Coherent and Rigorous Instructional Programs

Achievement-Centered Leadership Development Program for Practicing and Aspiring PrincipalsWestern Michigan University

A Project funded by the United States Department of Education (USDOE), Washington, DC

Coherent and Rigorous Instructional Programs

Session Designers:

Dr. Patricia (Pat) ReevesDr. Robert (Bob) Leneway

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Agenda

Coherent Curricular Programs

Real-time and Embedded Instructional Assessment

AchievementCentered

Leadership

Engage in data-informed

decision-making

Manage safe and orderly school

operations

Develop teacher leaders

Redesign the organization

Establish a coherent and

rigorous instructional

program

Lead the continuous

school renewal

The ACLLeadershipModel

Where do you spend the largest portion of your time –why?

Session Goals• Explore the importance of insuring that our schools offer

Coherent and Rigorous Instructional Programs

• Explore the characteristics of Coherent and Rigorous Instruction Programs

• Examine the status of our own schools Instructional Programs

• Explore possible ways to increase learning opportunity and learning results for our students by strengthening Instructional Programs

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Coherent Curriculum Programs

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Why? What?

How?What’sNext?

Why and how much should we care?

• Per McREL research (Marzano, et al), Guaranteed and Viable Curriculum shows one of the highest correlations to improving student achievement

• Effect sizes for evidence based instructional strategies drop precipitously when not coupled with a guaranteed and viable curriculum

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Talk with your table partners about how you have encountered this in your school.

How do we know where we are?

Let’s look at one strategy for understanding where we stand in our schools when it comes to providing Coherent and Rigorous Instructional Programs (CRIP) for all students

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Doing a Scan

1. Using the “Doing a Scan” handout, use your time here to quickly assess where your school may be falling short on delivering a Coherent and Rigorous Instructional Program (CRIP)

2. As we discuss each element of CRIP, think about how the markers of each element apply to your school. Be ready to record.

What are the Markers of CRIP?Part 1 - The Written Curriculum: What we teach

1. Core curriculum standards aligned to state and/or national standards

2. Local District or school level standards 3. Essential or “power standards” aligned to both the

core and local curricula4. Horizontal and vertical alignment and articulation

Discuss your school’s status;Circle areas of concern and make a few notes

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What are the Markers of CRIP?Part 2 - The Interpreted Curriculum: What we have

students do

1. Demonstration of essential understandings2. Applied skills3. Applied concepts4. Performances – how we ask students to apply what

they know5. Integration – how we weave curricular elements

togetherDiscuss your school’s status;Circle areas of concern and make a few notes

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What are the Markers of CRIP?Part 3 – The Taught Curriculum: How we support student learning

1. Aligned and appropriate learning resources (hard and electronic)

2. Aligned and effective classroom instruction3. Engaging and meaningful learning experiences4. High expectations and supportive encouragement 5. Sufficient learning timeDiscuss your school’s status;Circle areas of concern and make a few notes

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What are the Markers of CRIP?Part 4 – The Communicated Curriculum: How we engage staff, students, parents and others

1. Learning focused leadership2. Clear and consistent communication about learning

expectations and learning progress3. Affirmation and celebration of success4. Student parent, and stakeholder feedback

Discuss your school’s status;Circle areas of concern and make a few notes

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What are the Markers of CRIP?Part 5 –The Assessed Curriculum: How we monitor student learning

1. Aligned and authentic curriculum based assessments – both formative and summative

2. Immediate and targeted feedback 3. Continuous progress monitoring4. Student developed personal learning goals5. Student managed personal learning plans

Discuss your school’s status;Circle areas of concern and make a few notes

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What are the Markers of CRIP?

Part 6 – The Adapted Curriculum: What we do when students struggle or accelerate?

1. Differentiated instructional strategies2. Tiered interventions that start in the classroom3. Adjusted learning plans

Discuss your school’s status;Circle areas of concern and make a few notes

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A Recap of 6 Elements of CRIP

We just looked at your school’s status on five elements of CRIP:• The written curriculum• The interpreted curriculum• The taught curriculum• The communicated curriculum• The assessed curriculum• The adapted curriculum

Count all the circleditems for your schoolunder each of the sixelements. Put that number of dots on thechart at the front ofthe room under each of six elements

Where do you see themost common areas of concern? Why doyou think that is?

A Sad State of Affairs

• “Curricular chaos” — not coherence — still prevails in most schools, a result of our no-oversight, high autonomy culture (Schmoker and Marzano 1999).

• Fortunately, many successful schools have seen achievement levels soar after developing coherent, high-quality curricula — but only when they instituted monitoring mechanisms for ensuring that it is taught.

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Wayne-Westland Process and Progress Monitoring Examples:

Collaboration using “Data Walls”

Wayne-Westland Process and Progress Monitoring Examples

Collaboration using “Data Walls”

ACL’s Renewal Focus

• 6 Research Grounded School Leadership Dimensions

• Renewal Planning Matrix• School Teams• Assessment of renewal needs• Building on previous renewal (improvement work)• Future Oriented

How do you want to move forward?

Student Centere

d

Mandated

Standards

19If your answer is both…

Strike a balance between State Curriculumand Identified Student Needs

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Align with State Assessments, but don’t stop there!

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Align also, with life and learning competencies

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They are Not mutually exclusive

Our Students Can and Must Have the Best of Both

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To Compete in an emerging and shifting global context

Decisions to Avoid

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Over focus on a few Tests;giving short shrift to the rest

Decisions to AvoidAllowing learning toremain predominantlyteacher centered, teacher controlled, and teacher driven

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Decisions to AvoidLimiting learning to traditional time slots,traditional learning tools, and traditional learning activities; in fact,limiting learningat all!

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Decisions to Consider

Make the Curriculum an Open Door to the World

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What is a Classroom?

Is it This?

Is it Any of These?

Ask any Student …

What Would They Tell Us?

Don’t prepare us for your world, prepare us for ours!

http://www.youtube.com/watch?v=xoSJ3_dZcm8

Decisions to Consider

Balance the Core Curriculum with:• Learning to learn standards• Life skill standards• Learning through technology standards• Higher order thinking and reasoning standards• Post-secondary learning and career preparation standards• Problem solving and productivity standards• Social development (personal/interpersonal) standards• Arts and humanities standards

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Better yet, integrateCore Curriculum

AreaLearning and Thinking

Creativity, Arts, and Humanities

Life and Career Research and Technology

Eng Lang Arts

Math

Science

Social Studies

Career and Technical

Visual and Performing Arts

Life Skills, P.E., and Health

The Power of Curriculum Integration

Start with these research findings: Students in any type of interdisciplinary or integrative

curriculum do as well as, and often better than, students in a conventional departmentalized program. (National Association for Core Curriculum, 2000; Vars, 1996, 1997; Arhar, 1997)

How might curriculum integration coupled with technology integration better serve students in your schools?

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The Power of High Impact InstructionHow might these 9 high impact instructional strategies (Marzano, Pickering, & Pollack, 2001) improve student learning in your school?

1. Identifying similarities and differences2. Summarizing and note taking3. Reinforcing effort and providing recognition4. Homework and practice5. Nonlinguistic representations6. Cooperative learning7. Setting objectives and providing feedback8. Generating and testing hypotheses9. Cues, questions, and advance organizers

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The Power of Technology

When we connect students with the power of Technology…

Engage Them or Lose Them!

http://www.youtube.com/watch?v=ZokqjjIy77Y

We make learning fit today’s learners by…

• Making learning multi-dimensional• Making the world their classroom • Integrating curriculum • Personalizing learning • Differentiating instruction • Providing learning on-demand • Empowering learners to set goals and benchmark

their progress

Circling Back • Look at all the areas you circled • Look at your notes• Together, identify 3-5 top priorities• Be ready to share your priorities and why• How will these ideas inform your renewal work?

– 21 Century Learning– High Impact Instructional Strategies– Curriculum Integration– Going beyond the Core

The Role of Assessments

Some Types of Assessments

• Authentic

• Portfolios

• Observations

• Formative

• Summative

• Norm Referenced

• Criterion Reverenced

• Pre-Interim-Post

• Adaptive

• Diagnostic

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Real Time Embedded Assessments

Kellough (1999) lists the purposes of assessments• To assist student learning• To identify students’ strengths and weaknesses• To assess the effectiveness of a particular instructional

strategy• To assess and improve the effectiveness of curriculum

programs• To assess and improve teaching effectiveness• To provide data that assist in decision making• To communicate with and involve parents

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Real Time Embedded AssessmentsKellough also suggests that students need the answers to the following questions:

• Where am I going?• Where am I now?• How do I get where I am going?• How will I know when I get there?• Am I on the right track for getting there?

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Formative Assessments - definitionsBell and Cowie (2001) “the process used by teachers and students to

recognize and respond to learning in order to enhance that learning, during the learning.”

Popham (2008) as a planned process in which assessment-elicited evidence of students’ status is used by teachers to adjust their ongoing instructional procedures or by students to adjust their current learning tactics.

Garrison and Ehringhaus (2011) view formative assessments as providing the information necessary to adjust teaching and learning while they are happening.

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The Value of Formative Assessments

Research has shown the formative assessments implemented properly provide dramatic gains in learning.

The work of Black and William (1998) found that the gains in learning by using formative assessments were “amongst the largest ever reported for educational interventions.”

Formative assessment works and there is no particular formula to follow and it appears to work very well for slow learners (Popham, 2008)

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Formative AssessmentMarzano (2010) explains the elements of formative assessment

• Formative assessment is a process, not any particular test

• It is used not just by teachers, but by both teachers and students

• Formative assessment takes place during instruction

• It provides assessment-based feedback to teachers and students

• The function of this feedback is to help teachers and students make adjustments that will improve students’ achievement of intended curricular aims

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Feedback

Effective feedback is critical in the formative assessment process.

Students need to know what skills and knowledge they are to gain, how close are they to achieving those skills, and what do they need to do next in order to be a successful learner.

Provides motivation for students.

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Feedback

Hattie and Timperley (2007) model for feedback

• Feedback about the task – whether answers are right or wrong or directions to get more information.

• Feedback about the processing of the task – strategies used or strategies that could be used.

• Feedback about self-regulation – feedback about student self evaluation or self confidence.

• Feedback about the student as a person.

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FeedbackMarzano’s (2003) best ways to use feedback:• Feedback should be “corrective” in nature – provide students

with an explanation of what they did right and wrong.

• Feedback should be timely – immediately following an assessment

• Feedback should be specific to a criterion – it should reference a specific level or skill or knowledge.

• Students can effectively provide some of their own feedback –

students keeping track of their performance as learning occurs.

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Feedback Based on GoalsMarzano indicates that feedback must be based on criterion or

goals.

• Instructional goals narrow what students focus on.

• Instructional goals should not be too specific.

• Students should be encouraged to personalize the teacher’s goals.

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Meaningful GoalsBrookhart (2008) states that teachers must be sure to do thefollowing with each assignment:• Require student work to demonstrate the content knowledge or

skills specified in the learning target. • Require students to demonstrate the cognitive process specified

in the learning target.

• Provide students with complete and clear directions.

• Specify the criteria for good work

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Feedback StrategiesTiming• Provide immediate feedback for knowledge of facts• Delay feedback slightly for more comprehensive reviews of

student thinking and processing• Never delay feedback beyond when it would make a

difference to students• Provide feedback as often as is practical, for all major

assignments

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Feedback Strategies (cont.)

Amount

• Prioritize – pick the most important points

• Choose points that relate to major learning goals

• Consider the student’s developmental level

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Feedback Strategies (cont.)

Mode

• Select the best mode for the message. Would a comment in passing the student’s desk suffice? Is a conference needed?

• Interactive feedback is best• Give written feedback on written work • Use demonstration if how to do something is an issue

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Feedback Strategies (cont.)

Audience

• Individual feedback makes the student feel the teacher values their learning

• Group/class feedback works if most of the class missed the concept – re-teaching opportunity

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Feedback Strategies (cont.)

Focus

• When possible, describe both the work and the process

• Comment on the student’s self-regulation if the comment will foster self-efficacy

• Avoid personal comments

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Feedback Strategies (cont.)

Function

• Describe – don’t judge

Balance

• Use positive comments that describe what was done well• Accompany negative descriptions of the work with positive

suggestions for improvement

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Feedback Strategies (cont.)

Clarity

• Use vocabulary and concepts the student will understand

• Tailor the amount and content of feedback to the student’s developmental level

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Feedback Strategies (cont.)Specificity

• Match the degree of specificity to the student and the task

• Make feedback specific enough that they know what to do, but not so specific that it is done for them

• Identify errors or types of errors, but do not correct everyone – leave some for the student to correct

Status of Formative Assessments

• How effectively are teachers using formative assessments in your school?

• How might improving or expanding the use of formative assessments fit into your school renewal work?

• Take another look at the element of the Assessed Curriculum and talk about where you are and where you need to go.

Assessments in a Growth Model

• Growth Models are used to determine school, teacher and other influences on student outcomes

• Michigan now requires that districts develop and use a growth model to estimate teacher and administrator influence on student achievement

Three Elements of a Growth Model

Estimate of

Educator/Schoo

lInfluenc

e

Student Success

And Quality

Indicators

Measures or

Assessments of

Indicators

Data Analysis

ACL:Session1:DDIM.Reeves2.27.14 63

Developing a Local Growth Model

1. What indicators and measures have you been using to evaluate teachers’ and administrators’ performance?

2. How well aligned are those indicators with your school improvement plan and the district improvement plan?

3. How well aligned are they with your definition of student success? ACL:Session1:DDIM.Reeves2.27.14 64

Indicators

(Targets)

Measures

Analysis

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News from the State on Assessments

• Current plan for Summative Assessments• Plan for additional assessment tools

– Interim Assessments– Assessment blueprints for non-core areas

• Adaptive assessments (computer)– Assesses each student at their instructional level– Provides more information on student needs– More efficient, secure, and timely – Better data for growth ratings

Influences on Student Learning

ACL:Session1:DDIM.Reeves2.27.14 66

Student Background and Community Factors

Teacher and Classroom Factors

Curriculum, Assessment, and Program Factors

School and Leadership Factors

Elements of a Sound Growth Model

Multiple Indicators and Measures

Patterns Over Time

Actual Growth vs. Projected Growth

Correlations to Practice Indicators

ACL:Session1:DDIM.Reeves2.27.14 67

Regardless of students’ entering achievement levels, growth is:

KEEPING THEM MOVING UP AND EXPANDING: Goal is to either maintain or accelerate growth rates if at, or above, target achievement levels to stay ahead of a success track (e.g. hitting 3rd, 7th/8th, and 11th Grade targets) and to branch out.

ACL:Session1:DDIM.Reeves2.27.14 68

MAKING SURE THEY KEEP UP: Goal is to maintain or accelerate the growth rates if at, or above, target achievement levels to stay on a success track (e.g. hitting 3rd, 7th/8th, and 11th Grade targets).

MOVING THEM UP: Goal is to accelerate growth rates until these students are also on target to reach achievement targets by certain grades in order to get on a success track (e.g. hitting 3rd, 7th/8th, and 11th Grade targets).

Higher

Middle

Lower

The Logic of aLocal Growth Model

Projected Achievement

Actual Achievement

Value-added

Growth

Individual Student Past Performance

Instruction

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Value-Added Models: How they work

Pre-TestYEAR 1

Post-Test

YEAR 2

Actual student scale score

Predicted student scale score

Student scale score

Based on observationally similar students

VALUE ADDED

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ACL:Session1:DDIM.Reeves2.27.14

Growth Model for Your School

• Districts will be developing growth models per State requirements

• Local districts will need to define success indicators and measures

• How will your school influence and contribute to that work?

So, where is your school?

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As you examineyour school and set goals for your renewal projects, take stock, and set targets,that will move your school toward a coherent And rigorous21st Century instructional program

Circling Back 1 More Time

• How will these ideas inform your renewal work? – Real Time Embedded Assessments– Contributions to your District Growth Model

A Systems Approach to Renewal• Curriculum, Instruction, and Assessment Mapping

• Process monitoring

• Progress monitoring with benchmarks

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A Systems Approach

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Changing how you work together to renew your school for 21st Century Learners through the:

Written, Interpreted,Taught,Communicated, Assessed,Adapted,

And, ultimately, the Learned Curriculum

Where do you need to go and how will you get there?

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School Renewal Decisions

• How will you harness the power of coherent and rigorous instructional programs (CRIP)in your school renewal work?

• How will you use the six ACL dimensions in a systems approach to school renewal?

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On behalf of Michigan’s most Precious resource…

Thank you for being learning Leaders