An Integrated Educational System

AN INTEGRATED EDUCATIONAL SYSTEM

Are all of the children learning?How do we know?

What are we going to do if they’re not or if they already know it?

Dufour and Dufour

Heartland AEA 11 Curriculum NetworkOctober 1, 2010

Randy Allison, Educational Solutions, LLCCindy Yelick, Iowa Core Administrator

Why Are We Focusing on an Integrated Educational System Now? Research results on effective schools Growing accountability for improving

achievement for all students Overall growth Achievement gap (disability and minority) Development of higher order skills

Adopting Iowa Core / Common Core Response to a directive of the AEA’s Joint

Directors and AEA Chiefs for a common focus to improve the educational system and student achievement

Changes in Child Find concepts and practices Legislation/Regulations…IDEA, ESEA, RTTT,

Chapter 41

What are we discussing today? How can we think about one educational

system for all learners in Iowa? Today’s discussion is not about the

Teaching for Learner Differences, but about how we are trying to think about the framework and interconnectedness of the CEI.

What Might an Integrated System Look Like?

A System Perspective

Strong core instruction Screening of all students Supplemental and intensive programs Formative assessments Diagnostic assessments Data driven decision making

Common Key Features For Successful Schools/Districts

System-wide approach with flexible grouping Strong instructional leadership on multiple levels Effective instructional/intervention programs at all

levels implemented with integrity Alignment of curriculum expectations, curriculum

materials, instruction, and assessments Frequent assessment of student performance Use of data to make instructional/intervention

decisions Data-based professional development with

opportunity to practice with feedback

The Iowa Core is…

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

Iowa System What does current Federal and state

policy tell us about an integrated system?

Factors RTTT ESEA IDEIA Iowa Code

Iowa Core Questions for a Strong Educational System

1. What essential concepts and skills do we want our students to learn? (ECS)

2. How will we teach the essential concepts and skills we want our students to learn? (CEI and Alignment)

3. What instructional environment will best allow the essential concepts and skills to be delivered and assessed? (CEI)

4. How will we assess our students to know they are learning the essential concepts and skills? (AfL)

5. When students do not display the essential concepts and skills, what will we do to assure they receive supplemental instruction? (TfL)

6. How will you know that your attempts to supplement core instruction are successful? (AfL, TfL)

Looking at the Educational System

Iowa Core

Core and Supplemental Instruction

General Education Instruction, Supplemental Instruction, Child Find and Eligibility

Determination Occur in the Same Educational System

Iowa Core


Assessment and Instruction

Assessment

Instruction

Assessment Instruction

Or

Are Students Learning the Essential Concepts and Skills for the Established Standard?

How Do We Know

Core Is Working


Iowa Core

Universal Screening Allows for a System-Level Analysis of All Student’s Learning

SCRE

ENIN

G


Iowa Core

There is a Responsibility to Supplement Core Instruction When Students are not Successful

How Do We Know

Core Is Working

What Do We

Do When Core

is NotWorking


Iowa Core

What Are Effective Means of Addressing the Needs of Students who Struggle to Meet

Established Standards?SC

REEN

ING

STAN

DARD

TREA

TMEN

T


Iowa Core

Supplemental Instruction Should be Matched to the Needs of the System. But There are No

Guarantees

How Do We Know

Core Is Working

What Do We

Do When Core

is NotWorking

How Will We Know It Worked


Iowa Core

During Instruction, Formative Assessments Allow us to Know What We Do is Working

SCRE

ENIN

G

STAN

DARD

TREA

TMEN

T

FORM

ATIV

EAS

SESS

MEN

TCore and Supplemental Instruction

Iowa Core

For Some Students Who Struggle, Effective Solutions May Require a Deeper Understanding

of Their Needs

How Do We Know

Core Is Working

What Do We

Do When Core

is NotWorking

How Will We Know That

Worked

What Do We Do To Know More


Iowa Core

Diagnostic Assessments of Essential Concepts and Skills Allow for More Focused and Targeted

EffortsSC

REEN

ING

STAN

DARD

TREA

TMEN

T

FORM

ATIV

E AS

SESS

MEN

T

DIAG

NO

STIC

AS

SESS

MEN

TS


Iowa Core

Intensification of Effective Instruction Methods May be a Requirement for Some Struggling

Learners

How Do We Know

Core Is Working

What Do We

Do When Core

is NotWorking


Worked

What Do

We Do to

Know More

How Do We

SupportCoreMore


Iowa Core

Small Group Intensified Instruction Allows for Greater Opportunities to Meet Needs in

Addition to CoreSC

REEN

ING

STAN

DARD

TREA

TMEN

T

FORM

ATIV

EAS

SESS

MEN

T

DIAG

NO

STIC

AS

SESS

MEN

TS

SMAL

LIN

STRU

CTIO

NGR

OU

PS


Iowa Core

Providing Intensified Opportunities Must be Carefully Evaluated to Assure They are Making

the Intended Difference

How Do We Know

Core Is Working

What Do We

Do When Core

is NotWorking


Worked

HowDo We Support

CoreMore

What Do

We Do to

Know More

DidThatWork


Iowa Core

Intensified Instruction Requires Intensified Formative Assessment to Assure Anticipated

ResultsSC

REEN

ING

STAN

DARD

TREA

TMEN

T

FORM

ATIV

E AS

SESS

MEN

T

DIAG

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STIC

AS

SESS

MEN

TS

SMAL

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FORM

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SESS

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Iowa Core

One Educational System - Answering Educational Questions at All Points on a Continuum

What is the Impact of an Integrated Educational System We have shared responsibility across General,

Supplemental, and Special Education We assure alignment of assessment,

instruction, curriculum, materials, and programs

We do what works and stop doing what doesn’t (formative and summative assessment)

We efficiently integrate and deploy resources We tailor services to meet school needs We address each and every student’s needs

What Do You See In This System?

3rd Grade

5th Grade

7th Grade

9th Grade

11th Grade

Caucasian

GE = 92%IEP = 8%

GE = 89%IEP = 11%

GE = 90%IEP = 10%

GE = 93%IEP = 7%

GE = 91%IEP = 9%

African American

GE = 82%IEP = 18%

GE = 68%IEP = 32%

GE = 63%IEP = 37%

GE = 71%IEP = 29%

GE = 67%IEP = 33%

Asian GE = 93%IEP = 7%

GE = 95%IEP = 5%

GE = 95%IEP = 5%

GE = 98%IEP = 2%

GE = 91%IEP = 9%

Hispanic - Latino

GE = 88%IEP = 12%

GE = 75%IEP = 25%

GE = 72%IEP = 28%

GE = 78%IEP = 22%

GE = 78%IEP = 22%

All GE = 90%IEP = 10%

GE = 85%IEP = 15%

GE = 85%IEP = 15%

GE = 89%IEP = 11%

GE = 86%IEP = 14%

What Do You See In This System?

3rd Grade

5th Grade

7th Grade

9th Grade

11th Grade

Caucasian

All = 67%IEP = 52%

All = 68%IEP = 52%

All = 69%IEP = 45%

All = 71%IEP = 44%

All = 70%IEP = 46%

African American

All = 17%IEP = 32%

All = 15%IEP = 32%

All = 17%IEP = 41%

All = 16%IEP = 39%

All = 17%IEP = 40%

Asian All = 7%IEP = 5%

All = 9%IEP = 3%

All = 8%IEP = 2%

All = 5%IEP = 1%

All = 8%IEP = 6%

Hispanic - Latino

All = 9%IEP = 11%

All = 7%IEP = 12%

All = 6%IEP = 11%

All = 8%IEP = 15%

All = 5%IEP = 8%

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ORF Performance Read with fluency both silently and aloud to support comprehension

Fall of First

Something to Think About

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ORF Performance Read with fluency both silently and aloud to support comprehension

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Something to Think About

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What are the Basic Skills for Success in the Educational System?

Ability to ask the systems level questions

Ability to use school-wide assessment data on all students for decision making

Ability to collect, analyze, and display data

Have knowledge of and access to research based strategies

Support teachers to be skilled to instruct differentially to the needs of the group

Screening, Diagnostic, and Formative Assessment Skills

Data-Based Decision-Making Skills

High-quality General Education Instruction; General Education Interventions

IAC 41.111(2) a. As a component of efficient and effective, high-

quality general education instruction, it shall be the responsibility of the general education program of each LEA to provide additional support and assistance to all students who may need such additional support and assistance to attain the educational standards of the LEA applicable to all children. Receipt of such additional support and assistance, when considered alone, does not create a suspicion that a child is an eligible individual under this chapter

2010 Rules

Progress Monitoring in General Education

IAC 41.314(1) Evidence of progress in general education instruction. Each public agency shall establish standards, consistent with those the Department may establish, by which the adequacy of general education instruction, including the quality and quantity of data gathered, is assessed, including whether such data are sufficient in quantity and quality to make decisions under Part B of the Act and this chapter. 2010 Rules

Documents

An Integrated Educational System