1 Whatever It Takes!!! Leadership for Change Maine Department of Education June 2011 Judy Loughlin, Ph.D. [email protected] *** IDEAL Consulting Services,

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Whatever It Takes!!!

Leadership for Change

Maine Department of Education

June 2011

Judy Loughlin, Ph.D.

[email protected]

***

IDEAL Consulting Services, Inc.

www.idealconsultingservices.com

508-636-6615

866-254-6136

CONSULTING SERVICES, INC.

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Kalisha

Current Grade Placement=5th Current Reading Level=3rd

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How Do We Help Her?• Many of us immediately think

diagnostically– What is her diagnosis?

• Does she have average intelligence– If no, then maybe she has a mental disability

• Does she have a learning disability

• Clear Your Mind for a Moment– Think about what she needs

• We know she needs strong instruction• We can worry later about where instruction

occurs -Joseph Witt, PhD

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Two Approaches

1) Assume problem resides within child and search for problem– Learning Disability

2) Assume first that student problem is with instructional match– Document core instruction is effective for

most students– Rule out lack instruction for referred

student -Joseph Witt, PhD

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Current System

• Kalisha is Referred• Tested

– Woodcocked– WISC—ered

• Voila– Severe Discrepancy– Diagnosis: LD– Placement in Special Education

-Joseph Witt, PhD

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Discrepancy Explained:Kalisha has LD!

• Kalisha goes off to Special Education• The Classroom Teacher Returns to

Normal Routines• School Based Team is Happy

– Something has been done about Kalisha

• Now what does the SPED Team do to close Kalisha’s gap?

-Joseph Witt, PhD

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Issues with the Discrepancy Model

Identification of LD occurs too late.

The practice consumes significant resources and time. The practice utilizes unreliable measurement procedures. The practice rarely leads to effective interventions. Many students in need of services are not eligible and vice versa. The practice leads to lowered student expectations. Many stakeholders are no longer in favor of using it.

© IDEAL Consulting Services, Inc. 2006-2008

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But - Not All “low” students are LD

Just Because a Student HAS not Learned

does not mean Student CAN NOT learn

BIG Mystery: How Could Student be Behind in Reading and/or math and Not be LD?Presidents Commission on Excellence in

Special Education

Maybe just possibly the child is low because she did not have the right kind of

instruction at the right time.

Poorly matched instruction can also “cause” low achievement.

-Joseph Witt, PhD

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Inquiring Minds Want to know

• When problems exist with core and/or supplemental curriculum…– …how can we say problem is IN child

• Plain and Simple:– If we don’t teach them and they don’t

learn, it is wrong to say the student has the problem.

-Joseph Witt, PhD

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Kalisha: A Discrepancy Does Exist…

The Discrepancy between Actual and Expected

…but Why?

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Common Sense Sleeps

• We know students can be low academically – because they are not motivated to learn– because they move around a lot or miss a lot of school– because they have CDD

• This is common sense.

• Common sense went to sleep in 1970’s– We stopped thinking. – We Woodcock’ed ‘em and placed ‘em.

-Joseph Witt, PhD

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Logic Awakened by NCLB and IDEA

• How can we effectively examine the role of instruction?– Was teacher “highly qualified”?– Did reading instruction include the “essential

components of reading”? – Did we match the right reading and math

instruction with the student’s particular need at the right time?

• These are all questions that must be answered nowadays before a determination of eligibility for SPED services can be made.

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Meanwhile, Kalisha is behind

• With RTI we first ask:What is she strong in Where is she weak?How can we help her improve?

• RTI is about– Helping first– Diagnosing and placing later

• It is a simple idea– We will make it a bit more complicated!

-Joseph Witt, PhD

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Who Would Benefit from RTI

• Kalisha– Outcomes for special education are poor

• Reduced referrals– SPED placements up in US 200%

• Her teacher gets help right away• The SPED teacher can focus on those who

really do need the help• School psychologists and others

-Joseph Witt, PhD

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What research data tells us……• 20% of our kindergarten children are entering

schools with language and math skills typical of three-year-olds.

• Another 20% enter with skills typical of four-year-olds.

• Public schools do not create the gap.• Annual growth is a year’s worth of progress

each year in core subjects.• Catch-up growth is annual growth plus some

additional part of a year’s growth.

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School-Wide Continuous Improvement Model

Goals Assessment

Instruction

Leadership Support

Professional Development

Instructional Support Teams

Adapted from U Oregon; Ideal Consulting Services, Inc.

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• The push for reform is not going away!

• For the last 50 years, public schools focused on achievement or end point measurement such as SAT scores, number of HS graduates, GPA.

• Now we must focus on making sure that every student is making a year of reading/math progress each year!—both annual growth and achievement for every student.

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More research evidence

• Students with reading difficulties who are taught in small groups learn more than students who are instructed as a whole class

National Reading Panel, 2000

• Students benefit from working in a variety of grouping formats that change to reflect their knowledge, skills, interests, and progress

Elbaum, Vaughn, Hughes, Moody, & Schumm,2000; Lou et al., 1996

• Students in 1:1 instruction did not make significantly higher gains than students in groups of 1:3

Vaughn, Thompson, Kouzekanani,Bryant, & Dickson, 2001)

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Research evidence

Explicit, intensive instruction is an essential feature of effective interventions for struggling readers, including students with learning disabilities

National Reading Panel, 2000

Well-designed intervention programs implemented by highly qualified teachers can make a difference in helping children learn to read

Elbaum, Vaughn, Hughes, Moody, &Schumm, 2000; Fletcher & Lyon, 1998

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How Do We Get There?

• Strong Leadership- Principals; Reading, Math, Behavior Coaches

• Well-trained Collaborative Problem Solving Communities

• High quality PD for Teachers Sustained over Time• SBRR Core, Supplemental and Intervention Programs• Valid and Reliable Assessments• Ongoing Progress Monitoring

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Blueprint for Building Instructional Leadership

Like building a structure, building effective instructional leadership requires:

Vision worth building Successful Readers

Clear set of blueprints Instruction Plan

Solid Foundation Data

TeachersTalented Crew

School AdministrationDedicated leader(s)

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Leadership Influences Student Learning

Leadership not only matters—it is second only to teaching among school related factors in its impact on student learning.

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Leadership Matters

Initial findings cite evidence that excellent leadership can make a profound difference in schools where there is the greatest need.

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Investment of the Principal

• The Principal is the Educational Leader of the school.

• The number one goal is bringing students to a level of achievement.

• The Principal is involved in assessment, data meetings, classroom walkthroughs and class discussions.

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Effective Principals

• Principal will dedicate 1.5 - 2 hours per day in classrooms

• Principal will attend meetings to analyze data

• Principal will have monthly meetings with Principal Coach

• Principal will attend ongoing PD with staff

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Classroom Observations

• Principals greatly benefit as reading leaders when they understand research-based teaching strategies, recognize strengths in their teachers’ practice, and note areas that need improvement. Observations and conferencing are primary responsibilities of instructional leaders.

(Glickman,1985; Pajak,1989; Scholastic, 2005)

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Purpose of Walkthroughs

INSTRUCTION• 120 minute uninterrupted literacy block established• core well understood• core implemented with fidelity• high active engagement of students teachers, and

paraprofessionals• small group differentiated instruction in place• classroom teacher meets with EVERY student EVERY day• high quality leveled work stations and activities linked to

student goals

To lead the cheering squad for where we are on track and to target support where it is

needed

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Purpose of Walkthroughs (cont’d)

• classroom arranged to support differentiated instruction• classroom management to support differentiated

instruction in place• clear objectives and/or focus walls posted near

instruction• schedule adhered to and posted on each classroom

door• effective communication between classroom teachers

and interventionists

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Purpose of Walkthroughs (cont’d)

PROFESSIONAL DEVELOPMENT – Professional development training provided is being

used in the classrooms.

ASSESSMENT– Results of assessment tools (including DIBELS,

AimsWeb Math, SWIS, etc) are being utilized to inform instruction and discuss student progress in progress monitoring and data meetings throughout the year.

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Walkthrough Observation Tool

Is the instruction based on the student

’s identified need?

yes no Is the student in a Literacy

Center?yes no

Is the instruction based on the student’s identified need?.

Does the student understand the activity?

ASK: What are you doing? OBSERVE: Is the student on

task?Is the text

appropriate for the student’s

instructional level?

Is the text appropriate for the student’s independent

level? (96%or above accuracy)

Is the student receiving ample

practice?

Check the responses of the student to ensure accuracy

and understanding.

Is the instruction explicit?

Does the activity support the student’s identified

need?Listen and observe to see that the student

is responding accurately to instruction.

Is the student receiving ample practice?

If with a group, is the student appropriately

grouped?

Is the student in an appropriate group?

Does the activity include a student response for

accountability?

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Classroom Walkthroughs

Challenges for Principals:• Time• Knowledge of effective reading instruction• Understanding what to look for• Collection and analysis of appropriate

observational data

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High Expectations of Teachers

• To provide explicit, systematic and motivating short whole group lessons

• To provide differentiated small group instruction the majority of the time of the literacy block

• To have students involved in meaningful, related, appropriate and engaging academic activities

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Expectations for Reading/Math Coach

• Reading/Math Coaches spend some their day in classrooms coaching teachers

• Reading/Math Coaches will facilitate literacy team

• Implements district initiatives at the school level• Reading/Math Coach is the keeper of the

Data!

scheduling benchmark and PM testing, collecting data, maintaining database, preparing for and facilitating data meetings…….

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GOALS of COACHING

Improve students’ academic/behavioral skills & competence

Work with teachers to solve problems

  Learn from each other

Prevent future problems

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Key Skills of the Coach

• Communication and “people skills”

• Organization-collecting, organizing and using assessment data

• Observing/Coaching in classrooms

• Collaborative problem-solving• Organization and planning

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Foundational Coaching Skills

s

Giving Feedback

ListeningPlanning

ObservingQuestioning

Relationship Building

(supportive role)

Reflect

Act

Set Goals

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High Expectations for PD

• Summer trainings• School year PD• In-class coaching• Grade level meetings• Ongoing data meetings• Professional development is

built on a common vocabulary related to assessment driven instruction that leads to differentiation

powerful

on-going

long-term

Staff Development must be:

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Expectations for Curriculum and Instruction

• Protected 120 minute literacy block for grades K-3• Protected 90 minute literacy block for grades 4-6

with an additional 30 min. reading in the content area.

• Protected 30 minute additional intervention time is included in the 90-120 literacy block.

• Protected math block• CORE reading and core math program• Data-driven Instruction• Small group instruction• Only 15-30 minutes total whole group instruction

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What constitutes an interruption?

• Special Area (art, music, physical education, media, etc.)

• Exceptional Student Education pull-out • Mentoring during whole group instruction• Trips to the library• Counseling• English Speakers of Other Languages pull-

out• Computer Lab pull-out• School Assemblies• All-call, Lunch, Recess

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Clear and Shared Vision

• Everybody knows where they are going and why

• The vision is shared – everybody is involved

• The vision and values create a consistent focus

• The principal and coach are the keepers of the vision

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Change

Why change fails:• "The core culture of teaching and learning is

extremely difficult to change, partly because the problems are intractable, and partly because most strategies fail to focus on teaching and learning.”

• "Change in teaching for most effective learning requires major transformation in the culture of the school - an incredibly complex undertaking.”

• "Unanticipated changes in the course of any plan or project are guaranteed. They are not abnormal intrusions but part and parcel of the dynamic complexity of present society."

(Fullen, 1993)

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Change

• Change is learning - loaded with uncertainty. • Change is a journey, not a blueprint. • Problems are our friends. • Change is resource-hungry. • Change requires the power to manage it. • Change is systemic. • Change creates tension.• Change must involve all stake holders• All large-scale change is implemented locally.

(Fullan & Miles, 1992)

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Managing Change• Offer time for training, sharing, coaching• Recognize change only happens through

people (emotional effects) • Be prepared for the “implementation dip”• Help educators develop an understanding

of “why”• Seek out “paradigm shifters” and “idea

champions”• Take the long view --- change takes years

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Managing Complex ChangeVision Skills Incentives Resources Action Plan

Confusion

Anxiety

FalseStarts

Frustration

GradualChange

Change

Skills Incentives Resources Action Plan

Vision Incentives Resources Action Plan

Vision Skills Resources Action Plan

Vision Skills Incentives Action Plan

Vision Skills Incentives ResourcesKnoster, T. & George, H. (2002) NASP Communique, 6

46Time

Pes

sim

ism

DENIALShock, apathy, focus on the past,

“If I wait this will go away.” Bargaining: “How can we stay the same?”

RESISTANCE TO LEAVING THE FAMILIARSelf doubt, blaming, anger, discord, feeling that previous efforts have been

diminished or discounted

EXPLORATION AND MANAGEMENT OF CHANGE“Too many Ideas!” = Search for structure “ Too much to do!” = Attempts to manage

the change, frustration, difficulty focusing

REFOCUSING/COLLABORATIONTeamwork, focus and planning, commitment to making changes

effective, “I can see some things working!"

CONFIDENCETeamwork, focus and planning, commitment to

making changes effective, feelings of accomplishment “We can do this!”

CYCLE OF CHANGE WHEN CHANGE IS MANDATED

Adapted from Maralyn E. Turner

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Unknown

An obstacle is the thing that

you see when you take your

eyes off the goal!

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What is School Culture?…In simple terms, culture is the way we do

things and relate to each other around here.Fullan and Hargreaves, 1996

…if you want to change and improve the climate and outcomes of schooling for both students and teachers, there are features of the school culture that have to be changed, and if they are not changed,

your well-intentioned efforts will be defeated.

Sarason, 1996

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Attending to School Culture

• What do we believe about students?

• What do we believe about curriculum?

• What do we believe about effective reading instruction

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Culture Activity

If we believe that all children can learn, how do we respond when a student isn’t learning?

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Four Schools

CHARLES DARWIN SCHOOL– “We believe all kids can learn...based on their ability.”

– School lowers the bar for the students .

PONTIUS PILATE SCHOOL– “We believe all kids can learn...if they take advantage

of the opportunity we give them to learn.”

– Fail the student in order to become more motivated.

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Four Schools (cont’d)CHICAGO CUB FAN SCHOOL– “We believe that all kids can learn something

& we will help all students experience academic growth in a warm and nurturing environment.”

– Ensures student feel good rather than ensuring that they have learned

HENRY HIGGINS SCHOOL– “We believe all kids can learn...and we will

work to help all students achieve high standards of learning.”

– Meet the needs of individual students for academic achievement

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The Teacher –the Key The Teacher –the Key It is the teacher who makes the difference in the classroom.

By far the most important factor in school learning is the ability of the teacher.

There is an extensive body of knowledge about teaching that must be known by the teacher.

The teacher must be a decision maker able to translate the body of knowledge about teaching into increased student learning.

-Post Madeline Hunter

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The Principal-The Key

What’s a leader to do?• Validate• Actively listen• Acknowledge commitment to ideas/beliefs• Respect other perspective• Validate difficulty of changing behaviors• Build Leadership Teams• Literacy, Assessment, School Support

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Outcomes-Driven ModelIdentify Need for Support

Validate Need for Support

Plan Support

Evaluate Effectiveness of Support

Implement Support

Review Outcomes

Progress Monitoring

Benchmark Assessment

Benchmark Assessment

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RTI Principles

• Educators can effectively teach all children.• Intervene early while the problem is easier to

remediate.• Use a multi-tier model of service delivery to meet

the needs of groups of students.• Use scientifically-based interventions/instruction to

the extent possible.• Use data to make decisions• Use technically adequate assessment tools to make

screening, diagnostic, progress monitoring, and outcomes decisions.

From: National Association of State Directors of Special Education (2006). Policy Considerations and Implementation.

© IDEAL Consulting Services, Inc. 2006-2008

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Under the best of circumstances…expect a

5 to 8 year initiative

to implement

RTI effectively!

Easy…eh???

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Potential Blind Spots• Several factors will impede effective roll out of

RTI procedures:– Poor teacher preparation to address the needs

of struggling students• In a 1998 study, only 21 percent of public school

teachers said they felt well prepared to work with students with disabilities.

– Lack of funding to purchase research-based instructional programs

– Lack of professional development time– Inconsistent treatment integrity– RTI opponents back dooring the process

© IDEAL Consulting Services, Inc. 2006-2008

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Take Home Points• RTI is NOT simply a method to identify

students with learning disabilities – it is about improving results for students – the fact that it can help systematically identify students with LD is incidental.

• This can be done in practice. • It is good for kids!

© IDEAL Consulting Services, Inc. 2006-2008