AN INTEGRATED EDUCATIONAL SYSTEM Are all of the children learning? How do we know? What are we going to do if they’re not or if they already know it? Dufour and Dufour Heartland AEA 11 Curriculum Network October 1, 2010 Randy Allison, Educational Solutions, LLC Cindy Yelick, Iowa Core Administrator
An Integrated Educational System. Are all of the children learning? How do we know? What are we going to do if they’re not or if they already know it? Dufour and Dufour. Heartland AEA 11 Curriculum Network October 1, 2010 Randy Allison, Educational Solutions, LLC - PowerPoint PPT Presentation
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AN INTEGRATED EDUCATIONAL SYSTEM
Are all of the children learning?How do we know?
What are we going to do if they’re not or if they already know it?
Randy Allison, Educational Solutions, LLCCindy Yelick, Iowa Core Administrator
Why Are We Focusing on an Integrated Educational System Now? Research results on effective schools Growing accountability for improving
achievement for all students Overall growth Achievement gap (disability and minority) Development of higher order skills
Adopting Iowa Core / Common Core Response to a directive of the AEA’s Joint
Directors and AEA Chiefs for a common focus to improve the educational system and student achievement
Changes in Child Find concepts and practices Legislation/Regulations…IDEA, ESEA, RTTT,
Chapter 41
What are we discussing today? How can we think about one educational
system for all learners in Iowa? Today’s discussion is not about the
Teaching for Learner Differences, but about how we are trying to think about the framework and interconnectedness of the CEI.
What Might an Integrated System Look Like?
A System Perspective
Strong core instruction Screening of all students Supplemental and intensive programs Formative assessments Diagnostic assessments Data driven decision making
Common Key Features For Successful Schools/Districts
System-wide approach with flexible grouping Strong instructional leadership on multiple levels Effective instructional/intervention programs at all
levels implemented with integrity Alignment of curriculum expectations, curriculum
materials, instruction, and assessments Frequent assessment of student performance Use of data to make instructional/intervention
decisions Data-based professional development with
opportunity to practice with feedback
The Iowa Core is…
A state-wide effort to improve teaching and learning to ensure that all Iowa students engage in a rigorous & relevant curriculum.
Iowa System What does current Federal and state
policy tell us about an integrated system?
Factors RTTT ESEA IDEIA Iowa Code
Iowa Core Questions for a Strong Educational System
1. What essential concepts and skills do we want our students to learn? (ECS)
2. How will we teach the essential concepts and skills we want our students to learn? (CEI and Alignment)
3. What instructional environment will best allow the essential concepts and skills to be delivered and assessed? (CEI)
4. How will we assess our students to know they are learning the essential concepts and skills? (AfL)
5. When students do not display the essential concepts and skills, what will we do to assure they receive supplemental instruction? (TfL)
6. How will you know that your attempts to supplement core instruction are successful? (AfL, TfL)
Looking at the Educational System
Iowa Core
Core and Supplemental Instruction
General Education Instruction, Supplemental Instruction, Child Find and Eligibility
Determination Occur in the Same Educational System
Iowa Core
Core and Supplemental Instruction
Assessment and Instruction
Assessment
Instruction
Assessment Instruction
Or
Are Students Learning the Essential Concepts and Skills for the Established Standard?
How Do We Know
Core Is Working
Core and Supplemental Instruction
Iowa Core
Universal Screening Allows for a System-Level Analysis of All Student’s Learning
SCRE
ENIN
G
Core and Supplemental Instruction
Iowa Core
There is a Responsibility to Supplement Core Instruction When Students are not Successful
How Do We Know
Core Is Working
What Do We
Do When Core
is NotWorking
Core and Supplemental Instruction
Iowa Core
What Are Effective Means of Addressing the Needs of Students who Struggle to Meet
Established Standards?SC
REEN
ING
STAN
DARD
TREA
TMEN
T
Core and Supplemental Instruction
Iowa Core
Supplemental Instruction Should be Matched to the Needs of the System. But There are No
Guarantees
How Do We Know
Core Is Working
What Do We
Do When Core
is NotWorking
How Will We Know It Worked
Core and Supplemental Instruction
Iowa Core
During Instruction, Formative Assessments Allow us to Know What We Do is Working
SCRE
ENIN
G
STAN
DARD
TREA
TMEN
T
FORM
ATIV
EAS
SESS
MEN
TCore and Supplemental Instruction
Iowa Core
For Some Students Who Struggle, Effective Solutions May Require a Deeper Understanding
of Their Needs
How Do We Know
Core Is Working
What Do We
Do When Core
is NotWorking
How Will We Know That
Worked
What Do We Do To Know More
Core and Supplemental Instruction
Iowa Core
Diagnostic Assessments of Essential Concepts and Skills Allow for More Focused and Targeted
EffortsSC
REEN
ING
STAN
DARD
TREA
TMEN
T
FORM
ATIV
E AS
SESS
MEN
T
DIAG
NO
STIC
AS
SESS
MEN
TS
Core and Supplemental Instruction
Iowa Core
Intensification of Effective Instruction Methods May be a Requirement for Some Struggling
Learners
How Do We Know
Core Is Working
What Do We
Do When Core
is NotWorking
How Will We Know That
Worked
What Do
We Do to
Know More
How Do We
SupportCoreMore
Core and Supplemental Instruction
Iowa Core
Small Group Intensified Instruction Allows for Greater Opportunities to Meet Needs in
Addition to CoreSC
REEN
ING
STAN
DARD
TREA
TMEN
T
FORM
ATIV
EAS
SESS
MEN
T
DIAG
NO
STIC
AS
SESS
MEN
TS
SMAL
LIN
STRU
CTIO
NGR
OU
PS
Core and Supplemental Instruction
Iowa Core
Providing Intensified Opportunities Must be Carefully Evaluated to Assure They are Making
the Intended Difference
How Do We Know
Core Is Working
What Do We
Do When Core
is NotWorking
How Will We Know That
Worked
HowDo We Support
CoreMore
What Do
We Do to
Know More
DidThatWork
Core and Supplemental Instruction
Iowa Core
Intensified Instruction Requires Intensified Formative Assessment to Assure Anticipated
ResultsSC
REEN
ING
STAN
DARD
TREA
TMEN
T
FORM
ATIV
E AS
SESS
MEN
T
DIAG
NO
STIC
AS
SESS
MEN
TS
SMAL
LIN
STRU
CTIO
NGR
OU
PS
FORM
ATIV
EAS
SESS
MEN
T
Core and Supplemental Instruction
Iowa Core
One Educational System - Answering Educational Questions at All Points on a Continuum
What is the Impact of an Integrated Educational System We have shared responsibility across General,
Supplemental, and Special Education We assure alignment of assessment,
instruction, curriculum, materials, and programs
We do what works and stop doing what doesn’t (formative and summative assessment)
We efficiently integrate and deploy resources We tailor services to meet school needs We address each and every student’s needs
ORF Performance Read with fluency both silently and aloud to support comprehension
Springof First
Something to Think About
32
What are the Basic Skills for Success in the Educational System?
Ability to ask the systems level questions
Ability to use school-wide assessment data on all students for decision making
Ability to collect, analyze, and display data
Have knowledge of and access to research based strategies
Support teachers to be skilled to instruct differentially to the needs of the group
Screening, Diagnostic, and Formative Assessment Skills
Data-Based Decision-Making Skills
High-quality General Education Instruction; General Education Interventions
IAC 41.111(2) a. As a component of efficient and effective, high-
quality general education instruction, it shall be the responsibility of the general education program of each LEA to provide additional support and assistance to all students who may need such additional support and assistance to attain the educational standards of the LEA applicable to all children. Receipt of such additional support and assistance, when considered alone, does not create a suspicion that a child is an eligible individual under this chapter
2010 Rules
Progress Monitoring in General Education
IAC 41.314(1) Evidence of progress in general education instruction. Each public agency shall establish standards, consistent with those the Department may establish, by which the adequacy of general education instruction, including the quality and quantity of data gathered, is assessed, including whether such data are sufficient in quantity and quality to make decisions under Part B of the Act and this chapter. 2010 Rules