Pyramid Response to Intervention

1. Pyramid Response to Intervention Day 1

2. Capistrano Unified School District

3. Cynicism…

4. Workshop Outcomes • Learn the essential elements of RTI. • Understand how PLC practices create the foundation needed to successfully implement RTI. • Align your site interventions to the characteristics of highly effective interventions. (Learning CPR) • Create a pyramid of interventions aligned to RTI. • Leave with a realistic plan of first steps.

5. Day 1 Overview Welcome, norms, and critical friends Why create a PRTI? (The Perfect Storm) What is RTI? Break Building the foundation: PLCs and RTI Lunch Learning CPR: What makes an effective intervention? Why a pyramid? Creating a tiered-approach to interventions Starting PRTI: Targeting interventions

6. Workshop Norms

7. “When all is said and done, the norms of a group help determine whether it functions as a high-performing team or becomes simply a loose collection of people working together.”—Goleman

8. Workshop Norms • Start on time and end on time. • Be here (cell phones, texts, and email). • Ask questions. • Be honest and respectful. • Focus on what we can do. • Dare to dream BIG.

9. Workshop Design • I am not going to provide answers. • I am going to ask the right questions!

10. Who Are You?

11. Team Time and • Making Critical Friends • Name, location, school demographics, progress towards PLC implementation • Why did you come?

12. Essential Questions What is our mission? Why create a PRTI?

13. Our mission is not to • Meet mandates. • Raise test scores.

14. Our Mission • To assure high levels of learning for all students!

15. Never in our nation’s history have the demands on our educational system been greater or the consequences of failure as severe. Beyond the high-stakes school accountability requirements mandated by state and federal laws, the difference between success and failure in school is, quite literally, life and death for our students.

16. Today, a child who graduates from school with a mastery of essential skills and knowledge is prepared to compete in the global marketplace, with numerous paths of opportunity available to lead a successful life. Yet, for students who fail in our educational system, the reality is that there are virtually no paths of opportunity.

17. Likely Pathways for Struggling Students Poverty Welfare Incarceration Death

18. Dropouts on average earn about $12,000 per year, nearly 50% less than those who have a high school diploma.They are 50% less likely to have a job that offers a pension plan or health insurance. They are more likely to experience health problems. —Rouse & Muenning (2005) (www.centerforpubliceducation.org) Poverty

19. According to a U.S. government report, The State of Literacy in America, over 90 million U.S. adults, nearly one out of two, are functionally illiterate or near illiterate, without the minimum skills requiredin a modern society. Poverty —Larry Roberts, Illiteracy on the Rise in America (www.wsws.org)

20. Welfare75% of those claiming welfare are functionally illiterate.(www.covinaliteracy.org/facts.htm)

21. IncarcerationAcross the United States, 82% of prison inmates are dropouts.—Ysseldyke, Algozzine, & Thurlow (1992) (findarticles.com/p/articles/mi_m2248/is_n126_v32/ai_19619426/pg_4)

22. Incarceration According to the report, Literacy Behind Prison Walls, 70% of all prison inmates are functionally illiterate or read below a 4th-grade level. (www.proliteracy.org/downloads/ProLiteracyStateOfLiteracy%2010-25-04.pdf)

23. Incarceration 85% of juvenile offenders have reading problems. (www.literacybuffalo)

24. Youth in correctional facilitiesAverage age: 15Average reading level: 4th grade (30% below this level)(www.edjj.org) Incarceration

25. The incidence of learning disabilities among the general population based on U.S. Department of Education and local service providers is around 5%. This is in sharp contrast with the number of students with learning disabilities in the criminal justice system, estimated to be as high as 50%. Incarceration and Special Education —Bell (1990) (findarticles.com/p/articles/mi_m2248/is_n126_v32/ai_19619426/pg_4)

26. Only 57% of youth with disabilities graduated from high school in the 2001–02 school year, according to the U.S. Department of Education (2002).(www.ncset.org/publications/viewdesc.asp?id=3135) Incarceration and Special Education

27. One study conducted by a University of California, Berkeley, economist found that a 10% increase in the graduation rate would likely reduce the murder and assault arrest rates by about 20%. —Moretti (2005) (www.centerforpubliceducation.org) Social Costs

28. Cold, Hard Facts “The effects of educational failure are going to get worse if we don’t prepare all students to be competitive in the global marketplace.” —The Perfect Storm

29. Is a high school diploma enough for our current students to be competitive in the global marketplace?

30. “The high school diploma has become the ticket to nowhere.”—James Waller, Face to Face: The Changing State of Racism Across America

31. Today, our economy is not based on agriculture and industry, but information and services.

32. In 1870, half of the U.S. population was employed in agriculture. As of 2006, less than 1% of the population is directly employed in agriculture. Agricultural Jobs in America

33. 1950: 34%2002: 13% U.S. Manufacturing Jobs —USA Today(www.usatoday.com/money/economy/2002-12-12-manufacture_x.htm)

34. 2006 College GraduatesU.S.: 1.3 million India: 3.1 million China: 3.3 million

35. Our Mission • To assure high levels of learning for all students!

36. What do we mean • by high levels • of learning? • High School + Plus

37. Our traditional U.S. school system was not designed to ensure that all students learn at high levels! Our Dilemma

38. Professional isolation existed (one-room schoolhouse). Failure was OK. Few students went to college (10–15%). Our job was to sort students (bell curve). Characteristics of Our Traditional U.S. School System

39. If our mission is high levels of learning for all students, the question is: • Is it possible?

40. Schools Do Make a Difference Effective schools research of Ron Edmonds, Lawrence Lezotte, Wilbur Brookover, Michael Rutter, and others concluded that: • All children can learn! • Schools control the factors assuring that students master the core of the curriculum.

41. Schools Do Make a Difference “An analysis of research conducted over a 35-year period demonstrates that schools that are highly effective produce results that almost entirely overcome the effects of student backgrounds.” —Robert Marzano, What Works in Schools (2003)

42. Schools Do Make a Difference 90─90─90 Schools —Douglas Reeves

43. "We embrace explicitly the proposition that effective practice and popular practice are very likely two different things." —Douglas Reeves

44. Some refuse to “change course”

45. For all students to learn, we must • Start with a highly effective research-based core instruction. • Systematically identify students who are not succeeding in our core program. • Provide these students additional time and support until they learned.

46. Over the past decade, two proven processes have been developed to achieve this goal: • Pyramid of Interventions

47. Over the past decade, two proven processes have been developed to achieve this goal: • Pyramid of Interventions • 2. Response to Intervention

48. Pyramid Response to Intervention Pyramid of Interventions Response to Intervention Pyramid Response to Intervention

49. Essential Question Why create a PRTI? It is our moral responsibility!

50. Team Time • Respond to the research.