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Florida Education: The Next GenerationDRAFT
March 13, 2008
Version 1.0
Problem Solving/Response to Intervention and
Differentiated Accountability
Making Connections
Presented by:Presented by:
Rebecca Sarlo Rebecca Sarlo RtI SpecialistRtI Specialist
Differentiated Accountability Team, Region 4Differentiated Accountability Team, Region 4
Florida Department of EducationFlorida Department of EducationDr. Eric J. SmithDr. Eric J. SmithCommissionerCommissioner
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Today’s AgendaToday’s Agenda Review Problem Solving/Response to Intervention Review Problem Solving/Response to Intervention
(PS/RtI) concepts, components, and processes(PS/RtI) concepts, components, and processes
Demonstrate the use of FAIR data to inform the PS/RtI Demonstrate the use of FAIR data to inform the PS/RtI processprocess
Discuss the connection between PS/RtI and Discuss the connection between PS/RtI and Differentiated Accountability (DA)Differentiated Accountability (DA)
Discuss the connections between Florida’s Continuous Discuss the connections between Florida’s Continuous Improvement Model (FCIM) and PS/RtIImprovement Model (FCIM) and PS/RtI
Discuss the connections between Lesson Study and Discuss the connections between Lesson Study and PS/RtI PS/RtI
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RtI and Problem Solving DefinitionsRtI and Problem Solving Definitions
““RtI is the practice of (1) providing high-quality RtI is the practice of (1) providing high-quality instruction/intervention matched to student instruction/intervention matched to student needs and (2) using learning rate over time needs and (2) using learning rate over time and level of performance to (3) make important and level of performance to (3) make important education decisions.”education decisions.”
Problem Solving is the process that is used to Problem Solving is the process that is used to develop effective instructional and intervention develop effective instructional and intervention plans.plans.
Batsche, G., Response to Intervention: Blueprints for State, District and School Implementation (modifiedBatsche, G., Response to Intervention: Blueprints for State, District and School Implementation (modified ))
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RtI Core PrinciplesRtI Core Principles Provide high quality, effective core academic and behavior Provide high quality, effective core academic and behavior
instruction for all students (i.e., 80% success rate)instruction for all students (i.e., 80% success rate)
Utilize screening data to identify struggling studentsUtilize screening data to identify struggling students
Implement research-based, scientifically validated Implement research-based, scientifically validated interventions/instructioninterventions/instruction
Measure learning rate over time to determine student Measure learning rate over time to determine student progressprogress
Use data to make decisions. Ineffective interventions should Use data to make decisions. Ineffective interventions should be changed.be changed.
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Three-Tiered Model of School SupportsThree-Tiered Model of School Supports
Tier 3 consists of intensive instructional or behavioral interventions for individual students in addition to and in alignmentwith effective core and supplemental instruction and behavioral supports.
Tier 2 consists of supplemental instruction and behavioral interventions for targeted groups in addition to and in alignment with effective core instruction and behavioral supports.
Tier 1 is the foundation and consists of scientific, research-based core instructional and behavioral methodologies, practices, and supports designed for all students.
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Interventions are stacked and aligned with the goal of providing enough support for the student(s) to be successful in with Core instruction
A New Dimension!
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Problem-Solving MethodProblem-Solving Method
What is the Problem?
Why is ithappening?
What should be done about it?
Did it work?
National Association of State Directors of Special Education, Inc. (2006)
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Steps in the Problem-Solving ProcessSteps in the Problem-Solving ProcessPROBLEM IDENTIFICATION Identify replacement behavior Determine current level of performance (data) Determine expected level of performance (benchmark) Determine peer performance (data) Perform GAP analysesPROBLEM ANALYSIS• Gather and analyze relevant information across multiple domains
• Environment• Curriculum• Instruction• Learner
• Develop hypotheses (brainstorming)• Develop predictions/validation strategies• Determine validity of interventionsINTERVENTION DEVELOPMENT Develop interventions in those areas for which data are available
and hypotheses verified Focus on teaching/supporting display of replacement behavior Provide implementation support (e.g., coaching, documentation of fidelity)PROGRAM EVALUATION Collect data frequently and consistently Determine student response to intervention- good, questionable, poor
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Problem SolvingProblem Solving
Problem solving process can be used at Problem solving process can be used at multiple levels to address both widespread multiple levels to address both widespread and specific student problems.and specific student problems. StateState DistrictDistrict SchoolSchool Grade LevelGrade Level ClassroomClassroom StudentStudent
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Problem IdentificationProblem Identification
Determine Current Levels of PerformanceDetermine Current Levels of Performance 49% of 349% of 3rdrd grade students scored at or above the 40 grade students scored at or above the 40thth
percentile in the area of reading comprehension as percentile in the area of reading comprehension as measured by FAIR Broad Screen assessment #1measured by FAIR Broad Screen assessment #1
Determine Expected Levels of PerformanceDetermine Expected Levels of Performance At least 80% of 3At least 80% of 3rdrd grade students will score at or above the grade students will score at or above the
4040thth percentile in the area of reading comprehension percentile in the area of reading comprehension
Problem DefinitionProblem Definition== the difference between expected the difference between expected levels and current levels of performancelevels and current levels of performance
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Problem IdentificationProblem Identification
Determine percent of students who display the Determine percent of students who display the identified problemidentified problem
Determining how wide-spread the problem is will Determining how wide-spread the problem is will help to direct “where” and “how” to apply the help to direct “where” and “how” to apply the interventionintervention 10% of students display problem10% of students display problem 50% of students display problem50% of students display problem
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FAIR Assessments and Problem SolvingFAIR Assessments and Problem Solving
FAIR Broad Screen/Progress Monitoring FAIR Broad Screen/Progress Monitoring Tool (BS/PMT) assessments Tool (BS/PMT) assessments Help determine effectiveness of core Help determine effectiveness of core
instructioninstruction Predicts student’s FCAT Success Probability Predicts student’s FCAT Success Probability
(FSP)(FSP) Provides information regarding reading Provides information regarding reading
comprehension levels and content cluster comprehension levels and content cluster areas in need of additional time and focusareas in need of additional time and focus
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Problem AnalysisProblem Analysis Why is the problem occurring?Why is the problem occurring?
What Barriers are inhibiting the majority of students from What Barriers are inhibiting the majority of students from achieving Grade-Level Performance?achieving Grade-Level Performance?
Review relevant information across multiple domains Review relevant information across multiple domains including:including: InstructionInstruction CurriculumCurriculum EnvironmentEnvironment LearnerLearner
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Problem AnalysisProblem AnalysisInstructional VariablesInstructional Variables
Use of data to drive instructional decisionsUse of data to drive instructional decisions Alignment with State Standards/benchmarksAlignment with State Standards/benchmarks Pace of lesson deliveryPace of lesson delivery Variety of modalities, strategies, and structuresVariety of modalities, strategies, and structures Cognitive Complexity of examples, models, and Cognitive Complexity of examples, models, and
questioningquestioning Frequency of interaction to reinforce or redirect student Frequency of interaction to reinforce or redirect student
behaviorbehavior Communication of expectations & criteria for successCommunication of expectations & criteria for success Use of research-based lesson delivery model (e.g., explicit Use of research-based lesson delivery model (e.g., explicit
instruction, modeling, and guided practice, and instruction, modeling, and guided practice, and independent)independent)
Sequencing of lesson designs to promote successSequencing of lesson designs to promote success Variety of practice activitiesVariety of practice activities
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Problem AnalysisProblem Analysis
Curriculum VariablesCurriculum Variables Alignment with State StandardsAlignment with State Standards Cognitive Complexity of activities and assessmentsCognitive Complexity of activities and assessments Scope and sequence of contentScope and sequence of content Instructional materialsInstructional materials Arrangement of the content/ instruction within lesson Arrangement of the content/ instruction within lesson
plansplans Stated outcomes for the course of studyStated outcomes for the course of study Accommodations, modifications, and extensions of Accommodations, modifications, and extensions of
content as appropriate for specific students (e.g., ELL, content as appropriate for specific students (e.g., ELL, ESE, high performing)ESE, high performing)
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Problem AnalysisProblem Analysis
Environmental VariablesEnvironmental Variables Physical arrangement of the roomPhysical arrangement of the room Furniture/equipmentFurniture/equipment Clear classroom expectationsClear classroom expectations Management plansManagement plans Routines and schedulesRoutines and schedules Peer interaction, expectations, reinforcementPeer interaction, expectations, reinforcement Task pressureTask pressure Peer and family influencePeer and family influence School and classroom climate School and classroom climate
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Problem AnalysisProblem Analysis
Learner VariablesLearner VariablesSkillsSkillsMotivationMotivationHealthHealthPrior knowledgePrior knowledge
Consider what learner variables tell us about the need to manipulate instructional, curricular, and environmental variables
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FAIR and Problem AnalysisFAIR and Problem Analysis
Each question on the Reading Comprehension passages is Each question on the Reading Comprehension passages is categorized into one of the four cluster areas: categorized into one of the four cluster areas:
1.1. Words and Phrases in ContextsWords and Phrases in Contexts2.2. Main idea, Plot and PurposeMain idea, Plot and Purpose3.3. Comparisons and Cause/EffectComparisons and Cause/Effect4.4. Reference and ResearchReference and Research
Based on the student’s performance on the Reading Based on the student’s performance on the Reading Comprehension, he/she will receive a score of:Comprehension, he/she will receive a score of:
High – Medium – Low – Not enough information in each of High – Medium – Low – Not enough information in each of the four areasthe four areas• High = 80High = 80thth – 99 – 99thth percentile percentile• Medium = 30th – 79Medium = 30th – 79thth percentile percentile• Low = Below 30Low = Below 30thth percentile percentile• Not enough information = less than 3 questions in the areaNot enough information = less than 3 questions in the area
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FAIR and Problem AnalysisFAIR and Problem Analysis
FAIR Diagnostic Assessments (3FAIR Diagnostic Assessments (3rdrd-12-12thth)) Administered to students with FSP’s below 85%Administered to students with FSP’s below 85% Help to identify underlying reasons for reading Help to identify underlying reasons for reading
comprehension problems and assist in comprehension problems and assist in intervention planningintervention planning• Maze: Fluency and Low Level Comprehension (3-12)Maze: Fluency and Low Level Comprehension (3-12)• Word Analysis: Orthographic and Morphological Word Analysis: Orthographic and Morphological
Knowledge (3-12)Knowledge (3-12)
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Assessment/Curriculum Decision Tree for Reading Improvement for the Florida Assessments for Instruction in Reading
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Common Profiles/Patterns of Performance
**Note: The 30th percentile cut point used in this document is given as a guide to estimate the level of instructional support necessary for student success. This cut point may need to be refined within each school and district depending on local circumstances such as available resources and student performance. The 30 th percentile cut point will be reevaluated after the third assessment window in spring 2009.
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Class Status Report
©2009 Florida Department of Education
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Common Profiles/Patterns of Common Profiles/Patterns of PerformancePerformance
Box 1
Box 2 + 4
Box 2 + 5
Box 3 + 4
Box 3 + 5
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Problem AnalysisProblem Analysis
Compile relevant information from all domainsCompile relevant information from all domains
Use information to generate hypotheses as to Use information to generate hypotheses as to why the problem is occurringwhy the problem is occurring
Determine if the hypotheses are alterableDetermine if the hypotheses are alterable
Determine validity of alterable hypotheses by Determine validity of alterable hypotheses by collecting or reviewing relevant information collecting or reviewing relevant information
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Problem Analysis ExampleProblem Analysis Example Relevant information
Review of reading curriculum and teacher interviews reveal that grade level vocabulary is not explicitly taught
Students are expected to learn grade level vocabulary through independent reading activities and the use of reference books
Review of FAIR Broad Screen data revealed 70% of 3rd grade students scored Low on the Words and Phrases in Context Cluster
Administration of the Academic Words Inventory (Informal Toolkit) with several of the 3rd grade students suspected of having below level academic word knowledge revealed that academic word knowledge is in need of intervention for the majority of assessed students
Hypothesis: Only 49% of 3rd grade students scored at or above the 40th percentile in the area of reading comprehension because they require more explicit instruction in grade level vocabulary than is currently provided
Predication: If we provide all 3rd grade students with explicit instruction in grade level vocabulary, 70% or more of students will score at or above the 40th percentile in the area of reading comprehension according to FAIR Broad Screen assessment #2
Validation of hypothesis: After the implementation of daily lessons which provided explicit instruction in grade level vocabulary, 85% of students who scored “low” on the Words and Phrases Content Cluster at AP1 scored “medium” or “high at AP2. Seventy-five percent of assessed students showed gains in the number of academic words identified on the Academic Word Knowledge Inventory.
Seventy-Eight percent of students scoring below the 40th percentile at AP1 increased their reading comprehension percentile ranking significantly and 20% of these students were ranked at or above the 40th percentile at AP2.
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Intervention PlanningIntervention Planning Develop interventions in those areas for which data are Develop interventions in those areas for which data are
available and hypotheses verifiedavailable and hypotheses verified e.g., Students require more explicit instruction in grade level e.g., Students require more explicit instruction in grade level
vocabularyvocabulary
Focus on teaching/supporting display of replacement Focus on teaching/supporting display of replacement behaviorbehavior
33rdrd grade teachers will provide 20 minutes of direct instruction grade teachers will provide 20 minutes of direct instruction (explicit, modeled, guided practice, and independent practice) in (explicit, modeled, guided practice, and independent practice) in grade level vocabulary daily using FCRR vocabulary lessons.grade level vocabulary daily using FCRR vocabulary lessons.
Provide implementation support (e.g., coaching, Provide implementation support (e.g., coaching, documentation of fidelity)documentation of fidelity)
Teachers will document intervention sessions including students Teachers will document intervention sessions including students present, time, and FCRR lesson provided. Reading Coach will present, time, and FCRR lesson provided. Reading Coach will model FCRR vocabulary lessons as necessary.model FCRR vocabulary lessons as necessary.
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Intervention PlanningIntervention Planning
Criteria for interventionsCriteria for interventions Research-basedResearch-based TimelyTimely Systematic (Not random)Systematic (Not random) Directed (Not optional)Directed (Not optional) Delivered with fidelityDelivered with fidelity Scaled for intensity (focus, time and number of Scaled for intensity (focus, time and number of
students)students) Evaluated frequentlyEvaluated frequently Integrated across tiersIntegrated across tiers
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Program EvaluationProgram Evaluation How do we know if the intervention plan is working?How do we know if the intervention plan is working?
Examine students’ rate of progress (RtI)Examine students’ rate of progress (RtI)
Compare students’ rate of progress to rate of Compare students’ rate of progress to rate of progress required to close the current level/expected progress required to close the current level/expected level gaplevel gap
Examine rate of progress for all disaggregated Examine rate of progress for all disaggregated groupsgroups
Modify interventions for groups for whom Modify interventions for groups for whom intervention effectiveness is questionable or poorintervention effectiveness is questionable or poor
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5 Generic Data Reflection Questions?5 Generic Data Reflection Questions?
What does the data seem to tell us?What does the data seem to tell us? What doesn’t the data tell us?What doesn’t the data tell us? What else might we want to know?What else might we want to know? What good news is here for us to What good news is here for us to
celebrate?celebrate? What opportunities for improvement What opportunities for improvement
are suggested by these data?are suggested by these data?
Check
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Reading Comprehension OPM
0
10
20
30
40
50
60
70
80
90
BS 1 OPM 1 OPM 2 OPM 3 OPM 4 BS 2 OPM 5 OPM 6 OPM 7 OPM 8 BS 3
Assessment
Per
cen
t Mee
ting
Exp
ecta
tion
s
Total
White
ED
SWDs
Expected Level
Goal Line
Baseline Intervention Phase
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Determining Response to InstructionDetermining Response to Instruction
Reading Comprehension OPM
0102030405060708090
100B
S 1
OP
M 1
OP
M 2
OP
M 3
OP
M 4
BS
2
OP
M 5
OP
M 6
OP
M 7
OP
M 8
BS
3
Assessment
Pe
rce
nt
of
Stu
de
nts
Me
eti
ng
E
xp
ec
tati
on
Total
Class 1
Class 2
Class 3
Class 4
Goal
Check
3333
Determining Response to InterventionDetermining Response to Intervention
Ineffective Tier 1 Int. Effective Tier 1 Int.
Tier 2 Intervention Group: Fluency
0
20
40
60
80
100
1 2 3 4 5 6 7 8 9 10
Assessment
Wor
ds R
ead
Corr
ectly
Student 1
Student 2
Student 3
Student 4
Student 5
Goal
Student not responding to intervention
Ineffective Intervention
Effective Intervention
Check
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Differentiated Accountability (DA)Differentiated Accountability (DA) Combines NCLB and Florida’s Grading System to Combines NCLB and Florida’s Grading System to
form one state accountability systemform one state accountability system
Provides targeted and/or school-wide intervention, Provides targeted and/or school-wide intervention, direction and monitoring for Florida’s lowest direction and monitoring for Florida’s lowest performing schoolsperforming schools
Provides support and assistance to schools at-risk Provides support and assistance to schools at-risk for failurefor failure
Provides transitional services for schools that have Provides transitional services for schools that have previously been identified as in need of previously been identified as in need of improvementimprovement
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Differentiated AccountabilityDifferentiated AccountabilityUtilizes a multi-tiered service delivery modelUtilizes a multi-tiered service delivery modelUtilizes data to identify failing schools and Utilizes data to identify failing schools and schools at risk for failureschools at risk for failure
Utilizes a standard protocol approach to Utilizes a standard protocol approach to intervention planning based on specific intervention planning based on specific hypotheseshypotheses
FCIMFCIM Lesson StudyLesson Study
Utilizes data to scale intensity of intervention, Utilizes data to scale intensity of intervention, support and monitoringsupport and monitoring
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Florida’s Continuous Improvement ModelFlorida’s Continuous Improvement ModelPDCA Instructional Cycle
PLAN
ACT
DO
CHECK
• Data Disaggregation
• Calendar Development• Direct Instructional
Focus
• Tutorials
• Enrichment
• Assessment
• Maintenance
• Monitoring
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PS/RtI and FCIMPS/RtI and FCIM
FCIM is a process designed to address specific FCIM is a process designed to address specific curricular and instructional issues commonly curricular and instructional issues commonly associated with achievement problemsassociated with achievement problems
FCIM is based on 2 major hypotheses:FCIM is based on 2 major hypotheses:
1.1. Students require more explicit instruction and Students require more explicit instruction and exposure to content material involving tested exposure to content material involving tested benchmarksbenchmarks
2.2. Students need to be exposed to curricular material in Students need to be exposed to curricular material in a manner that is consistent with benchmarks and a manner that is consistent with benchmarks and summative assessments (FCAT)summative assessments (FCAT)
PDCA Instructional Cycle
PLAN
ACT
DO
CHECK
• Data Disaggregation
• Calendar Development• Direct Instructional
Focus
• Tutorials
• Enrichment
• Assessment
• Maintenance
• Monitoring
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PS/RtI and FCIMPS/RtI and FCIM
FCIM Mini-Lessons assist teachers in providing Tier 1 FCIM Mini-Lessons assist teachers in providing Tier 1 intervention and differentiation.intervention and differentiation.
FCIM Calendars assist teachers and grade level teams to FCIM Calendars assist teachers and grade level teams to plan for Tier 1 intervention and differentiationplan for Tier 1 intervention and differentiation
FCIM Mini-Assessments assist teachers and grade level FCIM Mini-Assessments assist teachers and grade level teams in determining the effectiveness of specific FCIM teams in determining the effectiveness of specific FCIM Mini-LessonsMini-Lessons
FAIR ongoing progress monitoring assists teachers in FAIR ongoing progress monitoring assists teachers in determining the effectiveness of core instruction including determining the effectiveness of core instruction including mini-lesson implementationmini-lesson implementation
PDCA Instructional Cycle
PLAN
ACT
DO
CHECK
• Data Disaggregation
• Calendar Development• Direct Instructional
Focus
• Tutorials
• Enrichment
• Assessment
• Maintenance
• Monitoring
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PS/RtI and FCIMPS/RtI and FCIM
PDCA Instructional Cycle
PLAN
ACT
DO
CHECK
• Data Disaggregation
• Calendar Development• Direct Instructional
Focus
• Tutorials
• Enrichment
• Assessment
• Maintenance
• Monitoring
PS/RtI: Determine Need for Tier 2 Intervention
“What are we going to do for students who need
supplemental intervention beyond differentiated core
instruction (tutorials)?
PS/RtI: IMPLEMENT InstructionTeach mini-lesson focusing on the identified problem
while addressing identified/anticipated barriers.All students, including students who require
curricular enhancement for acceleration.
PS/RtI: DEFINE“What’s the problem?”
PS/RtI: ANALYZE“Why is this occurring?”
PS/RtI: EVALUATE“Is it working?”PS/RtI: Differentiate Core Instruction
“What are we going to do forstudents who need additional instruction in tested
benchmarks?
DEFINE an
d ANALYZE
IMPLEM
ENT IN
TERVEN
TION
Evaluate
EFFECTIV
ENESS
RETE
AC
H/IN
TER
VENE
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FCIM using FAIR dataFCIM using FAIR data
2. Deliver Mini-LessonsPlan and teach Mini lessons
for all students. Build concepts intoContent lesson planning
3. Evaluate and MonitorOPM –every 20
Instructional days
1. Disaggregate Data and Plan FCIM CalendarsBroad Screen/Progress
Monitoring Tool (BS/PMT),Targeted Diagnostic Inventory (TDI),
& FCAT reading results
CHECK
DOACT
PLAN
4. Provide Tier I Differentiation for students in need of additional instruction
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Using FAIR to Plan FCIM Calendars Using FAIR to Plan FCIM Calendars All students receive instruction or enrichment in All students receive instruction or enrichment in
specific benchmark skills (all Boxes)specific benchmark skills (all Boxes) Some students will require explicit instruction in Some students will require explicit instruction in
foundational reading skills (Box 2+5, 3+4, and 3+5)foundational reading skills (Box 2+5, 3+4, and 3+5)
For these students, plan Tier 1 Interventions that For these students, plan Tier 1 Interventions that target…target… Basic orthographical patterns and affixes/roots (For Basic orthographical patterns and affixes/roots (For
student in Box 2+5)student in Box 2+5) Reading efficiency (For students in Box 3+4)Reading efficiency (For students in Box 3+4) Intensive instruction in word study/recognition (For Intensive instruction in word study/recognition (For
students in Box 3+5)students in Box 3+5) Plan and implement both mini-lessons and tier 1 Plan and implement both mini-lessons and tier 1
intervention groupsintervention groups
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Determining Effectiveness of Tier 1 Determining Effectiveness of Tier 1 InterventionIntervention
Effectiveness of Tier 1 core instruction plus mini-lessons will Effectiveness of Tier 1 core instruction plus mini-lessons will be determined by reviewing FAIR OPM data and ongoing be determined by reviewing FAIR OPM data and ongoing formative assessmentformative assessment
Graph results to facilitate communication with stakeholders, Graph results to facilitate communication with stakeholders, decision making, and lesson planningdecision making, and lesson planning
Ineffective Mini-lessons should be revised and re-taughtIneffective Mini-lessons should be revised and re-taught
Students who do not respond as expected to effective mini-Students who do not respond as expected to effective mini-lessons may require tutorials or more intense supplemental lessons may require tutorials or more intense supplemental intervention (Tier 2)intervention (Tier 2)
4343
How Effective was Our Mini-Lesson?How Effective was Our Mini-Lesson?
Following mini-lesson instruction:Following mini-lesson instruction: Scenario 1Scenario 1
Formative assessment data revealed that only 20% of Formative assessment data revealed that only 20% of students could successfully complete a Venn Diagram students could successfully complete a Venn Diagram to compare and contrast charactersto compare and contrast characters
Scenario 2Scenario 2 Formative assessment data revealed that 90% of Formative assessment data revealed that 90% of
students demonstrated effective use of selective students demonstrated effective use of selective highlighting to identify important detailshighlighting to identify important details
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What Can We Do when students do not What Can We Do when students do not master specific skills?master specific skills?
DURING CLASS Revise ineffective lessons and re-teach to whole group Provide tutorials during small group differentiated instruction
or independent practice time
DURING THE DAY Utilize an intervention block for all students (e.g., Walk to
Intervention) Utilize a research-based reading and math computer
programs Provide mandatory lunch or before/after school tutorials
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Data Management and CommunicationData Management and Communication
SEMI-ANNUALLY Administration conducts student data chats (September and January)
MONTHLY Teachers update School Data Room Principal holds teacher data chats Teachers/Reading Coaches hold student data chats Teachers share results with parents
WEEKLY Students track their results in data folders Teachers share results with PLC PLCs review student results PLCs coordinate tutorials
DAILY Students attend tutorials
4646
PS/RtI and FCIM Connections DefinedPS/RtI and FCIM Connections Defined
FCIM utilizes the problem-solving process to FCIM utilizes the problem-solving process to determine:determine:The benchmarks on which to focus The benchmarks on which to focus (problem identification)(problem identification)
The barriers to consider when designing or selecting mini-The barriers to consider when designing or selecting mini-lessons lessons (problem analysis)(problem analysis)
The effectiveness of mini-lessons The effectiveness of mini-lessons (intervention evaluation)(intervention evaluation)
The students who need additional tutorials to master concepts The students who need additional tutorials to master concepts or who may require more intensive intervention or who may require more intensive intervention (Response to Intervention)(Response to Intervention)
4747
Lesson StudyLesson Study
4848
“Improving something as complex and culturally embedded as teaching requires the efforts of all the players including students, parents and politicians. But the teachers must be the driving force behind change. They are best positioned to understand the problems that students face and to generate solutions.”.”
James Stigler and James Heibert, James Stigler and James Heibert,
The Teaching GapThe Teaching Gap. 1999, p. 135. 1999, p. 135
Consider this…Consider this…
4949
A professional development A professional development processprocess in which in which a small group of teachers collaboratively plans, a small group of teachers collaboratively plans, teaches, observes, revises, and reports results teaches, observes, revises, and reports results on a single class lesson.on a single class lesson.
A A methodmethod of improving instruction through a of improving instruction through a process of teacher collaboration.process of teacher collaboration.
““We”We” versusversus “Me”“Me”
What is Lesson Study?What is Lesson Study?
5050
Think deeply about short- and long-term goals Think deeply about short- and long-term goals for for studentsstudents..
Anticipate student thinking.Anticipate student thinking.
Collect and analyze student learning and Collect and analyze student learning and developmental/behavior data. developmental/behavior data.
Improve instruction based on careful Improve instruction based on careful observation of students by understanding how observation of students by understanding how students learn. students learn.
Lesson Study is an opportunity to…Lesson Study is an opportunity to…
5151
Lesson Study is an opportunity to…Lesson Study is an opportunity to…
Think carefully about the goals of a particular Think carefully about the goals of a particular lesson, unit, and subject area.lesson, unit, and subject area.
Study and improve the best available lessons. Study and improve the best available lessons.
Deepen subject-matter knowledge.Deepen subject-matter knowledge.
Build powerful instructional strategies and Build powerful instructional strategies and quality lessons through collaboration. quality lessons through collaboration.
Improve teaching through systematic, Improve teaching through systematic, collaborative inquiry. collaborative inquiry.
5252
Build infrastructure and consensusBuild infrastructure and consensus
Determine goals for student learning and developmentDetermine goals for student learning and development
Anticipate barriers to student learning and developmentAnticipate barriers to student learning and development
Plan a research lesson to address goals and anticipated Plan a research lesson to address goals and anticipated barriersbarriers
Teach the lesson and collect data on student learning and Teach the lesson and collect data on student learning and developmentdevelopment
Conduct a colloquium to discuss impact of instructional Conduct a colloquium to discuss impact of instructional strategies on student learning and development and to refine strategies on student learning and development and to refine the lesson as neededthe lesson as needed
What are the steps for Lesson Study?What are the steps for Lesson Study?
5353
Building an Effective Lesson Study GroupBuilding an Effective Lesson Study Group
Infrastructure and consensus must be built before Infrastructure and consensus must be built before the LSG performs the lesson study.the LSG performs the lesson study.
Plan master schedule to include common Plan master schedule to include common planning time for teachersplanning time for teachers
Develop processes for effective teaming.Develop processes for effective teaming.
• Establish group normsEstablish group norms
Build consensus through:Build consensus through:
• Data AnalysisData Analysis
• Goal SettingGoal Setting
• Problem AnalysisProblem Analysis
5454
Developing Student GoalsDeveloping Student Goals
Select an academic focus based on standards and Select an academic focus based on standards and benchmarks that are consistently difficult for benchmarks that are consistently difficult for students.students.
Formulate goals for student learning and Formulate goals for student learning and development. Examples may include goals development. Examples may include goals specific to the lesson, unit, or subject-matter.specific to the lesson, unit, or subject-matter.
5555
Questions for Student Goal Development Questions for Student Goal Development
What do we expect our students to know as a result What do we expect our students to know as a result of this lesson?of this lesson?
What do expect our students to understand as a What do expect our students to understand as a result of this lesson?result of this lesson?
What do expect our students to be able to do as a What do expect our students to be able to do as a result of this lesson?result of this lesson?
EXPECTED LEVEL OF PERFORMANCE:EXPECTED LEVEL OF PERFORMANCE: What What percent of our students do we expect to demonstrate percent of our students do we expect to demonstrate mastery as a result of this lessonmastery as a result of this lesson??
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Selecting a “Research Lesson”Selecting a “Research Lesson”
The LSG selects a “research lesson” (a lesson from The LSG selects a “research lesson” (a lesson from a textbook, a lesson someone prepared, or a lesson a textbook, a lesson someone prepared, or a lesson created together).created together).
Creating a lesson together is more time intensive Creating a lesson together is more time intensive often doubling the time needed for Lesson Study.often doubling the time needed for Lesson Study.
What is important is whether the lesson promotes What is important is whether the lesson promotes student learning, not whether it is original. student learning, not whether it is original.
Guiding Question:Guiding Question: Which lesson best addresses our Which lesson best addresses our academic focus and student goals?academic focus and student goals?
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Improving the “Research Lesson”Improving the “Research Lesson”
The shared process of improving the research The shared process of improving the research lesson creates ownership of the lesson for the lesson creates ownership of the lesson for the whole group.whole group.
The improved research lesson becomes The improved research lesson becomes “our”“our” lesson, lesson, NOTNOT “your”“your” lesson or even lesson or even “the”“the” lesson. lesson.
As part of the improvement process, consider As part of the improvement process, consider possible barriers to student learning goals possible barriers to student learning goals including student misconceptions, learning styles, including student misconceptions, learning styles, engagement, etc. engagement, etc.
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Lesson Improvement QuestionsLesson Improvement Questions
What What barriersbarriers to student learning do we believe to student learning do we believe exist?exist?
What specific barriers to learning will we address in What specific barriers to learning will we address in our lesson?our lesson?
What What instructional strategiesinstructional strategies do we predict will do we predict will alleviate or remove these barriers?alleviate or remove these barriers?
Which instructional strategies will we include in our Which instructional strategies will we include in our lesson?lesson?
How will the chosen instructional strategies be How will the chosen instructional strategies be embedded into the research lesson?embedded into the research lesson?
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Choosing the “Teacher”Choosing the “Teacher”
Choose a teacher from the group to teach Choose a teacher from the group to teach our our improved “research lesson.”improved “research lesson.”
Lesson Study is not about the idiosyncrasies of a Lesson Study is not about the idiosyncrasies of a teacher; it is a joint effort to improve a lesson.teacher; it is a joint effort to improve a lesson.
The focus is on seeing what happens when the The focus is on seeing what happens when the lesson is taught.lesson is taught.
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Determining what “Data”Determining what “Data”
Consider what evidence from the lesson will help Consider what evidence from the lesson will help us reflect on our goals for learning and student us reflect on our goals for learning and student development.development.
Identify the data on student learning, Identify the data on student learning, development and behavior that the group will development and behavior that the group will collect while observing the research lesson.collect while observing the research lesson.
The purpose is to observe student learning in the The purpose is to observe student learning in the lesson not to evaluate the teacher and his or her lesson not to evaluate the teacher and his or her style.style.
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Possible Data PointsPossible Data PointsEvidence of:Evidence of: Student misconceptionsStudent misconceptions
Student responses to higher order questionsStudent responses to higher order questions
Student transition timeStudent transition time
Student engagement during explicit and modeled Student engagement during explicit and modeled instructioninstruction
Student skill development throughout the lessonStudent skill development throughout the lesson
Student skill mastery at the end of the lessonStudent skill mastery at the end of the lesson
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Data Collection QuestionsData Collection Questions What data will we collect that would most clearly What data will we collect that would most clearly
address the anticipated barriers and provide address the anticipated barriers and provide evidence of the effectiveness of the chosen evidence of the effectiveness of the chosen instructional strategies?instructional strategies?
Who will collect evidence on each data point?Who will collect evidence on each data point?
Which type of data collection tool will help us most Which type of data collection tool will help us most directly measure the impact of our chosen directly measure the impact of our chosen instructional strategies on anticipated barriers and instructional strategies on anticipated barriers and student goals? student goals? Each data point may be measured by a different observer Each data point may be measured by a different observer
using a different data collection tool.using a different data collection tool.
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Aligning Goals-Instruction-Aligning Goals-Instruction-DataData
Formulate goals and
anticipate barriers.
Plan instruction
al strategies to address barriers.
Select data points to measure impact
of instructional strategies on barriers and
student learning and development.
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PS/RtI and Lesson Study Connections DefinedPS/RtI and Lesson Study Connections Defined
Lesson Study utilizes the problem-solving process to...Lesson Study utilizes the problem-solving process to...
Determine the benchmarks for which to refine lessons and instructional Determine the benchmarks for which to refine lessons and instructional strategies strategies (Problem Identification)(Problem Identification)
Determine the barriers to consider when designing or selecting research Determine the barriers to consider when designing or selecting research lessons lessons (Problem Analysis)(Problem Analysis)
Implement refined research lesson while collecting data on the impact of Implement refined research lesson while collecting data on the impact of instructional strategies on student learning and development instructional strategies on student learning and development (Strategy Implementation)(Strategy Implementation)
Determine the effectiveness of instructional strategies and lessons Determine the effectiveness of instructional strategies and lessons (Evaluation of Instruction/Intervention Effectiveness)(Evaluation of Instruction/Intervention Effectiveness)
Allow for continuous improvement of instruction, professional development Allow for continuous improvement of instruction, professional development of teachers, and collaboration of teamsof teachers, and collaboration of teams
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SummarySummary
Differentiated Accountability…Differentiated Accountability…
Utilizes the PS/RtI framework to align and Utilizes the PS/RtI framework to align and assign supports for Florida’s most assign supports for Florida’s most struggling schoolsstruggling schools
Prescribes interventions and intervention Prescribes interventions and intervention supports which build capacity for effective supports which build capacity for effective problem solving for all educatorsproblem solving for all educators
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Florida Education: The Next Florida Education: The Next GenerationGeneration
DRAFTDRAFT March 13, 2008March 13, 2008
Version 1.0 Version 1.0
Questions????
