Instructional Decision Making

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Instructional Decision Making
An IDM Process
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Instructional Decision Making Process

• Focused on improving students success through
  solutions within the general education
  environment.
• Is an interactive, ongoing process that includes
  students, parents, educators, caregivers,
  administration, and AEA support staff.

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IDM

• Uses data regarding students response to
  instruction to determine future educational needs
  and what educational services are required to
  meet those needs.
• This process is used for academic and behavioral
  needs.

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When implemented fully.
IDM IS DESIGNED TO ENABLE ALL STUDENTS TO BE
SUCCESSFUL!
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Putting the Pieces Together
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COMPREHENSIVE SCHOOL IMPROVEMENT
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CSIP Comprehensive School Improvement Planning
Constant Conversation Questions
What do data tell us?
How will we evaluate?
What will we do?
How will we know there is change?
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Instructional Decision Making
Core
S
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Alignment of the Various Models Currently
Emphasized in Iowa Education
From the SINA Team at AEA 10, November 03
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THE IDM PROCESS
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IDM is a process that provides a common framework
and a standardized communication mechanism for
instructional decision-making. It aligns with
and supports all services and programs within a
school.

• The IDM process is
• Student focused
• Focused on appropriate instruction for ALL
  students
• Data driven
• A collaborative effort
• Proactive
• A seamless continuum of instructional delivery
• For all students
• Fluid, interactive, and responsive

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IDM pulls it all together

• Curriculum Analysis
• Iowa Technical Adequacy Project (ITAP)
• Surveys of Enacted Curriculum
• Student Issues
• Talented and Gifted (NOW Gifted and Talented )
• English Language Learners
• At-Risk
• Migrant
• MCGF
• Neglected and Delinquent
• Special Education
• Title I

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IDM pulls it all together

• Federal Mandates
• No Child Left Behind
• Schools in Need of Assistance (SINA)
• Individuals with Disabilities (IDEA)
• State Initiatives
• Comprehensive School Improvement Plan (CSIP)
• Iowa Professional Development Model (IPDM)
• Individual Career Development Plan (ICDP)
• District Career Development Plan (DCDP)
• Every Student Counts, Every Student Reads, Every
  Learner Inquires

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Bottom Line.

• IDM represents educational best practice and
  helps schools evaluate their current available
  resources to meet the instructional and
  behavioral abilities of ALL students.

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Core Instruction

• The district adopted comprehensive curriculum
• Provided for all students
• Screening and formative evaluations occur

Core Instruction
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Components of Core Cycle
May be presented to the whole class. May be
delivered through flexible grouping. May be
presented differently to groups according to
needs.
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Core CycleInstructional Program

• Core instruction is guaranteed. This means that
  the intended curriculum (standards and
  Benchmarks) is also the implemented curriculum
  (delivered by the teacher).
• Core instruction is viable. This means that the
  curriculum content for each grade and/or course
  can be adequately addressed in the time
  available.
• Content considered essential for all students is
  identified and communicated for every grade level
  and course.
• Essential content is sequenced and organized in
  such a way that students have ample opportunity
  to learn it.

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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 selected
  
• Targeted instruction in identified area
• IN ADDITION TO CORE

Supplemental Instruction
Supplemental Instruction
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Components of the Supplemental Cycle

• Focus on the identified student learning needs
• May involve the use of additional resources
  within the classroom
• May be changes in, intensity, consistency, and
  immediacy of feedback
• May include a change in instructional strategy

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Intensive Cycle

• Instruction that is available for students
  identified as significantly exceeding or not
  meeting core and/or supplemental learning
  expectations
• Provided to individuals or small groups of
  students with similar needs
• Research based/evidence based strategies selected
  
• IN ADDITION TO CORE

Supplemental Instruction
Intensive Instruction
Intensive Instruction
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Components of theIntensive Cycle
Often includes different instructional
strategies Lesson plan prescribed for the
individual Provided to individuals or small
groups of students Often includes other support
(AEA) personnel
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Assessment Components of
Core Instruction

• Formative
• Naturally occurring
• Authentic
• Continuous and ongoing
• Used to examine student performance over time
• Used to adjust instruction
• Identifies if students are making progress

• Screening
• Given to all
• Quick and easy to administer
• Provides immediate data
• Easy to interpret
• May be administered more than once
• Identifies high and low performing students whose
  needs are not being met

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Assessment Components of Core
Instruction

• Diagnostic
• Information gathered from multiple sources
  (comprehensive)
• Used to inform instruction
• Helps to determine why the academic and/or
  behavior needs are occurring
• Identifies what the student needs to learn

• Summative
• Measures program attainments
• Achievement goals
• Outcome of instruction
• Provides information on the programs efficacy

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Why Grade Level IDM/RtI Teams

• To engage in collective inquiry into both best
  practice and the current reality regarding
  students existing levels of achievement.
• To relentlessly examine and question the status
  quo, seek new methods, test those methods, and
  reflect on results.
• To recognize that the process of searching for
  answers is more important than having an answer.

Taken from Whatever It Takes
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Narrowing the FOCUS to a Critical Question.

• What happens in our school when, despite our
  best efforts in the classroom, a student does not
  learn?

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Moving Ahead

• IDM/RtI teams will ensure that we are Creating
  a school-wide system of interventions that
  provides all students with additional time and
  support when they experience initial difficulty
  in their learning.

• Interventions
• Systematic Response
• Timely Response
• Directive

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I used to ask.

• Why doesnt somebody do something?
• Then I realized..
• I AM SOMEBODY!