Instructional Decision Making.pptVIP

Instructional Decision Making  “A Revisit” Instructional Decision MakingDefinition Integrates assessment and instruction within a multi?level prevention system to maximize student achievement and to reduce behavior problems. Schools identify students in need of additional supports for learning outcomes, monitor student progress, provide evidence?based interventions and adjust the intensity and nature of the instruction depending on a student’s responsiveness. Instructional Decision Making… Formula for Learning Traditional School: Targeted + Time = Learning Instruction Constant Constant Variable ●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●●● IDM School: Targeted + Time = Learning Instruction Variable Variable Constant The Research Behind IDM Effective Schools Research Nationally = Response to Intervention (RTI) Same concepts organized into a systemic approach Focus on instruction and student outcomes What is the Rationale for Instructional Decision Making? We need one process in our schools to make instructional decisions that are: Efficient Proactive Based on early intervention Used to match resources to needs Integrated Focused on student learning Benefits Of IDM IDM will help you to: Know immediately, “Is what we are doing working?” Know which students (high/low performing) need more/different instruction Know what each student needs Provide structures to deliver what students need Raise student achievement Guiding Principles of IDM ALL students are part of ONE proactive educational system Belief that ALL students can learn Use ALL available resources to teach Proactive approach uses data early to determine student needs and intervene. Reactive approach intervenes after students have shown a history of