What does an effective secondary school look like and sound like?

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• What does an effective secondary school look like
  and sound like?

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Activity, Step 1

• Each person takes 10-15 post-it notes.
• As you watch the video, note characteristics (one
  per post-it) present in the effective high
  school. Write one characteristic per post-it
  note.

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Activity, Step 2

• As a table group, put like characteristics
  together.
• Write a title (category) for each list you create.

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Activity, Step 3

• As a table group, pick three categories and
  discuss to what degree you believe each is
  implemented at BHS. What evidence (if any) do you
  have that affirms this?
• Not started
• Just beginning
• Half-way there
• Almost realized
• Let us showcase to others
• Be ready to share with the whole group.

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Hold Those Thoughts
3 characteristics of an effective high school
What is the Instructional Decision-Making Model?
I D M
How are these connected?
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Basic Premise

• All students are part of the general education
  system

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IDM in a nutshell

• The Instructional Decision Making (IDM) process
  focuses on instruction by using data regarding
  students responses to instruction to guide
  future educational decisions.

ALL students!
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TIER I Core

• TIER 1 is comprised of three elements
• Core (reading) program
• Benchmark testing of students to determine
  instructional needs at least three times a year
• Ongoing professional development

TIER 1
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TIER II Supplemental

• Tier II is small-group supplemental instruction
  in addition to the time allotted for core
  (reading) instruction.
• Tier II includes programs, strategies, and
  procedures designed and employed to supplement,
  enhance, and support Tier I.

TIER II
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TIER III Intensive

• TIER III is intensive, strategic, supplemental
  instruction specifically designed and customized
  small-group or 11 (reading) instruction that is
  extended beyond the time allocated for Tier I and
  Tier II.

TIER III
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PBIS structure

• Intensive, Individual Interventions
• Individual Students
• Assessment-based
• High Intensity

• Intensive, Individual Interventions
• Individual Students
• Assessment-based
• Intense, durable procedures

1-5
1-5
5-10
5-10

• Targeted Group Interventions
• Some students (at-risk)
• High efficiency
• Rapid response

• Targeted Group Interventions
• Some students (at-risk)
• High efficiency
• Rapid response

80-90
80-90

• Universal Interventions
• All students
• Preventive, proactive

• Universal Interventions
• All settings, all students
• Preventive, proactive

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Instructional Decision Making

ALL
SOME
FEW
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Side view of IDM
Grade level expectation
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Core cycle

• The district adopted comprehensive curriculum
• Provided for all students
• Ongoing data collection and analysis of data -
  Screening, diagnostic and formative evaluations
  occur
• Research based/evidence based strategies and a
  positive learning environment

Rigorous
Guaranteed and Viable Curriculum
Viable
Relevant
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Supplemental cycle

• Instruction that is available for students
  identified as exceeding or not meeting core-
  learning expectations
• Provided to smaller groups of students with
  similar needs
• Research based/evidence based strategies and a
  positive learning environment
• Targeted instruction that extends the core and
  provides more intensity, immediacy of feedback,
  and consistency of support in identified area
• Continuous data analysis

Supplemental Instruction
Not a pull-out program
Does not replace core
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Intensive cycle

• Instruction that is available for students
  identified as significantly exceeding or
  significantly not meeting core and/or
  supplemental learning expectations
• Provided to individuals or small groups of
  students with similar needs
• Research based/evidence based strategies and a
  positive learning environment
• Provides more time, intensity, practice and
  immediacy of feedback than within the
  supplemental cycle
• Continual analysis of data

Not a pull-out program
Does not replace core
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3 Kinds of Assessments

• Screening Examples BRI, DIBELS

• Diagnostic Example DIBELS

• Formative Examples Pre-tests/post-
  tests, progress monitoring,
  teacher observation

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Screening

• Screening Includes a method of collecting data
  for the purpose of identifying low and
  high-performing students at risk for not having
  their needs met.

• How is each student responding to
• instruction?
• Is the instruction effective?
• Which students may need additional
• assessments?

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Diagnostic Assessment

• Diagnostic Involves gathering information from
  multiple sources to determine why the students
  are not benefiting from core due to advanced or
  deficit learning needs

• What are the specific concerns?
• What targeted instruction does the student need?

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Formative Assessments
Formative Frequent, ongoing data that guides
instruction

• Is the student making progress compared to self,
  peers and/or standard ?
• What instructional adjustments are needed?

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Foundation

• The staff and administration at Bettendorf
  High School are committed to providing a
  comprehensive, relevant, and rigorous curriculum
  in an equitable manner to all students. We seek
  to establish meaningful and productive
  relationships between our students and among our
  staff. By agreeing to serve on the MSIT, each
  team member agrees to become more aware of and
  willing to challenge school-wide issues that
  directly impact student achievement and the
  culture among all community members of BHS.

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Directions, Part 1

• (2 minutes) Using the Foundation statements,
  underline key words/concepts that jump out at
  you - that would need to be in place in order
  for students and staff to realize the vision and
  goals of BHS.
• Choose a table facilitator for questions on the
  next slide.

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Directions, Part 2

• As a table group discuss
• What key words/concepts from Foundation did you
  select and why?
• What is the connection between the key
  words/concepts you underlined and the 3
  characteristics you selected from the Effective
  Secondary Schools video?
• How would using the Instructional Decision-Making
  process help staff realize key concepts that make
  up the vision and goals of BHS?
• Table Facilitator Please be prepared to share
  your groups thoughts.