Riding the Waves with Rt I By Rhonda

Riding the Waves with Rt. I By: Rhonda Back, Rt. I Director of Bath County Schools

An anchor is to a ship as Rt. I is to__________

Rt. I Voyage in Bath County First year of implementation of an approved District Plan under our belts – some smooth sailing but some huge waves also Received feedback from principals, teachers, community members of how to improve our plan – still not proficient by no means but we are sailing in that direction Change does not roll in on the wheels of inevitability, but come through continuous struggle- Martin Luther King, Jr. Be patient- real change takes time

“I Can” statements for today’s Rt. I session: I Can………… Explain what Rt. I is to my peers and others Explain why it is important for our students and our school community Explain what is expected of me in implementing Rt. I Familiarize myself with the process and new forms

5 “The quality of a school as a learning community can be measured by how effectively it addresses the needs of struggling students. ” --Wright (2005) Do you agree or disagree with this statement? Why? Source: Wright, J. (2005, Summer). Five interventions that work. NAESP Leadership Compass, 2(4) pp. 1, 6.

Visible Learning- John Hattie What works best in education? John Hattie developed a way of ranking various influences in different meta-analyses according to their effect sizes. In his ground-breaking study “Visible Learning” he ranked those influences which are related to learning outcomes from very positive effects to very negative effects on student achievement. Hattie found that the average effect size of all the interventions he studied was 0. 40. Therefore he decided to judge the success of influences relative to this ‘hinge point’ Hattie, determined that “for students moving from one year to the next, the average effect size is 0. 40. ”Meaning they will grow 1 year in 1 year’s time if they are engaged in strategies that have an effect size of 0. 40 and above

Hattie’s Maximizing Impact on Learning Your Rating Teaching/Learning Strategy Effect Size Hattie’s Rating Integrated Curriculum Parental Involvement Teacher Credibility Homework Retention Student’s Expectations for Their Own Learning Co-Team Teaching Questioning Teacher Feedback to Student Summer Vacation Response to Intervention (Rt. I) Class Size Cooperative Learning Inquiry-Based Teaching Ability Grouping Metacognitive Strategies

Hattie’s Maximizing Impact on Learning Your Rating Teaching/Learning Strategy Integrated Curriculum Parental Involvement Teacher Credibility Homework Retention Student’s Expectations for Their Own Learning Co-Team Teaching Questioning Teacher Feedback to Student Summer Vacation Response to Intervention (Rt. I) Class Size Cooperative Learning Inquiry-Based Teaching Ability Grouping Metacognitive Strategies Effect Size Hattie’s Rating 0. 39 9 0. 51 6 0. 90 3 0. 29 11 -0. 16 1. 44 1 0. 19 13 0. 46 7 0. 75 4 -0. 09 15 1. 07 2 0. 21 12 0. 59 8 0. 31 10 0. 12 14 0. 69 5

What is RTI? "Rt. I is the practice of providing high-quality instruction and interventions matched to student need, monitoring progress frequently to make decisions about changes in instruction or goals and applying child response data to important educational decisions. " (NASDSE 2006)

The system of interventions is flexible and emphasizes returning students to the regular instructional program as quickly as possible; students receive interventions only when they are needed and for the particular [area] in which they need assistance. Pg. 8, Pyramid Response to Intervention by Buffum, Mattos and Weber

Bath County System of Interventions Uses the Kentucky System of Interventions (KSI) as a framework for providing systematic, comprehensive services to address academic and behavioral needs for all students, enrolled in their schools.

from Pyramid Response to Intervention Forward, by Richard De. Four (pg. xv-xvi) “If schools are to become more effective in helping ALL students learn at high levels, RTI will require a deep cultural change that must occur. ”

4 Key Questions What exactly do we expect all students to learn? How will we know if and when they’ve learned it? How will we respond when some students don’t learn? How will we respond when some students have already learned? (Du. Four, Eaker & Many, 2006)

Core Principles of BCSI Use All Available Resources Monitor Classroom Performance BCSI/Rt. I Universal Screening Multi- Tier Delivery Research-Based Instruction Data Based Decisions Progress Monitoring Fidelity of Implementation Family Involvement Professional Learning

Core/Universal – Tier 1 KCAS Performance Level Descriptions Assessment data (KPREP, local, MAP) Differentiated instruction Researched-base instructional strategies (CHETL, 21 st Century, 7 Characteristics of Primary) Formative assessment strategies Collaboration of educators, parents, community Vision and Hearing Screening School-based behavioral programs Tier 3 5 -10% Tier 2 15 -20% Tier 1 75 -80%

Supplemental – Tier 2 • • Diagnostic and Screening Tools More specific, intense instruction Flexible grouping Support of other staff and Student Proficiency Teams • Frequent Progress Monitoring • + ALL Tier 1 Services Tier 3 5 -10% Tier 2 15 -20% Tier 1 75 -80%

Intensive – Tier 3 Small Group More specific, intense instruction Work with Interventionist Very Frequent Progress Monitoring +All Tier 1 and Tier 2 instruction Tier 3 5 -10% Tier 2 15 -20% Tier 1 75 -80%

Instruction Learning is not always pleasurable and easy; it requires over-learning at certain points, spiraling up and down the knowledge continuum, and building a working relationship with others in grappling with challenging tasks. -J. Hattie

Teacher contributions to student learning include: quality of teaching (as perceived by the students) teacher expectations fixed vs. growth mindset teacher openness classroom climate focus on teacher clarity in success criteria fostering of effort engagement of all students

Great teachers are the key. Research shows, in fact, that the single most important factor in improving student achievement is great teaching. ~ Waiting for Superman, Leslie Chilcott, pg. 53

How do I as a teacher help every student everyday learn, grow and feel like he or she is worthy? What are some areas I need to develop?

How WE Steer our Boat for Rt. I Success Administer Universal Screener and/or Other Assessments Establish a School Team to Examine Core Instruction Establish Student Team(s) to Develop and Implement Student Proficiency Plans Teams Use the Problem Solving Process Examine and Utilize Evidence-Based Interventions Analyze Data Frequently Develop Plans and Continue Cycle Celebrate Success

Using the Compass of Rt. I (Forms) Vision and Hearing Speech/Language Motor Student Proficiency Plans (Team Meetings and Plan Forms) Reading Summary Sheets Math Summary Sheets

In the most exceptional schools where new ways of pursuing excellence are being developed, there is a real effort to help every child achieve his potential. All kids can, and must, learn. ~ Waiting for Superman, Leslie Chilcott, pg. 58

Web is full of Rt. I Intervention Strategies and Ideas: Pinterest Teachers Pay Teachers Google - Rt. I Intervention Lists Resources in BCSI Plan Guide The question is not, “Is it possible to educate all children well? ” but rather, “Do we want to do it badly enough? ”

We can, whenever and wherever 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. " ~ Ronald Edmonds, Harvard University Do you agree or disagree? Why? ?

I Can” statements for today’s Rt. I session: I Can………… Explain what Rt. I is to my peers and others Explain why it is important for our students and our school community Explain what is expected of me in implementing Rt. I Familiarize myself with the process and new forms

Resources Kentucky System of Interventions (KSI) http: //www. education. ky. gov/KDE/Instructional+Resources/Kentucky+System+of+Interventions/ Academic & Behavioral Response to Intervention (ABRI) http: //louisville. edu/education/srp/abri National RTI Center http: //www. rti 4 success. org/ Kentucky Center for Instructional Discipline (KYCID) http: //www. kycid. org/ IRIS Center http: //iris. peabody. vanderbilt. edu/ Characteristics of Highly Effective Teaching & Learning (CHETL) http: //www. education. ky. gov/KDE/Instructional+Resources/Highly+Effective+Teaching+and+Learning/HETL+Commo n+Characteristics. tm What Works Clearinghouse http: //ies. ed. gov/ncee/wwc/publications/practiceguides/ Hattie’s Work 138 Influences Related To Achievement - Hattie effect size list. mht/

Questions? Rhonda Back Rhonda. back@bath. kyschools. us