Interventions: The Heart and Soul of School Improvement

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Interventions The Heart and Soul of School
Improvement

• Sheketa McKisick, Ph.D., Presenter
• Arkansas Association of Federal Coordinators
  Conference
• Arkansas Department of Education - ACSIP Unit
• October 16, 2008

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ACSIP Supervisors

• Mr. Michael Ames
• Dr. Larry Bennett
• Mr. Bob Bethurem
• Mrs. Deborah Bland
• Ms. Mary Calloway
• Mrs. Pam Clark
• Mr. Phil Costner
• Mrs. Cathy Goodwin
• Mr. John Harris
• Mrs. Kathryn Lavender

• Mr. Ben Lewis
• Dr. Sheketa McKisick
• Mrs. Leslie Mayo
• Mr. Charlie Nowak
• Mr. Gary Parish
• Ms. Ida Pettus
• Mrs. Alice Simelton
• Mrs. Kay Simpson
• Mrs. LaDonna Spain
• Mr. Wes Whitley

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ACSIP Leadership

• Mrs. Bernice Martin-Russell,
• ACSIP Program Support Manager
• Ms. Annette Barnes,
• Coordinator of School Improvement
• Dr. Alice Barnes-Rose,
• Assistant Commissioner for Learning Services

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Table TalkWhats the Connection?
Madeline Hunter and PET
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Table TalkWhats the Connection?
Madeline Hunter and PET

• Both studies examined the idea of greatness
  and/or effectiveness
• Both studies identified the elements that made
  companies or classrooms successful
• Both developed a new vocabulary for understanding
  and sharing

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Table TalkWhats the Connection?

• Collins and Hunters initial studies left a
  critical question unanswered ---
• Can a good company school become a great
  company school and, if so, how?
• Unequivocally --- good to great does happen but
  good is an enemy of great

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You might wonder . . . So what?

• If we use Collins work as a guide in regards to
  our schools, the concept of School Improvement
  takes on a more meaningful context.
• In its present context, School Improvement is
  equated with failure.
• In the context of Collins work, School
  Improvement is an opportunity for greatness with
  an appropriate framework for action.

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The Power of One
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School Improvement Model
Implement Evaluate
Improved Student Learning
STEP 7 Implement, Sustain, Evaluate
Professional Development Intervention
STEP 1 Analyze student learning needs
Pathway to Increasing Student Achievement
STEP 2 Analyze School/District Context
STEP 6 Select Intervention and plan
Implementation Evaluation
Diagnose Focus
STEP 3 Develop Student Improvement Goals
STEP 5 Review Results-Based Staff Development
Interventions
STEP 4 Identify Educator Learning Needs
Plan
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My Focus ---

• Unpacking Step 6
• Developing an Intervention
• Implementing an Intervention
• Evaluating an Intervention

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School Improvement Model
Implement Evaluate
Improved Student Learning
STEP 7 Implement, Sustain, Evaluate
Professional Development Intervention
STEP 1 Analyze student learning needs
Pathway to Increasing Student Achievement
STEP 2 Analyze School/District Context
STEP 6 Select Intervention and plan
Implementation Evaluation
Diagnose Focus
STEP 3 Develop Student Improvement Goals
STEP 5 Review Results-Based Staff Development
Interventions
STEP 4 Identify Educator Learning Needs
Plan
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An Intervention is . . .

• In general-
• . . . the act of intervening, especially a
  deliberate entry into a situation or dispute in
  order to influence events or prevent undesirable
  consequences
• In the marketplace
• . . . economic action that is designed to counter
  a trend in a market, especially in order to
  stabilize a country's currency

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An Educational Intervention is . . .

• . . .an educational practice, strategy, process,
  curriculum or program specifically identified to
  positively impact student academic achievement.

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ACSIP Rubric RequirementInterventions

• All interventions include scientifically based
  research citations that include source, title,
  author, and date. Research includes the most
  current available research related to targeted
  areas. ADE Laws, Rules Regulations are not
  considered as appropriate scientific based
  research citations. Each intervention includes at
  least the following Appropriate implementation
  and/or Instructional strategies, appropriate
  professional development and evaluation of the
  intervention. All interventions have multiple,
  sequential steps of sufficient detail required to
  implement and maintain the intervention.

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Table Talk

• Why should we focus on interventions?

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One InterventionMultiple Actions in Two
Categories

• . . . All interventions have multiple,
  sequential steps of sufficient detail required to
  implement and maintain the intervention

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Actions for Intervention Development Essential
Elements

• Foundational Elements
• (must have components)
• Data Analysis
• Supporting Research
• Appropriate Selection
• Alignment
• Professional Development
• Evaluation

• Structural Elements
• (might have components)
• AIP/IRI
• Collaboration
• Equity
• Parental Engagement
• Technology Actions
• SOF for
• Materials Supplies
• Personnel
• Capital Outlay

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One InterventionMultiple Actions in Two
Categories

• . . . All interventions have multiple,
  sequential steps of sufficient detail required to
  implement and maintain the intervention

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Actions for Intervention Development Essential
Foundational Elements

• Data Analysis
• Student Learning Data
• Demographic Data
• Perceptual Data
• School Process Data

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Actions for Intervention Development Essential
Foundational Elements

• Research Based
• Independent Research
• Rigor of the Study/Evidence
• Appropriate Population
• Appropriate Selection
• . . . select the correct objective
  intervention at the appropriate level of
  difficulty stage of implementation
• An example Direct Instruction

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Actions for Intervention Development Essential
Foundational Elements

• Alignment
• Arkansas Curriculum Frameworks
• Local Curriculum
• Pacing Guides
• Assessments

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Program Evaluation ACSIP Approval Rubric 11 E

• Purpose Assessment of the effectiveness of
  particular instructional interventions
• Elements of the Program Evaluation
• Ensure that the program/process is implemented as
  designed
• Identify the protocol for evaluating and/or
  adjusting program/process
• At the end of the year, provide evidence of the
  impact on student achievement. Evaluation results
  from the previous year must be included in the
  current years plan.

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Actions for Intervention Development Essential
Foundational Elements

• Evaluation Actions
• How will we determine that students have learned
  what we expected them to learn?
• How will we determine that the intervention has
  been implemented as it was designed?
• How will we determine that teachers have mastered
  each stage of the intervention?
• If not, what will we do for student, staff,
  administrative remediation?

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One InterventionMultiple Actions in Two
Categories

• . . . All interventions have multiple,
  sequential steps of sufficient detail required to
  implement and maintain the intervention

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Actions for Intervention Development for
Essential Structural Elements

• Structural Elements
• (the might have components)
• AIP/IRI Actions
• Collaboration Actions
• Equity Actions
• Parental Engagement Actions
• Technology Inclusion Actions
• SOF for (Materials Supplies, Personnel, Capital
  Outlay)

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Well . . .

• What about an Example?

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Intervention Construction Guide

• Handout 2