5. Comprehensive School Reform Models… Instruction Use of Student Data Continuous Staff Development Leadership Policy Support Cross Role Learning Time Technical Assistance Sustained Effort
8. 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 Benchmark: 4 Sight Diagnostic: GRADE, GMADE Formative: 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. 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. Research-validated interventions are implemented based on the type, level and intensity of student need . SAS and RtII: The Connection
25. Fidelity of SAS and RTII: A Barometer for Inclusive Practices What We’ve Learned? An “all-ed” Standards Aligned Service Delivery Framework
26. Objective #2: Identify robust instructional strategies and interventions- What We’ve Learned- INSTRUCTION MATTERS MOST!!!!!
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38. High Yield Instructional Strategies 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. Category Average ES Percentile Gain Identifying similarities and differences .52 20 Summarizing .49 19 Tracking student progress and scoring scales 1.00 34 Building vocabulary .51 20
39. High Yield Instructional Strategies Category Average ES Percentile Gain Interactive games .53 20 Setting goals/objectives .66 25 Note-taking .44 17 Nonlinguistic representations .44 17 Student discussion/chunking .43 17
42. 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 use to think about teaching the curriculum, but now I think about teaching the student.” (Heritage, 2010, p. 4).
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45. Objective #3: Apply characteristics of successful implementation in order to close the “what-how” gap.
49. Reflection Evaluate your school’s current professional development model. Are there any action steps you could take to continue to enhance and positively influence future PD opportunities?
When we look at the heavy hitters associated with comprehensive school reform, these are 9 essential components that warrant consideration with respect to implementation and reciprocal influence on student achievement – they are consistent with our standards aligned system and are embedded within the 6 circles. American Institutes for Research, 2006 Purpose of this presentation today: FOCUS-INSTRUCTION-LEARNING THEORY AND FORMATIVE ASSESSMENT, CONTINOUS STAFF DEVELOPMENT, CROSS ROLE LEARNING!
(Brainstorm some activity they have to do)
4:10 This slide provides specific details as to how RtII serves as the assessment and instructional framework to support the Standards Aligned System The slide is animated and the RtII pieces come in as you advance the slide.
PA’s RtII framework is unique to others across the nation in its connection to our Standards Aligned System (SAS). Additional Background Information for Trainers: In September 2009, PDE released a PennLink to explain PA’s Response to Instruction and Intervention (RtII) framework. RtII is not separate from the Standards Aligned System. In fact, PDE… 1. Endorses RtII as the assessment and instructional framework to organize and implement Pennsylvania’s Standards Aligned System (SAS) to improve student achievement. 2. Connects RtII with Pennsylvania’s School Improvement Process : Pennsylvania’s continuous school improvement framework, Getting Results! , and RtII share design components. Both are driven by a strong emphasis on the use of data to discover root causes of the state of student achievement, and, based on the findings, design and implement solutions (instructional practices) to improve student learning. 3. Establishes a state-level RtII Team : Representatives from each Bureau will constitute a team to ensure the alignment of RtII and state-level tasks/activities. 4. Defines RtII implementation and reporting requirements : Schools implementing RtII are required to complete an RtII School Survey Form by October 1 st of each school year and will update the survey by March 31 st of each year. In addition, schools choosing to use RtII to determine specific learnin
Need to “unpack” that first bullet as it’s comprehensively stated!! Two purposes of RtII: RtII is first and foremost a framework that supports the PA SAS. This is the purpose of today’s training! Not just for low achieving students– the needs of all students can be met within an RtII model. SLD identification is secondary and may come as a result of a solid RtII model over time. Not our focus for today. Additional Background Info for trainers: School teams may use RtII to solve school-wide system problems as well as to address the academic skill development (i.e., increase achievement) and interpersonal skill development of ALL students within a positive school climate, including English Language Learners, students with disabilities, etc.. It is a 3 tiered-framework that may serve the attainment of outcomes established through school improvement planning by organizing, coordinating, and implementing research-based system structures and resources, and by using scientifically-validated instructional and prevention/intervention practices that are selected by and whose outcomes are evaluated by data-driven analyses. This is accomplished through a Team process that coordinates skill development and social-emotional development for ALL students (English Language Learners, students with special needs) within the least restrictive instructional environment. Information gleaned through the RTII process may subsequently provide data and information to address degree of need for special services and satisfy the requirement that increasing levels of validated interventions have been used and that the data showed the student has not responded sufficiently to these supports.
Sustaining where we have been with growing momentum associated with middle and high school implementation efforts and research
Cover quickly. Again, this slide just provides the “history” of the work and background on how PA got to this point with secondary RtII. NOTE: check PaTTAN website for listing of secondary training events, ie, Lesson Study in Algebra, Summarizing and Notetaking, etc.
DO: Now, inform participants that we will look at the need/rationale from the state perspective. NOTE: This information provided in Guidelines – p. 4. for your reference and review.
p. 5 in guidelines
Alignment is key, and requires a close inspection of all key components to implement an effective secondary response model. Infrastructure changes typically involve significant changes to the secondary schedule, with differences at the middle and high school levels (ie, unique challenges to each).
Do: Highlight learning sites and emphasize we are learning from these sites and many other schools across the Commonwealth who are implementing RtII and related components. Also, acknowledge that many High Schools are also implementing RtII, even though PaTTAN/PDE does not have learning sites at the HS level at this point.
These are examples of the “critical few” - meaning those instructional behaviors that yield a high pay off for kids. Question: Are your schools talking about focusing in on any of these? Action Sequence requires focus on critical few in si planing process
This information was incorporated in order to highlight those instructional strategies that if implemented well, yield a pretty high return – This is something to share back at your building if you are honing your implementation of a specific research-based instructional strategy across classrooms
Here are some more….
Although research has clearly shown that formative assessment can enhance student success, there is firm evidence of a research-practice divide.
longitudinal research in elementary and secondary schools suggests that teachers continue to overemphasize summative assessment methods (i.e., tests, quizzes, projects), with only a minority of teachers using formative assessment techniques on a consistent basis. [5] Teachers cited a number of factors as constraints to practice, including a lack of instructional leadership, poor initial teacher training, and resistance from parents and students to more innovative formative assessment strategies. Example of walk throughs – pull students out randomly – what’s an objective, what is the objective today? – why is that important to you? – what are you doing today that relates to the objective? Debrief as admin team around student feedback Provide Feedback to teacher team next day Teachers make agreed upon changes to classroom instruction based upon feedback Admin serving as Formative assessment bridge Meaningful connections and visibility related to the importance of learning in eyes of students Supportive accountability to teachers responsive behavior on the part of adults in timely fashion
So, we said that Plan, Do, Study and Act is the process that corresponds with formative assessment. Formative assessment is the process of informing teaching and student learning based upon the use of informal and formal formative assessment data. Active student engagement lies at the heart of formative assessment practices and increasing academic achievement. Quote from teacher who has made shift from teaching of content to faclitator of learning – has focused on the implementation of teaching as a practice
IV drip as opposed to shots of medicine in isolation
Did anyone say that ordinary teachers work in the ways that were just described? What are some of the ways we ordinarily work? So, if those ways of working are important to ensure that all children learn And if teachers don’t ordinarily work in those ways How do teachers learn to work in these ways? How does leadership support these practices?
A second critical area for improvement and focus is continuous, context-embedded and differentiated PD
This is the work of joyce and showers…review slide Coaching is a critical variable….
Peer coaching structures, formative assessment series as example, PLC’s…. What’s recommended is monthly meetings of 75 minutes – 90 minutes – no payoff for meeting more or less than this amount of time – PD requires a facilitator and a structure and the emphasis is getting better at the practice – in between – peers observe other peers using an observation form – allthingplc.org – and this establishes supportive accountability for peer coaching and for professional learning Remember in the mckinsey report/video – the schools that are in positions of moving from good to great rqally accelerate their performance within and across grade levels with this kind of structure/mechanism for professional learning Webinar on research-based implementation of PLC’s – where is it??
On average, It takes 2 decades for science to inform practice. There are over 30 websites displaying lists of “evidence-based” programs and practices and More than 600 evidence-based programs and practices that have been assessed and deemed “ evidence-based” – we know what to do, how come it isn’t happening? Dean fixsen’s work on implementation has helped NIRN to help others understand more about implementation – the how… After watching clip, please complete the Checklist of Observable processes during RTI full implementation stage (packet 3 – pink) – give them time to complete
If the whole idea is around collective skill and will – then we need trust – how do we systematically build trust or even start by evaluating our system and current levels of trust Show clip and then review: Become change agents not victims Use positive forces, blunt negative ones Perfect happiness and harmony do not exist Alliances and partnerships are major vehicles for change make lemonade out of onions
In order to bridge the gap between science and service or practice, we need to study and enact the science of implementation – what do we know about the science of implementation so far?
Although these have been two of the most widely used methods for attempting implementation of policies, programs, and practices, they repeatedly have been shown to be ineffective in human services, education, health, business, and manufacturing. This finding has clear implications for policy makers, state planners, managers of provider organizations, and purveyors. A different approach needs to be taken to implement policies, programs, and practices effectively.
Review 1-7 as a whole group Cross role learning – as you know, rti is equivalent to general education reform and requires the efforts of an interdisciplinary team – this is why opportunities for cross role learning and collaboration are so critical
The purpose of PLC’s is to invest directly in teachers and their ongoing professionalism and learning…these structures are thought to be critical if we are planning for sustainability – not only in terms of leadership but in terms of practice
These are the goals and mission of PLC’s – they require attention to implementation, supportive accountability, time, and structure
We are going to show you a non-example of collaboration followed by an example! Find another clip of PLC’s – sample meeting of teachers? etc DuFour – more advanced clip of PLC
A mission-oriented process involving multiple decisions, actions, and corrections
This is what the principal said.
In a transformed educational system, we become more program and practice-centered than practitioner-centered. Evidence based practices and programs (along with beliefs, values, and philosophies; are chosen to solve particular problems) are implemented with fidelity and the overall infrastructure of the school is designed to facilitate the implementation of those practices and programs. Using systematic methods and having data as feedback provides the opportunity for educators to “learn to learn” and become more effective and efficient with experience.
![PaTTAN’s Mission ,[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)