steve kukic, phd vp, strategic initiatives cambium learning stevan.kukic@voyagerlearning

Building the Context of Excellence for All, Some, AND

Few:Using Response to

Intervention (RtI) as a Catalyst for Improving Outcomes

Steve Kukic, PhDVP, Strategic Initiatives

Cambium [email protected]

om

Let’s Get Serious!

A Blog on www.rtinetwork.org

Always do right.

This will gratify some people

and astonish the rest.

Mark Twain

We can, whenever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far.

Ron Edmonds, 1982

THE THREE CONSTANTS

CHANGEPRINCIPLESCHOICE

Change is good.

You go first!Judy Elliott, 2004

Policy is not based on research.

Policy is based on values.

Research challenges us to question; tests us to change.

Barbara Keogh, 1992

THE THREE CONSTANTS


The Truth: Part 1

Every organization is perfectly aligned for the results it gets.

The Truth: Part 2

Every person is perfectly aligned for

the results he/she gets.

SEE

DOGET

Covey, 2004

New Paradigm of Change

Lesson 1: You can’t mandate what matters. The more complex the change, the less you can force it.

Lesson 2: Change is a Journey, not a Blueprint. Change is non-linear, loaded with uncertainty and excitement; and sometimes perverse.

Lesson 3: Problems are our friend. Problems are inevitable and you can’t learn without them.

Lesson 4: Vision and strategic planning come later; Premature visions and planning blind.

Lesson 5: Individualism and collectivism must have equal power. There are no one-sided solutions to isolation and groupthink.

Lesson 6: Neither centralization nor decentralization works. Both top-down and bottom-up strategies are necessary.

Lesson 7: Connection with the wider environment is critical for success. The best organizations learn externally as well as internally.

Lesson 8: Every Person is in a change agent. Change is too important to leave to the experts. Personal mind set and mastery are the ultimate protection. Fullan, 1993

Complex Change Lessons

1. Moral purpose is complex and problematic.

2. Theories of change and theories of education need each other.

3. Conflict and diversity are friends

4. Understand the meaning of operating on the edge of chaos.

5. Emotional intelligence is anxiety provoking and anxiety containing.

6. Collaborative cultures are anxiety provoking and anxiety containing.

7. Attack incoherence: Connectedness and knowledge creation are critical.

8. There is no single solution: Craft your own theories and actions by being a critical consumer.

Fullan, 1999

It Takes a Whole Village

To Raise a Child

How many children does it take to raze a

village? Williams, 1992

Desegregation will break down the legal Desegregation will break down the legal barriers and bring men together physically, barriers and bring men together physically, but something must touch the hearts and souls but something must touch the hearts and souls of men so that they will come together of men so that they will come together spiritually because it is natural and right…spiritually because it is natural and right…True integration will be achieved by true True integration will be achieved by true neighbors who are willingly obedient to neighbors who are willingly obedient to unenforceable obligations.unenforceable obligations.

Dr. Martin Luther King

A New Definition for Inclusion:

Inclusion is a shared value which promotes a single system

of education dedicated to ensuring that all students are empowered to become caring, competent, and contributing

citizens in an integrated, changing, and diverse society.

Lesson 1: Give up the idea that the pace of change will slow down.

Lesson 2: Coherence making is a never-ending proposition and is everyone’s responsibility.

Lesson 3: Changing context is the focus.

Lesson 4: Premature clarity is a dangerous thing.

Lesson 5: The public’s thirst for transparency is irreversible.

Lesson 6: You can’t get large-scale reform through bottom-up strategies—beware of the trap.

Lesson 7: Mobilize the social attractors—moral purpose, quality relationships, quality knowledge.

Lesson 8: Charismatic leadership is negatively associated with sustainability.

Fullan, 2003

8 New Lessons for Complex Change

Raise the Bar & Close the Gap…WITH A VENGEANCE!

Fullan, 2003

A deliberate strategy…

Critical Change Agents

24

Knowledge and skillsA plan of actionStrategies to overcome setbacksA high sense of confidenceMonitoring progressA commitment to achieveSocial and environmental supportFreedom, control, or choice

Hattie in Fullan, 2010

Elements of a Successful Reform:All Systems Go!

25

1. A small number of ambitious goals2. A guiding coalition at the top3. High standards and expectations4. Collective capacity building with a focus on

instruction5. Individual capacity building linked to instruction6. Mobilizing the data as a strategy for improvement7. Intervention in a nonpunitive manner8. Being vigilant about “distractors”9. Being transparent, relentless, and increasingly

challengingFullan, 2010

If it works, don’t break it. If it doesn’t

work, break the sucker!

Kukic, 1993

WHAT

SCHOOLS

CAN DO

FOR

STUDENTS

AT RISK

Make students at risk

A priority in the

school Take a comprehensive

approachInvest in staff development

Raise expectations for students at risk

Coordinate instruction for each student

Intervene early

Provide more quality time

Characteristics of Effective SchoolsCharacteristics of Effective Schools

The single greatest determinant of learning is not socioeconomic factors or funding levels.

It is instruction.

A bone-deep, institutional acknowledgement of this fact continues to elude us.

Schmoker, 2006

“A fundamental responsibility of teachers is to create and sustain conditions that will promote learning for each and all of their students. They assume that every

student is capable of learning. This is both a pedagogical and moral imperative. To meet this

responsibility, teachers plan, decide, create, and reflect on conditions of learning. The basic learning

conditions include motivation and encouragement, knowledge of subject matter, opportunity to learn, time, space, appropriate curricular materials, clear

instruction, and methods of measuring student learning progress.”

Goodlad, Moral Dimension pg. 261

Instructional Design Questions

1.What will I do to establish and communicate learning goals, track student progress, and celebrate success?

2.What will I do to help students effectively interact with new knowledge?

3.What will I do to help students practice and deepen their understanding of new knowledge?

4.What will I do to help students generate and test hypotheses about new knowledge?

5.What will I do to engage students?

6.What will I do to establish or maintain classroom rules and procedures?

7.What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and procedures?

8.What will I do to establish and maintain effective relationships with students?

9.What will I do to communicate high expectations for all students?

10.What will I do to develop effective lessons organized into a cohesive unit?Marzano, 2007

Socio Economic Status may create a

problem, but it doesn’t prohibit the

solution.Dr. Larry Tihen, 2008

Teaching had 6 to 10 times as much impact on achievement as all other factors combined.

Mortimore & Sammons, 1987

The Stretch Culture

The Professional Learning Community model is based on the premise that all student benefit when placed in a challenging and supportive environment. The staff of a Professional Learning Community attempts to create a culture that stretches all students beyond their comfort zone and then provides the support to help them be successful in meeting the challenge.

DuFour, et al., 2004

RtI Questions for Discussion

1. How would outcomes and practice be affected if we made educational decisions based on student outcome data vs. tradition?

2. What would happen if we focused our school reform efforts on the needs of students at risk rather than on the needs of students who don’t need effective instruction to learn proficiently?

3. How important is the context of school structure for intervention success?

4. What should be the balance between academic and behavioral intervention?

5. What’s your action plan for RtI?

The Findings

1. Districts had the courage to acknowledge poor performance and the will to seek solutions.

2. Districts put in place a systemwide approach to improving instruction—one that articulated curricular content and provided instructional supports.

3. Districts instilled visions that focused on student learning and guided instructional improvement.

4. Districts made decisions based on data, not instinct.5. Districts adopted new approaches to professional

development that involved a coherent and district-organized set of strategies to improve instruction.

6. Districts redefined leadership roles.7. Districts committed to sustaining reform over the long

haul.

Beyond Islands of Excellence, Learning First Alliance, 2003

The 4 Roles of Leadership

Context is everything!

Donnalyn Anton, LAUSD, 2007

THE THREE CONSTANTS


Wisdom

In theory, there is no difference between theory and practice.

In practice, there is.

Yogi Berra

It is our choices, Harry, that show what we truly are,

far more than our abilities.

Professor Albus DumbledoreHeadmaster, Hogwarts School of Magic

Brick walls are there to stop the people who don’t want it badly enough.

Randy Pausch, 2006

A Call to ActionA Call to ActionThe relentless pursuit of excellence:

Thriving on CHAOS!

C –

H –

A – O –

S –

Collaboration with one purpose, to improve achievementHierarchy of tiered, effective, academic and behavioral interventions implemented with fidelityAll, Some, AND Few as the consistent focusOne child at a time, instructional decisions based on progress monitoring dataSystems change with coherence to Close The Achievement Gap


Thriving on CHAOS!

C –

H –

A – O –

S –

Collaboration with one purpose, to improve achievement

Bonding

Bonding depends upon everyone being bound to a set of shared purposes, ideas, and ideals that reflect their needs, interests, and beliefs.

Sergiovanni, 2000

40 Developmental AssetsSearch Institute www.search-institute.org

1. Family support2. Positive family communication3. Other adult relationships4. Caring neighborhood5. Caring school climate6. Parent involvement in

schooling7. Community values youth8. Youth given useful roles9. Service to others10. Safety11. Family boundaries12. School boundaries13. Neighborhood boundaries14. Adult role models15. Positive peer influence16. High expectations17. Creative activities18. Youth programs19. Religious community20. Time at home

21. Achievement motivation22. School engagement23. Homework24. Bonding to school25. Reading for pleasure26. Caring27. Equality and social justice28. Integrity29. Honesty30. Responsibility31. Restraint32. Planning and decision-

making33. Interpersonal competence34. Cultural competence35. Resistance skills36. Peaceful conflict resolution37. Personal control38. Self-esteem39. Sense of purpose40. Positive view of personal

future

External Assets Internal Assets


Thriving on CHAOS!

C –

H –

A – O –

S –

Collaboration with one purpose, to improve achievementHierarchy of tiered, effective, academic and behavioral interventions implemented with fidelity

Is your school really a PLC?

Four Critical questions:1. What is it we want all students to learn—by

grade level, by course, and by unit of instruction?

2. How will we know when each student has acquired the intended knowledge and skills?

3. How will we respond when students experience initial difficulty so that we can improve upon current levels of learning?

4. How will we respond when students learn more quickly than we expect?


Appropriate Interventions are Key

1. Is our response based upon INTERVENTION rather than remediation?

2. Is our response SYSTEMATIC?

3. Is our response TIMELY?

4. Is our response DIRECTIVE?


Early Intervention Changes Reading Outcomes

Grade level corresponding to age 1 2 3 4

Rea

din

g g

rad

e le

vel

(GE

)

4

3

2

1

5

With research-based core but without extra instructional intervention

3.2

4.9 With research-based core but with extra instructional intervention

5.2Low risk on early screening

2.5High risk on early screening

Reading First Assessment Committee 2000, based on Torgesen data

GRADE

LEVEL

TIER

Reading Intervention Inventory

© 2006 Sopris West - A Cambium Learning Co.

Phonemic Awareness Phonics Fluency Vocabulary Comprehension Progress Monitoring Screening

1 - All

2 - Some

3 - Few

1 - All

2 - Some

3 - Few

1 - All

ALL STUDENTS RECEIVE QUALITY BEHAVIOR AND

ACADEMIC INSTRUCTION AND SUPPORT

All Students Are Screened for

Additional Instructional Needs

(Fall, Winter & Spring DIBELS, DORF, TESA,

ODRs, etc.)

Small Group Interventions are

designed by teacher teams with EBIS

supportInterventio

ns are further individualiz

ed

EFFECTIVE BEHAVIOR AND INSTRUCTION SUPPORT (EBIS)

EARLY IDENTIFICATION PROCESSTigard-Tualatin School District, Tigard, OregonTEAMWOR

K TIMELINES:

EBIS teams meet fall, winter & spring to review data and make decisions about school-wide progress.

EBIS teams / Grade level teacher teams meet monthly to review data, plan and adjust interventions.

*More than 5 absences or more than 3

counseling or discipline referrals in a 30 day

period

Jennifer Doolittle, ODE, 2006

3 Tiers of Instruction

Adapted from the Tri-Level Reading Model UT Center for Reading & Language Arts-Washington State K-12 Reading Model

With correct instruction, students in Tier II will shrink to ~10-15% and students in Tier III to ~5%

Academic Systems Behavioral Systems

1-5% 1-5%

5-10%

5-10%

80-90% 80-90%Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity•Of longer duration

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures

Targeted Group Interventions•Some students (at-risk)•High efficiency•Rapid response


Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

AR RtI: Multi-dimensional Model

Adapted from Horner & Sugai

• More intense supplemental targeted skill interventions• Customized interventions• Frequent progress monitoring to guide intervention design

Kansas Multi-Tiered System of Support Kansas Multi-Tiered System of Support (MTSS)(MTSS)

• Student centered planning

• Customized function-based interventions• Frequent progress monitoring to guide intervention design

AcademicsAcademicsBehaviorBehavior

KSDE - July 2007

• All students• Evidence-based core curriculum & instruction• Assessment system and data-based decision making

• All students, All settings

• Positive behavioral expectations explicitly taught and reinforced• Consistent approach to discipline• Assessment system and data-based decision making

• Supplemental targeted function-based interventions• Small groups or individual support• Frequent progress monitoring to guide intervention design

• Supplemental targeted skill interventions • Small groups• Frequent progress monitoring to guide intervention

design

Kansas MTSS Service Delivery Model

Academic Systems Behavioral Systems

1-5% 1-5%

5-10% 5-10%

Intensive, Individual Interventions•Individual Students•Assessment-based•High Intensity•Of longer duration

Intensive, Individual Interventions•Individual Students•Assessment-based•Intense, durable procedures



80-90% 80-90%Universal Interventions•All students•Preventive, proactive

Universal Interventions•All settings, all students•Preventive, proactive

Tilly, 2004

Students

Florida and HeartlandThree Tiered Model of School Supports

Utah ABC Triangle

What will the future of student serviceslook like in Saskatchewan?

General + Intensive Resources

General ResourcesIntensity of Problem

Am

ount

of

Res

ourc

es N

eede

d to

Sol

ve P

robl

em

General + Supplemental Resources

A FEW need

Intensiveinstruction

SOME need more support

NEARLY ALL work in core curriculum

Generic Models Another Reality

A few learn easily

Some need more support

Most will benefit from Intensive Instruction

What is Your Reality?

We are faced with the paradox of non-evidence-based implementation

of evidence-based programs.

Drake, Gorman & Torrey, 2002

The Conundrum of Fidelity of Implementation

RtI websiteswww.rtinetwork.org www.ncld.org www.nasdse.orgwww.rti4success.orghttp://ies.ed.gov/ncee/wwc/pdf/practiceguides/rti_http://studentservices.leeschools.net/pdf/RTI

%20Manual-update8-27-08.pdfwww.kansasmtss.org www.cde.state.co.ushttp://www.florida-rti.org/ http://www.ade.state.az.us/schooleffectivenesswww.illinoisaspire.orgwww.interventioncentral.orgwww.easycbm.orgwww.progressmonitoring.orgwww.fcrr.org http://reading.uoregon.eduwww.centeroninstruction.org


Thriving on CHAOS!

C –

H –

A – O –

S –

Collaboration with one purpose, to improve achievementHierarchy of tiered, effective, academic and behavioral interventions implemented with fidelityAll, Some, AND Few as the consistent focus

We can, whenever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far.

Ron Edmonds, 1982

“We do whatever it takes.”



Thriving on CHAOS!

C –

H –

A – O –

S –

Collaboration with one purpose, to improve achievementHierarchy of tiered, effective, academic and behavioral interventions implemented with fidelityAll, Some, AND Few as the consistent focusOne child at a time, instructional decisions based on progress monitoring data

The Big “BIG” Idea of RtI

1.1. Decide what is importantDecide what is important for students to know

2.2. Teach what is importantTeach what is important for students to know

3.3. Keep trackKeep track of how students are doing

4.4. Make changesMake changes according to the results you collect

Dave Tilly, Heartland AEA; 2005

The difference between a formative and summative assessment has also been described as the difference between a

physical and an autopsy.

Professional Learning Communities prefer physicals to autopsies.



Thriving on CHAOS!

C –

H –

A – O –

S –

Collaboration with one purpose, to improve achievementHierarchy of tiered, effective, academic and behavioral interventions implemented with fidelityAll, Some, AND Few as the consistent focusOne child at a time, instructional decisions based on progress monitoring dataSystems change with coherence to Close The Achievement Gap

THRIVING ON CHAOS!

Teaching to student success

High expectations

Realization of the potential of RtI

Improvement based on data

Validation of curricula based on student success

Effective interventions implemented with fidelity

From

“All students can learn”,

to

“All students will learn!”

Always remember, it is easier to get forgiveness than

permission…

or…

PROCEED UNTIL APPREHENDED!

steve kukic, phd vp, strategic initiatives cambium learning stevan.kukic@voyagerlearning

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