction

Teachers Facilitate Learning

Vision Set by Top Leaders

Vision is Built More Inclusively

Define Vision in terms of Academic Measure

Define Vision as Strong Academics and Personal Skills and the Ability to Apply

ThemRigid Structures Support Adult

Needs Flexible Structures Support Student

Needs

Focus on Teaching Focus on Learning1/26/2012 86

RESEARCH-BASED INSTRUCTIONAL FRAMEWORKS

1. Take out HO 6: Instructional Framework chart

2. With a partner from another table, highlight the common elements found in the chart examples.

3. Take out HO 7: Practices That Lead to Achievement: What Are They? by Alison Olzendam

4. Individually highlight Instructional Framework components as you read.

5. With partner, complete the last column on the Instructional Framework chart. 1/26/2012 87

Instructional FrameworkDistricts have to work together to define

and agree on what HIGH QUALITY INSTRUCTION means by doing the

following:

1.Reviewing the research on effective instruction

2. Developing their own list of effective practices

McNulty, 20111/26/2012 88

START WITH YOUR STRENGTHS…

HONOR WHAT YOU ALREADY HAVE

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District “Springboards” Can Be Used as Starting Points

Does your district have a research-based Balanced Literacy Framework that has never been instituted?

Are you a SIG building or Race to the Top District that has purchased an instructional program?

Have you incorporated specific instructional expectations into your evaluation instrument?

Has your district had training in effective instructional strategies?

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Take 3 minutes to discuss with your team:

what “starting points” you may already have in the

development of a framework of instructional practices

for ALL teachers in your district. 1/26/2012 91

Develop A List of Effective Practices

1. Identify consistently high performing teachers2. Pair DLT and BLT members to co-observe 3

identified teachers 2 times each3. Specifically describe what the teachers are doing

and what the students are doing4. Make a draft list of high quality instructional

practices observed in these rooms5. As a group, decide which ones will become a part of

your Instructional Framework6. DLT and BLTs work together to refine and

communicate list McNulty, 20111/26/2012 92

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Shared responsibility.

Teachers equally responsible for all

aspects of classroom.

Teachers feed off of each other’s

energy. “Ping-ponging” or

effective transition between teachers.

Differentiated instruction to

meet the needs of all students.

Bell to bell instruction.

Effective use of all instructional time

due to good organization and

preparation.

BCS BestCo-Teachers

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FRAMEWORK AND STRATEGIESBEFORE: o Word Study/vocabularyo Activate Prior Knowledge

DURING:o Present and model the

contento Practice and deepen

content knowledge

AFTER:o Checking for Understanding

Examples:• Frayer Method • Vocabulary Cluster• K-W-L Chart• Anticipation Guide

• Shared Reading • Paired Reading• Echo Reading• (using) Think Alouds

• Retell• Writing As An Extension of Reading• Write a Review• Create a Timeline of Story• Application of New Vocabulary

1/26/2012 95

DISTRICT INSTRUCTIONAL FRAMEWORK ACTIVITY

• Take out Handout 11: Dekalb School District Instructional Framework packet

• Assign each table member one subject area to review, making sure all core subjects are read

• Using HO 6: Research-based Instructional Framework chart, determine how many of the charted components are found in Dekalb’s IF.

• Discuss your findings with your table. 1/26/2012 96

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REMEMBER, YOUR FOCUS IS…

The WORK of THE TBTs and HOW IT IMPACTS

INSTRUCTIONAL PRACTICES1/26/2012 98

It is not merely reflecting about teaching that impacts student learning,

but collective reflection by teams of teachers in “light of evidence

about their teaching.” Educators must ultimately shift the

conversation from “What was taught” or “How was it taught?” to the questions of “What was learned?” and

“How can we use evidence of student learning to strengthen

our professional practice?” Leaders of Learning, page 1701/26/2012 99

GUIDING QUESTIONS FOR PLANNING

What do districts/buildings need to do to help TBTs improve instruction and student achievement?

a) Does everyone in the district/building have a thorough understanding of instructional expectations?

b) How will the DLT/BLT ensure the use of a consistent instructional vocabulary throughout the building?

c) Has the BLT developed an effective plan for training everyone in the building in effective instructional strategies expected of teachers?

d) Are the monitoring and reporting systems in place to ensure effective implementation of the selected

instructional framework? e) What next steps does the district/building need to take?1/26/2012 100

ReferencesFixsen, D., Naoom, S.F., Blase, D.A., & Friedman, R.M. (2005) Implementation Research: A Synthesis of

the Literature. Commissioned by The Wallace Foundation. Implementation Research: A Synthesis of the Literature. Louis de la Parte FL: University of South Florida,, The National Implementation Research Network (FMHI Publication #231).

Knapp, M. S., Copland, M. A., Honig, M. I., Plecki, M. L., Portin, B.S. (2010) Learning-focused Leadership Support: Meaning and Practice in Urban Systems. Seattle WA: Center for the Study of Teaching and Policy, University of Washington.

Honig, M.L., Copland, M.A., Rainey, L., Lorton, J.A., & Newton, M. (April, 2010). Central Office Transformation for District-wide Teaching and Learning Improvement. Commissioned by The Wallace Foundation. Seattle, WA: Center for the study of Teaching Policy, University of Washington.

McNulty, B. A., Besser, L (2011) Leaders Make It Happen! An Administrator’s Guide to Data Teams. Englewood, CO: Lead and Learn Press.

Nye, B., Konstantopoulos, A., & Hedges, L.V. (2004). How Large Are Teacher Effects? Educational Evaluation and Policy Analysis 25 (3), 237-257.

Reeves, Douglas B (2011). Finding your leadership focus: What matters most for student results. New York: Columbia University Teachers College Press.

Reeves, Douglas B (2010) Sustainable Success in Challenging Schools (webinar). The Leadership and Learning Center

Simmons, J. (2006). Breaking through: Transforming urban schools. Amsterdam, NY: Teacher College Press.

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