Instructional Decision Making for Students in Advanced Proficiency

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Instructional Decision Makingfor Students
inAdvanced Proficiency
Day 1
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Who is here today?
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Logistics

• Facilities
• Breaks
• Parking Lot
• Today will be interactive, ask questions whenever
  you want
• Use the parking lot to post questions
• Contacts
• Mary Schmidt (515.270.0405 ext. 14375)
• Wendy Robinson (800.362.2720)
• Shannon Harken Cell (641.891.1651)

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Activating Thinking

• Mindstreaming
• What is one question you have about IDM for
  Advanced Proficiency and what experiences have
  led you to that question?

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Outcomes

• Participants will
• Identify the characteristics of a gifted reader
• Understand how the gifted brain learns
  differently
• Understand the difference between grade level and
  district core

• Teams will
• Learn and discuss best practices and strategies
  for serving advanced proficiency readers
• Connect new learning to existing knowledge about
  IDM
• Determine levels of consensus about advanced
  proficiency readers

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Terminology

• Advanced Proficiency
• Gifted
• High Ability
• Advanced

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Three Phases

• Consensus Building (Commitment)
• Infrastructure Development
• Implementation

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Consensus Is

• derived from Latin roots meaning shared thought
  
• a process for group decision-making
• a gathering and synthesis of ideas
• arriving at a final decision acceptable to all
• achieving better solutions

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Consensus does NOT mean

• A unanimous vote
• A majority vote
• Result is everyones first choice
• Everyone agrees
• Conflict or resistance will be overcome
  immediately

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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

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Consensus Building Throughout the Phases

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Definition of Instructional Decision Making (IDM)

• A set of systems and strategies designed to
  increase the capacity of schools to educate all
  students and increase student achievement and
  behavioral success.

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Definition of Instructional Decision Making (IDM)

• A set of systems and strategies designed to
  increase the capacity of schools to educate all
  students and increase student achievement and
  behavioral success.

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Questions to Consider

• What do we mean by ALL?
• What are the attitudes in your building about
  advanced proficiency kids?
• What are the assumptions about these
  kids? Activity 1

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Definition of Instructional Decision Making (IDM)

• A set of systems and strategies designed to
  increase the capacity of schools to educate all
  students and increase student achievement and
  behavioral success.

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Questions to Consider

• What do we mean by achievement?
• Are all achieving kids learning?

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A Sense of Urgency

• Fordham Study
• Average 1st grade classroom
• As many as 12 grade equivalencies
• IQ range of up to 80 points
• 5th grade teacher reports
• 30 students
• Reading levels from 1.6 - 12.8
• 12 gifted students
• Cleaver, 2008

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Questions to Consider

• Does Core alone provide the right level of
  challenge for the student?
• Is the Core sufficiently challenging to elicit
  advanced performance?
• What opportunities for pre-assessment do we
  offer?
• Whats the difference between a student who
  scores at the lower end of advanced proficiency
  and the student who ceilings out on the test?
• Why give above level assessments?

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Build Self Esteem

• The surest path to positive self esteem is to
  succeed at something which one perceived would be
  difficult. Each time we steal a students
  struggle, we steal the opportunity for them to
  build self-confidence. They must learn to do hard
  things to feel good about themselves.
• --Sylvia Rimm

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WHAT ZONE AM I IN?

• Too Easy
• I get it right away
• I already know
• This is a cinch
• Im sure to make an A
• Im coasting
• I feel relaxed
• Im bored
• No big effort necessary

• On Target
• I know some things
• I have to think
• I have to work
• I have to persist
• I hit some walls
• Im on my toes
• I have to re-group
• I feel challenged
• Effort leads to success

• Too Hard
• I dont know where to start
• I cant figure it out
• Im spinning my wheels
• Im missing key skills
• I feel frustrated
• I feel angry
• This makes no sense
• Effort doesnt pay off

Tomlinson
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How Does Learning Happen?
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PIAGETS MODEL
equilibrium
equilibrium
assimilation
File information into existing categories
Making room for information - change category or
create new
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Novel To Routine

• From infancy on, high IQ individuals
• are attracted to novelty
• habituate rapidly
• return to novelty seeking
• Results in large foundation of factual knowledge

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Novel To Routine

• Gifted--transition from novel to routine
  accomplished
• in less time with
• fewer exposures

Sousa, 2003
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Thinking Skills

• Gifted kids have same range of strategies as
  others.
• Choose more sophisticated strategy or more
  complex version of strategy only in the face of
  significant challenge.
• Skill develops only when the challenge is
  present.

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Problem Solving

• Gifted kids are
• more aware of problem solving strategies
• more likely to switch strategies
• likely to invent a strategy when the going gets
  tough

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Metacognition

• Gifted kids arent consistently better at
  metacognition
• Simple content doesnt require planning,
  monitoring, or evaluating thought processes
  (fix-up strategies)
• Challenging content necessitates practicing
  metacognitive skills
• Metacognition predicts school success better than
  IQ

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Processing

• Form trios
• Identify three key learnings around
• Zone of Proximal Development
• How learning happens
• Thinking and problem-solving
• Discuss how these ideas connect
• Share with large group

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IDM Guiding Principles

• For each Principle
• Identify practices employed in your building that
  apply the principle to advanced and gifted kids
• What else could/should you do?

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IDM CYCLES Core, Supplemental, Intensive

• IDM Cycles
• Curriculum
• Instruction
• Assessments

Core
Supplemental
Intensive
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Defining Core

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

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Framework Questions
Core Related Questions

• 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?
• 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?

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What is sufficient?

• Being as much as is needed.

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For Advanced Proficiency

• meager
• scant
• inadequate

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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
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Intensive Cycle for Students that are Highly
Proficient

• Often replaces grade level core
• Falls within district core
• Advanced levels of curriculum,
• enrichment/acceleration

Supplemental
Intensive
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Tiers of Intervention
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Comparison of Cycles
Similarities Differences

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Advanced Readers
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• Gifted readers may be in jeopardy of losing sight
  of schools as places to find wonderful books
  because they are held back from finding and
  interacting with materials that are appropriate
  for them.
• --Brown and Rogan (1983)

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Characteristics

• Think-Ink-Pair-Share
• What are the characteristics of advanced readers?

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Learning about Gifted Readers

• Read Reading Instruction with Gifted and
  Talented Readers
• Purpose for reading
• Group 1 characteristics of g/t readers
• Group 2 challenges for teachers
• Group 3 strategies to meet needs
• Discuss in trios and chart

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AN ADVANCED READER

• Understands the nuances of language
• Uses multiple strategies to create meaning
• May focus on a single strategy
• Reads beyond their chronological age
• Enjoys reading a wide variety of material
• Is voracious

• Looks at books to solve problems
• Wants to choose books
• Has a wonderful vocabulary
• Reads quickly
• Relates literature to their own lives
• May be an insightful reader

Richards, 2007
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LANGUAGE RELATED ABILITIES

• The ability to retain a large quantity of
  information.
• Advanced comprehension.
• Varied interest and curiosity.
• High levels of language development.
• High levels of verbal ability.

• Unusual capacity to process information.
• Process thoughts at an accelerated pace.
• The ability to synthesize ideas in a
  comprehensive way.
• Ability to see unusual relationships and
  integrate ideas (p. 57)

Clark, 2002
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Final Project Inquiry Reading

• Choose one of the strategies youd like to learn
  more about and use in your classroom
• Your project will be to
• Research the strategy to learn what it involves,
  how its used, and who benefits
• Consider if/how it will be appropriate for a
  student of your choosing
• Use the strategy to differentiate your reading
  instruction for gifted readers

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Suggested Strategies

• Assessment/Grouping
• Curriculum Compacting
• Tiered Assignments
• Inquiry Reading
• Critical and/or Creative Reading
• Blooms Revised Taxonomy
• Questioning Strategies
• Visual Tools
• Depth and Complexity

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Digging into Data

• Review your screening data to determine who is in
  advanced proficiency in reading.
• Choose two students and complete additional data
  tools
• Sousa Language Scale
• Checklist for strong and gifted readers
• SRBCSS Reading
• What other information would you need to design
  interventions for these students?

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Conclusions

• What are your conclusions about these two
  students?
• Advanced or gifted readers?
• Supplemental or intensive interventions?
• Adjustments to grade level core or core at a
  different grade level (or both)?

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Enter and Organize
Student Name Rate - wpm Accuracy Comprehension
Jeff 70 95 45
Sue 215 100 65
Sharon 135 85 100
Elizabeth 85 80 75
Angelisa 144 100 100
Connor 32 55 40
Pam 162 99 100
Jason 88 95 95
Tom 101 100 100
BRI screening data
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Wheres Advanced Proficiency?

• Number of students less than proficient___
• Number of students proficient____
• Out of those students proficient, what is the
  percent of proficient students that receive CORE
  ALONE? ______

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Are the Children Learning?

• Number of students less than proficient___
• Number of students proficient____
• Out of those students proficient, what is the
  percent of proficient students that receive CORE
  ALONE? ______

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In the top 1 of IQ distribution, there is as
much range in ability as from the 1st to the 99th
percent. Robinson,1981
99
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The Ceiling Effect
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Above level test scores (example - ACT)
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99
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ITBS percentile rank
9
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Are the Children Learning?

• Number of students less than proficient___
• Number of students proficient____
• Out of those students proficient, what is the
  percent of proficient students that receive CORE
  ALONE? ______
• With a partner have a short discussion about what
  you just heard.
• Share ideas with the large group.

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Summarize through Display
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How do we know

• where the child is relative to the Core?

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Accelerated and Enriched Learners

• Read the article
• ½ focus on accelerated
• ½ focus on enriched
• Complete the appropriate Frayer

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WHAT AM I TEACHING?
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WHICH KIDS ARE ALREADY THERE?
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WHICH KIDS COULD LEARN IT FASTER?
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WHICH KIDS NEED GREATER COMPLEXITY
AND ABSTRACTION?
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Team Time

• Consensus
• Begin action planning

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Consensus

• Consider what you have learned today and
  connections made between the IDM framework and
  advanced proficiency kids.
• Where do you see the need for consensus building
  around this topic in your setting?
• What resources do you need?

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Home Play

• Read RtI for Nurturing Giftedness
• Complete Five As Protocol sheet
• Come tomorrow prepared to discuss

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