idm and icc: making the linkages

IDM and ICC:Making the Linkages

Curriculum NetworkMarch 5, 2010

Shannon Harken, IDM PLLCHeartland AEA 11

Warm-Up

• IDM Prior Knowledge Handout

• Complete the first column: What do you know/understand about IDM at this time?

• Columns 2 and 3 can be completed during and after this presentation!

Warm-Up Sharing

• IDM Prior Knowledge Handout

• Complete the first column: What do you know/understand about IDM at this time?– Columns 2 and 3 will be completed at the

end of the day!

• Share 2 of your thoughts with your partner.

Outcomes

Participants will be able to:• Describe IDM• Review the guiding principles of IDM• Summarize the benefits of IDM (systems level

framework).• Determine the linkages between IDM and ICC

Who is Involved In IDM?

• 90 “Official” Schools - Academic focus– Elementary, Middle Schools, High Schools– Reading– Math

• 90 “Official” Schools- Behavior – A few are both academic and behavior

Sent Leadership Teams to Multiple Days of Professional Development

Setting the Stage

IDM= School Improvement

A Lakota Tribal Wisdom Says:

When you discover you are riding a dead horse, the best strategy is to

dismountIf You’re Riding a Horse and it Dies, Get Off

Authors: Jim Grant & Char Forsten

THE BACKDROP

IMPORTANT QUESTION

• Does our current school improvement process focus on the “right things”?

Or are we trying to ride a dead horse?...

Gifted

Title 1

SPED

Migrant

ELLAt Risk

If You’re Riding a Horse and it Dies, Get OffAuthors: Jim Grant & Char Forsten

Some schools have determined…

• their horses were dead, and

• failing to get them to their desired state

When You Have Been Riding a Dead Horse…

You can continue… or dismount

Time to Dismount

The System Framework Bus

Try a New Mode of Transportation

Get Aboard the Bus

IDM

Destination: Improved Teaching and Learning for All

Come on Get Happy

A Systemic Approach

• All students will part of strong initial instruction (Iowa Core Curriculum).

• Even with strong initial instruction, some students will need supplemental support to be successful.

• Even with strong initial instruction, a few students will need intensive support to be successful.

Definition of Instructional Decision Making (IDM)

A multitiered system designed to increase the capacity of schools to educate all students and increase student achievement and behavioral success.

What is the Rationale for

Instructional Decision Making? • We need one process in our schools to

make instructional decisions that are:– Efficient– Proactive– Based on early intervention– Used to match resources to needs– Integrated– Focused on student learning

The Research Behind IDM

• Effective Schools Research– Nationally = Response to Intervention (RTI)

• Same concepts organized into a systemic approach

• Focus on instruction and student outcomes

IDM Content Areas

MathReading

Behavior(PBS)

IDMIT’S ALL ABOUT

SCHOOL IMPROVEMENT!

Instructional Decision Making…

Is Not IsAn instructional program A framework to implement effective

practices

Intended to encourage placement of students

Matching needs and resources

Possible to implement alone A collaborative effort

The same for every school Uniquely designed for each building

A special education, a general education, a Title 1, a Talented and Gifted initiative

An “Every” Education Initiative

IDM Guiding Principles

• Effective School Research

• Foundational to our work

• State IDM Guiding Principles

• Heartland IDM Guiding Principles- Provided Today

MAIN POINT: HAVE GUIDING PRINCIPLES!

Guiding Principles of IDM

1. ALL students are part of ONE proactive educational system

– Belief that ALL students can learn– Use ALL available resources to teach

ALL students•Proactive approach uses data early to determine student needs and intervene.•Reactive approach intervenes after students have shown a history of failure to meet expectations/or when learning “flat lines” due to lack of challenge.


2. Use scientific, research-based

instruction• Curriculum and instructional approaches

must have a high probability of success for most students.

• Use instructional time efficiently and effectively.

Evidence of Guiding Principle

• What evidence would one see in a building that fully embraced and implemented into action Guiding Principles 1 and 2?– Discuss with your partner


3. Use instructionally relevant assessments• Reliable and valid • Multiple purposes– Screening- Collecting data for the purpose of identifying

low and high performing students at-risk for not having their needs met

– Diagnostic- Gathering information from multiple sources to determine why students are not benefiting from instruction

– Formative- Frequent, ongoing collection of information including both formal and informal data to guide instruction


4. Use a problem-solving method to make decisions based on a continuum of students needs• Provides strong core curriculum, instruction,

assessment (core cycle)

• Provides increasing levels of support based on intensity of student needs.

Continuous

Improvement

Cycle

Continuous

Improvement

Cycle

Needs Assessment

Planning

Implementing

Evaluating

No Fail Model

What happens when one does not have a problem-solving process…

In The Past

GeneralEducation

Title and/or Other

Support

Special Education

Some “Fell’”Through

Some “Fell’”Through

IDM: Full Continuum of Support

GeneralEducation

Title and/or

Support,Gifted Ed.

Special Education,Gifted Ed.IIIIIIII

all along the continuum!I =


• What evidence would one see in a building that fully embraced and implemented into action Guiding Principles 3 and 4?– Discuss with your partner


5. Data are used to guide instructional decisions

• To match curriculum and instruction to assessment data

• To allocate resources • To drive professional development decisions


6. Quality professional development supports effective instruction for all students.• Provide ongoing training and support to

assimilate new knowledge and skills• Anticipate and be willing to meet the newly

emerging needs based on student performance


7. Leadership is vital • Strong administrative support to ensure

commitment and resources• Strong teacher support to share in the common

goal of improving instruction• Building leadership team to build internal

capacity and sustainability over time


• What evidence would one see in a building that fully embraced and implemented into action Guiding Principles 5,6, and 7?– Discuss with your partner

The IDM Conceptual Model-The “Big Picture” Viewpoint

IDM CYCLES: Core, Supplemental, Intensive


IDM Cycles• Curriculum• Instruction• Assessments

Core

Supplemental

Intensive

• A state-wide effort to improve teaching and learning to ensure that all Iowa students engage in a rigorous & relevant curriculum

The Iowa Core Curriculum is…

• Provides a comprehensive picture of effective curriculum that addresses:

• 1) content • 2) instruction • 3) assessment

– Essential Skills and Concepts

The Iowa Core Curriculum is…




Supplemental




Supplemental

Intensive

The Water…

I

C

A

Focus on “the water”- • Curriculum • Instruction • Assessment

Supplemental

• Less than proficient

• Highly proficientSupplemental

IDM CYCLES

Supplemental Cycle: Guidelines for Students that are Less than Proficient

• Is in addition to and aligns with the district core cycle

• Uses more explicit instruction• Provides more intensity

– Additional modeling and guided feedback

– Immediacy of feedback• Does NOT replace core

S

Supplemental Cycle: Guidelines for Students who are Highly Proficient

• Enriches core instruction/content

• Accelerates core instruction/content

• Accelerate pace of core• Groups within, across

and/or outside the classroom

• Provides greater complexity and abstraction

S

IDM: Full Continuum of Support

GeneralEducation

Title and/or

Support,Gifted Ed.

Special Education,Gifted Ed.IIIIIIII

all along the continuum!I =

Intensive• Less than

proficient• Highly

proficientSupplemental

Intensive

IDM CYCLES

Intensive Cycle: Students who are Less than Proficient

• In addition to and aligns with the district core cycle

• Uses diagnostic data to more precisely target to student need

• Smaller instructional groups

• More instructional time

• More detailed modeling and demonstration of skill

• More extensive opportunities for guided practice

• More opportunities for error correction and feedback

Intensive Cycle for Students that are Highly Proficient

• Often replaces “grade level” core– Falls within “district” core

• Advanced levels of curriculum, enrichment/acceleration

Cycles in Implementing IDM

IDM instructional groups are flexible and frequently changingbased on the data.Supplemental

Intensive

Activity

Brainstorm possible benefits of IDM with the person next to you.

Benefits Of IDM

IDM will help you to: – Know immediately, “Is what we are doing

working?” – Know which students need more/different– Know what each student needs– Provide structures to deliver what students

need– Raise student achievement

How Does it Fit Together?IDM At A Glance

Addl.Diagnostic

Assessment

Instruction ResultsMonitoring

IndividualDiagnostic

IndividualizedIntensive

All Students at a grade level

Fall Winter Spring

UniversalScreening

None ContinueWithCore

Instruction

GradesClassroom

AssessmentsYearly ITBS/ITED

GroupDiagnostic

SmallGroupDifferentiatedBy Skill

Step 1 Step 2 Step 3 Step 4

SI1-5%

80-90%

5-10%

weekly

2 times/month

15-20%1-5%

The IDM Operational Model-Moving IDM from Theory to Practice

Three Phases

Three Phases• Consensus Building (Commitment)• Infrastructure

Development• Implementation

Consensus Building

• Explanation of ‘why’– Provides the foundation for all work– Increases sustainability– Is a combination of vision and support

• Intended benefits– Increases personal investment

• Validation of concerns– Provides information to decrease anxiety and

support change

Consensus Building is Integral

CONSENSUS

Infrastructure Development PhaseMajor structures necessary to support the implementation and sustainability of IDM: -Curriculum, Instruction and Assessment in Core, Supplemental, and Intensive Cycles- Leadership Team- Professional Development- Resources (time, people, money)- District/Building policy and procedures- Communication plan- Action plan across all 3 phases

Infrastructure Development

• The infrastructure can be built by answering a series of questions.

• These questions become the framework.

• The questions guide the work.

• The process is continuous.

1. Is our core cycle sufficient?2. If the core is not sufficient, why not?3. How will needs identified in core be addressed?4. How will the sufficiency and effectiveness of the core cycle

be monitored over time?5. Have improvements to the core been effective?6. For which students is the core cycle sufficient and not

sufficient, and why?7. What specific supplemental and intensive

instruction/curriculum is needed?8. How will specific supplemental and intensive cycles be

implemented?9. How will the effectiveness of supplemental and intensive

cycles be monitored?10. Which students need to move to a different cycle?

Framework Questions

Implementation Phase

This is where all of the planning pays off!

The process of bringing the action plan

to life…– Revisit the supports designed during the

infrastructure phase– Revisit consensus building

The Process is Ongoing and Long-Term

CONSENSUS

• Read the Iowa Core 6 outcomes handout

• Using the Making Connections handout, record 1 to 2 main ideas of each outcome.

• Share with table group.

Activity : Iowa Core Curriculum

Quote of the Day

Do not let what you cannot do interfere with what you can do

John Wooden

Thank You!

• Contact Information:

Shannon Harken, IDM PLLC

[email protected]

Q/A Time

idm and icc: making the linkages

Documents

middle schools

high schools

capacity of schools

idm pllcheartland aea

instructional decisions

dead horseyou

education initiativeidm

general education