Presented by Jan Hasbrouck, Ph.D.

Using Findings from Using Findings from Effective Schools to Effective Schools to Improve Student Improve Student AchievementAchievement

SAILSSAILS

Word of the Decade?Word of the Decade?

accountability!accountability!

“Our school is ready to make some serious improvements in our instructional program…”

“So…how how

do we do we get get

there?there?

EFFECTIVE SCHOOLS RESEARCHEFFECTIVE SCHOOLS RESEARCH

Highly Effective School

Few Challenges

90%+ Academic Success

EFFECTIVE SCHOOLS RESEARCHEFFECTIVE SCHOOLS RESEARCH

Highly Effective School

Many Challenges

We have LOTSLOTS of effective schools

research!!

GOOD NEWS!GOOD NEWS!

EFFECTIVE SCHOOLS RESEARCHEFFECTIVE SCHOOLS RESEARCH

Kathleen Cottonwww.nwrel.org

Making Making Schools WorkSchools Work

Douglas Reeves

90/90/90 Schools

We have LOTSLOTS of effective

schools research!!

BAD NEWSBAD NEWS

Set your

SAILSSAILSfor success!

SS TANDARDS

AA SSESSMENTS

I I NSTRUCTION & INTERVENTION

LL EADERSHIP

SS YSTEM-WIDE COMMITMENTHasbrouck & Denton (2005)

STANDARDSSTANDARDS

Apply grade level expectations for what students should know and be able to do at key benchmarks

Use standards to set high performance goals for ALLALL students

ASSESSMENTSASSESSMENTS

Assess to

screen

diagnose

continuously evaluate

measure the outcomes

of students’ skills and performance

ASSESSMENTSASSESSMENTSBenchmark/Screening

Which students MAY need extra assistance?

Diagnostic

What are a student’s skills strengths & needs?

Progress Monitoring

Is learning happening?

Outcome

Did the student make progress toward standards?

ASSESSMENTSASSESSMENTSAssess to

screen

diagnose

continuously evaluate

measure the outcomes

USEUSE results to make all key instructional decisions!

Share data in frequent, public, nonjudgmental, collaborative meetings

INSTRUCTION & INTERVENTIONINSTRUCTION & INTERVENTION

Plan and deliver lessons and interventions designed to meet the identified needs of ALLALL students, at all ability and skill levels

Use validated, effective instructional materials & strategies

Effectively organize & manage the classroom environment

LEADERSHIPLEADERSHIP Provide VISION, GUIDANCE & SUPPORT

to insure that:

(a) effective instruction and interventions designed to meet standards are implemented for ALLALL students

(b) instructional decisions are based on continuous assessment data

(c) focused & sustained professional development provided to support S-A-I

SYSTEM-WIDE COMMITMENTSYSTEM-WIDE COMMITMENT

Adopt a system-wide “no excuses” model that partners administrators, teachers, parents and staff to help ALLALL students achieve success: “Unless we…”

Encourage and support collaboration across classrooms, special programs, and home

of SS--AA--II--LL--SS must be incorporated into a school’s instructional system to ensure that ALLALL students achieve success

SAILSSAILS must be launched into a

safesafe and positivepositive school environment

AALLLL 55 ElementsElements

SAILSSAILSNeeds Assessment

Indicator Low Need

Some Need

High Need

S S tandards

A A ssessments

I I nstruction & IIntervention

L L eadership

S S ustained CCommitment

Self Evaluation for STANDARDSSTANDARDS Are all teachers, administrators & specialists awareaware of state standards & benchmarks?

Are instructional materials alignedaligned with standards?

Are teachers usingusing standards & benchmarks for planning instruction & interventions, evaluations & planning instruction & interventions, evaluations & setting IEP goalssetting IEP goals??

Self Evaluation for ASSESSMENTSASSESSMENTS Are teachers, administrators, & specialists awareaware of different types and purposes of assessments?

Do teachers & specialists know when when & how to administer& how to administer different types of assessments?

Do teachers & specialists have sufficient assessment materialsmaterials?

Do teachers & specialists know how to use use assessment resultsassessment results for making instructional decisions?

Self Evaluation for INSTRUCTION & INSTRUCTION & INTERVENTIONINTERVENTION

Are teachers, administrators, and specialists awareaware of the multi-tiered instructional model & RTI?

Do teachers & specialists know how to teach oral language, phonemic awareness, oral language, phonemic awareness, phonics/decoding, fluency, vocabulary, phonics/decoding, fluency, vocabulary, comprehension, writing & spellingcomprehension, writing & spelling skills appropriately for grade & instructional need?

Self Evaluation for INSTRUCTION & INSTRUCTION & INTERVENTIONINTERVENTION Do teachers & specialists know how to use core & supplementary materialsuse core & supplementary materials??

Do teachers know how to differentiate instructiondifferentiate instruction to meet the differing needs of students (grouping; providing Tier II instruction in the classroom; increasing instructional intensity)?

Does a reading scheduleschedule need to be developed?

Does the district have a program roadmaproadmap for using instructional materials?

Self Evaluation for LEADERSHIPLEADERSHIP Are building & district leaders AWARE AWARE of the key elements of effective schools?

Are leaders creating and communicating a clear

VISIONVISION of the results to be obtained from improved instructional outcomes?

Are leaders providing the necessary GUIDANCE GUIDANCE & SUPPORT & SUPPORT including focused and sustained professional development to teachers and specialists?

Self Evaluation for SUSTAINED SYSTEM-SUSTAINED SYSTEM-WIDE COMMITMENTWIDE COMMITMENT Do all participants embrace a NO EXCUSES NO EXCUSES attitude?

Are plans in place or being developed to SUSTAINSUSTAIN the successes achieved through S-A-I?

Are teachers, specialists, coaches, etc. being given the TIME & SUPPORTTIME & SUPPORT necessary for the increased COLLABORATIONCOLLABORATION that improved instructional outcomes will require ??

“Our school is ready to make some serious improvements in our instructional program…”

“So…how how

do we do we get get

there?there?

Set your SAILSSAILS for success!

SS TANDARDS

AA SSESSMENTS

I I NSTRUCTION & INTERVENTION

LL EADERSHIP

SS YSTEM-WIDE COMMITMENT

Hasbrouck & Denton (2005)

Let’s all work

TOGETHERTOGETHER

to help every

student achieve

success!

REFERENCES

Cotton, K. (1995). Schooling Practices that Matter Most. NWREL. www.nwrel.org

Gibson, V., & Hasbrouck, J. & Denton, C. (2007). Differentiating Instruction: Grouping for Success New York: McGraw-Hill Higher Education

Hasbrouck, J. & Denton, C. (2005). The Reading Coach: A How-to Manual for Success Longmont, CO: Sopris West

Reeves, D. Making Standards Work: 3rd Ed. Denver: Advanced Learning Press.

Sprick, Randy & colleagues Safe & Civil Schools www.safeandcivilschools.com

• Interventions• Teacher’s Encyclopedia of Behavior Management: 100 Problems/500 Plans

Contact InformationContact Information

Jan Hasbrouck, Ph.D.

JH Consulting

Seattle, WA

www.jhasbrouck.com