Support is Necessary: Superintendent and School Board Support for Successfully Implementing RTI Presenters: Jenice Pizzuto, Oregon RTI Paul Erlebach, Superintendent, Neah-Kah-Nie School District

Jenice Paul ORTIi Implementation Coach Impact Leadership and Education Consultant Learning Forward Oregon Past President, Advisory Board Learner, reader and collaborator Neah-Kah-Nie School District Superintendent, 2012 Principal 12 years Classroom teacher 11 years Bilingual Spanish Cook, play classical guitar, sing

Who’s at the table? Name Role, district Why are you here today?

Located on North Oregon Coast 805 students preschool-12th grade Preparing children for an ever changing world! Located on North Oregon Coast 805 students preschool-12th grade 52% Free & Reduced lunch 3rd year of Oregon RTIi grant

First Full “RTI” Cohort

Session Overview, Targets In this session, you will: Learn about ORTIi Project essential components and supports Hear from a school superintendent about successful RTI implementation Importance of aligning priorities, allocating funding, establishing and maintaining a vision School board is key to successful implementation!

What is RTI? “Response to Intervention (RTI) 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 student response data to important education decisions.” NASDSE, 2008 Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning and behavior needs. (RTI Action Network)

to teach them to read We’ve Learned… The most impactful thing we can do for ALL students, including economically disadvantaged, English Learners, and students of color is- to teach them to read

Teaching Reading is Both Essential and Urgent! “Students who can’t read are doomed to a life of less.” (Rob Saxton, Northwest Regional ESD Superintendent) Assuming students will ‘catch up’ with practice as usual is not wise. Catching up is a low probability occurrence. Improving outcomes for struggling students will require a very different kind of effort in both the short and long run.

Effective teaching variables We Know What Works Effective teaching variables Effect size Other variables Student expectations +1.44 Socioeconomic Status +0.57 Response to Intervention +1.07 Parental Involvement +0.51 Formative Evaluation +0.90 Computer based instruction +0.37 Teacher Clarity +0.75 School Finances +0.23 Reciprocal Teaching +0.74 Aptitude by Treatment Interactions* +0.19 Feedback +0.73 Family Structure +0.17 Teacher-Student Relationships +0.72 Retention -0.16 Expectations: Student and teacher expectations that all students can learn and it is driven by effort and an eye on targets (Dywek—Mind Sets) Skill by treatment interactions—Burns *Effect of computer based instruction not any higher as technology has increased *There is no research support for ATI’s. Kids benefits from instruction that uses multiple modalities John Hattie, Visible Learning for Teachers, 2012

Why RTI: Benefits for All Students Use of RTI has resulted in: Increased student achievement (Marston, Muyskens, Lau, & Canter, 2003) Improved proportionality or indicators of equity Earlier delivery of special education services Lower rates of SLD (Burns, Appleton, & Stehouwer, 2005),

Culturally Responsive Practices School Culture and Culturally Responsive Practices Cadre 10: 2014-2015 Scappoose Mollala River Neah-Kah-Nie Parkrose Gaston TTSD Jefferson County Jefferson Pine-Eagle Monroe Albany Marcola BLSD OSD McKenzie Harney ESD Crane Diamond Double O Drewsey Frenchglen Pine Creek South Harney Suntex RSD *Projected population % based on 2013-2014 enrollment data Pinehurst % of Oregon Student Population* # of Districts: 89 *Projected

Culturally Responsive Practices School Culture and Culturally Responsive Practices Cadre 10: 2015-2016 Scappoose Mollala River Neah-Kah-Nie Parkrose Gaston TTSD Jefferson County Math: Baker Bethel Crook County Grants Pass N. Clackamas Middle School: Seaside Sisters Sutherlin Sweet Home Jefferson Pine-Eagle Monroe Albany Marcola BLSD OSD McKenzie Harney ESD Crane Diamond Double O Drewsey Frenchglen Pine Creek South Harney Suntex RSD *Projected population % based on 2013-2014 enrollment data Pinehurst % of Oregon Student Population* # of Districts: 91 *Projected

Culture Leadership SLD Decision Making Progress Monitoring RTI Essential Components Clear Vision of Learning for ALL BIT Meets Regularly Principal Attends RTI Meetings Leadership SLD Decision Making Decision Rules Interventio n Placement Interventio n Review Core Review Teaming & DBDM Initial and Ongoing PD Ongoing Coaching Observe & Actionable Feedback Professional Learning Progress Monitoring Interventions Universal Screening Core Materials and Instruction Culture: High expectations for all student populations, belief that all student populations can learn, belief that the measurement of how well I teach is how well they learn Leadership: Teaming/DBDM: Disaggregate data, Professional Learning & Support:d Core: Sheltered instruction, implicit, opportunities to respond, Culture Growth Mindset & High Expectations For ALL Students Culture of Collaboration to Improve Outcomes

They are ALL RTIi Kids! ORTIi Tiers 2 & 3 SUPPLEMENT, Not SUPPLANT

Planning is key..!

Install, Implement, Refine Year 1 Year 2 Year 3 Why & How Culture Leadership, DBDM, PL TIER 1 Core Program Univ. Screen Core Rev Mtg TIER 2/3 Interventions X Int. Place Mtg Prog. Mon. Int. Rev. Mtg. SPED IPS/SLD

Leadership is CRITICAL Superintendent Knowledge Base to support implementation Board Chair and member knowledge base Does is need to be built Collective vision… Current culture and climate

Building alliances, planning for success… Neah-Kah-Nie School District’s Strategic Plan for RTIi. First steps Go slow to go fast Include all schools in SPDG Build awareness with district Apply for ORTIi Grant Paul

Minimize the Implementation Dip sustain Installation Implementation dip… is talked a lot about in the systems change.. It is when staff are learning a new way of doing something….they may be resistant, overwhelmed, lack the skills…. To be able to fluently do the work at first…. This is when the implementation dip occurs… you can think about it like the shark in the water…. We need to be watchful of the shark and to help staff be as proficient as they can be… if you identify the criticial elements to ensure that they are happening it can help to mininmize the implementation dip. Do you always feel like you are putting out fires??? It is the work.. And the vigilance to it that makes the difference…..

Planning for Success… Goal Who? To minimize the implementation dip and to reach effective and sustainable RTI implementation Manage resources & talent Support and require alignment Consider and plan for capacity Who? School Board Superintendent District Leadership Team District Implementation Team Building Leadership Team

Talk Time Have you identified the priorities for implementation of RTIi? What barriers might you encounter in implementing RTIi in your school district? What will be/is the school board’s role? What will be/is the superintendent’s role?

A tool NKN used to plan for RTIi implementation

Identifying Needs Do we identify the needs or just come up with a solution? How can the school board and superintendent identify needs and next steps.

Identifying NKN Needs 90 minutes-green Materials-green Instructional strategies-red Sheltered instruction-yellow Professional Learning Time in core-yellow Materials-yellow Instructional –red Siop-yellow Monitoring What will be monitorred-red Who will monitor-green How often-red

Why Slide

Meet NKN School Board

Why…Enlist the board’s support? Paul I thought you should talk here about how you strategically enlisted support of the board

School Board Roles &Responsibilities Set policies Hire/fire the superintendent Establish budgets Set goals and evaluate progress toward these goals

Five Habits of High-Impact School Boards Concentrate on governing Development of the capacity to govern Active participation in leading district innovation and strategic change Meticulous attention to a healthy board-superintendent partnership Outreach to internal and external community

School Board Support Necessary to Move to Action… 10/12/2010 School Board Support Necessary to Move to Action… You will never be as “ready” as you would like to be Belief Behavior At some point, you have to start moving towards building the infrastructure and implementing. If you continue to wait until everyone is “ready”, you will never move forward.

The only person who likes change is a wet baby!!!

Superintendent and Board responsibility to set clear Vision 10/12/2010 Superintendent and Board responsibility to set clear Vision = Change initiative VISION PD Calendar example with Swimming example and 90 minute reading…

Vision = Change initiative VISION

Are we there yet? Where are we headed? How do we know? How will I provide tools for my staff to thrive and survive-so their students, thrive and survive? Transparency…honesty….data priorites

The Five Dysfunctions of a Team Intention to Results Avoidance of Accountability Lack of Commitment Fear of Conflict Absence of Trust Patrick Lencioni, The Five Dysfunctions of a Team

NKN School District’s Mission & Values Neah-Kah-Nie School District prepares students to become productive and responsible citizens for an ever-changing world through diverse educational opportunities in partnership with the community. VALUES Excellence – we prepare students for their future Respect – we treat each other with respect and dignity Learning – we are all learning, every day Diversity – we seek to understand and celebrate our differences Rigor – we are challenged by each other to learn more Collaboration – we work together and communicate effectively Creativity – we individualize our teaching and learning Responsibility – we take responsibility for our work Community – we build partnerships Relevance – we are aware and responsive to those around us

NKN School District’s Long Range Visionary Goals District and School Structure and Culture: Effective district and school systems support the learning and achievement of all students Every campus has a healthy and positive school climate Staff and students drive improvement through data-informed decisions Teaching and Learning: Effective teaching and learning relationships are supported by the district Increase the number of students who graduate ready for college and career Educator Effectiveness: Effective educators promote the success of every student Professional development aligns with improvement plans and educator evaluations Family and Community Involvement: Effective family involvement efforts bring families and educators together to collaboratively work to support student achievement Strengthen the connection between schools and families Increase opportunities for community-based programs Technical and Adaptive Leadership: Effective leaders create a professional learning community District and school leadership drive improvement efforts

NKN School District’s RTIi Goal Strategic Initiatives for 2016-2018 Ensure every student makes appropriate reading growth by implementing Response to Intervention and Instruction (RtIi) across all elementary and middle school levels, and incorporate writing with reading to support literacy rich instruction.

In your District… How is literacy represented in your vision, mission and long range planning?

What is the status of reading instruction in your district What is the status of reading instruction in your district? Instruction, Curriculum, Environment (ICE) & Learner

I.C.E.L. What you teach How you teach Where you teach Who you teach Instruction: Curriculum: Environment: Learner: What you teach How you teach Where you teach Who you teach

Instruction How is reading currently taught? Whole language vs phonics? Reading schedules at each school? Staff: Does your district have a Reading Coach? How many teachers/administrators have Reading Endorsements?

Curriculum What is the current core reading curriculum? Does the district have supplemental and intervention reading curriculums? When were the reading curriculums adopted? Are teachers trained in the curriculum? How does the district know the curriculum is faithfully implemented?

District Teams design reading expectations and agreements

Review the form with your partner Do you have any agreements like these in your district? Does the board support implementing them?

Neah-Kah-Nie Implementation Data I use the district adopted core curriculum as the primary instructional materials (e.g. more than 80% of the time) during my reading block. I regularly use the district's agreed-upon instructional strategies for engagement and explicit instruction during my core reading block.

Environment What is the teaching & learning reading culture like in each school and the school district? Is there adequate space to teach small group instruction and whole group instruction in the classroom? Is it set up for learning and teaching? How is reading funded at each school and the district? How can the board and superintendent impact reading funding?

Learner This where we have the least control… We serve the students…where they come to us, how they come us… What does the reading data indicate Use the data for decision making and funding allocation Equity is not always equal If there are low reading scores, is this an adult or kid problem? “Why” is it curriculum, lack of training, schedule, staff, implementation, budget, culture? What are effective research based solutions (John Hattie’s research) to improve reading proficiency?

With your partner discuss… Have you thought about reading through the lens of I.C.E.L.? How does your mission/vision long range plans include I.C.E.L?

What I learned… Create a partnership with the school board and include in decision making Provide adequate funding to support and sustain RTIi Involve key stakeholders early and often to build capacity Inform, support, and collaborate with staff throughout entire process

What I learned… Incorporate the change matrix in your model Strategically plan for review of reading data (fall, winter, spring) with board and staff How do you maintain focus and include new board members when there is board transition? Be relentless, honest, creative, and never give up!

Successful RTIi implementation… Superintendents matter…!

Questions?

Thank you! Paul Erlebach paule@nknsd.org Jenice Pizzuto jpizzuto@ttsd.k12.or.us