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2Stevan Kukic, PhDVP, Cambium
Learning/[email protected] the Moral
Imperative: All does not mean ALL unless action matches
rhetoric
34Greetings from Dr. Bob PasternackSenior VP, Special Education,
Cambium Learning Group
Do the RIGHT thing for kids.Focus on the examples of those LEAs
that are doing the right thing. Fairfax is a prime example. Thanks,
Irene.RtI/MTSS is making a differenceFirst time in history we are
BELOW 6 million kids in Special Ed. 2011 data show we are on the
right pathless kids in Special Ed is the RIGHT thing to docause so
many kids we have placed are NOT disabled.My apologies for not
being able to attend. Greetings to the folks
We talk and talk and commiserate and talk and, often, take no
sustainable action to solve our achievement problems.The
Problem56We have a rich educational research base, but rarely is it
used by teachers, and rarely does it lead to policy changes that
affect the nature of teaching.
The 360 Degree Leader: Developing Your Influence from Anywhere
in the Organization (John C. Maxwell)
Evidence Based Practice DefinitionThe term evidence based means
those practices, instruction, interventions that have independent
validation that they will produce gains in student outcomes when
used with fidelity.
7Visible Learning by John Hattie, 2009, 20128800 Meta Analysis
of 50,000 research articles150,000 effect sizes240 million
students100+ Meta Analyses added for 2012 editionTop 15 Influences
on Achievement9RankMost InfluenceES1Self-reported grades/Student
expectations1.442Piagetian programs1.283Response to
Intervention1.074Teacher credibility0.905Providing formative
evaluation0.906Micro-teaching0.887Classroom
discussion0.828Comprehensive interventions for learning disabled
students0.779Teacher clarity0.7510Feedback0.7511Reciprocal
teaching0.7412Teacher-student relationships0.7213Spaced vs. mass
practice0.7114Meta-cognitive
strategies0.6915Acceleration0.68Hattie, 2012Bottom 15 Influences on
Achievement10RankLeast InfluenceES136Teacher subject matter
knowledge0.09137Changing school
calendars/timetables0.09138Out-of-school curricular
experiences0.09139Perceptual-motor programs0.08140Whole
language0.06141Ethnic diversity of students0.05142College halls of
residence0.05143Multi-grade/multi-age classes0.04144Student control
over learning0.04145Open vs. traditional0.01146Summer
vacation-0.02147Welfare
policies-0.12148Retention-0.13149Television-0.18150Mobility-0.34Hattie,
2012Duration of intervention is a meaningless indicator of
intervention strength in the absence of integrity data.Amanda
VanDerHeyden, 2010 12Experts need checklistsliterallywritten guides
that walk them through the key steps in any complex procedure.
Gawande thinks that the modern world requires us to revisit what we
mean by expertise: that experts need help, and that progress
depends on experts having the humility to concede that they need
help.
Malcolm Gladwell in The Checklist Manifesto
13People celebrate the technique and creativity of cooking.
Chefs are personalities today, and their daring culinary exploits
are what make the television cooking shows so popular. But as I saw
at Rialto, its disciplineuncelebrated and untelevisedthat keeps the
kitchen clicking. And sure enough, checklists were at the center of
that discipline.
The Checklist Manifesto: How to Get Things Right (Atul
Gawande)
The Recipe14First there was the recipethe most basic checklist
of all.
The Checklist Manifesto: How to Get Things Right (Atul
Gawande)
15Use the recipes with FIDELITY!
The Checklist Manifesto: How to Get Things Right (Atul
Gawande)
Another RealityA few learn easilySome need more supportMost will
benefit from Intensive InstructionWhat is your reality?Generic
ModelsNational Models vs. a common modelthe reality in many
placesHow Read Well responds to the models
Suggested Script:And speaking of research Lets take a look at
the famous Response to Intervention model which has become the new
wave in research: National RtI models shows about nearly all
students are able working in a core curriculum, a few need
supplemental support and even fewer will need intensive
intervention,
However over the last couple of years reality has shown us that
the model should probably look more like this where many districts
across the US are recognizing that most of their students in the
early grades would benefit from intensive instruction or some type
of strategic support and few learn easily. So why wait for these
little ones to struggle even more when we all know as educators
that its so much more effective to capture these students early on
in their reading career rather that waiting until they fail and
then providing intervention in hopes of closing the achievement gap
when we know that these are the very students that will never
regain their footage to become successful readers.But the beauty of
Read Well is that it doesnt matter what level your students are
reading on, Read Well will provide the materials, strategies,
pacing chart and guide lines for your teachers to implement
intensive instruction, strategic instruction or on grade level
instruction with acceleration. Thats the beauty of Read Well!So
what does all of this look like in the classroomBecause of the
flexible design of placing your students in the curriculum
according to their instructional needs.
TIME: 35 seconds17
The Best Tattoo Remover!
Marzano and Waters, 2009Nonnegotiable GoalsFor
AchievementNonnegotiable GoalsFor InstructionCollaborative Goal
SettingBoard AlignmentAllocation of ResourcesRelationship between
collaborative goal setting, board alignment, allocation of
resources, and nonnegotiable goals for achievement and
instructionDefining District Non-Negotiablesin Wichita Public
SchoolsThe culture of PLC is embraced, expected, and supported at
the school and district level as operationalized by the MTSS
innovation configuration matrix. District level standard protocols,
in the areas of academic and behavior assessment, curriculum,
intervention, instruction, and operations are established,
implemented and supported with fidelity. The focus of Professional
Development is expecting and supporting fidelity of
implementation.Results-driven leadership is expected and supported.
Denise
District Non-negotiables were defined based on MTSS20So, what we
do to get serious?Develop a sustainable and coherent MTSS.Improve
Tier 1 curriculum and instruction.Serve students who need Tier 2
interventions (30th to 50th percentile) and Tier 3 interventions
(less than 30th percentile).If limitations demand it; improve Tier
1 preK 12 (with the help of Tier 2) AND offer Tier 3 for incoming
K, last year of Elem., last year of Middle, and first year of HSIn
time, IF outcome data are used to make all decisions, the district
can actually achieve the dream of 80% needing only Tier 1, 15%
needing Tier 2, 5% needing Tier 321
22To know and not do is really not to know.Covey, 2002
23The student achievement gap can be solved only when the adult
gap between what we know and what we do is reduced to zero.
We can do this.
It is a matter of will, not skill.Kukic, 2009
24Go for it!
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