funded by u.s. department of education effective implementation of sig webinar series based on the...

Funded by U.S. Department of Education

Effective Implementation of SIG Webinar Series

Based on the Handbook on Effective Implementation of School Improvement Grants

Improving Student Achievement Through the Use of Student Data and

Differentiated Instruction

Student Data to Drive Instruction - Russell Gersten Differentiating Instruction - Christy Murray


The Center on Instruction is operated by RMC Research Corporation in partnership with

the Florida Center for Reading Research at Florida State University; Instructional Research Group;

the Texas Institute for Measurement, Evaluation, and Statistics at the University of Houston; and The Meadows Center for Preventing Educational Risk at The University of Texas at Austin.

The contents of this PowerPoint were developed under cooperative agreement S283B050034 withthe U.S. Department of Education. However, these contents do not necessarily

represent the policy of the Department of Education, and you should notassume endorsement by the Federal Government.

2010

The Center on Instruction requests that no changes be made to the content or appearance of this product.

To download a copy of this document, visit www.centeroninstruction.org

The Center on Instruction is operated by RMC Research Corporation in partnership with

the Florida Center for Reading Research at Florida State University; Instructional Research Group;

the Texas Institute for Measurement, Evaluation, and Statistics at the University of Houston; and The Meadows Center for Preventing Educational Risk at The University of Texas at Austin.

The contents of this PowerPoint were developed under cooperative agreement S283B050034 withthe U.S. Department of Education. However, these contents do not necessarily

represent the policy of the Department of Education, and you should notassume endorsement by the Federal Government.

2010

The Center on Instruction requests that no changes be made to the content or appearance of this product.

To download a copy of this document, visit www.centeroninstruction.org

Part 1: Purpose

Bring clarification to common areas of confusion and inefficiency in the use of student assessment data

In addition: Highlight key points in material in SIG Handbook Mention resources



School Action Principle #1:Universal screening

Screen all students.

Screening measures should be brief and/or efficient . (Hamilton, Halverson, Jackson, Mandinach, Supovitz, & Wayman, 2009; Gersten, Beckmann, Clarke, Foegen, Marsh, Star, & Witzel, 2009; Gersten, Compton, Connor, Dimino, Santoro, Linan-Thompson, & Tilly, 2008)



Key Question #1:What are the most important technical issues to look for in selecting a screening measure?

Participation Item 1 - Mark with highlighter the two most important issues to consider:

1. Concurrent validity with a standardized test2. Predictive validity of scores on standardized test two years later3. Reliability of parallel forms4. Reliability across testers



Key Question #2:Is it important to ensure that the content of the screening measure carefully aligns to district and state standards?

Participation Item 2 - Mark with highlighter whether you think this is:1. Yes or2. No


School Action Principle #1: Universal screening

Key Question #3:Is it a good idea to use screening measures for both diagnostic purposes as well as screening purposes?

Participation Item 3 – Think about this for 30 seconds.



Key Question #4:I have been told that I have to screen all students each fall but it seems a waste of time to screen the students who consistently succeed in mathematics or reading. Should I keep screening them?



Key Question #5:Can I use last spring’s state assessment data as a screening measure for 4th to 9th graders?



Key Question #6:How important is it that all students in a school are screened within the same two weeks?

Participation Item 4 – How important is screening within 2 weeks?

1. Essential 2. Important3. Not at all important


School Action Principle #2:Progress monitoring

Use efficient, easy-to-use progress monitoring measures to track the growth of students who are receiving intervention services towards critical academic outcomes.

(National Center on Response to Intervention, n.d.; Hamilton, Halverson, Jackson, Mandinach, Supovitz, & Wayman, 2009; Gersten, Beckmann, Clarke, Foegen, Marsh, Star, & Witzel, 2009; Gersten, Compton, Connor, Dimino, Santoro, Linan-Thompson, & Tilly, 2008).

Make sure to also track the students who score slightly above the at-risk category on screening measures!



Key Question #1:What are key features to look for in a progress monitoring measure?

Participation Item 5 – Which of these are key features to look for?1. Covers all key grade level standards or focal points2. Efficiency3. Sensitivity to change4. Whether or not it is a timed measure



Key Question #2:What content should be included in a progress monitoring measure?



Key Question #3:Which students should have their progress in mathematics monitored on a regular basis?

Participation Item 6 – Pick one:1. All2. Those below benchmark3. Below benchmark and slightly above benchmark


School Action Principle #2: Progress monitoring

Key Question #4:Is there any research demonstrating that regular use of progress monitoring improves students’ proficiency in mathematics and reading?


School Action Principle #3:Formative assessments

Consider use of a range of formative assessments and curriculum-embedded assessments to assist in progress monitoring. Open-ended formative assessments attempt to assess level of student understanding using performance assessments.(The National Center for Fair and Open Testing, 2007).

Formative assessments are embedded within the learning activity and linked directly to the current unit of instruction.(Perle, Marion & Gong, 2007 as cited in Hamilton, Halverson, Jackson, Mandinach, Supovitz, & Wayman, 2009, p.47).



Key Question #1:What is the difference between formative assessments and progress monitoring measures?


School Action Principle #3: Formative assessments

Key Question #2:Can I use a combination of progress monitoring measures and these much more informal assessments?



Key Question #3:Is there much research on formative assessments?


School Action Principle #4:Identify areas of need

Review of data might show that one teacher’s students scored worse than the others did. Won’t this be humiliating or embarrassing?


District Action Principle #1:Tracking system

Develop a data system or adopt an available data system that enables analysis of student performance data at the district and school level. (Hamilton, Halverson, Jackson, Mandinach, Supovitz, & Wayman, 2009).


District Action Principle #2:Identify areas of need (again)

Use annual state testing performance data to pinpoint specific areas of strength and weakness in student academic performance.(Hamilton, Halverson, Jackson, Mandinach, Supovitz, & Wayman, 2009)

Consider use of documents such as the Needs Assessment from Center on Instruction–Mathematics. (Dimino, Taylor, Koontz, & Ketterlin-Geller, 2010)


District Action Principle #1:Tracking system

Key Question:Should we cluster items to correspond to state standards or Common Core State Standards (when relevant)?


District Action Principle #3:Reliability & validity

Determine the reliability and criterion-related validity of these measures.(Hamilton, Halverson, Jackson, Mandinach, Supovitz, & Wayman, 2009; National Center on Response to Intervention, n.d.)


District Action Principle #3:Reliability & validity

Key Question #1:Should each school do this on its own?

Participation Item 7 – Think about this question for 30 seconds.

Key Question #2:What is the role of the state department of education in this?


District Action Principle #4:Put data to use

These activities should be linked to RtI activities that are ongoing in the district.(National Center on Response to Intervention, n.d.).

They also should include professional development on data interpretation and use of data to provide differentiated instruction.


Other Considerations: Special education

Use of screening and benchmark data in RTI. Consider only students who fail to respond to effective interventions for possible special education referral for reading or mathematics disabilities.

Participation Item 8 – How important will this be in 3 years?1. Not at all2. Depends a lot on state regulations and federal legislation3. Not sure4. Very


Questions


Introduction

What is differentiated instruction?• Research-based practices used to accommodate

student differences in the classroom– Scaffolding– Various grouping practices– Modification of assignments– Multiple modes of response– Other effective instructional strategies


Your Turn:Which are examples of differentiated instruction?

Developing separate lesson plans for every student in your class. Pulling two students aside for extra instruction on fractions during

silent work time. Giving a writing assignment to all your students except your most

severe LD students; these students are allowed to draw a picture instead.

Allowing students to always choose their groups for cooperative assignments.

Engaging students in a vocabulary lesson where students are asked to generate and record (in journals) examples and non-examples of conceptual words in their science unit.


Examples and Non-examples of Differentiated Instruction

Examples Non-examplesProgress monitoring students and using that data for effective grouping, reteaching, etc.

Giving a weekly spelling test and recording the grade in your grade book.

Explaining, modeling, and providing guided practice on the process of writing a summary.

Telling students how to write a summary and then providing silent work time for them to do so on their own.

Conducting a unit on astronomy in a 12th grade physics class and letting students choose if they want to learn about symbols, key terms or phrases related to nuclear fusion, gravitation, or general relativity. (CCSS RST#4)

Allowing your 12th grade physics students to pick an area of study and generate a report of their choice (oral, computer-generated, written, etc.).


Overview of School Action Principles

1. Implement ongoing progress monitoring to obtain valid student data, and use this data to inform instructional decisions and determine appropriate grouping patterns (Tomlinson & Allan, 2000; Tomlinson, 2001; Moon, 2005).

2. Use grouping strategies to meet the individual needs of students within the broader group context and design instructional tasks for each group to align with educational goals (Hall, 2002).

3. Use differentiated instructional strategies to include special education students in the general education curriculum (Boderick, Mehta-Parekh, & Reid, 2005) and to respond to the unique needs of diverse gifted learners (VanTassel-Baska & Stambaugh, 2005).


School Action Principle #1

Implement ongoing progress monitoring to obtain valid student data, and use this data to inform instructional decisions and determine appropriate grouping patterns (Tomlinson & Allan, 2000; Tomlinson, 2001; Moon, 2005).


Progress Monitoring/Data-Based Decision MakingKey Question #1

1. What data are important to collect to inform instructional decisions?

Screening measures, progress monitoring, curriculum based assessment and measurement, observations, weekly classroom quizzes.

These data sources alert teachers to which students are struggling, are at risk for not meeting end of year benchmarks and are in need of supplemental instruction so that they may make data-based decisions and differentiate instruction.


Progress Monitoring/Data-Based Decision MakingKey Question #2

2. How can principals and school leadership teams support differentiated instruction and data-based decision making?

Promoting the use of assessments Implementing school-wide data management Providing meaningful professional development Scheduling data meetings Providing leadership for planning and implementation of

interventions


Helpful Resources

Teaching all students to read in elementary school: A guide for principals. Center on Instruction. http://www.centeroninstruction.org/resources.cfm?category=reading&subcategory=materials&grade_start=0&grade_end=3#148

Improving literacy instruction in middle and high schools: A guide for principals. Center on Instruction. http://www.centeroninstruction.org/resources.cfm?category=reading&subcategory=materials&grade_start=6&grade_end=12#121

Using student achievement data to support instructional decision making (NCEE 2009-4067). IES http://ies.ed.gov/ncee/wwc/publications/practiceguides/



Use grouping strategies to meet the individual needs of students within the broader group context and design instructional tasks for each group to align with educational goals (Hall, 2002).


Use Grouping StrategiesKey Question #1

1. What grouping formats support the individual needs of students?

Differentiated instruction can be delivered in a whole-group format, but struggling students need to receive differentiated instruction within a small-group setting.

Research indicates that small group, supplemental instruction is most effective for elementary students when students are taught in a 1:3 or 1:1 group size.


Use Grouping StrategiesKey Question #2

2. How can teachers design effective small group and student center activities?

Make use of student centers Design a management system Explicitly teach academic skills (with modeling, guided

practice, and supported application) prior to students engaging in center work independently


Helpful Resources

Using Student Center Activities to Differentiate Reading Instruction: A Guide for Teachershttp://www.centeroninstruction.org/resources_searchresults.cfm?

searchterms=Using+Student+Center+Activities+to+Differentiate+Reading+Instruction%3A++A+Guide+for+Teachers

Student Center Activities—Florida Center for Reading Research (FCRR)http://www.fcrr.org/Curriculum/SCAindex.shtmVarious Modules from the IRIS Center

– RTI (Part 4): Putting it all together http://iris.peabody.vanderbilt.edu/rti04_alltogether/chalcycle.htm

– PALS: A Reading Strategy for Grades K-1 http://iris.peabody.vanderbilt.edu/palsk1/chalcycle.htm

– PALS: A Reading Strategy for Grades 2-6 http://iris.peabody.vanderbilt.edu/pals26/chalcycle.htm

– PALS: A Reading Strategy for High School http://iris.peabody.vanderbilt.edu/palshs/chalcycle.htm

– CSR: A Reading Comprehension Strategy http://iris.peabody.vanderbilt.edu/csr/cresource.htm



Use differentiated instructional strategies to include special education students in the general education curriculum (Boderick, Mehta-Parekh, & Reid, 2005) and to respond to the unique needs of diverse gifted learners (VanTassel-Baska & Stambaugh, 2005).


Support Special Education & GT StudentsKey Question #1

1. What are some specific ways to make instruction more intense to support special education students?

Instruction can be made more intense by altering: • group size• instructional delivery• instructional time


Support Special Education & GT StudentsKey Question #2

2. What considerations should be made when differentiating instruction for gifted learners?

Provide additional time for enrichment (curriculum compacting)

Extending instruction when students are ready to move ahead


Helpful Resources

Instructional Decision-Making Procedures: Ensuring Appropriate Instruction for Struggling Students in Grades K-3

http://buildingrti.utexas.org/PDF/Instructional_Decision-making_Procedures.pdf


School Reflection Question

What processes and procedures might be helpful at the classroom and building level to ensure proper and effective use of differentiated instruction?


Overview of District Action Principles

1. Provide professional development on differentiating instruction for classroom teachers

2. Utilize coaching methods to support teachers as they learn to differentiate instruction in their classrooms (Newman & Singer, n.d.).


District Action Principle #1

Provide professional development on differentiating instruction for classroom teachers.


Provide PD on Differentiating InstructionKey Question #1

1. What are the most important instructional concepts and strategies that need to be taught during professional development on differentiating instruction?

Explicit instruction with modeling Systematic instruction with scaffolding Ample practice opportunities Immediate, corrective feedback Flexible grouping strategies Management of student centers and small groups Ongoing data collection and data-based decision making


Provide PD on Differentiating InstructionKey Question #2

2. How can I make professional development meaningful and effective for school staff?

Connecting content to school improvement, student learning goals, and curriculum;

Having PD facilitators model instructional strategies and provide examples;

Implementing intensive, ongoing, and job-embedded PD through follow-up time and on-site support.


Helpful Resources

Differentiated Instruction, Part I PD Module (Texas)

http://www.centeroninstruction.org/resources.cfm?category=specialEd&subcategory=materials&grade_start=0&grade_end=12#302


District Action Principle #2

Utilize coaching methods to support teachers as they learn to differentiate instruction in their classrooms (Newman & Singer, n.d.).


Utilize Coaching MethodsKey Question #1

1. Why is ongoing instructional coaching needed to support teachers as they learn how to differentiate instruction in the classroom?

Provides authentic learning opportunities (Lieberman, 1995) Allows for reinforcement of skills and strategies (Newman &

Singer, n.d.) Provides teachers with an opportunity to work collaboratively to

refine their practice (Annenberg Institute for School Reform, 2004; Neufeld & Roper, 2003, Poglinco et al., 2003)


Utilize Coaching Methods Key Question #2

2. How are effective instructional coaches identified, selected, and supported?

Instructional coaches must be:• Well-versed in research and best practices• Have strong communication skills• Demonstrate effective coaching practices• Be provided with opportunities for professional growth and

refinement of coaching skills(Kinkead, 2007)


Helpful Resources

Annenberg Institute for School Reform (AISR). (2004). Instructional coaching: Professional development strategies that improve instruction. Retrieved from www.annenberginstitute.org/pdf/InstructionalCoaching.pdf

Kinkead, S. (2007, June). Improving instruction through coaching. Silverdale, WA: Center for Strengthening the Teaching Profession. Retrieved from www.plcwashington.org/coaching/resources/CSTP-coaching-brochure.pdf

Neufeld, B., & Roper, D. (2003). Coaching: A Strategy for Developing Instructional Capacity, Promises, and Practicalities. Washington, DC: Aspen Institute Program on Education and Providence, RI: Annenberg Institute for School Reform, 2003. Retrieved from www.annenberginstitute.org/pdf/Coaching.pdf


District Reflection Question

How does the use of differentiated instruction align with and support the goals of other federal priorities and initiatives like college and career readiness, common core standards, and the ESEA Blueprint?


English Language Learners

Explicit, systematic instruction Data-based decision making Modeling Scaffolding Ample opportunities to respond Immediate feedback Flexible grouping strategies Targeted support for vocabulary Assessment in both languages


Resources and Examples

Resources and examples to support the key questions and action steps are available for download as an accompaniment to the PowerPoint on the Center on Instruction’s website.


Questions

funded by u.s. department of education effective implementation of sig webinar series based on the...

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