Vision: Every child in every district receives the instruction that they need and deserve…every day. Oregon Response to Intervention Vision: Every child in every district receives the instruction that they need and deserve…every day. Calculating the Thrust Jenice Pizzuto and Sally Helton Implementation Coaches Cadre 10R Core Training February 2, 2015

Oregon Response to Intervention Targets Create a sense urgency and high expectations for all student groups Understand that RTI is effective in improving student outcomes

Shooting Bottle Rockets at the Moon

Oregon Response to Intervention Voices from the Field “This is the hardest work I’ve ever done. But it’s also the best work I’ve ever done.” --Central Office Administrator “Leadership is critical … We have to fluctuate our resources and talent.” --District Superintendent “This requires an insistence on excellence.” --Rob Saxton, Deputy Superintendent, ODE

A Culturally Responsive RTI System has… High expectations for ALL student populations!

Oregon Response to Intervention Video

A Culturally Responsive RTI System has… High expectations for ALL student populations!

Oregon Response to Intervention Focused on: Reducing the Achievement Gap

IT CAN BE DONE! With High Implementation Fidelity

in order to get these results. = These learners get these tiers of support + Three Tiered Model of Student Supports The goal of the tiers is student success, not labeling.

Oregon Response to Intervention Quality Instruction ALL teachers, ALL tiers, ALL learners!

Oregon Response to Intervention RTI Implemented Well Benefits All Students And Gets Results!

ORTIi vs Non ORTIi District Comparison (3 rd – 5 th Grade)

Change in Percentage of 3 rd Graders at High Risk (Fall to Spring) Cadres 5-8 (Avg decrease of 5.6%) 19 schools, 79%

Oregon Response to Intervention Effective Core Instruction is Critical

Cadre 1: Core Implementation +1.7% *K – NWF; 1 st -5 th – grade ORF School has 90-minute (or less) reading block* (interventions occur WITHIN the core) *60 minute block for ½ day kindergarten School has 90-minute (or less) reading block* (interventions occur WITHIN the core) *60 minute block for ½ day kindergarten

Cadre 1: Core Implementation +8.3% *K – NWF; 1 st -5 th – grade ORF School has 90-minute reading block* (interventions occur OUTSIDE of the core) +1.7%

Cadre 1: Core Implementation +16.5% *K – NWF; 1 st -5 th – grade ORF School has a 90-minute reading block* (interventions occur OUTSIDE of the core) AND Common, agreed-upon grade-level instructional strategies. School has a 90-minute reading block* (interventions occur OUTSIDE of the core) AND Common, agreed-upon grade-level instructional strategies. +8.3% +1.7%

What would it take … to ensure ALL STUDENTS LEARN?

“Survival of the Fittest” “I wash my hands of any responsibility” “Next year will be better”“I will make sure they learn.”

Oregon Response to Intervention What Matters Most is… …what teachers do

What Impacts Student Achievement? John Hattie, Visible Learning for Teachers, 2012 Effective teaching variables Effect size Other variables Effect size Student expectations+1.44 Socioeconomic Status Response to Intervention+1.07 Parental Involvement Formative Evaluation Computer based instruction* Teacher Clarity School Finances Reciprocal Teaching Aptitude by Treatment Interactions* Feedback Family Structure Teacher-Student Relationships Retention -0.16

Oregon Response to Intervention Be Brave, Be Courageous...don’t get caught going.....

Oregon Response to Intervention 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

Oregon Response to Intervention Teaching Reading is Both Essential and Urgent! “Students who can’t read are doomed to a life of less.” Saxton 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.

Assuming that during reading instruction there are: n 0 absences n 0 field trips n 0 interruptions n 0 school assemblies n Attendance every day from Kindergarten to end of Grade Days

340 Days Students who are not a proficient readers at the end of 1 st grade, have a.88 probability of being a poor reader at the end of 4 th grade. 28

Oregon Response to Intervention We Know What To Do And How To Do It Effective Practice Effective Implemen -tation Improved Outcomes

What’s happening in Oregon? What surprises you? What affirms you? What inspires you? What challenges you? Take Notes!

Video

Share your thoughts What surprised you?What affirmed you? What inspired you?What challenged you?

Personal, Professional, and Moral Imperative: “8 times greater chance of spending part of their adult years in prison.” “At stake is their lives.” “What would it have to look like?” “What kind of resource, planning, and implementation would it take?” “What would you do with money, people, and systems that would cause students to have success?” “We need a great literacy program in place.” “That is the task and that is the expectation.” “It requires an insistence on excellence on ALL of our parts.”

RTI increases efficiencies & benefits staff

What will it take to get enough thrust to implement RTI with fidelity?

Oregon Response to Intervention Key Recommendations: What Improves Outcomes for Students High expectations for all students Strong visionary leadership Effective teaching practices Intensive academic interventions Data-based decision making

Oregon Response to Intervention Be Brave … Be Courageous Help instill that sense of urgency! Students’ lives depend upon it.

It is all about you~!