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Core Instruction: School-wide StrategiesCore Instruction: School-wide Strategies Lisa Coons,Lisa Coons, Deputy Director of Instructional LeadershipDeputy Director of Instructional Leadership Curriculum and Instruction DivisionCurriculum and Instruction Division Tennessee Department of EducationTennessee Department of Education

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Key Questions How does core instruction (Tier I) fit into skills-based instruction? What key school-wide strategies reinforce Tier I/core instruction? Differentiation Scaffolding vs. Productive Struggle School-wide vocabulary framework Building Stamina (if time) How do recommended school-wide strategies compare to TEAM instructional rubric? How can the optional PLC guides around school-wide core instruction strategies be used? 2

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Tier One Instruction: What it is and what it isnt Standards-based Instruction Instruction focused on the Tennessee State Standards Differentiated standards focus Re-teaching of standards for remediation Goal is to ensure mastery of standards for ALL students who are struggling with core concepts that build into a standard. Standards Based Assessment: Benchmark Assessment Summative Assessment Formative Assessment Skill-based Intervention Focus on fluency and reading comprehension Focus on numeracy skills Focus on computation and problem solving Skills are the foundation for secondary standards, but are not measured in isolation during standards instruction Skills Based Assessment: Universal Screening Tools Progress Monitoring Tools Survey Level Assessments 3

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Differences in Supports Standards Support: Re-teaching Goal is to reteach standards to ANY and ALL students who are struggling with core concepts rather than specific skill deficits. Mastery can be measured by: Standards benchmark assessment Summative classroom assessment Summative state assessment Formative assessment Goal is to provide research based interventions aligned to skill deficit(s) as identified by a universal screener. Growth of can be measured by: Skills based universal screener aligned to area(s) of deficit Progress monitoring specific to area(s) of deficit Ongoing survey level assessments Skills Support: Intervention versus 4

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Continuum of Instructional Support ALL students Core Instruction Differentiated to meet diverse needs Tier I Instruction In addition to Tier I Skills focused Targeted to student deficits v Tier II Intervention In addition to Tier I Skills focused Intensive to meet specific student needs Tier III Intervention In addition to Tier I Most Intensive support to meet individualized student needs Highest frequency of monitoring Special Education Intervention Becomes more specific and intense 5

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School-wide Strategies 1. Differentiation 2. Scaffolding vs. Productive Struggle 3. School-wide vocabulary framework 4. Building Stamina (if time) 6

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Differentiating Instruction Differentiation means tailoring instruction to meet individual needs. Whether teachers differentiate content, process, products, or the learning environment, the use of ongoing assessment and flexible grouping makes this a successful approach to instruction. Tomlinson, C.A. (n.d.). What is differentiated instruction? Reading Rockets 7

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Turn and Talk How would differentiation support varied student levels? What does differentiation look like? Where are these strategies occurring in your building? How could you help more teachers engage in differentiated learning? 8

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Differentiating Content Examples: Use curriculum maps to identify essential content and facilitate effective content planning Change the amount of print on layout Change the number of problems (reduce repetition) Change the scaffolding and productive struggle levels

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Differentiating Product Changing the way students demonstrate what theyve learned Examples: Student responds to a set of questions Create a visual response with key details outlined Orally produce responses Record their responses Use class responders to input understanding

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Six Methods for Differentiation by Process Strategic questioning Consistent use of assessing questions to find out what students know and then advancing questions to advance student learning of content, strategies or the use of representations is a means of tailoring instruction to individual student needs. Ie. asessing and advancing questions, scripted questions, open-ended questions Using a Model Challenging students to use the model to help students to make sense of the concept. The models may help students see relationships or patterns that they may not have been able to see previously. Ie. exemplar essay or components, Math manipulatives, tables, graphs, or even equations 11

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Six Methods for Differentiation Bridging Explicit moves by the teacher to help students make a connection, see patterns, or discover relationship between prior knowledge and new knowledge. Ie. chunking content Contextualizing Consistently referencing the context of the concept or task. Student learning is scaffolded because students are not dealing with abstract concepts; instead, they are working to determine how the concept fits into a broader understanding and existing schema. 12

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Six Methods for Differentiation Developing Metacognition Skills Supporting stopping and planning Ie. Solving a task in a more methodical way or to consider how one task is similar to or different from another following a lesson, students develop reflective skills. Ie. Planning an essay to increase coherence and development Building Schema Activities focus on relationships between concepts and within a concept Ie. Using concept mapping, mental modeling, mind mapping 13

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Connections to TEAM 14

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Connection to TEAM 15

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Differentiating a Standard PLC Guide 1. Differentiating a Content Standard 2. What are the student expectations (concepts, skills, essential understandings)? 3. Content Differentiation 4. Process Differentiation Method 1 Method 2 5. Product Differentiation 16

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Scaffolding Instruction 17

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Scaffolding Instruction and Productive Struggle Students will rise to the level of expectation when challenged and supported appropriately. The scaffolding should not replace the text by translating its contents for students or telling students what they are going to learn in advance of reading the text; that is, the scaffolding should not become an alternate, a simpler source of information that diminishes the need for students to read the text itself carefully. (Marzanoresearch.com). Think about your Science and Social Studies content classrooms. Are students reading the textbook content and using authentic texts such as lab reports and primary source documents? or Are they being asked to copy notes on content? 18

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What activities can scaffold with our replacing the rigorous activity? Modeling (see Differentiation) Gradual release Fish bowl activity Think alouds, Read Alouds, Exemplars Prior Knowledge connections Tie new content into prior learning Providing additional knowledge connection in addition to not in lieu of Discussion or Talk time Social learning Pre-Teach Vocabulary Strategic Questioning (see Differentiation) 19

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20 Modeling Instruction

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Connections to TEAM 22

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Vocabulary Instruction 23

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To improve literacy, Direct and explicit vocabulary instruction school-wide. 24 Kamil, M. L., Borman, G. D., Dole, J., Kral, C. C., Salinger, T., & Torgesen, J. (2008). Improving Adolescent Literacy: Effective Classroom and Intervention Practices: A Practice Guide. Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Educational Sciences, U.S. Department of Education.

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What should my school-wide vocabulary program include: 1. Make it intentional through concept selection and intentional instruction. 2. Make it transparent through teacher modeling of word solving and word learning. 1. Make it useable with collaborative learning. 2. Make it personal by fostering student ownership. 3. Make it a priority with school-wide practices. (Fisher & Frey, Word Wise and Content Rich: Five Essential Steps to Teaching Academic Vocabulary, 2008) 25

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School-wide Vocabulary Instruction Practices Dedicate a portion of regular classroom lessons to explicit vocabulary instruction. Provide repeated exposure to new words in multiple contexts, and allow sufficient practice sessions in vocabulary instruction. Give sufficient opportunities to use new vocabulary in a variety of contexts through activities such as discussion, writing, and extended reading. Provide students with strategies to make them independent vocabulary learners. 26

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PLC Guide on Direct Vocabulary Instruction 27 This guide helps school leaders begin conversations on: selecting key concepts, developing strategies and engaging in a school-wide focus on explicit vocabulary instruction.

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Turn and Talk 28

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Building Stamina 29 Students who have mastered persistence are able to work through challenges, deal constructively with failures and adversity, and achieve the goals they have set for themselves.

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Strategies Model persistence Develop Growth Mindset Utilize Positive Talk and framing Stretch your students (using scaffolding strategies) See PLC Guide 30

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Student Motivation and Engagement Establish meaningful and engaging content learning goals around the essential ideas of a discipline as well as around the specific learning processes used to access those ideas. Provide a positive learning environment that promotes student autonomy in learning. Make literacy experiences more relevant to student interests, everyday life, or important current events. Build classroom conditions to promote higher reading engagement and conceptual learning through such strategies as goal setting, self-directed learning, and collaborative learning. 31

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Professional Development 32

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To achieve large scale reform you cannot depend on peoples capacity to bring about substantial change in the short run, so you need to propel the process with... Fullan, M. (2008). The six secrets of change: What the best leaders do to help their organizations survive and thrive. San Francisco, CA: Josey-Bass. Ongoing Professional Development High quality teaching and training materials (print, video, electronic) There is still the problem of superficial implementation when new materials are in use, and even new practices in evidence, without the deeper understanding required for substantial and sustained implementation. But you get farther, faster by producing quality materials and establishing a highly interactive infrastructure of pressure and support. Finally, the materials do not have to be treated as prescriptive. Adaptations should be made during implementation as long as they are based on evidence linking teacher practices with student performance.

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Professional Development: How to make it effective School-wide ongoing professional development PLC models Study Group Models 34

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Thank You Contacts: Curriculum and Instruction Contact Lisa Coons Deputy Director of Instructional Leadership Support Lisa.Coons@tn.gov Special Populations Contacts Tie Hodack Executive Director of Instructional Programming Tie.Hodack@tn.gov Suzanne Keefe Director of Special Projects Suzanne.Keefe@tn.gov Theresa Nicholls Director of Special Education Eligibility Theresa.Nicholls@tn.gov Amy Owen Data Services Coordinator Amy.Owen@tn.gov 35