Implementing Responsive Instructional Practices

1. Implementing Responsive Instructional Practices Institutionalizing & Sustaining Quality Instructional Practices College of Education, University of Oregon Center on Teaching & Learning Beth Harn (bharn@uoregon.edu)

2. Objectives • The “Active Ingredients” of RTI • Data-based decision making • Collaboration and coordination of instruction • Differentiated Instruction • Sustaining & Institutionalizing Responsive Instructional Practices • Implementing Shared Instructional Leadership • Promoting collegiality and continual learning within each building

3. 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 coordination • Our challenge is supporting this change process across and in collaboration with 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)

4. The Promise of RTI Change doesn’t happen based solely on enthusiasm nor knowledge of specific skills “Hey, no problem!”

5. Implementing RTI We must think carefully about our purpose, players, and position to determine priorities and courses of action Then a miracle occurs “I think you should be more explicit here in step two.”

6. 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)

7. Kindergarten Spring ’07 PSF 87% Low risk for reading difficulties 11% Some risk for reading difficulties 2% At risk for reading difficulties

8. Kindergarten Spring ’07 NWF 50% Low risk for reading difficulties 39% Some risk for reading difficulties 11% At risk for reading difficulties

9. 1st Spring ’07 ORF 54% Low risk for reading difficulties 37% Some risk for reading difficulties 9% At risk for reading difficulties

10. K – PSF K – NWF

11. Spring ‘08 K - NWF K - PSF

12. 1st – ORF ‘05-’08

13. 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

14. 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

16. 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

17. 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 Purpose • Purposeful 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

18. 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 “Failure is the condiment that gives success its flavor” Truman Capote

19. 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.