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

What does an effective secondary school look like and sound like?. 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. Activity, Step 2.

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

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

  2. 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.

  3. Activity, Step 2 • As a table group, put “like” characteristics together. • Write a title (category) for each list you create.

  4. 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.

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

  6. Basic Premise • All students are part of the general education system

  7. 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!

  8. 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

  9. 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

  10. TIER III: Intensive • TIER III is intensive, strategic, supplemental instruction specifically designed and customized small-group or 1:1 (reading) instruction that is extended beyond the time allocated for Tier I and Tier II. TIER III

  11. Academic Systems Behavioral Systems 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

  12. Instructional Decision Making ALL SOME FEW

  13. Accelerated students Struggling students BELL CURVE Side view of IDM Grade level expectation

  14. 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

  15. 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

  16. Intensive 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

  17. 3 Kinds of Assessments • Screening: Examples: BRI, DIBELS • Diagnostic: Example: DIBELS • Formative: Examples: Pre-tests/post- tests, progress monitoring, teacher observation

  18. 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?

  19. Diagnostic Assessment • What are the specific concerns? • What targeted instruction does the student need? • Diagnostic: Involves gathering information from multiple sources to determine why the students are not benefiting from core due to advanced or deficit learning needs

  20. Formative Assessments • Is the student making progress compared to self, peers and/or standard ? • What instructional adjustments are needed? Formative: Frequent, ongoing data that guides instruction

  21. 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.”

  22. 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.

  23. 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 group’s thoughts.

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