IMPLEMENTING RESPONSIVE INSTRUCTIONAL PRACTICES

Institutionalizing & Sustaining Quality Instructional Practices Beth Harn (bharn@uoregon.edu) – University of Oregon

OBJECTIVES

The “Active Ingredients” of RTIData-based decision makingCollaboration and coordination of instructionDifferentiated Instruction

Sustaining & Institutionalizing Responsive Instructional Practices Implementing Shared Instructional LeadershipPromoting collegiality and continual learning within each

building

RTI: A CHANGE TO THE SYSTEM

RTI, by design, is a shared responsibility of general and special education to implement prevention and intervention-focused practices, which will require unprecedented collaboration and coordinationOur challenge is supporting this change process across all

educators

“People are changed, not by coercion or intimidation, but by example”. (Manske, 1999)

“If student learning is the most important function of schools, then instruction is where we focus our time and attention.”

(Fielding, Kerr & Rosier, 2007)

THE PROMISE OF RTI

Change doesn’t happen based solely on enthusiasm nor knowledge of specific skills

IMPLEMENTING RTI

We must think carefully about our purpose, players, and position to determine priorities and courses of action

DATA-BASED DECISION MAKING Identifying Students Who Need Additional Support

Which children are at-risk for long-term difficulties? Screening measures

Evaluating Response to Intervention Is the instruction effective? Are the at-risk students growing enough?

Progress monitoring measures with decision rules

Evaluating Grade or School Level Performance How are all the students progressing and how does this child compare to his

peers? Are all students growing? Grade-level reports, state assessments Comparing actual performance to “The Triangle”, state benchmarks, AYP, etc.

“ The role of assessment for learning is essential in order to link data on learning to instructional practices that achieve student results. “ (Fullan,

2008)

KINDERGARTEN SPRING ’07 PSF

87% Low risk for reading difficulties11% Some risk for reading difficulties2% At risk for reading difficulties

KINDERGARTEN SPRING ’07 NWF

50% Low risk for reading difficulties39% Some risk for reading difficulties11% At risk for reading difficulties

1ST SPRING ’07 ORF

54% Low risk for reading difficulties37% Some risk for reading difficulties9% At risk for reading difficulties

K – PSF

K – NWF

      69% (n=35) Low Risk

      20% (n=10) Some Risk

    12% (n=6) At Risk

 

       68% (n=38) Low Risk

       20% (n=11) Some Risk

       13% (n=7) At Risk

K - PSF

K - NWF

Spring ‘08

1st – ORF

DIFFERENTIATED INSTRUCTION Selecting Programs/Interventions

Must match the identified skill needs Students must be placed appropriately within the program

Using placement tests systematically and adjusting instructional groupings based on student needs (i.e., not all student will begin with lesson 1 in a program)

Differentiating Support Based on Student Performance The greater the need the more intensive the intervention

Allocation and Utilization of Resources Personnel allocation, program selection, time Program purchases Short-term priorities for long-term benefit -- “Difficult conversations” Professional development

On programs, classroom management, instructional delivery, fidelity

COLLABORATION & COORDINATION OF INSTRUCTION Grade/School-Level

Coordinating and allocating school resources strategically Creating the Continuum of Instructional Support/CSI Maps: careful

consideration of available programs, time, personnel, alignment of content across instructional support systems (i.e., general education/tier 1 and Title/tier 2)

Ensuring quality instructional delivery at all levels, observations, coaching/collaboration, and professional development Differential PD based on need of the teachers “access to seeing effective practices is necessary for success. It takes up the

dilemmas of ‘de-privatizing practice’ in which it becomes normal and desirable for teachers to observe and be observed in teaching facilitated by coaches and mentors.” (Fullan, 2008)

Student Level Effective Problem-Solving Teams: focused on alterable variables and

how to implement the necessary instructional supports Knowing when and how to differentiate/increase instructional support

CREATING SYNERGY: INSTRUCTIONAL LEADERSHIP “I don't know of any school anymore that can be "led" by a single

individual. It is too complex, far too demanding, and far too intractable for any one person to lead alone. Building a community of leaders and … is a powerful concept whose time has come. “(Barth, 2006)The nature of relationships among the adults within a school

has a greater influence on the character and quality of that school and on student accomplishment than anything else.

“Continuous learning depends on developing many leaders in the school in order to enhance continuity. It also depends on schools being confident in the face of complexity, and open to new ideas.” (Fullan, 2008)

The “lone arranger” approach to teaching is ineffective in our accountability-driven educational system

INSTRUCTIONAL LEADERSHIP: CHANGING THE DYNAMICS IN POSITIVE WAYS Collaboration

A systematic process in which we work together, interdependently, to analyze and impact professional practice in order to improve our individual and collective results. (Dufour, Dufour, & Eaker, 2002)

Connecting with a PurposePurposeful peer interaction within the school is crucial.

Student learning and achievement increase substantially when teachers work in learning communities supported by school leaders who focus on improvement. (Fullan, 2008)

Discussing current practices, a reading, a video Sharing and reviewing data Sharing information learned from conferences Discussing professional development needs to match the context

WHAT IS YOUR SCHOOL’S CULTURE? Parallel play: educators work in isolation from one another

Door shut, picture taped over the window on the door (“lone arranger”)

“The cost of concealing what we do is isolation from colleagues who might cause us to examine and improve out practices.

Adversarial: relationships may involve open combat, the more subtle withholding of information, and competition for scarce resources and recognition. “I teach in a culture of competition in which teaching is seen as an

arcane mystery and teachers guard their tricks like great magicians.” (Barth, 2006)

Congenial: relationships are personal and friendly, supportive in life Focus of interactions revolve around food

Collegiality: educators talk about practice, share craft knowledge, observe one another in their classrooms, and root for one another's successes Playing together

SIGNS OF COLLEGIALITY IN SCHOOLS: EDUCATORS PLAYING NICELY WITH ONE ANOTHER (BARTH, 2006)

Educators talking with one another about practice. Educators sharing their craft knowledge.

Insights and understanding of practice learned on the job (e.g., discipline, parent involvement, writing instruction, leadership, etc.)

Educators observing one another while they are engaged in practice. “no more powerful way of learning and improving on the job

than by observing others and having others observe us” Educators rooting for one another's success.

Ensuring celebrations happen regularly

“If one day we educators could only disclose our rich craft knowledge to one another, we could transform our schools

overnight.” (Barth, 2006)

METHODS TO PROMOTE INSTRUCTIONAL LEADERSHIP

Make the expectations for collegiality explicit How many observations per year; time at staff meetings to share craft

knowledge; model collaboration; Model collegiality

Invite educators from other schools to observe; highlight people’s success

Reward those who behave as colleagues Provide release time; recognition; materials; funds; attending

conferences Protect those who engage in these collegial behaviors

CONCLUSIONS“Confidence but not certitude in the face of complexity. Get

comfortable with being uncomfortable. “ (Fullan, 2008)

Take stock on the “active ingredients” of RTI Data-based decision making, differentiated instruction, collaboration

and coordination Where are your strengths and where do you need to improve and what

professional development is necessary to make that happen? Examine the culture of your school and how enhance collegiality

to promote shared and distributed instructional leadership Implementing responsive instructional practice is sustainable Focus on improving instructional practices for all educators Creating teacher leaders

“I am struck by the power of action. It is not enough to dream; we must plan. And it is not enough to plan; we must act.”

(Leonardo da Vinci)

CITATIONS Barth, R. (2006). Improving relations within the schoolhouse. Educational

Leadership, 63, 8-13. Fullan, M. (2005). Leadership and sustainability: System thinkers in action.

Thousand Oaks, CA: Corwin Press; Toronto: Ontario Principals’ Council. Fullan, M. (2006b). Turnaround leadership. San Francisco, CA: Jossey-Bass. Fullan, M. (2007). The new meaning of educational change 4th edition.

New York: Teachers College Press. Fullan, M. (2008a). The six secrets of change. San Francisco: Jossey-Bass. Fullan, M. (2008b). What’s worth fighting for in the principalship. 2nd

Edition. New York: Teachers College Press; Toronto: Ontario Principals’ Council.

Wagner, T., Keegan, R., Lahey, L., Lemons, R., Garnier, J., Helsing, D., Howell, A. & Rasmussen, H. (2006). Change Leadership. San Francisco: Jossey-Bass.