Filling in the Gaps…From Filling in the Gaps…From Technical to AdaptiveTechnical to Adaptive

(Heifetz and Linksy,2002)(Heifetz and Linksy,2002)

Dr. Benjamin McGeeDr. Benjamin McGee

Keynote SpeakerKeynote Speaker

Northeast Ohio OISM Northeast Ohio OISM ConsortiumConsortium

March 29, 2007March 29, 2007

Filling in the Gaps…From Filling in the Gaps…From technical to adaptive (Heifetz technical to adaptive (Heifetz

and Linksy,2002) and Linksy,2002)

Avoiding the tendency to provide solutions when Avoiding the tendency to provide solutions when we may lack the content, process, and we may lack the content, process, and governance structure that would appropriately fill governance structure that would appropriately fill in the gaps.in the gaps. The importance of collaborationThe importance of collaboration……given the complexity of the 21given the complexity of the 21stst century century teaching and learning process…the isolated teaching and learning process…the isolated profession profession

The Technical SolutionsThe Technical Solutions

Running RecordsRunning Records Targeted TutorialsTargeted Tutorials Re-TeachingRe-Teaching Differentiated InstructionDifferentiated Instruction Modified Positive Behavioral Format Modified Positive Behavioral Format

Tasks may be new, but current processes and Tasks may be new, but current processes and applications are used…applications are used…

The people who are traditionally in the roles do the The people who are traditionally in the roles do the work…within the same structure.work…within the same structure.

ExampleExample

Use running records in isolation and using the Use running records in isolation and using the data to inform instruction at the end of each week data to inform instruction at the end of each week or two or only when backed up by six to nine or two or only when backed up by six to nine weeks of common assessment data.weeks of common assessment data.

Adaptive SolutionsAdaptive Solutions

Tasks may or may not be new, but the Tasks may or may not be new, but the processes, adaptations and structures are processes, adaptations and structures are new or different…new or different…behavioral…attitudinal…cultural behavioral…attitudinal…cultural

Engage people who are involved with, and Engage people who are involved with, and who have the problem at different and who have the problem at different and collaborative levels of interaction and collaborative levels of interaction and involvement…i.e. student centered learning involvement…i.e. student centered learning

ExamplesExamples

Using the standards based and inter/intra-Using the standards based and inter/intra-grade level model to deploy the grade level model to deploy the aforementioned technical solutions.aforementioned technical solutions.

School Leader teams that reflect school School Leader teams that reflect school leadershipleadership

The The OISM OISM ModelModel

• Better opportunity to fill in the gaps.Better opportunity to fill in the gaps. Structure, alignment and cohesionStructure, alignment and cohesion

• Supports the movement from technical Supports the movement from technical solutions to adaptive solutions.solutions to adaptive solutions.

• New methodologies within an ordered context and New methodologies within an ordered context and structurestructure

• In many ways acts as a reverse bell curve.In many ways acts as a reverse bell curve.

The The OISMOISM Model Model

Assumes a strong belief in the capacity of all kids Assumes a strong belief in the capacity of all kids to be successful through curriculum that supports to be successful through curriculum that supports good first teaching, through instructional delivery good first teaching, through instructional delivery systems that support adaptive learning (learning systems that support adaptive learning (learning that transfers skills across a variety of academic that transfers skills across a variety of academic and social settings) and through governance and social settings) and through governance structures that support teacher, student, and structures that support teacher, student, and parental interactions that reflect attention to the parental interactions that reflect attention to the instructional core. instructional core.

The The OISM OISM ModelModel

Provides for the development of behavioral Provides for the development of behavioral and social supports that have a common and social supports that have a common context and as such are more likely to be context and as such are more likely to be understood and adopted by students…understood and adopted by students…the the positive conspiracy.positive conspiracy.

The Instructional Core The Instructional Core (Elmore,2002)(Elmore,2002)

Student….Teacher….CurriculumStudent….Teacher….Curriculum If your efforts are not consciously impacting all If your efforts are not consciously impacting all

three of these areas, then you are not likely to be three of these areas, then you are not likely to be successful in creating a culture that supports successful in creating a culture that supports sustained increases in student achievementsustained increases in student achievement

To successfully implement and sustain the To successfully implement and sustain the elements associated with the instructional core a elements associated with the instructional core a process and governance model like process and governance model like OISM OISM is is essential…essential…implement, sustain and assess at every levelimplement, sustain and assess at every level

Examples of Models that cut Examples of Models that cut

across a variety of settingsacross a variety of settings