evidence-based curriculum

Evidence-Based Curriculum

Exploring

Housekeeping

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 CourtScott ForesmanHarcourtHoughton MifflinMcMillan McGraw-HillReading Mastery

Ladders to Literacy – PA Road to the Code- PAPhonemic Awareness in Young Children – PASIPPS – PPALS – PLindamood-Bell – PA, PSix Minute Solution- FRead Naturally – FQuick Reads – F

Early Reading Intervention PA, PReading Mastery, PA, P, F, CRead Well (K-1) PA, P, F, C, VWaterford Levels – PA , P , F, C, V (1-2)Lindamood-Bell- PA, PWilson – PA, PCorrective Reading- P, F, C

Our focus for today’s training

Outcomes for the Day

Participants will be able to:

Define evidence-based curriculum Understand how to find out if curriculum is evidence-based Review curriculum to determine if it is research-based Understand the ‘big ideas’ of effective instruction and

instructional design for reading, math, and behavior Evaluate your current curriculum Recognize commonalities between evidence-based

curriculum

Evidence-Based—What 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 problems.

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'.


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 delivery– D) an appropriate means of comparing student progress

both with and without the intervention is in place.


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

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 teacher’s 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 maximum). For students not making adequate progress in a group of 5-7, it

is critical to reduce the group size. Monitor high risk student progress more frequently in order to

make instructional changes, small group changes, and to accelerate learning.

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 Fidelity

Curriculum and Interventions are only as good as the level of implementation

Instructional methods to optimize program effectiveness:

– 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





Scientifically Based Behavior Programs

Instructional Content• Statement of purpose• Clearly define expected

behaviors (rules)• Procedures for teaching &

practicing expected behaviors

• Procedures for encouraging expected behaviors

• Procedures for discouraging problem behaviors




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 comprehension

Poor readers who enter first grade with weak PA are most likely to be the poor readers in fourth grade

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

Phonics

An understanding of the alphabetic relationship between phonemes and graphemes—the sound/symbol relationship.

Phonics Research

Systematic and explicit phonics instruction

–is more effective than non-systematic or no phonics instruction

–significantly improves children’s reading comprehension

Phonics Instruction

Systematicpre-specified sequence of letter–sound 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)

Explicittaught directly (teacher modeling, providing guided practice, and independent practice)

Fluency

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

Vocabulary

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

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 words

Provide multiple exposures to words Encourage independent, wide reading

Comprehension

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

Comprehension Research

Text comprehension can be improved by instruction that

–is explicit, or direct

–helps readers use specific comprehension strategies

Comprehension Instruction

Monitoring comprehension (promoting metacognition)

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

Reflect

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





Explicit Instruction

1.Teacher Models and Explains2.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 instruction4.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 StrategiesCoordinated Instructional

SequencesAmple Practice OpportunitiesAligned 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

1) Explicit2) Systematic3) Cognitive strategy instruction4) Visuals/graphic organizers5) Verbal elaboration6) Multiple response opportunities7) Structured peer mediated instruction8) Progress monitoring

David Allsopp

Instructional Strategies

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 ContextsInterest Inventory

David Allsopp


2) Systematic– Purposeful, planned learning opportunities– Sequential progression– Vertical alignment– Big ideas– Utilizing Common Core Standards

David Allsopp


3) Cognitive Strategy Instruction– Specific– Modeling– Metacognition

Explicitly taughtAccurate and efficient procedures for specific situationsMake them memorableIncorporate student thinking and actionsProvide ample practice opportunities to master Cue sheets/posted in classroomMonitor and reinforce use of the strategy

"Please Excuse My Dear Aunt Sally": Parentheses, Exponents, Multiplication/Division, Addition/Subtraction

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

David Allsopp


5) Verbal Elaboration– Systematic planning– Routine– Written– Why? How?– Not just one way to solve

David Allsopp

http://www.youtube.com/watch?v=cVvbTz_EEk4


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

David Allsopp


7) Structured Peer Mediated Instruction– Cooperative learning– Think, pair, share– Partners/small group

Well planned High structureExplicit directions Teach/model group proceduresTeach/model behavior Develop materials to math skill/conceptAll members actively engagedTeacher monitoringSpecific corrective feedbackSpecific positive reinforcementProvide closure

David Allsopp

Best Evidence Encyclopedia

Examples of structured peer mediated instruction from BEE

Class wide peer tutoring Peer Assisted Learning Strategies Power Teaching Mathematics TAI Math


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?

David Allsopp

Do somethingwith the data!

Instructional Strategies—Math

Summary—consider your current math instructional template and the strategies we have just discussed. Compare and contrast.

Your Research

Look critically at your product Examine the data—Is this product meeting

the needs of our students? Do you have ‘gaps’ to fill?

What Works Clearinghouse

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

Selecting Materials

http://ies.ed.gov/ncee/wwc/

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

Behavior

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. www.pbis.org

www.pbis.org

School Wide Positive Behavior Supports—Core Principles

1. You can effectively teach appropriate behavior to all children

2. Intervene early3. Use a multi-tier model of service delivery4. Use research-based, scientifically validated

interventions to the extent available5. Monitor student progress to inform interventions6. Use data to make decisions7. Use assessments for three different purposes

www.pbis.org

Universal Strategies: School-Wide

Essential Features• Statement of purpose• Clearly define expected behaviors (Rules)• Procedures for teaching & practicing expected behaviors• Procedures for encouraging expected behaviors• Procedures for discouraging problem behaviors• Procedures for record-keeping and decision making

(swis.org)• Family Awareness and Involvement

www.pbis.org

Level Definition Behavior Examples Procedures Involvement

Major Illegals

Law violating behavior requiring municipal response

Dangerous weapons

Substance possession, truancy, vandalism, stealing,

1. Immediately report event to administrator

2. Follow district/state policies and procedures

3. 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.

1. Signal that school rule-violating behavior observed

2. Restate desired/appropriate behavior

3. Direct/escort student to office/administrator

4. Document event with office discipline referral form

5. 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,

1. Signal social behavior error has been made

2. Restate/reteach appropriate behavior

3. Provide positive reinforcer for next display of appropriate behavior

4. Document event with office discipline referral form

5. 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,

1. Signal social behavior error has been made

2. Restate/reteach appropriate behavior

3. Provide positive reinforcer for next display of appropriate behavior

Student, staff member

WWC’s Character/Behavior Programs

Building Decision Skills Caring School Community Connect with Kids Lesson in Character Lions Quest—Skills for Adolescence Positive Action Too Good for Drugs and Violence

Behavior Resources

http://www.interventioncentral.org/index.php/behavorial-resources

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.pdf

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 improved.

evidence-based curriculum

Documents

pwilson pa

researchbased curriculumwe

fearly reading intervention

hard scientific evidence

literacy pa road

vwaterford levels pa

pcorrective reading

curriculum matterswe