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

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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

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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

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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

99

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

138

139

140

141

142

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