The Six Secrets of RtII Leadership: Using what we know to improve outcomes for all students Stevan J. Kukic, PhD VP, S

1. The Six Secrets of RtII Leadership: Using what we know to improve outcomes for all students Stevan J. Kukic, PhD VP, Strategic Sales Initiatives Cambium Learning Group stevan.kukic@voyagerlearning.com

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5. 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.

8. The only person who likes change is a wet baby.

9. And now for something completely different! A major economic �reset� Major cuts Barely civil politics A new preK � 12 Comprehensive Literacy Act: The LEARN Act Reauthorizations of ESEA and IDEA Stimulus money from the American Recovery and Reinvestment Act including Race to the Top and Investing in Innovations Common Standards

10. Welcome to RtII (MTSS) Land, a land of triangles, data, interventions, technology, systems, and student success!

11. NOTICE GREEN GOES IS FOR �ALL�NOTICE GREEN GOES IS FOR �ALL�

12. How can we design school-wide systems for student success?

13. �National Models vs. a common model�the reality in many places How Read Well responds to the models Suggested Script: And speaking of research� Lets take a look at the famous Response to Intervention model� which has become the new wave in research: National RtI models shows about nearly all students are able working in a core curriculum, a few need supplemental support and even fewer will need intensive intervention, However over the last couple of years reality has shown us that the model should probably look more like this <click> where many districts across the US are recognizing that most of their students in the early grades would benefit from intensive instruction or some type of strategic support� and few learn easily. So why wait for these little ones to struggle even more when we all know as educators that it�s so much more effective to capture these students early on in their reading career rather that waiting until they fail and then providing intervention in hopes of closing the achievement gap when we know that these are the very students that will never regain their footage to become successful readers. But the beauty of Read Well� is that it doesn�t matter what level your students are reading on, Read Well will provide the materials, strategies, pacing chart and guide lines for your teachers to implement intensive instruction, strategic instruction or on grade level instruction with acceleration. That�s the beauty of Read Well! So what does all of this look like in the classroom Because of the flexible design of placing your students in the curriculum according to their instructional needs. TIME: 35 seconds�National Models vs. a common model�the reality in many places How Read Well responds to the models Suggested Script: And speaking of research� Lets take a look at the famous Response to Intervention model� which has become the new wave in research: National RtI models shows about nearly all students are able working in a core curriculum, a few need supplemental support and even fewer will need intensive intervention, However over the last couple of years reality has shown us that the model should probably look more like this <click> where many districts across the US are recognizing that most of their students in the early grades would benefit from intensive instruction or some type of strategic support� and few learn easily. So why wait for these little ones to struggle even more when we all know as educators that it�s so much more effective to capture these students early on in their reading career rather that waiting until they fail and then providing intervention in hopes of closing the achievement gap when we know that these are the very students that will never regain their footage to become successful readers. But the beauty of Read Well� is that it doesn�t matter what level your students are reading on, Read Well will provide the materials, strategies, pacing chart and guide lines for your teachers to implement intensive instruction, strategic instruction or on grade level instruction with acceleration. That�s the beauty of Read Well! So what does all of this look like in the classroom Because of the flexible design of placing your students in the curriculum according to their instructional needs. TIME: 35 seconds

16. In Summary: What is RtII? RtII = Academic or School Improvement RtII = Good Teaching RtII = Applying Sound Practices in Classrooms RtII = Strong Partnerships RtII = School Leadership RtII = Using Data to Make Decisions RtII = Increased Student Learning

18. How will we respond?

20. Beyond his worries about intervention, Seward had little faith in the efficacy of proclamations that he considered nothing more than paper without the muscle of the advancing Union Army to enforce them. �The public mind seizes quickly upon theoretical schemes for relief,� he pointedly told Frances, who had long yearned for a presidential proclamation against slavery, �but is slow in the adoption of the practical means necessary to give them effect.�

22. MindsetFixedv.Growth

24. Wooden didn�t ask for mistake-free games. He didn�t demand that his players never lose. He asked for full preparation and full effort from them. �Did I win? Did I lose? Those are the wrong questions. The correct question is: Did I make my best effort? If so, he says, �You may be outscored but you will never lose.�

25. No player�s number was retired while Wooden was coach, although he had some of the greatest players of all time, like Kareem Abdul-Jabbar and Bill Walton. Later on, when their numbers were retired, he was against it. �Other fellows who played on our team also wore those numbers. Some of the other players gave me close to everything they had�The jersey and the number on it never belong to just one single player, no matter how great or how big a �star� that particular player is. It goes against the whole concept of what a team is.�

26. Is your PLC real?www.rtinetwork.org

27. Four critical questions to prove you are a PLC What is it we want all students to learn�by grade level, by course, and by unit of instruction? How will we know when each student has acquired the intended knowledge and skills? How will we respond when students experience initial difficulty so that we can improve upon current levels of learning? How will we respond when students learn quickly so we can improve their current levels of learning?

28. If people follow you up a hill, then you are a leader. If no one is following you, you are on a walk.

29. If you are not substantially at risk, you shouldn�t be a leader.

33. Ensuring collaborative goal setting Establishing nonnegotiable goals for achievement and instruction Creating board alignment with an support of district goals Monitoring achievement and instruction goals Allocating resources to support the goals for achievement and instruction Five District-Level Leadership Responsibilities

34. Advice for District Leaders Know the Implications of Your Initiatives Maintain a Unified Front Keep the Big Ideas in the Forefront Use What is Known About Acceptance of New Ideas Communicate With �Sticky Messages� Manage Personnel Transitions

35. The Six Secrets of Change SECRET ONE: Love your Employees SECRET TWO: Connect Peers with Purpose SECRET THREE: Capacity Building Prevails SECRET FOUR: Learning is the Work SECRET FIVE: Transparency Rules SECRET SIX: Systems Learn

36. Have Theory, Will Travel Give me a good theory over a strategic plan any day or the week. A plan is a tool--a piece of technology only good as the mind-set using it. The mind-set is theory, flawed or otherwise. Theory is not abstract conjecture, and it is not about being cerebral.

37. �Forget the arduous, intellectualized number crunching and data grinding that gurus say you have to go through to get strategy right�In real life, strategy is actually straightforward. You pick a general direction and implement like hell.�

38. Good leaders are thoughtful managers who use their theory of action (such as the six secrets) to govern what they do while being open to surprises or new data that direct further action.

39. What is yourRtII theory of actionthat travelsfor large scale reform?


41. The Six Secrets: Five Assumptions The theory is meant to apply to large-scale reform. The set has to be understood as synergistic. They are heavily nuanced. They are motivationally embedded. Each of the six represents a tension or dilemma.

42. The Six Secrets Explained Love Your Employees: If you build your organization by focusing on your customers without making the same careful commitment to your employees, you won�t succeed. Connect Peers with Purpose: the job of leaders is to provide good direction while pursuing its implementation through purposeful peer interaction and learning in relation to results. Capacity Building Prevails: Capacity building entails leaders investing in the development of individual and collaborative efficacy of a whole group or system to accomplish significant improvements. In particular, capacity consists of new competencies, new resources (time, ideas, expertise), and new motivation.

43. Learning is the Work: learning external to the job can represent a useful input, but if it is not in balance and in concert with learning in the setting in which you work, the learning will end up being superficial. Transparency Rules: By transparency I mean clear and continuous display of results, and clear and continuous access to practice (what is being done to get results). Systems Learn: Systems can learn on a continuous basis. The synergistic result of the previous five secrets in action is tantamount to a system that learns from itself. Two dominant change forces are unleashed and constantly cultivated-knowledge and commitment. The Six Secrets Explained (cont.)


45. Secret One tells me that the children-first stances are misleading and incomplete. The quality of the education system cannot exceed the quality of its teachers.

46. Firms of Endearment Firms of endearment (FoEs) endear themselves to stakeholders (customers, employees, investors, partners, and society). When these authors claim up front that no stakeholder is more important than any other, they are getting at the core of Secret One.

50. Firms of Endearment Amazon BMW Carmax Caterpillar Commerce Bank Container Store Costco eBay Google Harley Davidson Honda IDEO IKEA Jet Blue Johnson & Johnson Jordan�s Furniture LL Bean New Balance Patagonia REI Southwest Airlines Starbucks Timberland Toyota Trader Joe�s UPS Wegmans Whole Foods

51. Southwest Airlines Ten Synergistic Southwest practices for building high-performance relationships Lead with credibility and caring Invest in frontline leadership Hire and retain for relational competence Use conflicts to build relationships Bridge the work-family divide Create boundary spanners Measure performance broadly Keep jobs flexible at the boundaries Make unions your partners Build relationships with suppliers

52. The Six Secrets in Action: Improving Ontario�s Education System We respected our employees as well as our customers. In the years 2004 to 2007, we have had a steady growth in literacy and numeracy achievement in grades 3 and 6, improving some 10 percent or more in reading, writing, an mathematics across the whole system.

53. How does focusing on the needs of ALL stakeholders change your RtII theory that travels?


55. In complex, flat world times, purposeful groups do better than a handful of experts, but you have to work the group. There has to be: A sense of purpose Freedom from groupthink Consideration of diverse ideas Retention of practices that work

56. The We-We Solution All stakeholders are rallying around a higher purpose that has meaning for individuals as well as the collectivity. Knowledge flows as people pursue and continuously learn what works best. Identifying with an entity larger than oneself expands the self, with powerful consequences. Enlarged identity and commitment are the social glue that enable large organizations to cohere.

57. What Leaders Should Do Seek to create prosocial environments populated by prosocial individuals. Stand for high purpose. Hire talented individuals along those lines. Create mechanisms for purposeful peer interaction with a focus on results. Stay involved but avoid micromanaging.

58. What is the shared moral purpose that bonds you and your colleagues together?


60. Capacity Building Trumps Judgmentalism. Delegating v. Dumping

61. You have to hold a strong moral position without succumbing to moral superiority as your sole change strategy. It is very difficult professing or striving for something righteous, to avoid self- righteousness and moral condemnation.

62. What are you doing to build your system�s capacity for: Effective use of core curricula Differentiating instruction Using progress monitoring data to improve services Problem solving Using evidence based, academic and behavioral interventions with fidelity?


64. How the World�s Best-Performing School Systems Come Out on Top got more talented people to become teachers. developed these teachers into better instructors, and for those becoming school principals, developed them into committed and talented school leaders. more effectively ensured that instructors consistently delivered the best possible instruction for every child in the system, including early and targeted intervention in the case of individual, school, or district underperformance.

65. Consistency and innovation can and must go together, and you achieve them through organized learning in context. Learning is the work.

66. When you combine the six secrets, you are building learning into the culture of the organization.

67. Implementation is the study of learning (or failing to learn) in context. Deep learning that is embedded in the culture of the workplace is the essence of Secret Four.

68. Cultural Shifts for Developing the Culture of a Professional Learning Community From a focus on teaching to a focus on learning From working in isolation to working collaboratively From focusing on activities to focusing on results From fixed time to flexible time From average learning to individual learning From punitive to positive From �teacher tell/student listen� to �teacher coaching/student practice� From recognizing the elite to creating opportunity for many winners

69. Instructional Design Questions What will I do to establish and communicate learning goals, track student progress, and celebrate success? What will I do to help students effectively interact with new knowledge? What will I do to help students practice and deepen their understanding of new knowledge? What will I do to help students generate and test hypotheses about new knowledge? What will I do to engage students? What will I do to establish or maintain classroom rules and procedures? What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and procedures? What will I do to establish and maintain effective relationships with students? What will I do to communicate high expectations for all students? What will I do to develop effective lessons organized into a cohesive unit?

71. Site-Based Management While there are different definitions of the term, school-based management can be viewed conceptually as a formal alteration of governance structures, as a form of decentralization that identifies the individual school as the primary unit of improvement and relies on redistribution of decision making authority as the primary means through which improvements might be stimulated and sustained.

72. Summary of Findings Regarding Site-Based Management There is little evidence that school-based management produces substantial of sustainable improvements in either the attitudes of administrators and teachers or the instructional components of schools�There is little evidence that school-based management improves student achievement.

73. Actions of District Leaders Make advancing the literacy of all students a priority. Ensure that formative and summative assessment data are captured in a central place, that data is reported in a timely and useable fashion to schools, and that professional development works in response to data. Provide professional development on good data use for principals, literacy coaches, and teacher-leaders. Place the strongest literacy principals and teachers in schools with the greatest number of struggling readers, offering incentives when necessary. Offer support programs for principals, such as study groups and mentoring relationships targeted around the particular issues of improving instruction in literacy.

74. It takes a village to raise a child, but it takes a system to raise every child. Breakthrough is about raising a system.

78. Lee County, FL Larry �Tihenisms� (Part 1) One child (teacher, school) at a time�that didn�t work. From a system of schools to a school system Tier 1 was the problem. A teacher is someone who helps a student learn something they couldn�t have learned without the teacher. We stopped talking about teachers being the problem. The problem was the system. Teaching is a science (nonnegotiable) and an art (negotiable). Common language leads to systems that work. From constant change to continuous improvement

79. Lee County, FL Larry �Tihenisms� (Part 2) Reducing variation and possible options�control variables or they will control you. The core question is: what can the system do? The system is clear: You WILL learn to read. We are out of the �1 year miracle� model You don�t make exponential change with incremental growth. I didn�t think of this until I started thinking about it. Never start a change you can�t support.

82. The concept of PLC is embraced, expected, and supported at the school and district level as operationalized by the MTSS innovation configuration. � District level standard protocols, in the areas of academic and behavior assessment, curriculum, intervention, and instruction are established, implemented and supported with fidelity. � The focus of Professional Development is expecting and supporting fidelity of implementation. � Results-driven leadership is expected and supported at all levels. Wichita Public SchoolsDistrict-Level Non-Negotiables

83. Jewels from the Land of Oz-May 4 meeting with Wichita PS MTSS Leadership Team All Systems Go 5 year plan Years 1-3: Primary emphasis on implementation Years 4-5: Primary emphasis on sustainability Proposed MTSS training syllabus from KS DE Supporting schools in the context of district non-negotiables and MTSS One team for school improvement /school Synergize school improvement with MTSS Synergize state department with MTSS Validate, Refine, Change, Develop�in that order Focus on Academics, Behavior, and Operations simultaneously Use social networking for lateral capacity building Develop a list of �Stop Doings�. What are we willing to give up? Transition is Ending, Neutral Zone, New Beginning

84. What are you doing to combine consistency and innovation?


86. What Transparency is Not It is insufficient to have strictly a results orientation; you also have to learn the processes and practices to achieve those desired results. Transparency is not about gathering reams of data or measuring things that are not amenable to action. Information overload breeds confusion and clutter, not clarity.

87. The mere presence of transparent data can provide a powerful incentive for improvement, although we both go beyond mere presence into additional transparency�basic actions that are more likely to balance pressure and support so as to motivate action.

88. You have to be prescriptive in demanding that all providers gather data, identify best practices, apply them, and are then held accountable for results.

89. As leaders (principals and teachers) get better at using transparent data, two powerful outcomes transpire. These leaders start to positively value data on how well they are doing�with regard to successes and problems alike. They become more literate in assessment. They are able to explain themselves better.

90. How are you prescriptively demanding that all providers gather data, identify best practices, apply them, and are held accountable for results?


92. How Do Systems Learn? They focus on developing many leaders working in concert, instead of relying on key individuals. They are led by people who approach complexity with a combination of humility and faith that effectiveness can be maximized under the circumstances.

93. There is a paradox in Secret Six. On the one hand, followers expect leaders to know what they are doing, especially in relation to complex, critical issues of the day. On the other hand, leaders shouldn�t be too sure of themselves. Paradoxes are to be finessed.

94. Four Paradoxes of Leadership Everyone expects leaders to matter a lot, even as they have limited actual impact. Because leaders succumb to the same self-enhancement as everyone else, magnified by the adulation they receive, they have a tendency to lose their behavioral inhibitions and behave in destructive ways. Because the desirability of exercising total control is itself a half-truth, effective leaders must learn when and how to get out of the way, and let other make contributions. Leaders often have the most positive impact when they help build systems where a few powerful and magnificently skilled people matter the least.

95. Four Guidelines for Action Act and talk as if you were in control and project confidence. Take credit and some blame. Talk about the future. Be specific about the few things that matter and keep repeating them.

96. Integrative Thinking Loving your employees and customers (Secret One). Blending elements of both top-down and bottom-up thinking (Secret Two).

97. Science without Passion is uninspiring. Passion without Science is self-centered. Science with passion is THE key to student success!

98. How are you combining science and passion?


100. Guidelines for Keeping the Secrets Seize the synergy. Define you own traveling theory. Share a secret, keep a secret. The world is the only oyster you have. Stay on the far side of complexity. Happiness is not what some of us think.

101. The bottom line is, What is your purpose within life? My answer is that you will find your purpose by cultivation the six secrets. And you will contribute significantly to the welfare of others. Few things in life are more satisfying than the chance to share a good secret or six.

102. 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.

103. To know and not do is really not to know.

105. What we know v. What we do The five basic components of early reading v. constructivist ideology for all students Making decisions based on data v. making decisions based on tradition Evidence based and responsive teacher certification v. academic freedom Diagnosing for special education using Response to Intervention v. IQ/Achievement discrepancy Confidential

106. Bold Action to Get Serious Results Commit together to data based decision making 100% of the time. No more ideologically based decisions. Establish district level nonnegotiables related to assessment, curriculum, intervention, instruction, & positive behavior supports. Commit to using curriculum, interventions, technology, services that have external validation that they work with target students. Never purchase materials primarily because of the amount of free stuff your system gets. Implement all curricula and interventions with fidelity. Implement a replacement core for students who continue to achieve below the 30th percentile. Build and sustain a Multi Tier System of Support focused on improved performance for all.

107. Failure is not an option!

109. Let�s Go for it!

The Six Secrets of RtII Leadership: Using what we know to improve outcomes for all students Stevan J. Kukic, PhD VP, S

The Six Secrets of RtII Leadership: Using what we know to improve outcomes for all students Stevan J. Kukic, PhD VP, S

Presentation Transcript

Bienvenidos

Incorporating Student Growth in Accountability Systems: Lessons Learned and Midcourse Corrections

Using Scientific Research-Based Interventions to Improve Outcomes for All Students

Rigorous innovation: leading for real improvement

Leadership

Building Student Leadership

Outcomes Research

Using Research-based Strategies in Public School Classrooms to Improve Student Outcomes for Students with Autism

Using Scientific Research-Based Interventions to Improve Outcomes for All Students

Secrets of The Brand

The Principal’s Role in Supporting Teacher Leadership To Improve Student Outcomes

RtII – Interventions Module

Leadership Secrets

Power Plays for Leaders: Success Secrets of Extraordinary Leaders

Leadership for Outstanding Educational Outcomes

Response To Intervention What Does it Mean to Me?

The Courage to Lead

RtII Instructional Tier I Strategies

RESPONSE TO INSTRUCTION AND INTERVENTION (RtII)

Leadership for better outcomes

Leadership Effective leadership Diverse leadership

Meeting Ten: Leadership: Roles and Responsibilities