6-12 Focus 6-12 Focus Strategic Instruction Strategic Instruction

ModelModeldeveloped by Kansas Universitydeveloped by Kansas University

Alameda Unified School DistrictAlameda Unified School District

Board MeetingBoard Meeting

June 10, 2008June 10, 2008

Strategic Instruction Model Strategic Instruction Model

District-wide implementation District-wide implementation in 07-08in 07-08

90+ teachers participated in formal 90+ teachers participated in formal trainingtraining

Content EnhancementContent Enhancement FUSION ReadingFUSION Reading Strategic TutoringStrategic Tutoring

Encinal PresentationEncinal Presentation

Jets: SIM taking offJets: SIM taking off

Teacher and Student Survey Teacher and Student Survey results about Strategic Instruction results about Strategic Instruction

Model implementation at EHSModel implementation at EHS

ACRONYMS we love to useACRONYMS we love to use

SIMSIM – Strategic Instructional – Strategic Instructional Model (the overall system of Model (the overall system of instruction)instruction)

CERCER – Content Enhancement – Content Enhancement Routine (the specific routines Routine (the specific routines that we use in the classroom)that we use in the classroom)

PDerPDer – Professional Developer – Professional Developer

The SIM story at Encinal The SIM story at Encinal

Our story began in summer 2006Our story began in summer 2006 We felt there was a need for instruction We felt there was a need for instruction

improvementimprovement Willing and interested faculty members Willing and interested faculty members

trained in SIMtrained in SIM We began working to become PDers to We began working to become PDers to

sustain the program and share our visionsustain the program and share our vision Through this survey, we wanted to answer Through this survey, we wanted to answer

2 questions:2 questions:

How are SIM/CER’s impacting students?How are SIM/CER’s impacting students?

What is the SIM/CER’s impact on teaching?What is the SIM/CER’s impact on teaching?

Teacher Survey Results: Teacher Survey Results: Which CERs we used mostWhich CERs we used most

0

2

4

6

8

10

12

14

Course OrganizerUnit OrganizerFRAMEConcept MasteryLINCSQuestion ExplorationORDERTOWER

How teachers chose Content How teachers chose Content Enhancement Routines Enhancement Routines (CERs)(CERs)

0

1

2

3

4

5

6Helps teacher organizehim/herself

What is appropriate forcontent

Helps with writing essays

Helps students organizeideas

What devices teachers arefamiliar with, feel are easyto useTo help teach what hasbeen difficult in the pastfor students to learnTo teach reading skills

Teachers’ perspective on the impact on Student Teachers’ perspective on the impact on Student Learning at EHSLearning at EHS

0

1

2

3

4

5

6Helps student focus on critical concepts

Higher grades, better essays

Increases comprehension

Helps student thinking be moreorganized

Helps students with deeper thought andcontent

Helps students write essays

Not noticeable, not reflected inassessments

Helps students focus thoughts

Students ask for CERs for otherclasses

Course Org helps students understandwhat they are doing

Allows students an active hand in theirlearning

Helps with student review of keyconcepts

Decreases transition time

Impact on Teacher practicesImpact on Teacher practices

0

1

2

3

4

5

6

7

8

9Teacher is betterorganized

More efficient andeffective

Focus planning on keyconcepts/vocabulary

Explicit teaching(letting students knowwhat they need tolearn)Helps give studentsthe big picture

Gave a tool to teachreading strategy

Focused onvocabulary

None (haven't used itmuch)

Impact on TeachersImpact on Teachers Aids teacher planning and Aids teacher planning and

organization of critical organization of critical contentcontent

Fosters collegiality and Fosters collegiality and professional discussion as professional discussion as well as consistency of well as consistency of curriculumcurriculum

Makes difficult cognitive Makes difficult cognitive tasks easier to teach and tasks easier to teach and leads to deeper discussions. leads to deeper discussions.

CERs allow teacher to reflect CERs allow teacher to reflect on cognitive challenges and on cognitive challenges and chose the best strategies to chose the best strategies to help students master that help students master that difficult content.difficult content.

Student’s reported use of CER Student’s reported use of CER in other classesin other classes

Students Reported Use of CER in Other CLasses

0

10

20

30

40

50

60

70

80

1

Use

in O

ther

Cla

sses

English/Language Arts

Social Studies

Science

Math

AP European History

AP Environmental Science

AP/Honors English

French

Current Life

AVID

Philosophies

Spanish

AP US History

None

Where students would like to Where students would like to see CERs usedsee CERs used

Specific Classes Students' Idenitied Where CERs Would Aid Their Learning

0

5

10

15

20

25

1

Nu

mb

er o

f R

esp

on

ses

English/Language Arts

Social Studies

AP European History

Science

Chemistry

AP Biology

Biology

Physiology

Physics

Math

Statistics

Entrepaunership

AVID

Spanish

Current Life

Where Students see Where Students see themselves using CERs in the themselves using CERs in the futurefuture

Other Areas Students' Say CERs Would Aid Their Learning

0

5

10

15

20

25

30

35

1

Nu

mb

er

of

Re

sp

on

se

s

Writing Essays

College

Study Skills

Aid With Organization

Life, Work Place

Abstract Thinking

Recognize Themes

Other Classes

Debate

Now here Else, Don't Know

Student VoicesStudent Voices

Where else can Where else can you use these you use these tools to help you tools to help you learn?learn?

“I can use FRAMES to help me organize my thoughts in an essay so I don’t get mixed up.”

- 11th grade AP English 3 Filipina student

“I can use them to break down and understand any complex idea from Math, Science, History to English.”

- 11th grade AP English 3 White student“I think these tools work in every class.”

- 11th grade Sheltered English 4 Chinese student

“I think this could help anyone to learn these tools in any classes that will help us get a deeper meaning of things and ideas.”

- 11th grade AP English 3 Vietnamese student

Students’ responses to how Students’ responses to how CERs aided their learningCERs aided their learning

Students' Response to how CER Aided Their Learning

89

70

1

16 147 5 2 3 2

0

20

40

60

80

100

Nu

mb

er

of

Stu

de

nts

Understanding

Organization

Focus on Critical Information

Recall Information

Easier to Learn

Apply, Analyze, GeneralizeConceptsSynthesize Information

Help With AP Exam

See Relationahip to Big Picture

Identify Critical Information

Impact on StudentsImpact on Students

Students internalize and Students internalize and have ownership of the have ownership of the CERs.CERs.

Students are more Students are more focused and organized.focused and organized.

Student’s understanding Student’s understanding of critical concepts of critical concepts improved.improved.

Students see the value Students see the value of applying this thinking of applying this thinking and learning in other and learning in other areas. areas.

Student VoicesStudent Voices

Why do you think Why do you think that the teacher that the teacher gave you this tool? gave you this tool? How does it help How does it help you learn? you learn?

“I think that the teacher gave me this tool because it’s more organized and understandable. It helps me [summarize] he main idea of the work we did in class.”

- 12 grade Sheltered Government Chinese student

“We used it to analyze and better understand the text. It helps us understand the bigger picture.”

- 10 grade French 3 Mexican student

“I think the teacher gave us this tool because it keeps our thoughts organized and simple. I helps us learn because it makes us go deeper into the thing we were learning about. understandable.

- 12 grade Government Bosnian student

Are we interested in learning Are we interested in learning more CERs?more CERs?

0

1

2

3

4

5

6

7

8

YESNOWould like a review

Teachers’ needs for the future Teachers’ needs for the future expressed in the surveyexpressed in the survey

Teachers are interested Teachers are interested in deepening their in deepening their understanding of the understanding of the CERs already presented.CERs already presented.

Teachers are interested Teachers are interested in learning more CERs.in learning more CERs.

Teachers feel that Teachers feel that support is crucial to support is crucial to success. Time, money, success. Time, money, training, prioritization in training, prioritization in Staff Development. Staff Development.

The next steps at EHSThe next steps at EHS

Movement to a Movement to a critical mass of critical mass of teachers using teachers using SIMSIM

Collection of Collection of objective dataobjective data

EHS professional EHS professional developers train developers train other staff other staff members in CERs members in CERs in workshops in workshops during the yearduring the year

What we need from the district What we need from the district and our administrationand our administration Continued district support of SIM Continued district support of SIM

program and training of new teachersprogram and training of new teachers Continued district and administration Continued district and administration

support for common planning time support for common planning time (discretionary and flexible)(discretionary and flexible)

SIM becoming the focus of our Single SIM becoming the focus of our Single School PlanSchool Plan

SIM is part of school philosophy and SIM is part of school philosophy and new teacher training/hiringnew teacher training/hiring

Support of in-house Professional Support of in-house Professional Developers Developers

SO WHAT?SO WHAT?

Those of us who use SIM routines

recognize they are an effective tool for

both teachers & students that

require informed support & ongoing follow up from all stakeholders. SIM

routines are effective teaching &

learning tools.

Strategic Instruction ModelStrategic Instruction Model

Content Enhancement:Content Enhancement: Interactive tools and routines Interactive tools and routines

that focus teaching and learning that focus teaching and learning

Examples:Examples: Course OrganizerCourse Organizer Unit OrganizerUnit Organizer FramesFrames

CE FeedbackCE Feedback

Positives:Positives: Coaches help build fidelity and Coaches help build fidelity and

continuitycontinuity Students start to be meta-cognitive Students start to be meta-cognitive

in their approach to class-workin their approach to class-work Helps teachers to be strategic and Helps teachers to be strategic and

identify critical content, makes them identify critical content, makes them more organized and prepared for more organized and prepared for classesclasses

Strategic students are participating in Strategic students are participating in classclass

CE FeedbackCE Feedback

To work on:To work on: On going coaching, keep the On going coaching, keep the

momentummomentum Build district capacity for internal Build district capacity for internal

coachingcoaching More structured time to calibrate More structured time to calibrate

student work derived from SIM toolsstudent work derived from SIM tools Share testing strategy learned in Share testing strategy learned in

Fusion with all studentsFusion with all students

CE 2008-2009CE 2008-2009

District Reform Coach District Reform Coach Summer InstituteSummer Institute Individual sites moving along on Individual sites moving along on

Content Literacy ContinuumContent Literacy Continuum Embedded Strategies - Chipman Embedded Strategies - Chipman Developing SIM Leadership Developing SIM Leadership

TeamsTeams On-going communication about On-going communication about

progress to publicprogress to public

Strategic Instruction ModelStrategic Instruction Model

Fusion Reading (Year 1)Fusion Reading (Year 1) Specific reading strategies to Specific reading strategies to

build students’ ability to:build students’ ability to: predictpredict decode decode comprehendcomprehend read fluently with confidenceread fluently with confidence

Master strategies using low Master strategies using low level, high interest text.level, high interest text.

TPS Cumulative Scores at AUSD

TPS Results: Student's Cumaltive Scores

0.0

5.0

10.0

15.0

20.0

25.0

1 2 3 4 5 6 7 8 9 10 11 12 13 14

Teacher / Class

Av

era

ge

Cla

ss

Sc

ore

Pre-TPS Post-TPS

Fusion FeedbackFusion Feedback

Positives:Positives: Thoughtful ongoing professional Thoughtful ongoing professional

development including coachingdevelopment including coaching Effective reading strategiesEffective reading strategies Engaging novels to practice the Engaging novels to practice the

strategiesstrategies

Student testimonyStudent testimony

Fusion FeedbackFusion Feedback

To work on:To work on: Clarifying the link to standardsClarifying the link to standards Clarifying the assessments Clarifying the assessments Understanding the whole picture Understanding the whole picture

vs. individual strategiesvs. individual strategies FidelityFidelity

FUSION 08-09FUSION 08-09

Fusion II – Fusion II – Use strategies learned to tackle Use strategies learned to tackle non-fiction, grade level textnon-fiction, grade level text

New Fusion I teachersNew Fusion I teachers Ongoing professional development Ongoing professional development

and coaching differentiated for new and coaching differentiated for new and continuing teachersand continuing teachers

Push in assistance by RSP staffPush in assistance by RSP staff Ongoing feedback to public Ongoing feedback to public

Strategic Instruction ModelStrategic Instruction Model

Strategic TutoringStrategic Tutoring Afterschool support of strategic Afterschool support of strategic

students through tutors knowledge students through tutors knowledge and understanding of SIM tools, and understanding of SIM tools, routines, and strategies.routines, and strategies.

Alameda County visit to RISE program Alameda County visit to RISE program indicates developing model of indicates developing model of coordination between the school day coordination between the school day and after school program!and after school program!

Strategic TutoringStrategic Tutoring

PositivesPositives Implementation went wellImplementation went well Easy to teach to studentsEasy to teach to students

Needs WorkNeeds Work More collaboration with teachersMore collaboration with teachers

Future PlansFuture Plans Deepen implementationDeepen implementation Keep students engagedKeep students engaged

Strategic Instruction ModelStrategic Instruction Model

New for 08-09:New for 08-09:

Potential Professional DevelopersPotential Professional Developers 10 AUSD teachers10 AUSD teachers Rigorous application processRigorous application process Summer Institute and ongoing Summer Institute and ongoing

coachingcoaching 1-2 year internship and training1-2 year internship and training Multiple benefits to district to sustain Multiple benefits to district to sustain

the projectthe project

Strategic Instruction ModelStrategic Instruction Model

AUSD honored:AUSD honored:

2008 SIM IMPACT 2008 SIM IMPACT AWARDAWARD

forfor

District ImplementationDistrict Implementation