Coherent and Rigoreous Instructional Programs

Achievement-Centered Leadership Development Program for Practicing and Aspiring PrincipalsWestern Michigan UniversityA Project funded by the United States Department of Education (USDOE), Washington, DC

Coherent and Rigorous Instructional Programs

Dr. Patricia (Pat) ReevesACL Cohort BJune, 2016

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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

• https://www.youtube.com/watch?v=RwlhUcSGqgs 3

https://www.youtube.com/watch?v=RwlhUcSGqgs

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” Worksheet, quickly assess where your school may be making great progress or 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?# 1 - The Written Curriculum: What we teach1. Local district standards aligned to state and/or national standards

(e.g. the Common Core Curriculum and the Michigan Merit Curriculum

2. Local district standards for non-core curriculum areas (e.g. critical and creating thinking, problem solving, research and inquiry, cooperative learning, etc.; CTE programs; arts programs; health and physical fitness; personal responsibility and other behavioral areas; etc.

3. Essential or “power standards” aligned to both the state core and the local curricula

4. Horizontal and vertical alignment and articulation – where and how are all the district’s curricular standards aligned within and across curricular areas?

Discuss your school’s status;Circle areas of concern and make a few notes 8

How does your district define the written curriculum?

Student Centered

Mandated Standards

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If your answer is both, you are on your wayTo having a local definition of student success

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

Strike a balance between the State Curriculumand the curriculum your district believes students need

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Now, go back to your worksheet for the Written Curriculum and review/add to your notes

Consider the Possibilities…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• Arts and humanities standards• Health and well-being standardsCheck all those your district curriculum includesStar those you think would make the curriculum

richer for your studentsShare your results with the other schools at your table14

What are the Markers of CRIP?#2 - The Interpreted Curriculum: What we have students do 1. Demonstrated skills – how we ask students to demonstrate what they

can do through guided and/or independent practice activities2. Communicated concept knowledge - how we ask students to

communicate what they know through guided and/or independent practice activities

3. Demonstration of essential understandings and competencies – how we ask students to apply their essential understandings or competencies (usually expressed as power standards) through applied independent work

4. Integrated Performances – how we weave curricular elements together to create real-world performances (e.g. project based learning; problem based learning; conducting inquiry; designing and creating, etc.)

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

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

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Decisions to Avoid

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

Decisions to ConsiderMake the Curriculum an Open Door to the World

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Consider also…Avoid limiting learning to traditional time slots,traditional learning tools, and traditional learning activities; in fact,Avoid limiting learningat all!

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Corner TalkA. Pick a Corner

1 Front Right: Ideas for Increasing student directed learning

2 Front Left: Ideas for Real World performances3 Back Left: Ideas for learning outside the limits of

classroom, school time, etc.4 Back Right: Ideas for connecting students to the

WorldB. Form groups of 3 and share ideas for your

corner topic.

What are the Markers of CRIP?# 3 – The Taught Curriculum: How we support student learning1. 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 time6. Expanded learning opportunity through authentic experiences,

electronic sources, guest presenters (adult and student), etc.7. Systems, guides, and resources for self-directed and self-paced

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

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Start by adopting a high impact instructional model

Could 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

1-2-4-All Talk: How does your school identify high impact instructional strategies you want all teachers to employ?

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Where ever possible, integrateAcademics Learning and

ThinkingPersonal and Social Development

Life and Career Research and Technology

Eng Lang Arts

Math

Science

Social Studies

Culture and languages

Career and Technical

Visual and Performing Arts

Health and Well Being

Integrate to make learning “real”Core 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

PBL – Understand and Influence Community Recycling

• Investigate current issue

• Identify emerging practices

• Collect data on family practice

• Knowledge and opinion survey

• Interviews with recyclers

• Recommendations for Community Initiative

• Multi-media Presentations on Recommendations

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?

Three Words: Discuss 3 ways curriculum integration would benefit students – agree on 3 single words to capture those benefits.

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3 words – Benefits of Integration for StudentsThoughts from the Members of ACL Cohort B

• Multi-level• Empowered• Relevance• Creativity• Connections• Student Centered• Interest• Inclusion• Authentic• Practical• Encompassing• Experience

• Engaging• Opportunity• Higher Order Thinking• Real World• Meaningfulness• Application • Perspective• Variety• Understanding• Confidence• Depth• Choice

What is a Classroom?

Is it This?

Is it Any of These?

How does your school envision the future for education?

Here are some ideas we might want to talk about…

https://www.youtube.com/watch?v=qC_T9ePzANg




What are the Markers of CRIP?# 4 – The Communicated Curriculum: How we communicate with

and engage staff, students, parents and other stakeholders 1. Learning focused leadership – Processes for leading and engaging

stakeholders in learning focused conversations2. Clear and consistent communication about learning expectations and

learning progress:a. Systems and protocols for communicating curriculum expectations to parents and

studentsb. Systems and protocols for communicating curriculum goals to stakeholders c. Formats and protocols for reporting student progressd. Protocols and process for helping students assess their own progresse. Protocols and process for conferencing with students regarding learning progressf. Protocols and process for conferencing with parents regarding student progress

3. Affirmation and celebration of success – Processes and protocols for recognizing and celebrating student success

4. Student parent, and stakeholder feedback – Processes and protocols for collecting and using stakeholder feedback on curriculum, instruction, and assessment practices

Discuss your school’s status;Circle areas of concern and make a few notes 30

“State Secret” or Known and Owned by All?

Can we create “Fitbits for Learning”?

The more we empower and equip students to manage their own learning, the more they will learn – the faster they will learn

When and how do we hold learning conversations with students?

How do parents and our community know and understand the learning path we have created for their children?

And how students are progressing on that path?

Communication about learning starts with us: Wayne-Westland Process and

Progress Monitoring Examples:Collaboration using “Data Walls”

Wayne-Westland Process and Progress Monitoring ExamplesCollaboration using “Data Walls”

What are the Markers of CRIP?# 5 – The Assessed Curriculum: How we monitor student learning1. Aligned and authentic curriculum based assessments – both:

a. How we use formative measuresb. How we use summative measures

2. Immediate and targeted feedback:a. System for maintaining ongoing student access to their individual learning profileb. System for providing parents ongoing access to their child’s learning profile

3. Continuous progress monitoringa. System for maintaining real-time data for teachers to monitor student learning progressb. Process by which teacher teams access and use student learning data to inform their

workc. System by which school and district leaders have ongoing access to progress monitoring

dashboards

4. Attainment of student learning goals:a. System for assessing and tracking progress on student success targetsb. System for assessing and tracking changes in student growth rates


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The Role of Assessments

Some Types of Assessments

• Authentic

• Portfolios

• Observations

• Formative

• Summative

• Norm Referenced

• Criterion Referenced

• 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: Growth Edges• 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 (1999) 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?

How does your school insure that students are asking and can answer these questions?

Jigsaw on Formative Assessments and Feedback

Team 1: Slides 40-42 Team 2: Slides 43-45Team 3: Slides 46-47 Team 4: Slides 48-51Team 5: Slides 52-55

What were the big ideas in your slides?Which ideas do you want to take back to your school and why?20 minutes - talk, decide, and prepare to sharePrepare 1 minute report out

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Formative Assessments - definitions Bell 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.

FeedbackHattie and Timperley (2007) model for feedback• Feedback about the task – whether student responses are

right/”not yet right”; complete or incomplete; in line/not in line with the directions; need more development, etc.

• Feedback about the processing of the task – response to strategies used or suggested strategies that could be used to achieve a stronger result.

• Feedback about self-regulation – feedback about student self evaluation, self confidence, or behaviors that either contribute to or detract from learning.

• Feedback about the student as a person – traits that either contribute to or detract from success (e.g. honesty, respect, etc.).

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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 “not yet” right.

• 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 Goals• Marzano (2003) indicates that feedback must be based on

criteria derived from learning 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 in the next phase of learning• Provide feedback incrementally, as students develop major

assignments or work on independent learning projects

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Feedback Strategies (cont.)

Amount

• Prioritize – pick the most important points (focused corrections)

• Choose points that relate to major learning goals

• Consider the student’s developmental level

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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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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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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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Function

• Describe – don’t judge

Balance

• Use positive comments that describe what was done well• Accompany descriptions of what is “not yet” in the work with

positive suggestions for improvement

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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 and Feedback

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

• How might improving or expanding the use of formative assessments and feedback 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

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 62

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.

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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

Growth to proficiency SGM Sets yearly targets that will put low-achievers on pace to meet proficient and narrow achievement gaps

3 4 5 6 70

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Low Achiever (expected)Low Achiever (expected)ProficientHigh Achiever (expected)

Grade

Scal

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ore

Grow

th

Growth baseline (3rd to 4th

grade gain)

Growth targets (based on proficient by grade 7)

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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?

What are the Markers of CRIP?

# 6 – The Adapted Curriculum: What we do insure maximum opportunity to learn or respond when students struggle or get bored (i.e. fall behind or leap ahead)?

1. Differentiated instructional strategies2. Tiered interventions that start in the classroom3. Adjusted and/or individualized learning plans4. Culturally responsive learning resources and activities


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How do your teachers adapt and innovate to create multiple ways to learn?

The Power of Technology

When we connect students with the power of Technology…

We make learning fit today’s learners by…

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

their progress• Supporting what students want to learn

Engage Them or Lose Them!

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



http://youtu.be/2R8SyU2taBk


Real work in multiple formats

COLLABORATION

Search/Explore/Discover

RELEVANCE

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

A Recap of 6 Elements of CRIPWe just looked at your school’s status on six elements of CRIP:

1. The written curriculum 4. The communicated curriculum2. The interpreted curriculum 5. The assessed curriculum3. The taught curriculum 6. The adapted curriculum

Create a school profile graph:1. Count how many circled items you identified for your school under each

of the six elements of CRIP – these are the items you said need further work

2. Count how many items you did not circle – these are the items you said you have addressed

3. Now, for each of the six elements: (a) graph the # of items you have addressed in green on the left bar and (b) graph the # of items you need to address in red on the right bar (see example)

4. Talk about what you are thinking about your school’s profile on the 6 Elements of CRIP


Element 1 Element 2 Element 3 Element 4 Element 5 Element 60

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Number of CRIP sub-elements addressed (green) or not addressed (red) in our school for each of the 6 Elements

Addressed Not Addressed

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Element 1 Element 2 Element 3 Element 4 Element 5 Element 60

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Number of CRIP sub-elements addressed (green) or not addressed (red) in our school for each of the 6 Elements

Addressed Not Addressed

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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 curricular programs.

• This is best accomplished by addressing the 6 Elements we explored yesterday and today.

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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


Circling Back • Look at all the areas you circled • Look at your graph• Together, identify 3-5 top priorities you might consider

as a focus for your renewal work• Be ready to share your priorities and why• How will these ideas inform your renewal work?

– Going beyond the Core – Curriculum articulation, alignment, and integration– Progress monitoring and student learning goals– High Impact Instructional Strategies– High quality formative and summative assessment– 21 Century Learning


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

• New designs for learning

• 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

Coherent and Rigoreous Instructional Programs

Education

Transcript of Coherent and Rigoreous Instructional Programs