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PATHWAYS TO SUCCESS. Making a Difference Through Scientifically Proven Instructional Practices & Professional Development Kansas University Center for Research on Learning Jim Knight ( [email protected] ). Pathways to Success. Primarily funded by GEAR-UP

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pathways to success

PATHWAYS TO SUCCESS

Making a Difference Through Scientifically Proven Instructional Practices & Professional Development

Kansas University Center for Research on Learning

Jim Knight ([email protected])

pathways to success2
Pathways to Success
  • Primarily funded by GEAR-UP
  • Co-exists with O.S.E.P. funded Strategic Advantage Project
  • Takes place in Topeka, Kansas
  • Our goal is to help more students graduate and be succesful in college
three questions shaping our discussion today
Three Questions Shaping Our Discussion Today
  • What do we do about instruction?
  • How do we make it happen?
  • Is it working?
but first
But first …
  • A little background information…
how did i get into this
How did I get into this?

Effective, Proven Instruction

+

Effective Professional Development

=

Student Success

topeka public schools
Topeka Public Schools
  • Home of Brown v. Board of Education
  • 34% do not graduate from high school
  • 61% receive free/reduced lunch
  • 19 % qualify for special services
  • Topeka has #1 crime rate in U.S. cities under 200,000 population
slide7
Half a century after the landmark Brown v. Board of Education decision outlawed deliberately segregated schools, more than 60 percent of black fourth-graders can't read.

Washington Post, 17 May 2004, on the 50th Anniversary of Brown v. Board of Education

what is the crl
What is the CRL?

Founded in 1978

Mission: Dramatically improve the performance of at-risk students in grades 4-12 through research-based interventions

  • $70+ million dollars of contracted R&D
  • International Professional Development Network
  • 275,000 teachers in 3,500 school districts
the strategic instruction model sim
CRLThe Strategic Instruction Model (SIM)

…is an integrated model of research- validated practices to address many of the needs of diverse learners. It has been under development for 25 years at the University of Kansas-Center for Research on Learning.

why focus on instruction
Why focus on instruction?

Stuck Schools

Stuck

Instruction

Eroding

Expectations

Student Failure

why focus on instruction11
Why focus on instruction?

Moving Schools

Improved

Instruction

High

Expectations

Student Success

slide13
Developing a Foundation for Instructional Excellence

ASSESSMENT

INSTRUCTIONAL BASICS

KNOWLEDGE & TARGETS

BEHAVIOR

start on time
START On Time
  • School wide
  • To reduce tardies
when we asked 77 teachers if they knew the standards for their courses
When we asked 77 teachers if they knew the standards for their courses…

37 of 77 said they had “no knowledge” of their course standards

(fall semester, 2003)

knowledge and targets
Knowledge and targets
  • We primarily use
    • Learning Strategies
    • Content Enhancement
slide21
Ed Ellis’ LINCS Vocabulary Strategy

Land given by king for fighting in army

fief

Chief of his land

chief

slide22
Learning Strategies Curriculum

Acquisition

Word Identification

Paraphrasing

Self-Questioning

Visual Imagery

Interpreting Visuals

Multipass

Storage

First-Letter Mnemonic

Paired Associates

Listening/Notetaking

LINCS Vocabulary

Expression of Competence

Sentences

Paragraphs

Error Monitoring

Themes

Assignment Completion

Test-Taking

slide23
Content Enhancement.
  • All students learn critical content
  • required in the core curriculum
  • regardless of literacy levels.
  • Teachers compensate for limited literacy levels by using targeted planning, explicit teaching routines, and visual devices to promote content mastery.

all

most

some

slide24
Content Enhancement

Teaching Routines

Planning and

Leading Learning

Course Organizer

Unit Organizer

Lesson Organizer

Teaching Concepts

Concept Mastery Routine

Concept Anchoring Routine

Concept Comparison Routine

Explaining

Text, Topics, and Details

Framing Routine

Survey Routine

Clarifying Routine

Increasing Performance

Quality Assignment Routine

Question Exploration Routine

Recall Enhancement Routine

Vocabulary Routine

what does it look like in school
What does it look like in school?
  • Amy Schroeder’s 7th-grade mathematics class
results
Results
  • Topeka reported this year that it had the greatest gains in the history of the district, and the greatest gains in the state of Kansas
slide27
Developing a Foundation for Instructional Excellence

INSTRUCTIONAL BASICS

KNOWLEDGE & TARGETS

BEHAVIOR

strategic instruction
Strategic Instruction
  • Scaffolded
  • Intensive
  • Explicit
  • Involves multiple models
  • Extensive practice & feedback
  • Requires mastery
  • Multi-modal (eyes, ears, movement)
strategic tutoring
Strategic tutoring
  • Teaching strategies while tutoring
    • Assessing
    • Constructing
    • Teaching
    • Transferring
  • One-to-one or small group
  • 2 or 4 times/week
what does it look like in school31
What does it look like in school?
  • Steve Slough’s 9th-grade algebra class
slide32
Developing a Foundation for Instructional Excellence

ASSESSMENT

INSTRUCTIONAL BASICS

KNOWLEDGE & TARGETS

BEHAVIOR

your chance to talk
Your chance to talk
  • What have you been thinking about as you’ve heard about the “instructional hierarchy”
  • Where do you think your project should start if you wish to build a foundation for instructional excellence?
one of the main barriers
“One of the main barriers…

…to turning knowledge into action is the tendency to treat talking about something as equivalent to actually doing something about it.”

Jeffrey Pfeffer & Robert I. Sutton

The knowing-doing gap

if you don t plan for execution nothing significant will happen
If you don’t plan for execution, nothing significant will happen!
  • “Execution is the great unaddressed issue in the business world today. Its absence is the single biggest obstacle to success and the cause of many of the disappointments that are mistakenly attributed to other causes”

Larry Bossidy & Ram Charan, Execution

slide37
Instructional Coaches

Act at the Moment

of Greatest Need

Reinforce Content

and Standards Knowledge

Nourish

Relationships

Partner with

Principals

Provide Intensive

Support

Provide

Powerful

Interventions

paradox 1

Paradox # 1

Change needs to be “top-down” and “bottom-up”

top down by itself doesn t work
Top down, by itself, doesn’t work

“the direct approach of naming the goal and mobilizing to achieve it does not, and cannot work in something as complex as change agentry”

Michael Fullan

we take a partnership approach
We take a partnership approach
  • Our work embodies the principles of equality, choice, voice, reflection, dialogue, praxis, and reciprocity

“We want to be just like any other teacher in the school”

the principal
The Principal …
  • Identifies teachers who should work with the coach
  • Applies pressure respectfully
  • Evaluates teachers’ use of interventions
  • Enables school-wide implementation
  • Champions the project publicly
  • Removes barriers to implementation
  • Celebrates successes
paradox 2

Paradox # 2

Interventions needs to be “easy” and “powerful”

interventions that are embraced are powerful easy
Interventions that are embraced are powerful & easy

ideas, values, technologies that do the job with the least demand on psychic energy will survive. An appliance that does more work with less effort will be preferred

Mihalyi Csikszentmihalyi

-this also applies to knowledge transfer in schools; interventions that are powerful and easy to use are the going to be adopted by teachers

how do we ensure they re powerful
How do we ensure they’re powerful?
  • Scientifically based
  • Socially significant results
  • Targeting standards
  • Targeting teachers’ most pressing needs
  • Use demonstration lessons, checklists, video models, feedback and other tactics to ensure that teachers learn research-based practices
how do we make it easy
How do we make it easy?
  • Prepare materials
  • Coach prior to lessons
  • Simplify (translate) instructional materials
  • Model in the classroom
  • Observe teachers
  • Use simple, powerful instructional frameworks
  • Provide constructive feedback
paradox 3

Paradox # 3

Effective change needs to self-organizing & tightly organized

our goal is highly structured professional learning communities
Our Goal is Highly Structured Professional Learning Communities
  • Get the right people on board
  • Target standards
  • Develop positive cultural norms
  • Be tightly organized
  • Employ coaches to lead small groups
  • Develop powerful tools
  • Keep learning from each other
paradox 4

Paradox # 4

Demanding commitment ensures you won’t get it!

our goal internal commitment
Our goal:internal commitment
  • Anyone with power can demand commitment
  • But, external commitment
      • is temporary
      • leads to poor practices
      • engenders resentment
  • Internal commitment
      • can be permanent
      • leads to high-quality practices
      • engenders positive attitudes
your time for dialogue and reflection
Your time for dialogue and reflection
  • What do think about the 4 paradoxes
      • Top-down & bottom-up
      • Easy & powerful
      • Self-organizing & highly structured
      • Inviting, not demanding commitment
  • Do any of these paradoxes apply to the change initiatives you’re leading?
some research results
Some Research Results
  • Over 100 mini studies show significant improvement on curriculum-based measures
  • Topeka has shown dramatic improvements in measures of student achievement
  • Behavior management interventions have cut discipline referrals in half in some schools
to sum up
To sum up!

Effective, Proven Instruction

+

Effective Professional Development

=

Student Success

where can i get more information
Where can I get more information?
  • http://www.ku-crl.org/
  • http://www.instructionalcoach.com/
  • http://www.ku-crl.org/pathways/
  • http://www.ku-crl.org/partner/
  • http://www.safeandcivilschools.com/
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