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Evidence-Based Curriculum


Evidence-Based Curriculum Exploring This is a list of the programs from What Works Clearninghouse s website that have positive effects on student behavior. – PowerPoint PPT presentation

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Title: Evidence-Based Curriculum

Evidence-Based Curriculum
  • Exploring

  • Sign In Sheets at each table on Line
  • Materials
  • Wi Fi Access
  • Timelines
  • Breaks
  • Lunch
  • Restroom Location
  • Turn cell phones to manner mode
  • Other?

Essential Components
  • Research-Based Curriculum and Instruction
  • On-going Assessment
  • Collaborative Teaming
  • Data-based Decision Making and Problem Solving
  • Fidelity of Implementation
  • On-going Training and Staff Development
  • Community and Family Involvement
  • Leadership

Reading Programs in a Three-Tier Model K - 3
Core Instruction Supplemental Interventions Intensive Interventions
Open Court Scott Foresman Harcourt Houghton Mifflin McMillan McGraw-Hill Reading Mastery Ladders to Literacy PA Road to the Code- PA Phonemic Awareness in Young Children PA SIPPS P PALS P Lindamood-Bell PA, P Six Minute Solution- F Read Naturally F Quick Reads F Early Reading Intervention PA, P Reading Mastery, PA, P, F, C Read Well (K-1) PA, P, F, C, V Waterford Levels PA , P , F, C, V (1-2) Lindamood-Bell- PA, P Wilson PA, P Corrective Reading- P, F, C
Our focus for todays training
Outcomes for the Day
  • Participants will be able to
  • Define evidence-based curriculum
  • Understand how to find out if curriculum is
  • Review curriculum to determine if it is
  • Understand the big ideas of effective
    instruction and instructional design for reading,
    math, and behavior
  • Evaluate your current curriculum
  • Recognize commonalities between evidence-based

Evidence-BasedWhat does that mean?
  • The term evidence-based practice (EBP) or
    empirically-supported treatment (EST) refers to
    preferential use of interventions for which
    systematic empirical research has provided
    evidence of statistically significant
    effectiveness as treatments for specific
  • Definition from the medical field

Research-Based Curriculum
  • The notion of evidence based practice has also
    had an influence in the field of education. Here,
    some commentators have suggested that the lack of
    any conspicuous progress is attributable to
    practice resting in the unconnected and
    noncumulative experience of thousands of
    individual teachers, each re-inventing the wheel
    and failing to learn from hard scientific
    evidence about 'what works'.

Research-Based Curriculum
  • Evidence-Based
  • Previous research
  • Ongoing local evaluation
  • Alignment with state standards
  • Effective Programming (core or intervention)
  • A) the procedures are clearly articulated
  • B) a process is in place to ensure that
    procedures are followed
  • C) the correct measures are used to evaluate
    outcomes that result from the intervention
  • D) an appropriate means of comparing student
    progress both with and without the intervention
    is in place.

Research-Based Curriculum
  • We have evidence that curriculum matters
  • We need excellent materials
  • Instructional Content Reading (PA, P, F, V, C)
  • Math (Number Operations, Algebra, Geometry,
    Measurement Data Analysis)
  • Behavior

Teachers do not Have the time to Create the
Instructional Design
  • Systematic and Explicit
  • Explicit instructional strategies
  • Coordinated instructional sequences
  • Ample practice opportunities
  • Aligned student materials
  • Empirical Evidence

What is a Core Reading/Math Program?
  • A reading/math program that is used to help guide
    both initial and differentiated instruction in
    the regular classroom. It supports instruction in
    the broad range of reading skills (phonemic
    awareness, phonics, fluency, vocabulary,
    comprehension) or math (numbers/operations,
    geometry, algebra, data analysis/measurement)
    required to become a skilled reader/mathematician.
    It contains teachers manuals with explicit
    lesson plans, and provides reading/math and
    practice materials for students.

Classroom Organization
  • Whole Group Instruction
  • Small (flexible) group instruction
  • Independent Student Centers
  • Academically engaged
  • Teacher-Led Center
  • Accountability
  • -Group, Pair, Cooperative, Individual

Flexible Groups
  • Keep high risk group sizes small (5-7 as a
  • For students not making adequate progress in a
    group of 5-7, it is critical to reduce the group
  • Monitor high risk student progress more
    frequently in order to make instructional
    changes, small group changes, and to accelerate
  • It is important to work with each small group
    differently based on instructional need.
  • Consider attitudes, behaviors, and work ethics
    when forming and modifying groups.

Curriculum Instruction Implemented with High
  • Curriculum and Interventions are only as good as
    the level of implementation
  • Instructional methods to optimize program
  • Implement the program everyday with fidelity
  • Deliver the instruction clearly, consistently,
    and explicitly.
  • Provide scaffold support to students
  • Provide opportunities for practice with
    corrective feedback

Scientifically Based Reading Programs
  • Instructional Content
  • Phonemic Awareness
  • Phonics
  • Fluency
  • Vocabulary
  • Comprehension
  • Instructional Design
  • Explicit Instructional Strategies
  • Coordinated Instructional Sequences
  • Ample Practice Opportunities
  • Aligned Student Materials

Scientifically Based Math Programs
  • Instructional Content
  • Number Operations
  • Algebra
  • Geometry
  • Measurement Data Analysis
  • Instructional Design
  • Explicit Instructional Strategies
  • Coordinated Instructional Sequences
  • Ample Practice Opportunities
  • Aligned Student Materials

Scientifically Based Behavior Programs
  • Instructional Content
  • Statement of purpose
  • Clearly define expected behaviors (rules)
  • Procedures for teaching practicing expected
  • Procedures for encouraging expected behaviors
  • Procedures for discouraging problem behaviors
  • Instructional Design
  • Explicit Instructional Strategies
  • Coordinated Instructional Sequences
  • Ample Practice Opportunities

Instructional Content
  • Core elements of scientifically based reading
    programs include explicit and systematic
    instruction in the following
  • phonemic awareness
  • phonics
  • fluency
  • vocabulary
  • comprehension strategies

Phonemic Awareness (PA) Research Instruction
  • PA improves word reading, spelling, and
  • Poor readers who enter first grade with weak PA
    are most likely to be the poor readers in fourth
  • Auditory Activities
  • Needs to follow the developmental hierarchy of
    phonological awareness

Five Levels of Phonological Awareness
  • Sentence Segmenting
  • Rhyming Alliteration
  • Syllable Blending Segmenting
  • Onset-Rime Blending Segmenting
  • Phoneme Blending Segmenting

  • An understanding of the alphabetic relationship
    between phonemes and graphemesthe sound/symbol

Phonics Research
  • Systematic and explicit phonics instruction
  • is more effective than non-systematic or no
    phonics instruction
  • significantly improves childrens reading

Phonics Instruction
  • Systematic
  • pre-specified sequence of lettersound
    correspondences taught in a logical order (e.g.,
    most common sounds taught first progresses from
    simple to more complex once a few letter sounds
    are learned, students are taught a decoding
    strategy students apply recently learned phonics
    to reading connected text)
  • Explicit
  • taught directly (teacher modeling, providing
    guided practice, and independent practice)

  • The ability to read text
  • quickly
  • accurately
  • with proper expression

Fluency Research
  • Repeated and monitored oral reading improves
    reading fluency and overall reading achievement.

Fluency Instruction
  • Articulate the importance provide modeling
  • Determine Reading Levels
  • Oral reading with feedback
  • Variety of research based strategies
  • Repeated Readings, Timed, Partner
  • Monitor fluency progress

  • The knowledge of the meanings and pronunciation
    of words that are used in oral and written

Vocabulary Research
  • Can be developed
  • Directly (teach important, difficult, and
    useful words)
  • Indirectly
  • Vocabulary knowledge is strongly related to
    overall reading comprehension.
  • The relationship of vocabulary to reading
    comprehension gets stronger as reading material
    becomes more complex and the vocabulary becomes
    more extensive.

Vocabulary Instruction
  • Selection of words to teach
  • Unknown, critical to understanding the text,
    likely to encounter in the future
  • Teach word learning strategies
  • How to use word parts to determine meaning of
  • Provide multiple exposures to words
  • Encourage independent, wide reading

  • The ability to make sense of text and to monitor
    for understanding.

Comprehension Research
  • Text comprehension can be improved by instruction
  • is explicit, or direct
  • helps readers use specific comprehension

Comprehension Instruction
  • Monitoring comprehension (promoting
  • Using graphic and semantic organizers
  • e.g., teaching the use of a Venn diagram to
    compare and contrast 2 characters from a story
  • Main Idea
  • Summarizing
  • Text Structure

  • As a team, discuss the perceived strengths and
    weakness of your core reading program in relation
    to the 5 areas of reading.

Scientifically Based Reading Programs
  • Instructional Content
  • Phonemic Awareness
  • Phonics
  • Fluency
  • Vocabulary
  • Comprehension
  • Instructional Design
  • Explicit Instructional Strategies
  • Coordinated Instructional Sequences
  • Ample Practice Opportunities
  • Aligned Student Materials

Explicit Instruction
  • 1.Teacher Models and Explains
  • 2.Teacher provides Guided Practice
  • Students practice what the teacher modeled and
    the teacher provides prompts and feedback
  • 3.Teacher provides Supported Application
  • Students apply the skill as the teacher
    scaffolds instruction
  • 4.Independent Practice

Coordinated Instructional Sequences
  • Phonemic Awareness
  • Students practice orally segmenting and
    blending words with /m/
  • Phonics
  • Students learn to connect /m/ with the letter m
  • Fluency Comprehension
  • reading word lists that include words that have
    /m/ and other previously learned letter sounds
  • reading decodable passages (using repeated
    readings) that include many words with /m/
  • Spelling
  • spelling words that include /m/ and other
    letter sounds previously learned

Ample Practice Opportunities
  • Practice should follow in a logical relationship
    with what has just been taught in the program.
  • Once skills are internalized, students are
    provided with opportunities to independently
    apply previously learned information (e.g., at
    student learning centers).

Aligned Student Materials
  • The content of student materials (texts,
    activities, homework, manipulatives, etc.) work
    coherently with classroom instruction to
    reinforce the acquisition of specific skills in
    reading or math.
  • Student aligned materials include a rich
    selection of coordinated student materials at
    various readability levels to help build skills
    through practice.

Summarizing Instructional Design
  • Explicit Instructional Strategies
  • Coordinated Instructional Sequences
  • Ample Practice Opportunities
  • Aligned Student Materials

Instruction Content and Design
  • Resources for research-based programs
  • Core programming and intervention materials
  • Time for staff development
  • Training for programs
  • Training for effective instructional practices
  • Time for on-going dialogue
  • You cannot have fidelity unless you have done the
    training and have on-going support.

Evidence-Based Instructional Strategies
David Allsopp
  1. Explicit
  2. Systematic
  3. Cognitive strategy instruction
  4. Visuals/graphic organizers
  5. Verbal elaboration
  6. Multiple response opportunities
  7. Structured peer mediated instruction
  8. Progress monitoring

Instructional Strategies
David Allsopp
  • 1) Explicit
  • Breaking down a task into small steps
  • Administering probes
  • Administering feedback repeatedly
  • Providing a pictorial or diagram presentation
  • Allowing independent practice and individually
    paced instruction
  • Breaking the instruction down into simpler phases
  • Instructing in a small group
  • Teacher modeling a skill
  • Providing set materials at a rapid pace
  • Providing individual child instruction
  • Teacher asking questions
  • Teacher presenting the new (novel) materials

Authentic Contexts Interest Inventory
Instructional Strategies
David Allsopp
  • 2) Systematic
  • Purposeful, planned learning opportunities
  • Sequential progression
  • Vertical alignment
  • Big ideas
  • Utilizing Common Core Standards

Instructional Strategies
David Allsopp
  • 3) Cognitive Strategy Instruction
  • Specific
  • Modeling
  • Metacognition

Explicitly taught Accurate and efficient
procedures for specific situations Make them
memorable Incorporate student thinking and
actions Provide ample practice opportunities to
master Cue sheets/posted in classroom Monitor
and reinforce use of the strategy
"Please Excuse My Dear Aunt Sally" Parentheses,
Exponents, Multiplication/Division,
Instructional Strategies
David Allsopp
  • 4) Visuals/Graphic Organizers
  • Teacher created/student created
  • Systematic instruction using graphic organizers
  • Displayed around the room
  • On desks/notebooks/folders
  • Access to them

Instructional Strategies
David Allsopp
  • 5) Verbal Elaboration
  • Systematic planning
  • Routine
  • Written
  • Why? How?
  • Not just one way to solve

Instructional Strategies
David Allsopp
  • 6) Multiple Response Opportunities
  • Center format
  • Experience the concept (C-R-A)
  • Appropriate level
  • Self-checking materials
  • Partners
  • Whole group responses

Instructional Strategies
David Allsopp
  • 7) Structured Peer Mediated Instruction
  • Cooperative learning
  • Think, pair, share
  • Partners/small group

Well planned High structure Explicit
directions Teach/model group procedures Teach/mod
el behavior Develop materials to math
skill/concept All members actively
engaged Teacher monitoring Specific corrective
feedback Specific positive reinforcement Provide
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Best Evidence Encyclopedia
  • Examples of structured peer mediated instruction
    from BEE
  • Class wide peer tutoring
  • Peer Assisted Learning Strategies
  • Power Teaching Mathematics
  • TAI Math

Instructional Strategies
David Allsopp
  • 8) Progress Monitoring/Data Based Decision Making
  • P.M. is conducted
  • P.M. is utilized to drive instruction
  • Regularly scheduled P.M. meetings
  • Involved parties involved?

Do something with the data!
Formative Assessment
Instructional StrategiesMath
  • Summaryconsider your current math instructional
    template and the strategies we have just
    discussed. Compare and contrast.

Your Research
  • Look critically at your product
  • Examine the dataIs this product meeting the
    needs of our students?
  • Do you have gaps to fill?

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What Works Clearinghouse
Selecting Materials
  • U.S. Department of Education-Institute of
    Education Sciences
  • Reviews and reports on existing research
  • Research must meet particular standards
  • Rating categories
  • Positive effects
  • Potentially positive effects
  • No discernible effects
  • Potentially negative effects
  • Negative effects

Best Evidence Encyclopedia
  • http//www.bestevidence.org
  • Johns Hopkins University School of Education
  • Center for Data-Driven Reform in Education

Center on Instruction
  • http//www.centeroninstruction.org/index.cfm
  • Instruction only
  • Part of Comprehensive Center Network
  • Funded by Department of Education

  • Primary prevention is significant in that it
    moves the structural framework of each
    educational unit from reactive approaches to
    proactive systems change performance. This effort
    cohesively unites all the adults in using 1)
    common language
  • 2) common practices
  • 3) consistent application of positive and
    negative reinforcement. 

3 Tiered Approach to SWPBS
School Wide Positive Behavior SupportsCore
  1. You can effectively teach appropriate behavior to
    all children
  2. Intervene early
  3. Use a multi-tier model of service delivery
  4. Use research-based, scientifically validated
    interventions to the extent available
  5. Monitor student progress to inform interventions
  6. Use data to make decisions
  7. Use assessments for three different purposes

Universal Strategies School-Wide
  • Essential Features
  • Statement of purpose
  • Clearly define expected behaviors (Rules)
  • Procedures for teaching practicing expected
  • Procedures for encouraging expected behaviors
  • Procedures for discouraging problem behaviors
  • Procedures for record-keeping and decision making
  • Family Awareness and Involvement

Level Definition Behavior Examples Procedures Involvement
Major Illegals Law violating behavior requiring municipal response Dangerous weapons Substance possession, truancy, vandalism, stealing, Immediately report event to administrator Follow district/state policies and procedures Document event Student, parent, law enforcement, school district administrators, school staff
Majors Serious rule-violating behavior that disrupts teaching learning, puts student or others at risk of harm, requires administrative active Repeated noncompliance, serious aggression, skipping class, directed profanity, harassment, serious threats, tobacco, destruction of property, Third minor in 24 hours. Signal that school rule-violating behavior observed Restate desired/appropriate behavior Direct/escort student to office/administrator Document event with office discipline referral form Enter data into system Student, staff person, parent, school administrator
Minors of Note Rule violating risk behavior which requires on-going monitoring Disruptions, tardies, dress code violations, teasing, Signal social behavior error has been made Restate/reteach appropriate behavior Provide positive reinforcer for next display of appropriate behavior Document event with office discipline referral form Enter data into system Student, staff person, homeroom teacher
Minors Rule violating behavior which does not require on-going monitoring, but needs to be retaught Minor disruptions, off task, Signal social behavior error has been made Restate/reteach appropriate behavior Provide positive reinforcer for next display of appropriate behavior Student, staff member
WWCs Character/Behavior Programs
  • Building Decision Skills
  • Caring School Community
  • Connect with Kids
  • Lesson in Character
  • Lions QuestSkills for Adolescence
  • Positive Action
  • Too Good for Drugs and Violence

Behavior Resources
  • http//www.interventioncentral.org/index.php/behav
  • http//www.pbis.org/default.aspx
  • Other Web Resources
  • http//www.rti4success.org/
  • www.rtinetwork.org
  • http//www.bhs.k12.oh.us/RtI/RTI-InterventionBank.

Core Programs
  • Our focus for today has been tier I programming.
    Your homework for next time is to begin to look
    critically at your reading, math, or behavior
    core program and see what pieces need to be
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