1. 2 Stevan Kukic, PhD VP, Cambium Learning/Voyager [email protected] Realizing the Moral Imperative: All does not mean ALL unless action.

2 Stevan Kukic, PhD VP, Cambium Learning/Voyager [email protected] Realizing the Moral Imperative: All does not mean ALL unless action matches rhetoric

4 Greetings from Dr. Bob Pasternack Senior VP, Special Education, Cambium Learning Group Do the RIGHT thing for kids. Focus on the examples of those LEAs that are doing the right thing. Fairfax is a prime example. Thanks, Irene. RtI/MTSS is making a difference First time in history we are BELOW 6 million kids in Special Ed. 2011 data show we are on the right pathless kids in Special Ed is the RIGHT thing to docause so many kids we have placed are NOT disabled. My apologies for not being able to attend. Greetings to the folks

WE TALK AND TALK AND COMMISERATE AND TALK AND, OFTEN, TAKE NO SUSTAINABLE ACTION TO SOLVE OUR ACHIEVEMENT PROBLEMS. The Problem 5

6 We have a rich educational research base, but rarely is it used by teachers, and rarely does it lead to policy changes that affect the nature of teaching. The 360 Degree Leader: Developing Your Influence from Anywhere in the Organization (John C. Maxwell)

Evidence Based Practice Definition The term evidence based means those practices, instruction, interventions that have independent validation that they will produce gains in student outcomes when used with fidelity. 7

Visible Learning by John Hattie, 2009, 2012 8 800 Meta Analysis of 50,000 research articles 150,000 effect sizes 240 million students 100+ Meta Analyses added for 2012 edition

Top 15 Influences on Achievement 9 RankMost InfluenceES 1 Self-reported grades/Student expectations 1.44 2 Piagetian programs 1.28 3 Response to Intervention 1.07 4 Teacher credibility 0.90 5 Providing formative evaluation 0.90 6 Micro-teaching 0.88 7 Classroom discussion 0.82 8 Comprehensive interventions for learning disabled students 0.77 9 Teacher clarity 0.75 10 Feedback 0.75 11 Reciprocal teaching 0.74 12 Teacher-student relationships 0.72 13 Spaced vs. mass practice 0.71 14 Meta-cognitive strategies 0.69 15 Acceleration 0.68 Hattie, 2012

Bottom 15 Influences on Achievement 10 RankLeast InfluenceES 136 Teacher subject matter knowledge 0.09 137 Changing school calendars/timetables 0.09 138 Out-of-school curricular experiences 0.09 139 Perceptual-motor programs 0.08 140 Whole language 0.06 141 Ethnic diversity of students 0.05 142 College halls of residence 0.05 143 Multi-grade/multi-age classes 0.04 144 Student control over learning 0.04 145 Open vs. traditional 0.01 146 Summer vacation -0.02 147 Welfare policies -0.12 148 Retention -0.13 149 Television -0.18 150 Mobility -0.34 Hattie, 2012

Duration of intervention is a meaningless indicator of intervention strength in the absence of integrity data. Amanda VanDerHeyden, 2010

12 Experts need checklistsliterallywritten guides that walk them through the key steps in any complex procedure. Gawande thinks that the modern world requires us to revisit what we mean by expertise: that experts need help, and that progress depends on experts having the humility to concede that they need help. Malcolm Gladwell in The Checklist Manifesto

13 People celebrate the technique and creativity of cooking. Chefs are personalities today, and their daring culinary exploits are what make the television cooking shows so popular. But as I saw at Rialto, its disciplineuncelebrated and untelevisedthat keeps the kitchen clicking. And sure enough, checklists were at the center of that discipline. The Checklist Manifesto: How to Get Things Right (Atul Gawande)

The Recipe 14 First there was the recipethe most basic checklist of all. The Checklist Manifesto: How to Get Things Right (Atul Gawande)

15 Use the recipes with FIDELITY! The Checklist Manifesto: How to Get Things Right (Atul Gawande)

Another Reality A few learn easily Some need more support Most will benefit from Intensive Instruction What is your reality? Generic Models

The Best Tattoo Remover!

Marzano and Waters, 2009 Nonnegotiable Goals For Achievement Nonnegotiable Goals For Instruction Collaborative Goal Setting Board Alignment Allocation of Resources Relationship between collaborative goal setting, board alignment, allocation of resources, and nonnegotiable goals for achievement and instruction

Defining District Non-Negotiables in Wichita Public Schools 1. The culture of PLC is embraced, expected, and supported at the school and district level as operationalized by the MTSS innovation configuration matrix. 2. District level standard protocols, in the areas of academic and behavior assessment, curriculum, intervention, instruction, and operations are established, implemented and supported with fidelity. 3. The focus of Professional Development is expecting and supporting fidelity of implementation. 4. Results-driven leadership is expected and supported.

So, what we do to get serious? Develop a sustainable and coherent MTSS. Improve Tier 1 curriculum and instruction. Serve students who need Tier 2 interventions (30 th to 50 th percentile) and Tier 3 interventions (less than 30 th percentile). If limitations demand it; improve Tier 1 preK 12 (with the help of Tier 2) AND offer Tier 3 for incoming K, last year of Elem., last year of Middle, and first year of HS In time, IF outcome data are used to make all decisions, the district can actually achieve the dream of 80% needing only Tier 1, 15% needing Tier 2, 5% needing Tier 3 21

To know and not do is really not to know. Covey, 2002

The student achievement gap can be solved only when the adult gap between what we know and what we do is reduced to zero. We can do this. It is a matter of will, not skill. Kukic, 2009

Go for it!

1. 2 Stevan Kukic, PhD VP, Cambium Learning/Voyager [email protected] Realizing the Moral Imperative: All does not mean ALL unless action.

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