Coherent and Rigoreous Instructional Programs

Achievement-Centered Leadership Development Program for Practicing and
Aspiring Principals
Western Michigan University
A Project funded by the United States Department of Education (USDOE), Washington, DC
Coherent and Rigorous Instructional
Programs
Dr. Patricia (Pat) Reeves
ACL Cohort B
June, 2016

2
Agenda
Coherent Curricular
Programs
Real-time and
Embedded
Instructional
Assessment
Achievement
Centered
Leadership
Engage in data-
informed
decision-making
Manage safe and
orderly school
operations
Develop teacher
leaders
Redesign the
organization
Establish a
coherent and
rigorous
instructional
program
Lead the
continuous
school renewal
The ACL
Leadership
Model
Where do
you spend
the largest
portion of
your time –
why?

Session Goals
• Explore the importance of insuring that our schools offer
Coherent and Rigorous Instructional Programs
• Explore the characteristics of Coherent and Rigorous
Instruction Programs
• Examine the status of our own schools Instructional
Programs
• Explore possible ways to increase learning opportunity and
learning results for our students by strengthening
Instructional Programs
• https://www.youtube.com/watch?v=RwlhUcSGqgs
3

Coherent Curriculum
Programs
4
Why? What?
How?
What’s
Next?

Whyand how much should we care?
• Per McREL research (Marzano, et al),
Guaranteed and Viable Curriculum
shows one of the highest correlations to
improving student achievement
• Effect sizes for evidence based
instructional strategies drop
precipitously when not coupled with a
guaranteed and viable curriculum
5
Talk with your
table partners
about how you
have encountered
this in your school.

How do we know where we are?
Let’s look at one strategy
for understanding where
we stand in our schools
when it comes to
providing Coherent and
Rigorous Instructional
Programs (CRIP)
for all students
6

Doing a Scan
1. Using the “Doing a Scan” Worksheet, quickly
assess where your school may be making
great progress or falling short on delivering a
Coherent and Rigorous Instructional Program
(CRIP)
2. As we discuss each element of CRIP, think
about how the markers of each element
apply to your school. Be ready to record.

What are the Markers of CRIP?
# 1 - The Written Curriculum: What we teach
1. Local district standards aligned to state and/or national standards
(e.g. the Common Core Curriculum and the Michigan Merit
Curriculum
2. Local district standards for non-core curriculum areas (e.g. critical
and creating thinking, problem solving, research and inquiry,
cooperative learning, etc.; CTE programs; arts programs; health
and physical fitness; personal responsibility and other behavioral
areas; etc.
3. Essential or “power standards” aligned to both the state core and
the local curricula
4. Horizontal and vertical alignment and articulation – where and
how are all the district’s curricular standards aligned within and
across curricular areas?
Discuss your school’s status;
Circle areas of concern and make a few notes 8

How does your district define the
written curriculum?
Student
Centered
Mandated
Standards
9
If your answer is both, you are on your way
To having a local definition of student success

Align with State Assessments,
but don’t stop there!
10

Align also,with life and
learning competencies
11

They are Not mutually exclusive
Our Students Can and Must Have the Best of Both
12
To Compete in an emerging and shifting global context

Strike a balance between the State Curriculum
and the curriculum your district believes students need
13
Now, go back to your worksheet for the Written
Curriculum and review/add to your notes

Consider the Possibilities…
Balance the Core Curriculum with:
• Learning to learn standards
• Life skill standards
• Learning through technology standards
• Higher order thinking and reasoning standards
• Post-secondary learning and career preparation standards
• Arts and humanities standards
• Health and well-being standards
 Check all those your district curriculum includes
Star those you think would make the curriculum
richer for your students
Share your results with the other schools at your table14

#2 - The Interpreted Curriculum: What we have students do
1. Demonstrated skills – how we ask students to demonstrate what they
can do through guided and/or independent practice activities
2. Communicated concept knowledge - how we ask students to
communicate what they know through guided and/or independent
practice activities
3. Demonstration of essential understandings and competencies – how we
ask students to apply their essential understandings or competencies
(usually expressed as power standards) through applied independent
work
4. Integrated Performances – how we weave curricular elements together
to create real-world performances (e.g. project based learning; problem
based learning; conducting inquiry; designing and creating, etc.)
Circle areas of concern and make a few notes
15

Decisions to Avoid
Allowing learning to
remain predominantly
teacher centered,
teacher controlled, and
teacher driven
16

Decisions to Avoid
17
Over focus on a few Tests;
giving short shrift to the rest

Decisions to Consider
Make the Curriculum an
Open Door to the World
18

Consider also…
Avoid limiting learning to
traditional time slots,
traditional learning
tools, and traditional
learning activities;
in fact,
Avoid limiting learning
at all!
19

Corner Talk
A. Pick a Corner
1 Front Right: Ideas for Increasing student directed
learning
2 Front Left: Ideas for Real World performances
3 Back Left: Ideas for learning outside the limits of
classroom, school time, etc.
4 Back Right: Ideas for connecting students to the
World
B. Form groups of 3 and share ideas for your
corner topic.

# 3 – The Taught Curriculum: How we support student
learning
1. Aligned and appropriate learning resources (hard and electronic)
2. Aligned and effective classroom instruction
3. Engaging and meaningful learning experiences
4. High expectations and supportive encouragement
5. Sufficient learning time
6. Expanded learning opportunity through authentic experiences,
electronic sources, guest presenters (adult and student), etc.
7. Systems, guides, and resources for self-directed and self-paced
learning
21

Start by adopting a high impact
instructional model
Could these 9 high impact instructional
strategies (Marzano, Pickering, & Pollack, 2001)
improve student learning in your school?
1. Identifying similarities and differences
2. Summarizing and note taking
3. Reinforcing effort and providing recognition
4. Homework and practice
5. Nonlinguistic representations
6. Cooperative learning
7. Setting objectives and providing feedback
8. Generating and testing hypotheses
9. Cues, questions, and advance organizers
1-2-4-All Talk: How does your school identify high impact
instructional strategies you want all teachers to employ? 22

Where ever possible, integrate
Academics Learning and
Thinking
Personal and
Social
Development
Life and Career Research and
Technology
Eng Lang Arts
Math
Science
Social Studies
Culture and
languages
Career and
Technical
Visual and
Performing Arts
Health and Well
Being

Integrate to make learning “real”
Core Curriculum
Area
Learning and
Thinking
Creativity,
Arts, and
Humanities
Life and Career Research and
Technology
Eng Lang Arts
Math
Science
Social Studies
Career and
Technical
Visual and
Performing Arts
Life Skills, P.E.,
and Health

The Power of Curriculum Integration
Start with these research findings:
Students in any type of interdisciplinary or integrative curriculum
do as well as, and often better than, students in a conventional
departmentalized program. (National Association for Core
Curriculum, 2000; Vars, 1996, 1997; Arhar, 1997)
How might curriculum integration coupled with technology
integration better serve students in your schools?
Three Words: Discuss 3 ways curriculum integration would benefit
students – agree on 3 single words to capture those benefits.
25

3 words – Benefits of Integration for Students
Thoughts from the Members of ACL Cohort B
• Multi-level
• Empowered
• Relevance
• Creativity
• Connections
• Student Centered
• Interest
• Inclusion
• Authentic
• Practical
• Encompassing
• Experience
• Engaging
• Opportunity
• Higher Order Thinking
• Real World
• Meaningfulness
• Application
• Perspective
• Variety
• Understanding
• Confidence
• Depth
• Choice

What is a Classroom?
Is it This?

How does your school envision the
future for education?
Here are some ideas we might want
to talk about…
https://www.youtube.com/watch?v=qC_T9ePzANg

# 4 – The Communicated Curriculum: How we communicate with
and engage staff, students, parents and other stakeholders
1. Learning focused leadership – Processes for leading and engaging
stakeholders in learning focused conversations
2. Clear and consistent communication about learning expectations and
learning progress:
a. Systems and protocols for communicating curriculum expectations to parents and
students
b. Systems and protocols for communicating curriculum goals to stakeholders
c. Formats and protocols for reporting student progress
d. Protocols and process for helping students assess their own progress
e. Protocols and process for conferencing with students regarding learning progress
f. Protocols and process for conferencing with parents regarding student progress
3. Affirmation and celebration of success – Processes and protocols for
recognizing and celebrating student success
4. Student parent, and stakeholder feedback – Processes and protocols for
collecting and using stakeholder feedback on curriculum, instruction, and
assessment practices
Circle areas of concern and make a few notes 30

“State Secret” or
Known and Owned by All?

Can we create “Fitbits for Learning”?
The more we empower and equip students to
manage their own learning, the more they will
learn – the faster they will learn

When and how do we hold learning
conversations with students?

How do parents and our community know
and understand the learning path we have
created for their children?

And how students are progressing
on that path?

Communication about learning starts
with us: Wayne-Westland Process
and Progress Monitoring Examples:
Collaboration using “Data Walls”

Wayne-Westland Process and Progress
Monitoring Examples
Collaboration using “Data Walls”

# 5 – The Assessed Curriculum: How we monitor student learning
1. Aligned and authentic curriculum based assessments – both:
a. How we use formative measures
b. How we use summative measures
2. Immediate and targeted feedback:
a. System for maintaining ongoing student access to their individual learning profile
b. System for providing parents ongoing access to their child’s learning profile
3. Continuous progress monitoring
a. System for maintaining real-time data for teachers to monitor student learning progress
b. Process by which teacher teams access and use student learning data to inform their
work
c. System by which school and district leaders have ongoing access to progress monitoring
dashboards
4. Attainment of student learning goals:
a. System for assessing and tracking progress on student success targets
b. System for assessing and tracking changes in student growth rates
38

Some Types of Assessments
• Authentic
• Portfolios
• Observations
• Formative
• Summative
• Norm Referenced
• Criterion Referenced
• Pre-Interim-Post
• Adaptive
• Diagnostic
40

Real Time Embedded Assessments
Kellough (1999) lists the purposes of assessments
• To assist student learning
• To identify students’ strengths and weaknesses: Growth Edges
• To assess the effectiveness of a particular instructional strategy
• To assess and improve the effectiveness of curriculum programs
• To assess and improve teaching effectiveness
• To provide data that assist in decision making
• To communicate with and involve parents
41

Real Time Embedded Assessments
Kellough (1999) also suggests that students need the
answers to the following questions:
• Where am I going?
• Where am I now?
• How do I get where I am going?
• How will I know when I get there?
• Am I on the right track for getting there?
How does your school insure that students are
asking and can answer these questions?
42

Jigsaw on Formative Assessments
and Feedback
Team 1: Slides 40-42 Team 2: Slides 43-45
Team 3: Slides 46-47 Team 4: Slides 48-51
Team 5: Slides 52-55
What were the big ideas in your slides?
Which ideas do you want to take back to your
school and why?
20 minutes - talk, decide, and prepare to share
Prepare 1 minute report out

Formative Assessments - definitions
 Bell and Cowie (2001) “the process used by teachers and students to
recognize and respond to learning in order to enhance that learning,
during the learning.”
 Popham (2008) as a planned process in which assessment-elicited
evidence of students’ status is used by teachers to adjust their ongoing
instructional procedures or by students to adjust their current learning
tactics.
 Garrison and Ehringhaus (2011) view formative assessments as providing
the information necessary to adjust teaching and learning while they are
happening.
44

The Value of Formative Assessments
 Research has shown the formative assessments implemented
properly provide dramatic gains in learning.
 The work of Black and William (1998) found that the gains in
learning by using formative assessments were “amongst the
largest ever reported for educational interventions.”
 Formative assessment works and there is no particular
formula to follow and it appears to work very well for slow
learners (Popham, 2008)
45

Formative Assessment
Marzano (2010) explains the elements of formative assessment
• Formative assessment is a process, not any particular test
• It is used not just by teachers, but by both teachers and students
• Formative assessment takes place during instruction
• It provides assessment-based feedback to teachers and students
• The function of this feedback is to help teachers and students make
adjustments that will improve students’ achievement of intended
curricular aims
46

Feedback
 Effective feedback is critical in the formative assessment
process.
 Students need to know what skills and knowledge they are to
gain, how close are they to achieving those skills, and what
do they need to do next in order to be a successful learner.
 Provides motivation for students.
47

Feedback
Hattie and Timperley (2007) model for feedback
• Feedback about the task – whether student responses are
right/”not yet right”; complete or incomplete; in line/not in
line with the directions; need more development, etc.
• Feedback about the processing of the task – response to
strategies used or suggested strategies that could be used to
achieve a stronger result.
• Feedback about self-regulation – feedback about student self
evaluation, self confidence, or behaviors that either
contribute to or detract from learning.
• Feedback about the student as a person – traits that either
contribute to or detract from success (e.g. honesty, respect,
etc.).
4
8

Feedback
Marzano’s (2003) best ways to use feedback:
• Feedback should be “corrective” in nature – provide students
with an explanation of what they did right and “not yet” right.
• Feedback should be timely – immediately following an
assessment
• Feedback should be specific to a criterion – it should reference a
specific level or skill or knowledge.
• Students can effectively provide some of their own feedback –
students keeping track of their performance as learning occurs.
49

Feedback Based on Goals
• Marzano (2003) indicates that feedback must be based on
criteria derived from learning goals.
• Instructional goals narrow what students focus on.
• Instructional goals should not be too specific.
• Students should be encouraged to
personalize the teacher’s goals.
50

Meaningful Goals
Brookhart (2008) states that teachers must be sure to do the
following with each assignment:
• Require student work to demonstrate the content knowledge or
skills specified in the learning target.
• Require students to demonstrate the cognitive process specified
in the learning target.
• Provide students with complete and clear directions.
• Specify the criteria for good work
51

Feedback Strategies
Timing
• Provide immediate feedback for knowledge of facts
• Delay feedback slightly for more comprehensive reviews of
student thinking and processing
• Never delay feedback beyond when it would make a
difference to students in the next phase of learning
• Provide feedback incrementally, as students develop major
assignments or work on
independent learning projects
52

Feedback Strategies (cont.)
Amount
• Prioritize – pick the most important points (focused
corrections)
• Choose points that relate to major learning goals
• Consider the student’s developmental level
53

Mode
• Select the best mode for the message. Would a comment in
passing the student’s desk suffice? Is a conference needed?
• Interactive feedback is best
• Give written feedback on written work
• Use demonstration if how to do something is an issue
54

Audience
• Individual feedback makes the student feel the teacher values
their learning
• Group/class feedback works if most of the class missed the
concept – re-teaching opportunity
55

Focus
• When possible, describe both the work and the process
• Comment on the student’s self-regulation if the comment will
foster self-efficacy
• Avoid personal comments
56

Function
• Describe – don’t judge
Balance
• Use positive comments that describe what was done well
• Accompany descriptions of what is “not yet” in the work with
positive suggestions for improvement
57

Clarity
• Use vocabulary and concepts the student will understand
• Tailor the amount and content of feedback to the student’s
developmental level
58

Specificity
• Match the degree of specificity to the
student and the task
• Make feedback specific enough that they know what to do,
but not so specific that it is done for them
• Identify errors or types of errors, but do not correct everyone
– leave some for the student to correct
59

Status of Formative Assessments
and Feedback
• How effectively are teachers using formative
assessments and feedback in your school?
• How might improving or expanding the use of
formative assessments and feedback fit into
your school renewal work?
• Take another look at the element of the
Assessed Curriculum and talk about where
you are and where you need to go.

Assessments in a Growth Model
• Growth Models are used to determine school,
teacher and other influences on student
outcomes
• Michigan now requires that districts develop
and use a growth model to estimate teacher
and administrator influence on student
achievement

Elements of a Sound Growth Model
Multiple Indicators and Measures
Patterns Over Time
Actual Growth vs. Projected Growth
Correlations to Practice Indicators
ACL:Session1:DDIM.Reeves2.27.1462

Regardless of students’ entering
achievement levels, growth is:
KEEPING THEM MOVING UP AND EXPANDING:
Goal is to either maintain or accelerate growth
rates if at, or above, target achievement levels to
stay ahead of a success track (e.g. hitting 3rd,
7th/8th, and 11th Grade targets) and to branch out.
MAKING SURE THEY KEEP UP: Goal is to maintain
or accelerate the growth rates if at, or above,
target achievement levels to stay on a success track
(e.g. hitting 3rd, 7th/8th, and 11th Grade targets).
MOVING THEM UP: Goal is to accelerate growth rates
until these students are also on target to reach
achievement targets by certain grades in order to get on
a success track (e.g. hitting 3rd, 7th/8th, and 11th Grade
targets).
Higher
Middle
Lower

Growth to proficiency SGM
Sets yearly targets that will put low-achievers on pace
to meet proficient and narrow achievement gaps
0
10
20
30
40
50
60
70
80
90
100
3 4 5 6 7
ScaleScoreGrowth
Grade
Low Achiever (expected)
Low Achiever (expected)
Proficient
High Achiever (expected)
Growth
baseline
(3rd to 4th
grade gain)
Growth targets
(based on proficient by grade 7)
64

Growth Model for Your School
• Districts will be developing growth
models per State requirements
• Local districts will need to define
success indicators and measures
• How will your school influence and
contribute to that work?

# 6 – The Adapted Curriculum: What we do insure maximum
opportunity to learn or respond when students struggle or get
bored (i.e. fall behind or leap ahead)?
1. Differentiated instructional strategies
2. Tiered interventions that start in the classroom
3. Adjusted and/or individualized learning plans
4. Culturally responsive learning resources and activities
66

How do your teachers adapt and innovate
to create multiple ways to learn?

When we connect students with the
power of Technology…

We make learning fit today’s learners by…
• Making learning multi-dimensional
• Making the world our classroom
• Integrating curriculum
• Personalizing learning
• Differentiating instruction
• Providing learning on-demand
• Empowering learners to set goals and benchmark
their progress
• Supporting what students want to learn

Coherent and Rigoreous Instructional Programs

Engage Them or Lose Them!
http://www.youtube.com/watch?v=ZokqjjIy77Y

Search/Explore/Discover
RELEVANCE

So, where is your school?
81
As you examine
your school and set
goals for your
renewal projects,
take stock,
and set targets,
that will move
your school
toward a coherent
and rigorous
21st Century
instructional program

A Recap of 6 Elements of CRIP
We just looked at your school’s status on six elements of CRIP:
1. The written curriculum 4. The communicated curriculum
2. The interpreted curriculum 5. The assessed curriculum
3. The taught curriculum 6. The adapted curriculum
Create a school profile graph:
1. Count how many circled items you identified for your school under each
of the six elements of CRIP – these are the items you said need further
work
2. Count how many items you did not circle – these are the items you said
you have addressed
3. Now, for each of the six elements: (a) graph the # of items you have
addressed in green on the left bar and (b) graph the # of items you need
to address in red on the right bar (see example)
4. Talk about what you are thinking about your school’s profile on the 6
Elements of CRIP

0
1
2
3
4
5
6
7
Element 1 Element 2 Element 3 Element 4 Element 5 Element 6
NumberofSub-ElementspereachElementofCRIP
Number of CRIP sub-elements addressed (green) or not addressed
(red) in our school for each of the 6 Elements
Addressed Not Addressed

0
0.2
0.4
0.6
0.8
1
1.2
Element 1 Element 2 Element 3 Element 4 Element 5 Element 6
NumberofSub-ElementspereachElementofCRIP
Number of CRIP sub-elements addressed (green) or not addressed
(red) in our school for each of the 6 Elements
Addressed Not Addressed

A Sad State of Affairs
• “Curricular chaos” — not coherence — still
prevails in most schools, a result of our no-
oversight, high autonomy culture
(Schmoker and Marzano 1999).
• Fortunately, many successful schools have
seen achievement levels soar after
developing coherent, high-quality
curricular programs.
• This is best accomplished by addressing the
6 Elements we explored yesterday and
today.
85

ACL’s Renewal Focus
• 6 Research Grounded School Leadership
Dimensions
• Renewal Planning Matrix
• School Teams
• Assessment of renewal needs
• Building on previous renewal
(improvement work)
• Future Oriented

Circling Back
• Look at all the areas you circled
• Look at your graph
• Together, identify 3-5 top priorities you might consider
as a focus for your renewal work
• Be ready to share your priorities and why
• How will these ideas inform your renewal work?
– Going beyond the Core
– Curriculum articulation, alignment, and integration
– Progress monitoring and student learning goals
– High Impact Instructional Strategies
– High quality formative and summative assessment
– 21 Century Learning

A Systems Approach to Renewal
• Curriculum, Instruction,
and Assessment Mapping
• New designs for learning
• Process monitoring
• Progress monitoring with benchmarks
88

A Systems Approach
89
Changing how you work together to
renew your school for 21st Century Learners through the:
Written,
Interpreted,
Taught,
Communicated,
Assessed,
Adapted,
And, ultimately, the Learned Curriculum

Where do you need to go and how
will you get there?
90

School Renewal Decisions
• How will you harness the
power of coherent and
rigorous instructional
programs (CRIP)in your
school renewal work?
• How will you use the six ACL
dimensions in a systems
approach to school renewal?
91

92
On behalf of Michigan’s most
Precious resource…
Thank you for being learning
Leaders

Coherent and Rigoreous Instructional Programs

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