rti successful implementation in the high school kelley johnson curriculum coach south johnston high...

RtISuccessful

Implementation in the High School

Kelley JohnsonCurriculum Coach

South Johnston High School

Eddie PricePrincipal

South Johnston High School

Holly MarkovitchCurriculum Specialist

Johnston County Schools

Kathy PriceInstructional Technology Specialist

Johnston County Schools

In preparation for this session: Just one word!

In one word, how would you improve learning at your school?

Go to bit.ly/justoneword and type your word!

Background and Demographics

• Student Population Data:

– 60% White/17% Black/15%Hispanic/6%MultiRacial

– 50% F/R

• Principals and Methodist Ministers

• “Welcome to the Jungle”

• Broken Organization: Accountability, Communication, Morale, Instruction, Processes and Procedures

Moral of Story…If it can be done here,

it can be done anywhere!

Reform is Simple: It’s About Ham and Flies!

• Ham Story – “Do what you’ve always done, and you’ll get what you’ve always got!”

– How do you deal with the frustrations of your staff with the ever-changing initiatives and programs?

• “Are we going to kill flies all day, or are we going to fix that hole in the screen door?”

– Capacity Building and Consensus

A Practical Plan• Evaluate Core Instruction: Engaging and Research-Based

• PD Core Instruction Weaknesses

• Strengthen PLCs: Common Instructional and Assessment Language

• Identify All-Inclusive Assessment Program:

– Screener: Are they were they need to be?

– Curricular Assessment: Are they learning what we are teaching?

– Skills Assessment: What are the literacy

and/or mathematical deficiencies?

– Progress Monitoring: Is our intervention

working?

A Practical Plan

• Create Intervention Period: We must have an Acceleration and Remediation time between the bells.

• PD Strategies: We need to strengthen our instructional practices -differentiation and Flex Grouping are a must.

• Research and Invest in Intensive Programs: Reading and Math Pull-Out Classes

The What and Why of RtI - A Simple Explanation

We have been charged to close the gap, so we will need to identify weaknesses and

individualize instruction. Likewise, we will need to provide opportunities for students who require acceleration. This individualization

applies to both academic and behavioral aspects, and the process has a name –

Response to Intervention (RtI).

The What and Why of RtI – An AnalogyAnalogy: Man Coverage in Football With Visual Performance/Film Breakdown

Skills: Stance, Stab/Hand Placement, Hip Rotation, Phase, Flat Tire, Shoot Hands, and Head Turn

Result: Touchdown for Opponent

Coaching Points: Do we give equal time to each skill or find the deficient skill to refine? Do we refine whole group or in an intervention period?

–Football’s Response to Intervention (RtI).

RtI Framework DefinedThe 3-Tier Model of Service Delivery

Tier I - Core

Tier II - Targeted and Strategic

Tier III - Intensive

Where Did We Begin?

We had to get our teachers to focus on

instruction rather than on "what is wrong

with the student."

In other words, how do we change in order

to make the student successful?

PRACTICAL WISDOM

There are two ways to improve results: redesign the school based on best instructional practices or

get new kids.

- Tim Westerberg, former high school principal in Littleton, CO

School-Wide System of Support for Student Achievement

Intensive Intervention 5%

Strategic Interventions 15%

Core Curriculum 80%

EVALUATE CORE INSTRUCTION

Tier 2

Tier 1: Universal LevelALL students receive research-based high-quality education.

TRUE-ISMS FOR IMPROVINGOUR SCHOOLS

It is impossible to improve student achievement unless we improve our teaching ….

How well we teach = how well they learn.

-email stamp, Dr. Anita Archer

• Teachers must have time built into the day to analyze data, build common assessments, and share best practices.

• What do we want them to learn? What do we do if they don’t learn? What do we do when they already know it?

• Norms must be established for how each PLC operates…so when the conversation gets tough, they have ways to keep going!

Can we equip students with similar processes to internalize learning?

OVERVIEW OF PLC’S:

Think about it. The students who know – respond! They respond in every class, every time!

Create a culture where EVERYONE engages and responds.

WHAT? NO HAND RAISING?

Reflection

If you had to choose one of the following as the most necessary component for today’s 21st century optimal

learning environment, which would you choose?

Social Environment

Connections to World

Interaction

Engaging Learning Environment

New Curriculum Focus

Creativity

Evaluation

Our Data: What does our community think?

Text your answer to 37607

Social Environment- 183567

Connections to World - 183576

Interaction - 183662

Engaging Learning Environment - 183729

New Curriculum Focus - 183730

Creativity - 183733

Evaluation - 183765

OR

Go to PollEv.com/kathyprice on your device.

DEFINING BEST AT THE CORE

BEST practices must have a relentless focus on student engagement.

Student Engagement is the FOUNDATION!

SETTING THE STAGE …

Feedback from Colleges and Industries..."You are sending us too many graduates who simply cannot work in a team environment to solve critical

problems!"

For us to be successful in our team work role, we must understand that there is usually a very defined "chain of command" in any industry that ensures the task at hand gets accomplished in the most efficient manner creating the best results.

Supervisor(Teacher)

Manager[Student(s)]

Reader(s) Recorder(s) Reporter(s)

The Roles

More than one Reporter and Recorder if necessary.

BLOCK 1

List some shifts in teaching that you might need as a teacher to

have truly engaged learners.

ENGAGEMENT?They are already coming to us engaged. Education is the one

that is slow to keep up with students’ level of engagement outside the bells.

WHAT IS ENGAGEMENT?

We want students to be engaged, but again, what does this mean?

ENGAGEMENT, at its core, is the observable evidence of a learner’s interest and active involvement in all lesson

content and related tasks, with clearly articulated “evidence checks” of concrete, productive responses to

instruction. In other words, it is …

VISIBLE EVIDENCER in RtI

THE GAME

Engagement is not optional.

Engagement is HOW we play the game of schooling/learning!

Dr. Kevin Feldman, www.scoe.org

THE RULE!There will be no less than 84% of class time when students are communicating, writing, doing, and

ENGAGING in their learning.

OR

For every 2 minutes of teacher talk, there will be 10 minutes of active student engagement!

IMPROVING ENGAGEMENT

Where should we start?Every educator must agree that visible

evidence is the key to active engagement.

What can be observed if the 2-10/84% rule is in place in a classroom?

What would visible indicators of engaged learning look like at your school?

List at least five.

BLOCK 2

• Identification with school/peers, sense of belonging, social support

• “I belong/am needed.”

• School attendance• Active participation

in school• “I will do it!”

• Personal investment in learning

• Self-regulation• Goal setting• “I want to do this.”

• This is interesting• Ohhhhh!• New connections• “I want to know

more.”

SocialEngagement

BehavioralEngagement

PsychologicalEngagement

CurricularEngagement

ACADEMIC ENGAGEMENTVisible Evidence

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BLOCK 3

What are the risks or barriers for teachers in trying new methods to ensure student

engagement?

THE ACTIVE CLASSROOM

PatienceCarousel

Teaching Channel

FLIPPING THE CLASSROOMNCSU Friday Institute

Devices: Home? School? Availability?

BLOCK 4

Think about one of the practices we have talked about today.

Think of three very different instructional settings in your school.

What would that practice look like in those three distinct settings?

THE TOOL KIT

It’s not what you say or do that ultimately matters … It IS what you get the students to do as a result

of what you said and did that counts.

INSTRUCTIONALNON-NEGOTIABLES

• Warmups, Bell-Ringers, Do Now’s• Ticket in/out the Door• Partner checks, choral responses, writing,

communicating, collaboration• 2-10 (For every 2 minutes of teacher talk, there is

10 minutes of active student engagement.)

MAKE IT HAPPEN

• Administration and Lead Teachers model and review the culture of active engagement over and over and over!

• Every faculty member must embrace change and move their instructional practices to those that have every student actively learning.

• Learning Walks (LW)

3 PROCESS CHECKS - FIDELITY

1. Classroom Learning Walks/Learning Pairs– All faculty paired up

– 1 vist per month – participate 1-3 times per semester

2. Classroom Video Clips– Others at first, then shoot your own

– Clips run 2-10 minutes, edited to focus on common interest

3. Mini-lesson Demonstrations– 3-10 minutes

– Modeling some portion of a recent lesson

– Focused on common interest

The Walkthrough Process – Core Accountability

Live Form

DataPD Weaknesses

South Johnston Data

Instructional Technology

Just like water is a mixture of hydrogen and oxygen, to find the right formula for the 21st century classroom, certain elements should be present.

A Teacher’s Perspective on the SCIENCE Behind Today’s Learner

• Social

• Connect

• Interact

• Engaged

• New Standards & Curriculum

• Creative

• Evaluate

SCIENCE - Social

Is technology the focus of my classroom or is it the window through which I have my students examine the world to make connections?

As educators, how can we harness the social energy our students bring to our classroom?

Can we enhance learning through instructional technology?

What is the balance between curriculum & social collaboration?

SCIENCE - Connect

Are we helping learners Connect the curriculum to a broader global society?

SCIENCE – Interaction & EngagementAre our students interacting with each other to analyze, problem solve, and make decisions which model the processes they will encounter in tomorrow’s work place?

Our students need to be ready for tomorrow’s jobs which don’t exist today. Can this be accomplished with limited resources?

SCIENCE - Engage

Instructional media already makes sense to this generation of learners. Are we ready to shift our

core instruction?

It is not about the device or the service.

It is about the learning.

SCIENCE - CreativityAs Pablo Picasso said: “All children are born

artists. The problem is to remain an artist as

we grow up.”

Instructional technology improves performance when the media provides opportunities for students to design and implement projects

to extend the curriculum content.

SCIENCE - EvaluationDoes everything have to be about the grade?

What about the learning process? The journey?http://www.unctv.org/education/teachers_childcare/nco/documents/skillsbrochure.pdf

Professional Learning Communities & Interventions

What is it we want students to learn?

How will we know when each student has demonstrated the essential learning?

How will we respond when a student experiences difficulty in learning?

How will we deepen the understanding for students who have already demonstrated the essential learning?

STRATEGIC INSTRUCTION

Tier 2: Targeted LevelProvided to students identified as at risk and who require specific support to make adequate progress in general education

Tier 1

Identify an Inclusive Assessment ProgramSouth Johnston High School’s Progression

County-created quarterly assessments, midterms & finals

Types of Assessment: Curriculum Based Measurement

General Outcome MeasureCurricular Benchmark

Screening

Skills-based MeasureProgress monitoring

Mastery MeasureDiagnostic evaluation

What is POWER Lunch?Plan, Organize, Work, Eat, & Relax

An extended single lunch period in the high school environment

Student driven

Faculty and Staff ownership is a non-negotiable in establishing a quality program

Acceleration...enhancement...remediation are all available

2011-12 1st Semester SMART lunch Departmental Schedule

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

CTE DEPT/PLC SUPERVISION TUTORIAL A TUTORIAL B SUPERVISION

MATH SUPERVISION TUTORIAL B DEPT/PLC TUTORIAL A SUPERVISION

SECOND LANGUAGES TUTORIAL A TUTORIAL B SUPERVISION DEPT/PLC SUPERVISION

ENGLISH TUTORIAL A DEPT/PLC SUPERVISION SUPERVISION TUTORIAL B

SCIENCE DEPT/PLC SUPERVISION TUTORIAL B SUPERVISION TUTORIAL A

SOCIAL STUDIES TUTORIAL B TUTORIAL A DEPT/PLC SUPERVISION SUPERVISIONROTC Supervision TUTORIAL A DEPT/PLC TUTORIAL B Supervision

FINE ARTS TUTORIAL B SUPERVISION SUPERVISION DEPT/PLC TUTORIAL A

SPECIAL EDUCATION SUPERVISION DEPT/PLC SUPERVISION TUTORIAL B TUTORIAL A

HEALTHFUL LIVING INTRAMURALS INTRAMURALS INTRAMURALS INTRAMURALS DEPT/PLCWEIGHT ROOM Supervision TUT. A Supervision TUT. A & B TUT. B

                       Tutorial A 10:08 - 10:40 Working with students Supervision A 10:08 - 10:40  10:40 - 11:12 Lunch     Tutorial B 10:08 - 10:40 Lunch Supervision B 10:40- 11:12  10:40 - 11:12 Working with students       *Staff may be required to provide additional supervision at times other than listed.                         

POWER Lunch Activity Examples• Academic

– Acceleration• NCVPS Courses• Face-to-face Interest Courses

– Drama, Dance, Honors Chorus– Remediation

• Test retakes• Tutoring (teacher-to-student & student-to-student)• Flex Grouping (Strategic) By Assessment

• Behavioral– MMOB (PBIS)

• Attendance Recovery• Intramurals / Team Building

– Clubs

PD Strategies

Content Enhancement Routines– Routines for Organizing & Understanding

Information: Framing, Survey, Unit Organizer, and Course Organizer

– Routines for Understanding & Remembering Concepts: Concept Mastery, Concept Anchoring, Concept Comparison, and Recall Enhancement

Xtreme Literacy Strategies– Word Mapping and Word Identification

AVID Strategies

INTENSIVE INSTRUCTION

Tier 2

Tier 1

Intensive Interventions

• Reading: Xtreme & Language!• Math: “We’re not there yet.”• Each One Reach One

In Summary

PLC Mentality – working together as a community to improve instructional delivery

Focus on Core Instruction

Strategic and Intentional Professional Development

Peer Instructional Accountability Program

Flexible Scheduling (SMART/POWER Lunch)