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SAILS and Suggestions for DifferentiatedSAILS and Suggestions for DifferentiatedInstructionInstruction
44 Carisbrooke Road • Wellesley Hills • MA • 02481 • 781-235-5554 • www.gha-pd.com
GIBSON HASBROUCK & ASSOCIATES
Engaging Professional DevelopmentEngaging Professional Development
Jan Hasbrouck, Ph.D.
“Our school is ready tomake some seriousimprovements in ourinstructional program…”
“So…how dohow dowe getwe getthere?there?
SystemsApproach toCoaching:The SAILSThe SAILS
ModelModel
Chapter 2 p.15-19Chapter 9 p. 83
EFFECTIVE SCHOOLS RESEARCHEFFECTIVE SCHOOLS RESEARCH
HighlyEffectiveSchool
FewChallenges
90%+ Academic Success
GOOD NEWS!GOOD NEWS!
BAD NEWS?BAD NEWS?
Set your
SAILSSAILSfor success!SS TANDARDSAA SSESSMENTSI I NSTRUCTION & INTERVENTIONLL EADERSHIPSS YSTEM-WIDE COMMITMENT
STANDARDSSTANDARDSApply grade levelexpectations for whatstudents should knowand be able to do atkey benchmarks
Use standards to set highperformance goals forALLALL students
ASSESSMENTSASSESSMENTSAssess to Screen Diagnose Continuously evaluate Measure outcomes
USEUSEresults to make all key instructional decisions
SHARE DATASHARE DATAin frequent, public, nonjudgmental, collaborative meetings
INSTRUCTION & INTERVENTIONINSTRUCTION & INTERVENTION
Effectively organize & managethe classroom environment
Plan and deliver lessonsand interventionsdifferentiated to meet theidentified needs of ALLALLstudents, at all ability andskill levels
Use validated, effectiveinstructional materials& strategies
LEADERSHIPLEADERSHIP Provide VISION, GUIDANCE & SUPPORT
to ensure that:
(a) effective instruction and interventions designed tomeet standards are implemented for ALLALL students
(b) instructional decisions are based on continuousassessment data
(c) focused & sustained professional developmentprovided to support S-A-I
SYSTEM-WIDE COMMITMENTSYSTEM-WIDE COMMITMENT Adopt a system-wide
“no excuses” model thatpartners administrators,teachers, parents and staffto help ALLALL studentsachieve success: “Unlesswe…”
Encourage and supportcollaboration acrossclassrooms, specialprograms, and home
of SAILSSAILS must beincorporated into aninstructional systemto ensure that ALLALLstudents achievesuccess
SAILSSAILS must be launched into a
safesafe and positivepositive school environment
AALLLL 55 ElementsElements
Set your
SAILSSAILSfor success!S TANDARDSA SSESSMENTSI I NSTRUCTION & INTERVENTIONL EADERSHIPS YSTEM-WIDE COMMITMENT
Teachers want to knowTeachers want to know……
•• When I am teaching in a smallWhen I am teaching in a smallgroup, what are the rest of thegroup, what are the rest of thestudents doing?students doing?
•• How do I get everything doneHow do I get everything doneAND teach small groups?AND teach small groups?
Implementing DifferentiatedImplementing DifferentiatedInstructionInstruction
• Identify a starting point or benchmark formeasuring change
• Encourage change over time so participantsare not overwhelmed
• Confirm the initial focus is NOT on academics
• Establish routines & procedures for systematicimplementation & sustained change
TOOLSTOOLS FOR DELIVERYINGFOR DELIVERYINGINSTRUCTION DIFFERENTLYINSTRUCTION DIFFERENTLY
•• Establish routines & proceduresEstablish routines & procedures– Organize movement, paper management– Teach expectations & identify boundaries
•• Communicate expectationsCommunicate expectations– Daily Schedule– Job Chart– Rotation Chart
Plan of Action:Plan of Action:WEEK ONEWEEK ONE
FOCUS: Behavior & EnvironmentFOCUS: Behavior & Environment——not academic!not academic!
•• Set up 3-4 groupsSet up 3-4 groups–– students working well together students working well together
•• Physically organize the classroomPhysically organize the classroom
•• Develop scheduleDevelop schedule
•• Job & rotation chartJob & rotation chart
•• Assign & teach jobsAssign & teach jobs
•• Set up management systemsSet up management systems
•• Teach basic communication & conflict resolution skillsTeach basic communication & conflict resolution skills
Plan of Action:Plan of Action:WEEK TWOWEEK TWO
PRACTICE, PRACTICE, PRACTICE!PRACTICE, PRACTICE, PRACTICE!
•• Students with Week One jobs teach othersStudents with Week One jobs teach others
•• Begin administering assessments to determineBegin administering assessments to determineskill needs for academic groupingskill needs for academic grouping
Plan of Action:Plan of Action:WEEK THREEWEEK THREE
Begin moving to academic focusBegin moving to academic focus……
•• Students with Week Two jobs teach othersStudents with Week Two jobs teach others
•• Begin administering assessments to determine skillBegin administering assessments to determine skillneeds for academic groupingneeds for academic grouping
•• Continue practicing routinesContinue practicing routines
•• Rotate jobsRotate jobs
•• Form small groups based on academic needsForm small groups based on academic needs
•• Plan whole class, small group, and work stationPlan whole class, small group, and work stationlessonslessons
Plan of Action:Plan of Action:WEEKS FOUR+WEEKS FOUR+
Provide intensive, explicit, systematic instructionProvide intensive, explicit, systematic instruction
•• TEACH small groups based on assessed needsTEACH small groups based on assessed needs
•• Adjust grouping assignmentsAdjust grouping assignments
•• Monitor and adjust scheduleMonitor and adjust schedule
•• Use Student Contracts or Do/Done foldersUse Student Contracts or Do/Done folders
•• Continue rotating jobsContinue rotating jobs
•• Acknowledge studentsAcknowledge students’’ success in managing their success in managing theirown behaviorsown behaviors
REFERENCES
Cotton, K. (1995). Schooling Practices that Matter Most.NWREL. www.nwrel.org
Gibson, V., & Hasbrouck, J. & Denton, C. (2007).Differentiating Instruction: Grouping for Success NY:Macmillan Higher Education
Reeves, D. Making Standards Work: 3rd Ed. Denver:Advanced Learning Press.
SAILS from Hasbrouck, J. & Denton, C. (2005). TheReading Coach: A How-to Manual for Success. SoprisWest.
Contact InformationContact Information
Jan Hasbrouck, Ph.D.
• Gibson Hasbrouck & Associateswww.gha-pd.com
• JH Consultingwww.jhasbrouck.com
