RtI

1. RtI Kelley Johnson Curriculum Coach South Johnston High School Eddie Price Principal South Johnston High School Holly Markovitch Curriculum Specialist Johnston County Schools Kathy Price Instructional Technology Specialist Johnston County Schools Successful Implementation in the High School

2. In preparation for this session: Just one word! In one word, how would you improve learning at your school? Go to bit.ly/justoneword and type your word!

3. Background and Demographics • Student Population Data: • 60% White/17% Black/15%Hispanic/6%MultiRacial • 50% F/R • Principals and Methodist Ministers • “Welcome to the Jungle” • Broken Organization: Accountability, Communication, Morale, Instruction, Processes and Procedures Moral of Story…If it can be done here, it can be done anywhere!

4. Reform is Simple: It’s About Ham and Flies! • Ham Story – “Do what you’ve always done, and you’ll get what you’ve always got!” • How do you deal with the frustrations of your staff with the ever-changing initiatives and programs? • “Are we going to kill flies all day, or are we going to fix that hole in the screen door?” • Capacity Building and Consensus

5. A Practical Plan • Evaluate Core Instruction: Engaging and Research-Based • PD Core Instruction Weaknesses • Strengthen PLCs: Common Instructional and Assessment Language • Identify All-Inclusive Assessment Program: • Screener: Are they were they need to be? • Curricular Assessment: Are they learning what we are teaching? • Skills Assessment: What are the literacy and/or mathematical deficiencies? • Progress Monitoring: Is our intervention working?

6. A Practical Plan • Create Intervention Period: We must have an Acceleration and Remediation time between the bells. • PD Strategies: We need to strengthen our instructional practices -differentiation and Flex Grouping are a must. • Research and Invest in Intensive Programs: Reading and Math Pull-Out Classes

7. The What and Why of RtI - A Simple Explanation We have been charged to close the gap, so we will need to identify weaknesses and individualize instruction. Likewise, we will need to provide opportunities for students who require acceleration. This individualization applies to both academic and behavioral aspects, and the process has a name – Response to Intervention (RtI).

8. The What and Why of RtI – An Analogy Analogy: Man Coverage in Football With Visual Performance/Film Breakdown Skills: Stance, Stab/Hand Placement, Hip Rotation, Phase, Flat Tire, Shoot Hands, and Head Turn Result: Touchdown for Opponent Coaching Points: Do we give equal time to each skill or find the deficient skill to refine? Do we refine whole group or in an intervention period? –Football’sResponse to Intervention (RtI).

9. RtI Framework DefinedThe 3-Tier Model of Service Delivery Tier I -Core Tier II - Targeted and Strategic Tier III - Intensive

10. Where DidWe Begin? We hadto get our teachersto focus on instruction rather than on "what is wrong with the student." In other words, how dowechange in order to make the student successful?

11. Practical Wisdom There are two ways to improve results: redesign the school based on best instructional practices or get new kids. - Tim Westerberg, former high school principal in Littleton, CO

12. School-Wide System of Support for Student Achievement Intensive Intervention 5% Strategic Interventions 15% Core Curriculum 80%

13. Evaluate Core Instruction

14. True-isms for Improving Our schools It is impossible to improve student achievement unless we improve our teaching …. How well we teach = how well they learn. -email stamp, Dr. Anita Archer

15. Overview of plc’s: • Teachers must have time built into the day to analyze data, build common assessments, and share best practices. • What do we want them to learn? What do we do if they don’t learn? What do we do when they already know it? • Norms must be established for how each PLC operates…so when the conversation gets tough, they have ways to keep going! Can we equip students with similar processes to internalize learning?

16. What? No Hand Raising? Think about it. The students who know – respond! They respond in every class, every time! Create a culture where EVERYONE engages and responds.

17. Reflection If you had to choose one of the following as the most necessary component for today’s 21st century optimal learning environment, which would you choose? Social Environment Connections to World Interaction Engaging Learning Environment New Curriculum Focus Creativity Evaluation

18. Our Data: What does our community think? Text your answer to 37607 Social Environment- 183567 Connections to World - 183576 Interaction - 183662 Engaging Learning Environment - 183729 New Curriculum Focus - 183730 Creativity - 183733 Evaluation - 183765 OR Go to PollEv.com/kathyprice on your device.

19. Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll.

20. Defining best at the core BEST practices must have a relentless focus on student engagement. Student Engagement is the FOUNDATION!

21. Setting the stage … Feedback from Colleges and Industries... "You are sending us too many graduates who simply cannot work in a team environment to solve critical problems!" For us to be successful in our team work role, we must understand that there is usually a very defined "chain of command" in any industry that ensures the task at hand gets accomplished in the most efficient manner creating the best results.

22. The Roles More than one Reporter and Recorder if necessary.

23. Block 1 List some shifts in teaching that you might need as a teacher to have truly engaged learners.

24. Engagement? They are already coming to us engaged. Education is the one that is slow to keep up with students’ level of engagement outside the bells.

25. What is engagement? We want students to be engaged, but again, what does this mean? ENGAGEMENT, at its core, is the observable evidence of a learner’s interest and active involvement in all lesson content and related tasks, with clearly articulated “evidence checks” of concrete, productive responses to instruction. In other words, it is … VISIBLE EVIDENCE R in RtI

26. The game Engagement is not optional. Engagement is HOW we play the game of schooling/learning!

27. Dr. Kevin Feldman, www.scoe.org

28. The Rule! There will be no less than 84% of class time when students are communicating, writing, doing, and ENGAGING in their learning. OR For every 2 minutes of teacher talk, there will be 10 minutes of active student engagement!

29. Improving engagement Where should we start? Every educator must agree that visible evidence is the key to active engagement.

30. Block 2 What can be observed if the 2-10/84% rule is in place in a classroom? What would visible indicators of engaged learning look like at your school? List at least five.

31. Academic Engagement Visible Evidence Dr. Kevin Feldman, www.scoe.org

32. Block 3 What are the risks or barriers for teachers in trying new methods to ensure student engagement?

33. The ACTIVE classroom Patience Carousel Teaching Channel

34. Flipping the classroom NCSU Friday Institute Devices: Home? School? Availability?

35. Block 4 Think about one of the practices we have talked about today. Think of three very different instructional settings in your school. What would that practice look like in those three distinct settings?

36. The tool Kit It’s not what you say or do that ultimately matters … It IS what you get the students to do as a result of what you said and did that counts.

37. Instructional Non-negotiables • Warmups, Bell-Ringers, Do Now’s • Ticket in/out the Door • Partner checks, choral responses, writing, communicating, collaboration • 2-10 (For every 2 minutes of teacher talk, there is 10 minutes of active student engagement.)

38. Make it happen • Administration and Lead Teachers model and review the culture of active engagement over and over and over! • Every faculty member must embrace change and move their instructional practices to those that have every student actively learning. • Learning Walks (LW)

39. 3 Process checks - fidelity • Classroom Learning Walks/Learning Pairs • All faculty paired up • 1 vist per month – participate 1-3 times per semester • Classroom Video Clips • Others at first, then shoot your own • Clips run 2-10 minutes, edited to focus on common interest • Mini-lesson Demonstrations • 3-10 minutes • Modeling some portion of a recent lesson • Focused on common interest

40. The Walkthrough Process – Core Accountability Live Form PD Weaknesses Data South Johnston Data

41. Instructional Technology Just like water is a mixture of hydrogen and oxygen, to find the right formula for the 21st century classroom, certain elements should be present.

42. A Teacher’s Perspective on the SCIENCEBehind Today’s Learner • Social • Connect • Interact • Engaged • New Standards & Curriculum • Creative • Evaluate

43. SCIENCE - Social Is technology the focus of my classroom or is it the window through which I have my students examine the world to make connections?

44. As educators, how can we harness the social energy our students bring to our classroom? Can we enhance learning through instructional technology? What is the balance between curriculum & social collaboration?

45. SCIENCE - Connect Are we helping learners Connect the curriculum to a broader global society?

46. SCIENCE – Interaction & Engagement Are our students interacting with each other to analyze, problem solve, and make decisions which model the processes they will encounter in tomorrow’s work place? Our students need to be ready for tomorrow’s jobs which don’t exist today. Can this be accomplished with limited resources?

47. SCIENCE - Engage Instructional media already makes sense to this generation of learners. Are we ready to shift our core instruction?

48. It is not about the device or the service. It is about the learning.

49. SCIENCE - Creativity As Pablo Picasso said: “All children are born artists. The problem is to remain an artist as we grow up.” Instructional technology improves performance when the media provides opportunities for students to design and implement projects to extend the curriculum content.

50. SCIENCE - Evaluation Does everything have to be about the grade? What about the learning process? The journey? http://www.unctv.org/education/teachers_childcare/nco/documents/skillsbrochure.pdf