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Student Achievement Model

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Title: Student Achievement Model


1
Student Achievement Model
Elkton-Pigeon-Bay Port
Huron County Rural Schools
Port Hope
North Huron
Owendale-Gagetown
Harbor Beach
Bad Axe
Caseville
Ubly
MiBLSi State Conference April 23, 2008 Janet
Richards, Director of Special Services, Huron
ISD Peggy Randall, Director of General Education,
Huron ISD
Reese
Cass City
Marlette
Akron-Fairgrove
Unionville-Sebewaing Area
Brown City
Kingston
Millington
2
Our History
3
Processan Evolution
  • RAISE (Realigning Assessment and Instruction to
    Support Education)using evidence-based
    assessment to inform effective instruction
  • MiBLSireading and behavior
  • Student Achievement ModelK-12 (reading,
    behavior, math, writing)

4
Student Achievement Model
  • Purpose
  • Improve student achievement
  • Method
  • Build capacity in local districts by
  • maximizing leadership potential of
  • Teacher Leaders

5
Models Foundational Premises
  • Use research/evidence-based strategies
  • Engage in practice of collecting data about
    student performance and use data to inform future
    instruction
  • Provide interventions for struggling students

6
Organizing Principles at HISD
  • Earlier rather than later
  • Sustained use of research-based practices
  • Data-based decision making
  • Team-based problem solving and decision making
  • Active administrator involvement and leadership
  • Instructional design analysis
  • A continuum of instructional support

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Timeline of Student Achievement Model
  • 2005-2006 2006 2007
    2007-2008 2008-2009 2009-2010
    2010-2011

Math
Math
Writing
Writing
Science
Science
Social Studies
Social Studies
Other
Year 2
Year 1
9
Action PlanYear 1 Training
  • Develop Teacher Leaders (one at each elementary,
    middle, and high school level from each district)
  • Develop skills for effective Teacher Leader role
    in LEAs
  • Study proven best practices related to effective
    instruction in content area
  • Identify quality resources (lessons/materials/unit
    s to address Grade-Level Content Expectations
    (GLCE)/Michigan Curriculum Framework
    (MCF)standards-based curriculum)
  • Recommend assessment options for big-idea
    concepts
  • Produce Guiding Document specific to content area
  • Design Pacing Guides sequencing timeline for
    instruction
  • Involve Principals in process

10
Teacher Leader Training Syllabus
  • Content
  • GLCEs/HSEs
  • Delineation of Building Blocks/Power Skills
  • K-12 alignment
  • Core programs (Tier 1) and interventions (Tiers 2
    and 3)
  • Instructional Best Practice
  • Effective classroom management
  • Classroom Instruction That Works
  • Instructional strategies specific to content area
  • Individualized student-learning strategies
  • Assessment
  • Universal screening
  • Progress monitoring
  • Classroom assessments (rubrics, questioning,
    etc.)
  • Leadership
  • Role of Teacher Leaders
  • Implementation of 3-Tier Model

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Classroom Instruction that Works
  • Identifying Similarities and Differences
  • Summarizing and Note Taking
  • Reinforcing Effort and Providing Recognition
  • Homework and Practice
  • Nonlinguistic Representations
  • Cooperative Learning
  • Setting Objectives and Providing Feedback
  • Generating and Testing Hypotheses
  • Cues, Questions, and Advance Organizers

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Student Achievement Model Principals
Training Tuscola Intermediate School District
February 27, 2007 9 to 11 a.m.
  • Welcome, Goals, and Agenda
  • SAM Teacher Leader Update
  • Supporting Teacher Leaders and Starting SAM
    in Your Building
  • Monthly meetings (lunch) with Teacher Leaders,
    principals, and superintendents
  • Mini modules on effective practices
  • Additional/follow-up activities to support
    implementation of effective practices
  • SAM update as continuous agenda item at staff
    meetings
  • Building/K-12 Teams
  • Organization
  • Determining membership
  • Finding time to meet
  • How frequently to meet
  • Prioritizing Syllabus Topics
  • Next Meeting Date

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Action PlanYear 2 Implementation
  • LEA Teacher Leaders provide training/support for
    colleagues related to prioritized content
    expectations, Guiding Document, Pacing Guides
  • Team of HISD consultants (general and special
    education) and LEA Teacher Leaders provide
    on-site support to classroom teachers to
    implement 3-Tier Model in content area for all
    students 
  • Classroom teachers regularly assess student
    progress (universal screening, progress
    monitoring)

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Responsibilities and Commitment
  • Teacher Leaders
  • District Administrators
  • Superintendents
  • Principals
  • Huron/Tuscola ISDs
  • Administrators
  • Consultants/Itinerants

21
Teacher Leaders
  • Participate in all training sessions
  • Maintain close communication with building
    principal (informal monthly meetings for
    updating)
  • Complete professional reading related to training
    components
  • Lead Grade-Level/Department Meetings
  • Collaborate with external support staff to
    implement Student Achievement Model
  • Live the belief they have potential to impact
    change in classrooms other than their own

22
District Administrators
  • Superintendent
  • Participate in training
  • Selected participation on Steering Committee
  • Host monthly informal updates with Teacher
    Leaders and Principals
  • Provide financial support
  • Principal
  • Participate in training
  • Provide leadership support
  • Allocate time for Teacher Leader to work with
    staff
  • Lead Building Team

23
Huron ISD
  • Administrators
  • Lead and coordinate project
  • Assist in designing and delivering training
  • Facilitate Steering Committee
  • Report progress to superintendents
  • Consultants
  • Assist in designing and delivering training
  • Provide on-site implementation support

24
SAM/3-Tier Resources
  • www.hisd.k12.mi.us
  • www.cenmi.org/miblsi
  • Oregon Reading First
  • http//oregonreadingfirst.uoregon.edu/curriculum_
    review.php
  • Florida Center for Reading
  • www.fcrr.org/FCRRReports/index.aspx
  • www.pbis.org
  • www.swis.org
  • www.pbssurveys.org
  • Classroom Instruction That Works, Marzano
  • Results NOW!, Schmoker
  • Implementation Research A Synthesis of the
    Literature (National Implementation Research
    Network)
  • School Leadership That Works, Marzano

25
SAM Math Focus Questions
  • What does good mathematics curriculum,
    instruction, and assessment look like?
  • What does an effective Teacher Leader do?
  • How does what we are doing here apply to
    mathematics?

26
Teaching Mathematics Implementing a Three-Tier
System
27
The Final Report of the National Mathematics
Advisory Panel March 13, 2008www.ed.gov/mathpan
el
  • Findings
  • Streamline curriculum to emphasize critical
    topics
  • Give children a strong start
  • Teach for conceptual understanding, procedural
    fluency, and automatic recall of facts together
  • Attract, evaluate, and retain effective teachers

28
More Findings
  • Use high-quality research to inform instructional
    practice
  • Instruction should not be entirely
    student-centered nor teacher-directed
  • NAEP and state assessments should be improved in
    quality
  • The nation must continue to build capacity for
    more rigorous research in education

29
Conceptual understanding, basic fact recall,
and procedural fluency are mutually supportive
  • Few U.S. curricula provide sufficient practice
    with basic fact combinations and standard
    algorithms
  • Understanding of core concepts is necessary to
    transfer skills
  • Poor knowledge of core arithmetic concepts
    impedes learning of algebra

30
National Math Panel Explicit Instruction
  • The Task Group on Instructional Practices
    concluded that
  • students with learning disabilities and other
    students with learning problems should receive
    some time on a regular basis with some explicit
    systematic instruction.

31
Characteristics of Explicit Strategic Instruction
  • Clear, consistent modeling of step-by-step
    strategies
  • Careful control of task difficulty
  • Purposeful sequencing of teaching and practice
    examples
  • Specified procedures for providing corrective
    feedback

32
Explicit Instruction Resources
  • Designing Effective Mathematics Instruction A
    Direct Instruction Approach by Marcy Stein, Diane
    Kinder, Jerry Silbert, and Douglas W. Carnine
  • The Missouri Mathematics Program is an
    instructional practice with strong evidence of
    effectiveness from the Best Evidence
    Encyclopedia http//www.bestevidence.org/
  • The study is described in the book Active
    Mathematics Teaching by Thomas L. Good, Douglas
    A. Grouws, and Howard Ebmeier, published in 1983
    by Longman, Inc.

33
A Need for Coherence
  • A focused, coherent progression of mathematics
    learning, with an emphasis on proficiency with
    key topics, should become the norm in elementary
    and middle school mathematics curricula.
  • Any approach that continually revisits topics
    year after year without closure is to be avoided.
  • National Math Panel Report, P. 20-23

34
Research on Core Programs
  • What Works Clearinghouse
  • US Department of Education
  • http//ies.ed.gov/ncee/wwc/
  • Best Evidence Encyclopedia
  • Johns Hopkins University
  • http//www.bestevidence.org/

35
Selecting a Math Text
  • Look for
  • Meaningful explanations
  • Worked-out examples
  • Relevant illustrations
  • Multiple representations (verbal, symbolic,
    non-linguistic)
  • Clear structure and organization
  • More time devoted to in-depth study of important
    topics

36
Instructional Practices
  • TIMSS Study
  • Not just fewer topics in more depth, but also
    fewer problems in more depth
  • Classroom Instruction that Works
  • Powerful Practices in Mathematics and Science
    (modeling, generalizing, justifying)
  • Thinking Mathematically
  • Good Questions for Math Teaching (cues,
    questions, and advance organizers)
  • PALS Math

37
Schoolwide MATH Support Examples of
Prevention/Intervention
38
Assessing Student Learning
  • Benchmark screening
  • Progress monitoring
  • Balanced Assessment
  • Classroom Assessment for Student Learning
    Doing It Right Using It Well by Rick Stiggins,
    Judith Arter, Jan Chappuis, and Steve Chappuis.
    Published 2007 by Pearson Education, Inc.

39
Progress Monitoring What We Did
  • We chose AIMSweb for K-8
  • Mixed computation and single skill progress
    monitoring probes for Grades 1-8.
  • Early Numeracy skill probes for Grades K-1.
  • Project AAIMS from Iowa State University has
    Algebra 1 probes. We will pilot this spring
  • Grades 6 through Algebra 1
  • We are also piloting DIBELS math for Grades K-5.

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Example of a single skill division probe from
AIMSweb Multiplication/Division mixed probes
could also be selected
45
Steps to Implement Progress Monitoring
  • Identify students who are strategic or Tier 2
    (from the 10th to 25th percentile nationally on
    AIMSweb)
  • and
  • intensive or Tier 3 (below the 10th percentile
    nationally on AIMSweb measures).

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Web-Based Applications in Math
  • AIMSweb (http//www.edformation.com) K-8
    measures, but they can be used to manipulate data
    for any grade level
  • Dynamic Indicators of Basic Early Literacy
    Skills- Math (DIBELS-Math) Pre-K thru 5th
    (ahommel_at_dibels.org)
  • Edcheckup (http//www.edcheckup.com) K-8
  • Yearly Progress Pro Grades 1-6
    (http//www.ctb.com/mktg/ypp/ypp_index.jsp)
  • Project AAIMS Algebra Assessment and
    Instruction Meeting Standards at Iowa State
    University
  • (http//www.ci.hs.iastate.edu/aaims/homepage.html
    ) Probes for Algebra 1, also useful for Grades 7-8

48
Next Steps for Our Work in Math
  • Screening/Progress Monitoring
  • Power Standards
  • Interventions and Core Programs
  • Support for Teacher Leaders/Administrators
  • Formative Assessment

49
Math Resources
  • Carpenter, T.P. and Romberg, T.A. (2004) Powerful
    Practices in Mathematics and Science. Madison,
    WI University of Wisconsin-Madison, National
    Center for Improving Student Learning and
    Achievement in Mathematics and Science.
  • Carpenter, Thomas P. Franke, Megan Loef Levi,
    Linda. (2003) Thinking Mathematically
    Integrating Arithmetic and Algebra in Elementary
    School. Portsmouth, NH Heinemann.
  • Kilpatrick, J. and Swafford, J. (2002) Helping
    Children Learn Mathematics. Washington, DC
    National Academy Press.
  • Marzano, R.J., Pickering, D.J., and Pollack, J.E.
    (2001). Classroom Instruction that Works
    Research-Based Strategies for Increasing Student
    Achievement. Alexandria, VA Association for
    Supervision and Curriculum Development.
  • Schuster, Lainie and Anderson, Nancy Canavan.
    (2005) Good Questions for Math Teaching . . .
    Grades 5-8. Sausalito, CA Math Solutions
    Publications.

50
Math Resources
  • Stiggins, Rick Arter, Judith Chappuis, Jan
    Chappuis, Steve. (2007) Classroom Assessment
    for Student Learning Doing It Right Using It
    Well. Pearson Education, Inc.
  • Sullivan, Peter and Lilburn, Pat. (2002) Good
    Questions for Math Teaching . . . K-6.
    Sausalito, CA Math Solutions Publications
  • U.S. Department of Education Office of
    Educational Research and Improvement. (1997)
    Attaining Excellence TIMMS as a Starting Point
    to Examine Teaching. Eighth-Grade Mathematics
    Lessons.

51
Focus on Writing
  • NAEP scores indicate we need improvement
  • CT and MA (41-49 met or exceeded the target)
  • MI (20 met or exceeded the target)
  • 1/3 of High School students do not meet readiness
    benchmarks for college-level English composition
    courses
  • Statewide on MME, 40 met or exceeded standards
  • Writing across content areas
  • Needed for civic life and in the global economy

52
Writing Next
  • Effective Elements to Improve Writing Achievement
    for Grades 4 - 12 (Graham and Perin)
  • Strategies
  • Summarization
  • Collaborative Writing
  • Specific Product Goals
  • Word Processing
  • Sentence Combining
  • Prewriting
  • Inquiry Activities
  • Process Writing Approach
  • Study of Models
  • Writing for Content Learning
  • Need for DIRECT INSTRUCTION (modeling pacing
    increased engagement scope and sequence
    systematic review of skills routines for
    responding and asking questions providing
    specific and consistent feedback)

53
90-90-90 Schools
  • Focus on academic achievement
  • Clear curriculum choices
  • Frequent assessment of student progress
  • Multiple opportunities for improvement
  • Emphasis on NON-FICTION writing
  • Collaborative scoring of student work
  • Value of feedback
  • Impact of time
  • Action, research, and mid-course correction
  • Align teacher assignments with teacher
    preparation
  • Constructive data analysis
  • Value every adult in the system
  • Cross-disciplinary integration

54
Curriculum
  • Comparison to MA and CT (top NAEP performers)
  • Michigan GLCEs are too broad
  • Necessary Focus to teach a narrow scope of
    skills to mastery, making more time for practice

55
Curriculum
  • Comparison to MA and CT (top NAEP performers)
  • Michigan GLCEs are too broad and too much
    emphasis on narrative too little on expository
    writing
  • Necessary Focus to teach a narrow scope of
    skills to mastery, making more time for practice
  • Know the What before teaching the How
  • Show models of student writing
  • Show rubrics before and throughout instruction
  • Use evidence-based programs and materials
  • Use Step Up to Writing strategies
  • Align to achieve school-wide continuity

56
Instructional Strategies
  • Use of organizers
  • Recognition
  • Motivation
  • Teaming students
  • Common language across classrooms
  • Awareness of expectations (rubrics)
  • Use of models (examples and non-examples)
  • Specific strategies for specific genre
  • Use of self-monitoring or self-talk
  • Direct instruction
  • Practice, practice, practice (students must
    write)
  • Use of writing to improve comprehension
  • SRSD
  • Copy, cover, compare

57
Assessment
  • AIMSweb CBM Writing K-12
  • Developed Probes
  • Developed Administration and Scoring Guide
  • Benchmark Testing
  • Progress Monitoring
  • Rubrics

58
Interventions
  • Step Up to Writing
  • REWARDS Writing
  • The Write Tools
  • High Performance Writing
  • Strong Rhythms and Rhymes
  • SRA Specific Skills Series for Language Arts
  • Morningside Sentence Combining Fluency
  • Expressive Writing 1
  • Expressive Writing 2
  • Thinking and Learning Through Grammar
  • Language!

59
Next Steps for Our Work in Writing
  • Power Skills (Prioritized Curricular
    Expectations)
  • Guiding Document
  • Pacing Guides
  • Collecting Student Models to Use in Instruction
  • Interventions
  • Progress Monitoring
  • Grade and Department Meetings
  • Continual Review of Current Research

60
Writing Resources
  • Marzano
  • Writing Next
  • 90-90-90
  • Reeves Rubrics
  • Anita Archer materials
  • Schmoker
  • The Basic Spelling Vocabulary List (Graham,
    Harris, and Loynachan)
  • www.hisd.k12.mi.us

61
HISD History with PBS
  • SWs trained in PBS by state
  • 2003 2004 school year HISD PBS committee
    started
  • Brought in Mike Nolan to train interested local
    school building teams to implement PBS
  • HISD partnered with local school buildings
    through MiBLSi
  • 2006-2007 our HISD PBS Planning Committee
    reorganized and merged into SAM
  • 2007-2008 HISD PBS Planning Committee
    strengthened by establishing goals, tentative
    evaluation plan, and conducting trainings

62
1. Define School-wide Expectations for Social
Behavior
  • Identify 3-5 expectations
  • Short statements
  • Positive statements (what to do, not what to
    avoid doing)
  • Memorable
  • Posted in all school locations
  • Utilize technology (website, videos, etc.)

63

2. Teach Behavior
  • If a child doesnt know how to read, we teach.
  • If a child doesnt know how to swim, we teach.
  • If a child doesnt know how multiply, we teach.
  • If a child doesnt know how to drive, we teach.
  • If a child doesnt know how to behave, we
    ..teach?......punish?
  • Why cant we finish the last sentence as
    automatically as we do the others?
  • Tom Herner (NASE President) Counterpoint 1998,
    p. 2

64
Teaching Specific Behaviors
  • Transform broad school-wide expectations to
    specific, observable behaviors
  • Teach in all settings using role plays,
    discussions, videos, practice opportunities,
    etcTeach behavior expectations just like an
    academic objective!

65
3. Monitor expected behavior with active
supervision 4. Acknowledge/encourage expected
behavior verbal and written methods
66
Use Data
  • Web-based information system designed to help
    school personnel to use office referral data to
    design school-wide and individual student
    interventions
  • Provides school personnel with accurate, timely
    and practical information for making decisions
    about discipline systems

www.swis.org
67
HISD has 3 SWIS facilitators to support schools
with developing compatible office referral form,
data entry, and data analysis
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Other Data Tools
  • Universal Level of Support
  • PBS Team Checklist (team, quarterly)
  • EBS Self-Assessment (all staff, annual)
  • Benchmark of Quality Indicators (coach, annual)
  • School-wide Evaluator Tool (external evaluator,
    annual)
  • Strategic and Intensive Levels of Support (coming
    soon)
  • CISS
  • ISSET

70
Progress Monitor Universal PBS with School-Wide
ODRs
71
Progress Monitor Non-Classroom Supports (CHAMPs
and Supervision on the Playground)Classroom
referrals reduced from 140 to about 50!
Playground from 100 to 20!
72
Progress Monitor School-Wide Social Skills
InstructionCompared to 2 years ago,
Aggression/Fighting reduced from about 120
referrals to 37!
73

Progress Monitor Strategic (CHIEF) and Intensive
Supports (BIPs)
Big reduction in the number of Intensive and
Strategic Students (17 to 5) and In-School
Suspensions (20 to 3)

74
An Example of School-wide Behavior Support
Prevention/Intervention at North Huron (not all
programs listed are research-based)
75
HISD PBS Planning Committee
  • Members
  • All school social workers
  • Local school representatives
  • Administrator representatives
  • HLC/Tech Center representatives
  • School Psychologist representative
  • Functions and Goal
  • Meet once per month
  • LONG TERM GOALS
  • Goal 1 Fold PBS into all SAM K-12 districts
  • Goal 2 Sustain Universal PBS level of support
  • Goal 3 Expand (strategic and intensive levels)
    PBS model to have a sustainable 3-Tier (RtI)
    Behavior model in all SAM K-12 districts
  • Subcommittees
  • Guiding Document
  • Final version to be done by June 2008
  • Goals and Assessment
  • See evaluation plan and Trying Assessments Spring
    2008 (SET, BoQ, Team Checklist, EBS self
    assessment, SWIS)
  • Website
  • Will be available in June 2008, under SAM

76
School PBS Involvement
  • HISD support system
  • Each local has HISD external coach(es) .social
    worker and school psychologist
  • Roles
  • Future goal Also have an internal coach at
    every local building
  • Roles

77
Assessment Plan to Evaluate Goals
78
Data Analysis
  • Sample items to Consider
  • Percent of schools meeting team checklist, EBS,
    BoQ, and SET
  • Percent of schools meeting team checklist versus
    EBS, BoQ, and/or SET
  • Rates of ODRs, ISS, and OSS versus performance on
    SET
  • Look for validation, discrepancies, trends, etc.
    among tools assessing Universal Level of Support
    in PBS model
  • Use information for SUSTAINABILITY
  • Plan for trainings
  • Determine needed information or trainings to
    attend
  • Level of support needed (continuous role
    clarification based on need and goals)
  • Support local school teams improvement

79
Next Steps for Our Work in PBS
  • Finish painting our big picture
  • Have all schools utilize PBS as their primary
    discipline prevention model
  • Use our committee to evaluate county-wide data to
    make decisions about effective support plans and
    training needs
  • Work with Tuscola and Sanilac representatives as
    well as SAM Leadership Team to blend PBS into SAM

80
PBS Resources
  • MiBLSi, www.cenmi.org/miblsi
  • Positive Behavioral Interventions and Supports,
    www.pbis.org
  • School-Wide Information System, www.swis.org
  • Positive Behavior Supports Surveys,
    www.pbssurveys.org

81
A Sampling of Our Work
Following are assorted documents that reflect our
work in continuous improvement
82
Early Elementary Guiding Document Reading
83
Early Elementary Pacing Guides Reading
84
Classroom Instruction That Works Research-Based
Strategies for Increasing Student Achievement
  • Robert J. Marzano, Debra J. Pickering, Jane E.
    Pollock
  • Published 2001

Chapter 5 Homework and Practice
Research shows that homework has a greater effect
size on student achievement as they progress.
85
DIBELS and MEAP How accurately does DIBELS
performance predict MEAP success?
  • Huron ISD and Central Michigan University
  • 2005-2006
  • Grades 3-6
  • 1500 students

86
Development of Local Norms
  • To assist with the identification of students
    eligible for special education as having a
    learning disability, we developed local (ISD)
    K-12 norms for the following areas
  • Initial Sound Fluency
  • Phoneme Segmentation Fluency
  • Nonsense Word Fluency
  • Letter Naming Fluency
  • Oral Reading Fluency
  • Math Calculation Fluency
  • Written Expression Fluency
  • Reading Comprehension Fluency (Mazes)

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Monitoring Special Education Student Progress
  • Local Norms are used annually for comparison of
    student performance on the PLAAFP- Present Level
    of Academic Achievement and Functional Performance

89
Annual Progress Compared to Grade Level
Successful Special Education Student

90
Annual Progress Relative to Instructional Level
91
Huron County Grade-Level Reading
  • RE Norms
  • Linear 01-02 SE Norms
  • Linear 03-04 SE Norms (w/RN)
  • Linear 04-05 SE Norms (wRNRWDS)

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An Example of a Schoolwide Reading Support
Prevention/Intervention at North Huron
(K-6).(not all programs listed are
research-based)
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Lessons Learned
  • Slow downmove to 3-year cycle (versus 2-year)
  • Year 1 studying, planning, and product
    development
  • Year 2 Teacher Leader training
  • Year 3 implementation
  • Provide appropriate time and support for Huron
    ISD SAM Leadership Team
  • Frontload more in-depth training for Principals
    and Superintendents
  • Carefully select Teacher Leaders
  • Recognize that implementation across ISD borders
    is difficult, especially when ISD
    service-delivery models differ
  • Process of redefining roles is important (ISD and
    LEA)
  • Remember that change takes time moving in the
    direction is our motto

98
Future Work
  • Determine Power Skills (prioritized content
    expectations) for math and writing
  • Develop Pacing Guides for math and writing
  • Finalize Guiding Documents for math and writing
  • Facilitate K-12 alignment in math and writing
    with LEA teams
  • Develop and use SAM evaluation instruments
  • Support implementation of SAM district, building,
    and grade-level/department teams
  • Provide continuous training on SAM components and
    areas of need indicated by data
  • Begin adolescent reading research and training
  • Prepare for SAM in areas of science and social
    studies
  • Actively pursue continuous influence with the
    Michigan Department of Education

99
We remind each other
  • If a magic wand existed,
  • we would already have it
  • Change is difficult and
    slow
  • Persistence matters
  • Everyone pulling in the same direction mighty
    force

100
External Behavior and Academic Coaches
ISD Support Families
Success Needs Everyones Active Involvement

Teacher Leaders
Internal Coaches
Students of ALL ages School
Boards/Administrators All Teachers/Staff

101

CELEBRATE OFTEN!!....No Progress is Too Small for
Acknowledgement

102
Contacts 989/269-6406
  • Huron Intermediate School District
  • hisd.k12.mi.us
  • Janet Richards janet_at_hisd.k12.mi.us
  • Peggy Randall pegann_at_hisd.k12.mi.us
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