Introduction to RtII Sustainability Module
• The RtII Sustainability Module provides a comprehensive set of materials to assist staff development professionals and school districts implement a Response to Instruction and Intervention (RTII) framework that is both effective and sustainable.
• This Module is most appropriate for building and district teams that have been implementing RtII over a number of years, and are at the point of planning for long-term implementation. It is not an introduction to RTII.
• The module is designed to guide a collaborative effort between a school district and Intermediate Unit Consultants.
• The activities in this module will be most effective and schools will derive the most benefit if the school building and school district secure the assistance of an external facilitator.
• School districts are encouraged to contact their local Intermediate Unit for assistance with this module.
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Pennsylvania Training and Technical Assistance Network
RtII and School Organizational Change: Promoting Sustainability
and Shared Leadership
PaTTAN 2011-2012
PaTTAN’s Mission
The mission of the Pennsylvania Training and
Technical Assistance Network (PaTTAN) is to support the
efforts and initiatives of the Bureau of Special Education, and to build the capacity of
local educational agencies to serve students who receive special education services.
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PDE’s Commitment to Least Restrictive Environment (LRE)
Recognizing that the placement decision is an Individualized
Education Program (IEP) team decision, our goal for each child
is to ensure IEP teams begin with the general education
setting with the use of supplementary aids and
services before considering a more restrictive environment. 4
Training ObjectivesParticipants will be able to:• Describe connection between RtII, SAS and
comprehensive school improvement• Assess current status of implementation of
RtII in your school/district• Describe the role of leadership in
implementing and sustaining RtII as a comprehensive school reform effort
• Describe how sustainability would look within effective RtII implementation
• Identify critical areas of focus for improvement and sustainability 5
Before we get started…Thinking about Sustainability
Sustainability is:• “...the ability of a staff to maintain the
core beliefs and values (culture) of a program
• ...and use them to guide program adaptations over time...”
• ...while maintaining improved or enhanced outcomes.
adapted from Century and Levy (2002)RMC Research Corporation6
Before we move forward…
• Please take a few moments to complete:
• We will debrief later in the morning.
Instruction and Intervention SurveyLocated in the RtII Toolkit
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Establishing the ContextRtII and SAS in PA
RtII and School ImprovementNational Trends
RtII & School Organizational Change: Promoting Sustainability and Shared Leadership
We strive to ensure that each student in Pennsylvania:
• Is proficient in core subjects• Graduates from high
school, ready for post-secondary education & career
• Achieves equitable outcomes, regardless of background, condition or circumstances
Beginning with the end in mind…
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A Definition of RtII• Response to Instruction and
Intervention (RtII) in Pennsylvania refers to the use of a standards-aligned, comprehensive school improvement and multi-tiered system of support for implementing PA’s Standards Aligned System (SAS).
• The intent of RtII is to improve learning as efficiently, effectively and equitably as possible for ALL students, including English language learners and students with disabilities.
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Tier 3: Interventions
forA Few Students
Tier I: Foundation
Standards Aligned Instruction for All Students
Tier 2: Interventions
forSome Students
Response to Instruction and Intervention Framework
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Tier 3: Supplemental Small
Group Instruction/Intervention Period for
a FEW Students (5-10%)
Daily for an extended period of time
Instructional Focus: Basic Skill Deficiencies
Tier 2: Supplemental Instruction/ Intervention
Period for SOME Students (15-20%)· 3-5 times per week or cycle· Lower class size· Instructional Focus: Extended core
instruction in subject area content and/or targeted instruction/intervention
Tier I: High Quality Standards-Aligned Core Instruction for ALL students
(100%) English and Math Courses aligned to PA/Common Core standards
and Keystones ESL Core Instruction aligning ELP and Content Standards Content literacy focus within all courses & use of evidenced-based
strategies Instructional Focus: Subject Area Content (e.g., 9th grade Algebra I &
9th grade English Composition)
Pennsylvania’s Secondary RtII Framework
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Examples of Relevant DataCurrent/Projected Academic Performance Data:*PVAAS Projections*Performance: PA Keystone exams*ACCESS for ELLs Data*Performance: Classroom Diagnostic Tools*4Sight*Common Summative Assessments*STAR*Formal instruments or informal observations used to inform instruction and enhance student learning outcomes. *Individually and/or group administered diagnostic measuresExisting Data (Use to establish career and college risk and readiness)*PSSA* End of Year (EOY) Failing Grades in core subjects as early as 4th grade*Failing Grades in beginning and end of 9th grade fall semester courses*Earning Fewer than 2 credits; lack of promotion to 10th grade* <70-80% Attendance (5 weeks or more of missed school)(>10 days in first month of 9th grade)*Mobility between 8th and 10th grade*Retention in elementary or middle grades*Intervention history*Poor final grades in behavior/disengagement*Abuse/neglectProgress-Monitoring Tools: Maze passages, written expression prompts, vocabulary matching, ORF, Test of Contextual Silent Word Reading Fluency (TOCSWRF); Test of Word Reading Efficiency (TOWRE); CORE Phonics Survey. CORE Phoneme Segmentation Test
Pennsylvania Training and Technical Assistance Network
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School-Wide Positive Behavior Support Model
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Elements of RtII in PA
• Standards-aligned Instruction• Universal Screening• Shared Ownership• Data-based Decision making • Tiered Interventions• Parental Engagement
RtII Toolkit:PA RtII Readiness and Implementation: Self
Assessment Tool 14
Tier I of the RtII framework provides access to high quality standards based
curriculum and instruction for all students.
RtII organizes assessment practices and requires schools
to use the four types of assessments to determine the
effectiveness of curriculum/intervention and
drive instructional adjustments. Examples,
Summative: PSSA, PVAAS, ACCESS for ELLS
Benchmark: 4 Sight Diagnostic: GRADE, GMADE,
W_APTFormative: Formal and
Informal (progress monitoring, ticket out the door)
RtII organizes curriculum and instruction to ensure all
students receive the standards aligned core curriculum. ALL staff (Gen, Sp. Ed, Title, ESL) assume responsibility and an
active role in instruction in the core curriculum
High quality instruction is at the heart of RtII. The framework organizes instruction to ensure the use of high leverage, research-based instructional practices at each Tier. Processes are in place to ensure instructional fidelity.Research-validated interventions are implemented based on the type, level and intensity of student need
RtII requires the selection and use of materials and resources that align with
standards based curriculum and research based standard protocols to
address specific skill acquisition.
Safe and Supportive Schools supplies resources and exemplars to promote
active student engagement in a safe and positive learning environment in order to
maximize student learning.
Toward Coherence: SAS-RtII Connection
DRAFT of
Revised SAS
graphic 12-2011
Pennsylvania’s SAS Web Portal
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RtII and School Improvement PlansBOTH:
• Analyze data to determine alignment and quality of curriculum.
• Analyze data to ensure effective, differentiated instructional practices.
• Require major modification in the infrastructure and logistics of the school.
• Require collaborative planning.17
RtII and School Improvement Plans
BOTH:• Develop interventions for the school,
groups of students in the school and for individual students.
• Implement these interventions with fidelity.
• Use data to monitor and adjust these interventions on a regular basis.
• Provide a roadmap toward implementation fidelity and sustainability.
• Others?
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Team consideration…
• Is RtII included in your strategic plan?
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Aligning Our Beliefs: Survey
RtII Toolkit:
Instruction and Intervention Survey- Tilly
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Toward a Common Understanding
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Selected Readings Packet:
The Why Behind RTI
+ Guided Reading Notes
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21st Century Skills/Global Economy
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21st Century Learning Skills• Core academic subjects - “The Three Rs”• 21st century interdisciplinary themes• Learning and Innovation Skills - “The Four
Cs” • Critical Thinking and Problem Solving
Skills• Communication Skills• Creativity and Innovation Skills• Collaboration Skills
• Information, Media and Technology Skills• Life and Career Skills
21st Century Teaching & Learning
• Where are we going? • How do we get there?
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21st century
Predictors of Future Job Success
Skills valued by today’s employers:• Work Ethic 80%• Collaboration
75%• Good Communication 70%• Social Responsibility 63%• Critical Thinking & Problem Solving
58%26
Common Areas of Deficiency
Areas of deficiency noted by employers:• Written Communication
81%• Leadership 73%• Work Ethic 70%• Critical Thinking & Problem Solving
70%• Self-Direction 58%
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National Trends
How are we doing in preparing our students to compete in a global environment?
Do they have 21st Century Skills?
Are they ready?
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More low-income students are performing at higher levels today than in 1996
NAEP Data Explorer, NCES 29
Record Achievement for All Groups, but Gaps Just as Wide as in 1990
200
210
220
230
240
250
260
270
280
290
300
1973* 1978* 1982* 1986* 1990* 1992* 1994* 1996* 1999* 2004 2008
Aver
age
Scal
e Sc
ore
13 Year Olds – NAEP Math
African American Latino White
NAEP 2008 Trends in Academic Progress, NCES*Denotes previous assessment format
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Flat Achievement in Mathematics
National Center for Education Statistics, NAEP 2008 Trends in Academic Progress* Denotes previous assessment format
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Subject2000 Rank (out
of 26)
2003 Rank (out of
26)
2006 Rank (out of
26)
2009 Rank (out of
26)Mathematics
17th 22nd 22nd Tied 20th
Science 13th Tied 17th 19th 13th Reading 14th 14th n/a Tied 10th
Source: PISA 2009 Results, OECD
Note: Rankings are for the 26 countries that were members of the OECD and participated in PISA in 2000, 2003, 2006, and 2009. 2006 results for U.S. reading performance are not available.
PISA PerformanceU.S. Ranks Low but has Risen Since 2006
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Outcomes for Students with DisabilitiesLabor Force Participation• People with disabilities: 20.7%
People without disabilities: 69.3%
Unemployment Rate• People with disabilities: 13.5%
People without disabilities: 8.1%
US Dept. of Labor, Office of Disability Employment Policy, December 2011
How Are We Doing with Equity?Video clip:
2 schools
Grant McClure
http://opportunityequation.org/teaching-and-leadership/common-core-math-teacher-preparation
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Moving Towards Equity:Consistently High Standards Across All
States• Step 1: Adoption of the Common Core Standards
• Step 2: Systemic and Systematic Implementation – High-quality assessments – Effective systems of accountability– Engaging and rigorous curricula and materials– Focused teacher preparation with knowledge of
reading and writing relative to content area, and which skills to emphasize and how to teach them depending on the individual needs of learners
– K-12 continuum of comprehensive literacy support
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Realizing the Potential of RtII Selected Readings Packet:
Realizing the Potential: How Comprehensively Are Schools Implementing RTI? Allsopp
Focus: RTI Intent: Common responses to RTI, p. 2-3 and
worksheet
In your group, read and summarize assigned paragraph. Share out in your group.
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Where Are We Now?
• Now, briefly consider current status of implementation in your district/school
RtII Toolkit:
Compare RTI Guiding Principles to Your Building’s Current Practices
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Leadership:The Challenges of Change
and Sustainability Every system is perfectly aligned for the results
that it gets….
RtII & School Organizational Change:
Promoting Sustainability and Shared Leadership
MemoTo: Building AdministratorsFrom: District AdministratorsIn keeping with the new state initiative, this fall we will be implementing an exciting new district initiative of SNI in place of LYI. All in-service days previously scheduled for LYI will be rescheduled as staff development for SNI. The $500 for release time and materials for LYI will be discontinued and provided instead for SNI. By the way, you will need to create local SNI teams that meet weekly. The former members of your LYI team would be perfect for this new team. Your new SNI binders will be coming next week. Have a great year!!!
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Dealing with Change
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Change (video clip)
What are some changes that have affected you
professionally over the past 3 years?
Why Do Innovations Come and Go?• In education, innovations come and
go in 18-48 months. Latham (1988)
• Optimally, sustainability should be a focus from the day a project is implemented. With most projects, the pressure of just becoming operational often postpones such a focus until well into the 2nd year. Alderman & Taylor (2003)
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From Implementation to Sustainability
NIRN Stages of Implementation• Sustainability• Innovation• Full
Implementation• Initial
Implementation• Installation• Exploration
NASDSE : stages of RtII implementation:
• Implementation• Infrastructure Development
•Consensus Building
Fixsen, et al. (2005) NASDSE (2005) 42
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Myths and Realities of Organizational Change
Jerry Patterson
• Coming Clean About Organizational Change: Leadership in the Real World (1997)
• Coming Even Cleaner About Organizational Change (2003)
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Why do you think these are myths?
1. People want to understand the what and why of organizational change.
2. People act first in the best of interests of the organization
3. People engage in change because of the merits of the change.
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Personal and Organizational Myths (cont’d.)
4. People opt to be architects of the change affecting them.
5. Organizations are rationally functioning systems.
6. Organizations are wired to assimilate systemic change.
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Personal and Organizational Myths (cont’d.)
7. Organizations operate from a value-driven orientation.
8. Organizations can affect long-term, systemic change even with short-term leadership.
9. Organizations can achieve systemic change without creating conflict in the system 47
Realities about People - Summary1. Most people act first in their own self-interest.
2. Most people don’t want to genuinely understand the what and why of organizational change.
3. Most people engage in organizational change because of their own pain.
4. Most people expect to be viewed as having good intentions, even though they are suspicious of the intentions of those introducing change.
5. Most people opt to be victims of change-- not the architects of it. 48
Realities about Organizations - Summary
1. Most organizations operate “non-rationally” rather than rationally.
2. Most organizations are wired to protect the status quo.
3. Most organizations initiate change with an event-driven rather than value-driven mentality.
4. Most organizations engage in long-term change with short-term leadership. 49
Realities about Organizations and People
1. Most people and organizations deny that the other realities are, in fact, their own realities.
2. Most people and organizations do have the capacity to develop resiliency in the face of the other realities.
(For more information, see Jerry Patterson’s Coming Clean About Organizational Change)
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MCKINSEY Report
McKinsey Report• How do the world’s most improved school
systems keep getting better?
• Why do some schools continue to consistently outperform others?
• What is happening at the school level that enables better teaching and learning?
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Bringing About Systems Change
Vision SkillsIncentivesResourcesAction PlanningMichael Fullan (2001)
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Group Activity
We will look at the seven key findings:
• I DO: Findings # 1 and # 2
• YOU DO: Findings # 2 - 6 on your own
• WE DO: Finding # 7 and key points
Selected Readings Packet:Beyond Islands of
Excellence
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So then… What Are the Realities of RtII?
• The kinds of changes made in implementing RtII are often perceived as BIG CHANGES:– What teachers teach– How teachers teach– What is tested, who does the testing,
and why it is done– How schedules and classroom time are
determined– What is expected of students (and
teachers)– How teachers work collaboratively
across building systems (e.g., General Ed., Title I, & Special Ed.)
– Others?
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Magnitude of RtII Implementation
Do stakeholders perceive RtII as…1. An extension of the past -- or incongruent with the past?2. Consistent or inconsistent with prevailing organizational norms?3. Congruent or incongruent with personal values?4. Easily learned skills and knowledge or difficult to apply knowledge and skills?
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Helpful Assessment Tools
RtII Toolkit:These tools may help teams to “take the pulse” of
status of their stakeholders in the change process.
Perceptions of RtI Skills Survey
Perceptions of RtI Beliefs Survey
Perceptions of RtI Satisfaction Survey
Perceptions of RtI Practices Survey56
Eamonn Kelly, George Mason University
• “RTI as currently conceived may present teachers and their support staff with the demands of design‐based research while being held to the assumptions of experimental research and the standards of rather sophisticated psychometrics.
• For long‐term success, RTI must consider the roles, resources, support, expertise, demands of and costs to each player in the adoption‐of‐RTI process.”
NCLD Leadership Forum (2010)
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High above the hushed crowd, Rex tried to remain focused. Still, he couldn’t shake one nagging thought: He was an old dog and this was a new trick.
We are being asked to accomplish things we’ve never done before. Lack of knowledge = Lack of confidence
Efficacy, Equity & EfficiencyEfficacy(e.g., fewer students at risk on screening; increased achievement scores/improved student learning)
Equity (e.g., vulnerable students show reduced risk and greater achievement; results are comparable across buildings and classrooms)
Efficiency (e.g., decisions are made without delay; low percentages of failed RtI; more students responding well to less intensive instructional efforts)
Number of Evaluations should decrease initially and then stabilize
Number of students in risk range should shrink over time for all students and be apparent across subgroups
Percentage of students receiving Tier 3 intervention should shrink below 10% over time
Percentage of students evaluated who qualify should increase
Percentage of students who live in poverty who are evaluated should be same as overall percentage of students evaluated
Percentage of students receiving Tier 2 intervention should shrink below 20% over time
Number of students in risk range should decrease over time
Percentage of students with failed RtI should be same across all subgroups
Number of evaluations should decrease then stabilize
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Sustainability of RtII• Discuss the effectiveness of your RtII
System and identify specific indicators or evidence of whether it is working…1. Is it helping with Equity? How do you
know?
2. Is it helping with Efficiency? How?
3. Efficacy/impact on student achievement? Evidence?
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RtII Implementation Resource
RtII Toolkit:
RtI Trouble-Shooting Guide
RtII: What School Personnel Need to Know - PaTTAN Publication, 2010
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What do you know about leading change?
“Among all school-related factors that contribute to
what students learn at school, leadership is second to classroom
instruction.” Leithwood, K., et al (2004)
educational leadership62
Sustainable Leadership
The capacity of a system to engage
in the complexities of continuous improvement
consistent with deep values of
human purpose. Fullan (2003) 63
Leadership: Role of Organizational and Relational
TrustTrust in Schools: A Core Resource for
Improvement
Strongest Level Of Trust: • A 1 in 2 chance of making significant
improvements in student learning
Weakest Level of Trust: • A 1 in 7 chance of making significant
improvements in student learningBryk and Schneider
(2003)64
Exploring 1st and 2nd Order Change
First Order Change:• Incremental
Marzano, et al. (2005)
• Technical-Traditional Solutions Suffice Heifetz (1994)
• Single Loop Learning Argysis & Schon (1974,
1978) 65
First Order Changes• Group projects• Cooperative learning• School within a school• Block scheduling• Recognition programs• Interdisciplinary teaming• Alternative assessment procedures• Interdisciplinary curriculum• Higher order thinking skills• Multi-aged grouping• Heterogeneous grouping for instruction• Teacher teams
Fouts (2003). A Decade of Reform66
Second Order Change• Alters system in fundamental ways
Marzano, et al. (2005)
• A focus on adaptation because current ways of thinking do not provide solutions
Heifetz (1994)
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First and Second Order ChangeFIRST ORDER CHANGE SECOND ORDER CHANGE
Smaller classes Value relationships and improved ability to differentiate instruction
Site-based councils Value collaboration and ownership
Ninety-minute teaching blocks
Belief in importance of extended teaching time for more in depth and experiential learning opportunities
Schools within schools
Value increased interactions and relationships with students
Teaching teams with common planning
Belief in the importance of an aligned, focused curriculum and value collaboration and learning in community
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Types of Change & LeadershipFirst Order of Change
Second Order of Change
RequiresTransactionalLeadership
RequiresTransformationalLeadership
See Michael Fullan, Matthew Miles, Phillip Schlecty, Thomas Sergiovanni, James McGregor Burns
Discovery of a school 69
Second Order ChangeLeadership skills needed (7/21
skills/traits):• Knowledge of Curriculum,
Instruction & Assessment• Optimizer• Intellectual Stimulation• Change Agent• Monitoring/Evaluating• Flexibility• Ideals/Beliefs
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Response to Instruction & Intervention
In your school…
Is RtII a FIRST or SECOND order change?
Turn and Talk
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Understanding Systems Change
“It is not the pace of change that is the culprit,
it is the piecemealness and fragmentation
that wears us down.”Fullan (2003)
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A Closer Look atComprehensive Reform
Efforts:Nine Critical Areas of Focus
American Institute for Research (2006)
RtII & School Organizational Change: Promoting Sustainability and Shared Leadership
1. A Focus on Instruction2. Assessment of Student
Performance & Implementation3. Willingness to Lead4. Professional Development5. Cross Role Learning6. Sustained Effort and
Commitment7. Policy Support8. Time9. Technical Assistance
Nine Critical Focus Areas for Improvement
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1.A Focus on Instruction2. Assessment of Student Performance &
Implementation3. Willingness to Lead4. Professional Development5. Cross Role Learning6. Sustained Effort and Commitment7. Policy Support8. Time9. Technical Assistance
Nine Critical Focus Areas for Improvement
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Instruction is the Heart of RtII in PA
All students receive high quality research-based instruction in the general education standards aligned system. Differentiated core program instruction should be sufficient for the needs of 80% of students.”
PA Response to Instruction and Intervention Framework
Tier 1: Highly Effective Instruction
• Tier I instruction consistently:– Provides high expectations for all
(including English Language Learners, students with disabilities or “at-risk”) and ensures access to a rigorous standards-aligned curriculum.
– Incorporates sophisticated, engaging instructional strategies
– Applies the principles of differentiated instruction and universal design for learning.
– Incorporates flexible small group instruction.
• A process must be in place to monitor fidelity of instruction and provide feedback to classrooms.
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Anita Archer
And yet…
Successful teaching accounts for
up to 45% of the variance in student achievement.
Brophy (1986); Hattie (2003); Rowe (2003)
Video clips:
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http://www.khanacademy.org/
Research-based Components of Effective Teaching
• Teach essential skills and strategies.• Provide differentiated instruction based on
assessment results.• Provide explicit and systematic instruction
with lots of practice—with and without teacher support and feedback including cumulative practice.
• Provide opportunities to apply skills and strategies in reading and writing meaningful text with teacher support.
• Don't just "cover" critical content; be sure students learn it—monitor student progress regularly and re-teach as necessary.
Denton, et al. (2007); Simos et al. (2002)
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10 Effective Teaching Principles
1. Engaged time2. High success
rates3. Opportunity to
learn content4. Direct and
supervised teaching
5. Scaffolded instruction
6. Critical forms of Knowledge
7. Organizing, storing and retrieving knowledge
8. Sameness taught9. Strategic
instruction10.Explicit
instructionEllis, E. S., et. al. (1994)
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Six Features of Effective Educational Tools
• Big Ideas: Highly selected concepts, principles, rules, strategies, or heuristics that facilitate the most efficient and broadest acquisition of knowledge.
• Conspicuous Strategies: Sequence of teaching events and teacher actions that make explicit the steps in learning.
• Mediated Scaffolding: Temporary support for students to learn new material. Scaffolding is faded over time.
• Strategic Integration: Planful consideration and sequencing of instruction in ways that show the commonalities and differences between old and new knowledge.
• Primed Background Knowledge: Related knowledge, placed effectively in sequence, that students must already posses in order to learn new knowledge.
Coyne, Kame’enui, & Carnine (2007)
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Considering All Learners• How do we ensure that instructional
practices in the general education classroom support all learners—rather than just identify which students need to go elsewhere to receive intensive support?
• For example: Do I need to review organizational structure of my classroom in order to accommodate more intensive literacy instruction for ELLs and students with disabilities?
• Do I need to add more verbal sound in general or other kinds of experiences throughout the day to build sound symbol relationships?
• Do I need to change the materials that students read or talk about in order to make them more meaningful to them?
Category Avg.Effect Size
%-ileGain
Identifying similarities and differences .52 20Summarizing .49 19Tracking student progress and scoring scales
1.00 34
Building vocabulary .51 20Interactive games .53 20Setting goals/objectives .66 25Note-taking .44 17Nonlinguistic representations .44 17Student discussion/chunking .43 17
Haystead, M.W. &Marzano, R,. J. (2009). Meta-analytic synthesis of studies conducted at Marzano Research Laboratory on instructional strategies. Marzano Research Laboratory. Engelwood, CO.
High Yield Instructional Strategies
83
Where are We Now?• Results of more than 1500 classroom
observations across the country– Clear learning objective – 4%– Worksheets – 52%– Lecture – 31%– Monitoring and no feedback – 22%– Students required to speak in complete
sentences – 0%– Evidence of assessment for learning – 0%– Evidence of bell to bell instruction – 0%– Fewer than one-half of students engaged –
82%(Learning 24/7, 2005)
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“Catch-Up Growth”Daily minutes required for annual Gr. 3 growth: 80Daily minutes required for annual Gr. 4 growth: 80
Additional daily minutes to make 3 years of additional “catch-up” growth: 240
Total Gr. 3 and Gr. 4 daily minutes: 400
So, 200 minutes of direct reading instruction in Gr. 3 and in Gr. 4 is needed to reach the 50th percentile by the end of Gr. 4
Fielding, Kerr & Rosier (2007)85
Principal’s Role in Instruction
• Monitors curriculum- instruction- assessment practices
• Works with staff to select core programs & resources aligned with district curriculum, Standards and Assessment Anchor Content Standards
• Guides staff to focus on student learning• Provides leadership for effective
instructional practices & positive behavior supports
• Works to ensure fidelity of implementation86
Team Reflection: Instruction & Intervention
• How do we ensure that Tier 1 instruction truly addresses the needs of all students, including English Language Learners, students with disabilities, and other “at-risk” students?
• Are all services provided to students based upon performance data?
• Is the curriculum integrated across the tiers?
• Are students engaged?87
Team Reflection: Instruction & Intervention
• Are the curriculum and supports all focused on the same mission and outcome?
• Can a parent take a student to any building in the district and realistically expect the same positive outcome for their child?
• What do we do to ensure that robust, scientifically based instruction and intervention are delivered with fidelity? How do we document that fidelity?
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1. A Focus on Instruction2.Assessment of Student
Performance & Implementation
3. Willingness to Lead4. Professional Development5. Cross Role Learning6. Sustained Effort and Commitment7. Policy Support8. Time9. Technical Assistance
Nine Critical Focus Areas for Improvement
89
Review of the Literature• Knowing how the school system is
doing with the most important work, student learning, is the core focus of data-driven decision making. Bernhardt (2003a), Elmore (2003), and Reeves (2004)
• Data should be shared and analyzed by all members of the school community.
DuFour, DuFour, Eaker & Many (2006)90
Data Analysis Teaming in RtII• District and Building Level Teams:
– Data Analysis– Visioning and action planning at all stages
of implementation
• Building Level Teams:– Core– Grade level – Student level
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PLAN
DO
STUDY
ACT
The most effective and efficient way
to get the required results is with a systematic and
systemic improvement
process of planning, doing,
study, and acting…
92
Formative Assessment: A Teacher’s Voice
Shawn: “I used to do a lot of explaining, but now I do a lot of questioning. I used to do a lot of talking, but now I do a lot of listening. I used to think about teaching the curriculum, but now I think about teaching the student.”
(Heritage, 2010, p. 4)93
Team Reflection: Assessment
• What kinds of assessments do we use?
• Are they giving us the information we need?
• Are any too unwieldy (e.g., take too long) and might be eliminated?
• What student data do we need and not have?
• Should any assessments be added to get those data? 94
1. A Focus on Instruction2. Assessment of Student Performance &
Implementation3.A Willingness to Lead4. Professional Development5. Cross Role Learning6. Sustained Effort and Commitment7. Policy Support8. Time9. Technical Assistance
Nine Critical Focus Areas for Improvement
95
Willingness to Lead
“Data and leadership are a reciprocal relationship.” Schmoker
(2006)
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Mark Morosky on Teacher Leadership
1. A Focus on Instruction2. Assessment of Student Performance &
Implementation3. Willingness to Lead4.Continuous
Professional Development
5. Cross Role Learning6. Sustained Effort and Commitment7. Policy Support8. Time9. Technical Assistance
Nine Critical Focus Areas for Improvement
97
Professional DevelopmentTraining Steps
Knowledge Acquisition
Skill Acquisition
Classroom Application
Theory Medium 60% Very Low 6% Very Low 0%
Theory & Demonstration High 85% Low 16% Very Low 0%
Theory, Demonstration & Practice
High 85% High 80% Very Low 5%
Theory, Demonstration, Practice, & Coaching
High 90% High 90% High 95%
Joyce & Showers (2002) 98
1. A Focus on Instruction2. Assessment of Student Performance &
Implementation3. Willingness to Lead4. Continuous Professional Development5.Cross Role Learning6. Sustained Effort & Commitment7. Policy Support8. Time9. Technical Assistance
Nine Critical Focus Areas for Improvement
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Collaboration
“Even the best professionaldevelopment may fail to create
meaningful and lasting changes inteaching and learning – unless
teachers engage in ongoingprofessional dialogue to developa reflective school community.”
Regie Routman (2002)
Spoof on Collaborative-Planning100
The Power of Professional Learning Communities (PLCs)
The most promising strategy for sustained and substantive school improvement
is building capacity of school personnel to function as a professional learning
community. The path to change in classrooms
lies within and through professional learning communities.
DuFour & Eaker (1998)
What Is a Professional Learning Community?101
Professional Development: Team ReflectionConsider your school’s current professional development model in light of the needs you have identified: • What options might support our needs for
further professional development?• Do we use training techniques that are
geared to actual implementation?• Do we have structures that support
ongoing context (job) embedded professional learning?
• What structures exist that support ongoing professional learning? 102
1. A Focus on Instruction2. Assessment of Student Performance &
Implementation3. Willingness to Lead4. Continuous Professional Development5. Cross Role Learning6.Sustained Effort and
Commitment7. Policy Support8. Time9. Technical Assistance
Nine Critical Focus Areas for Improvement
103
Aligning Our Efforts Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. & Wallace, F.
(2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research
Network (FMHI Publication #231).
Rethinking the Scale Up Challenge
104
Closing the Science to Practice Gap
Selected Readings Packet:Fidelity of SAS and RtII Implementation:
A Barometer for Inclusive Practices
Improving Our Practices• skill-based training • practitioner
performance/fidelity Highest Effect Sizes
•practice-based coaching•practice-based practitioner selection
Very HighEffect Sizes
•methods for systems interventions•facilitative administrative practices•methods for systems interventions
High Effect Sizes
•Framework for thinking about these implementation components
Moderate Effect Size
National Implementation for Research Network105
Critical Focus Areas for Improvement
Don Deshler106
1. A Focus on Instruction2. Assessment of Student Performance &
Implementation3. Willingness to Lead4. Continuous Professional Development5. Cross Role Learning6. Sustained Effort and Commitment7.Policy Support8. Time9. Technical Assistance
Use policies and procedures to connect research to practice
RMC Research Corporation
Research
Policy
Practice
107
informs
guides
Embed effective elements in district policy/procedure
RMC Research Corporation
Effective Element Topics GovernedTime Calendars, schedulesMaterials Program adoptionsHiring Postings, screening
principal/coach job descriptions
Staffing Allocations, assignmentsAssessment/Evaluation Types, frequencyData utilization Team structureTraining, supervision, support
Professional developmentPerformance evaluations
Bethel School District, Eugene, OR, July 12, 2004108
Critical Focus Areas for Improvement
Don Deshler109
1. A Focus on Instruction2. Assessment of Student Performance &
Implementation3. Willingness to Lead4. Continuous Professional Development5. Cross Role Learning6. Sustained Effort and Commitment7. Policy Support8.Time9. Technical Assistance
Time for Teaming: Example• Need: Grade level team meetings currently
meet once a month. Teachers have found that time to examine data and plan instruction together is key to increasing student outcomes. They are now requesting additional collaboration time to hone in on student needs and accelerate student progress.
• Objective: Increase collaborative time for teachers to plan effective instruction that is data based and addresses individual student needs.
• Strategies?
Adapted from RMC Research Corporation 110
Where Do We Find the Time?• Bank Time or Buy Time• Use Common Time• Use Resource Personnel for Student
Learning Activities• Free Teachers from Non-Instructional
Requirements• Add Professional Days to School Year• Use Existing Time More Effectively
Source: Richardson (2002)111
• What are our scheduling challenges?
• How can we use some of the tactics in the last slide to resolve them?
Team Reflection: Scheduling Issues
112
Critical Focus Areas for Improvement
Don Deshler113
1. A Focus on Instruction2. Assessment of Student Performance &
Implementation3. Willingness to Lead4. Continuous Professional Development5. Cross Role Learning6. Sustained Effort and Commitment7. Policy Support8. Time9.Technical Assistance
Technical Assistance in PennsylvaniaTiered Structure of Support
• Bureau of Special Education/Dept. of Education
• Three PaTTAN offices• Harrisburg: Jennifer Lillenstein• Pittsburgh: Ann Hinkson-Herrmann• King of Prussia: Amy Smith/Greg
Llewellyn
• Twenty nine Intermediate Units 114
Effective Technical Assistance
• Aligned with mission and values of school system
• A collaborative process that strengthens relationships with educators and students
• Provides individuals and the organization with new knowledge and skills and opportunities to apply these to current and future situations 115
Assessing Your Implementation
Selection from RtII Toolkit:• Compare RtI Guiding Principles to Your
Building’s Current Practices• Making RtII Work: What School Personnel
Need to Know and Be Able to Do (PaTTAN Publication)
• RtI Trouble Shooting Guide• RtI Team Tune-up• Checklist of Observable Processes during
RTI Full Implementation Stage116
Planning for SustainableImplementation of RtII
RtII & School Organizational Change: Promoting Sustainability and Shared Leadership
Implementation Synthesis1. A longer-term, multi-level approach 2.Practitioners are the
intervention3. Careful selection of practitioners
who receive coordinated training, coaching, and frequent fidelity checks
4. State and federal funding avenues, policies, and regulations that create a hospitable environment for implementation and operation
118
Sustaining Our Changes….
Vision SkillsIncentivesResourcesAction Planning
And if any of these are not in place… 119
RtI Success
5Big Ideas
SKILLS ACTIONPLANNING+ +
INCENTIVES
+ + =
VISION iiInitial Instruction+ + + + =
.+ +
3Assessments
(Screening, diagnostic, progress)
+ + =
siStrategic
Instruction+ + + + =
iiiIntensive
Instruction/Intervention
+ + + + =
SUCCESSFULCHANGE (RtII SUCCESS)+ + + + =
SKILLS
SKILLS
SKILLS
SKILLS
VISION
VISION
VISION
VISION
RESOURCES
INCENTIVES
INCENTIVES
INCENTIVES
RESOURCES
RESOURCES
RESOURCES
ACTIONPLANNING
ACTIONPLANNING
ACTIONPLANNING
CONFUSION
ANXIETY
SLOW & INCREMENTAL CHANGE
FRUSTRA-TION
“TREADMILL”
INCENTIVES RESOURCES ACTIONPLANNING
Sustainability Planning: Resources
Considerations for recurring resource needs:
• Which important aspects of your emerging RtII culture do not carry a cost in dollars?
• Which elements DO have a cost?Adapted from RMC Research
Corporation121
Sustainability Planning: Strategies for Recurring Resource Needs
RMC Research Corporation
“Reallocating resources to increase student outcomes…
sends a powerful message to the staff and the community
about the district’s primary mission and intent
to help students succeed.”NWREL (2001)
District supporting strategy:• Prioritize district, state, and federal dollars
to the elements that contribute to your success
122
Sustainability Landmines: Group Activity
• What are some barriers to successful implementation and sustainability?
• List one barrier per post-it note.
123
BARRIER POTENTIAL SOLUTIONS
124
The challenge is to ensure that the incentives, structures, and operations at the systems,
organizational, and practitioner level are consistent with each other and aligned in a way that supports
desired practitioner behavior.
125
RtII CAN work-- that doesn’t mean that it WILL work….1.Most children should respond to instruction
and intervention. If not, check implementation.
2.Most children should score at benchmark given adequate instruction. If not, check implementation.
3.Intervention failure should be rare. If it isn’t – check implementation.
4.Instruction and intervention without assessment data is akin to driving without a map.
5.There is a national, state and local need to focus more on implementation.
6.Effective teachers, administrators and schools are defined by the results they produce. VanDerHeyden &Tilly (2010)
126
1. One strength of your program to build on
2. Two things you learned, or “learned differently” today
3. How you (individually or as a team) will use this information to improve your practices.
(please be prepared to share with group)
Ticket Out the Door
127
Remember,
It’s not the falling down
but the getting up that
matters…128
RtII & School Organizational Change: Promoting Sustainability and Shared Leadership
Resources and References
Resources: Articles and Readings
• The Why Behind RtI – (Educational Leadership) http://www.ascd.org/publications/educational-leadership/oct10/vol68/num02/The-Why-Behind-RTI.aspx• Beyond Islands of Excellencehttp://www.lasig2.org/media/beyondexcellence.pdf• Realizing the Potential of RTIhttp://www.rtinetwork.org/professional/rti-leadership-forum/rti-leadership-forum-panel-1/rti-leadership-forum-panel-1-paper• Myths about Response to Intervention (RtI)
Implementation (NASDSE)http://www.nasdse.org/Portals/0/Documents/Download%20Publications/Myths%20about%20RtI.pdf 130
Resources: Tools• Perceptions of RtI Skills Surveyhttp://floridarti.usf.edu/resources/presentations/2009/NASP2009docs/perceptions_skills.pdf• RtI Beliefs Surveyhttp://floridarti.usf.edu/resources/presentations/2009/NASP2009docs/beliefs.pdf• Perceptions of RtI Practices Surveyhttp://floridarti.usf.edu/resources/presentations/2009/NASP2009docs/perceptions_practices.pdf• School Personnel Satisfaction Surveyhttp://floridarti.usf.edu/resources/presentations/2009/NASP2009docs/school_personnel_satisfaction.pdf 131
Resources: Tools• Checklist of Observable Processes during RTI Full
Implementation Stagehttp://www.rtinetwork.org/images/content/downloads/get%20started/hall_checklist.pdf• Determining our Language of Collaborationhttp://www.rtinetwork.org/images/content/downloads/get%20started/language_appendix.pdf• RTI Team Tune-uphttp://www.sde.idaho.gov/site/rti/docs/webinars/RTI%20Team%20Tuneup%208-17.pdf• RTI Team Idea Generator Activityhttp://www.sde.idaho.gov/site/rti/docs/webinars/RTI%20TEAM%20IDEA%20GENERATOR%20ACTIVITY.pdf
132
Resources: Tools• Instruction and Intervention Survey- Tillyhttp://www.ncpublicschools.org/docs/positivebehavior/resources/workshop/tillyhandout.pdf• RtI Trouble-shooting guidehttp://www.aea11.k12.ia.us/educators/idm/guide.html• Compare RtI Guiding principles to your Building’s
Current Practiceshttp://www.ladse.org/ProfDev/presentations/robinson_10/guiding_principles_activity.pdf• RtI 10 question summaryhttp://www.rrcprogram.org/content/view/622/57/• Leadership Self-Assessmenthttp://www.nsba.org/sbot/toolkit/LeadSA.html
133
• http://www.nasdse.org/projects/responsetointerventionrtiproject/tabid/411/default.aspx
• NIRN on-line library
• Rti4success instructional tools chart.pdf
• Mcrel.org/classroom strategies
• http://www.khanacademy.org/
Implementation Resources
134
References21st Century Skills• http://www.21stcenturyskills.org/Gates Foundation• http://www.gatesfoundation.org/topics/Pages/high-schools.as
pxCenter on Instruction• http://www.centeroninstruction.org/National Center on Response to Intervention• http://www.rti4success.org/index.php?option=com_content&
task=blogcategory&id=8&Itemid=110PA Standards Aligned System Portal• http://www.pdesas.org/RtI Action Network• http://www.rtinetwork.org/Learn/Why/ar/RadarScreen
135
ReferencesWorld-Class Instructional Design and Assessmenthttp://www.wida.us/The IRIS Centerhttp://iris.peabody.vanderbilt.edu/Institute of Educational Scienceshttp://www2.ed.gov/about/offices/list/ies/index.htmlFlorida Center for Reading Researchhttp://www.fcrr.org/National High School Centerhttp://www.betterhighschools.org/topics/dropoutprevention.aspAchievehttp://www.achieve.org/ 136
Coaching/PLC Resources • Embedding Formative Assessment: A Professional
Development Pack for Schools. Specialist Schools and Academies Trust (The Schools Network). By Siobhan Leahy and Dylan William
• Team to Teach: A Facilitator’s Guide to Professional Learning Teams
National Staff Development Council. By Anne Jolly
• Learning by Doing: A Handbook for Professional Learning Communities at Work Solution Tree. By DuFour, DuFour, Eaker & Many
• Facilitating with Ease: Core Skills for Facilitators, Team Leaders and Members, Managers, Consultants and Trainers. Jossey-Bass, By Ingrid Bens 137
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140
141
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Contact Information www.pattan.net
List names of PaTTAN consultants
143
Commonwealth of PennsylvaniaTom Corbett, Governor
Pennsylvania Department of EducationRonald J. Tomalis, Secretary
Carolyn C. Dumaresq, Ed. D., Deputy Secretary
Office of Elementary and Secondary Education
John J. Tommasini, DirectorBureau of Special Education
Patricia Hozella, Assistant DirectorBureau of Special Education