1. 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

2. 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

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

4. 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

5. First Full “RTI” Cohort

6. 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!

7. 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)

8. 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

9. 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.

10. 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

11. 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),

12. Culturally Responsive Practices
School Culture and
Culturally Responsive Practices
Cadre 10:
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 enrollment data
Pinehurst
% of Oregon Student Population*
# of Districts: 89
*Projected

13. Culturally Responsive Practices
School Culture and
Culturally Responsive Practices
Cadre 10:
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 enrollment data
Pinehurst
% of Oregon Student Population*
# of Districts: 91
*Projected

14. 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

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

16. Planning is key..!

17. 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

18. 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

19. 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

20. 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…..

21. 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

22. 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?

23. A tool NKN used to plan for RTIi implementation

24. 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.

25. 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

26. Why Slide

27. Meet NKN School Board

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

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

30. 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

31. 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.

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

33. 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…

34. Vision
= Change initiative
VISION

35. 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

36. 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

37. 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

38. 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

39. NKN School District’s RTIi Goal
Strategic Initiatives for
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.

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

41. 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

42. 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

43. 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?

44. 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?

45. District Teams design reading expectations and agreements

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

47. 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.

48. 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?

49. 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?

50. 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?

51. 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

52. 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!

53. Successful RTIi implementation…
Superintendents matter…!

54. Questions?

55. Thank you!
Paul Erlebach Jenice Pizzuto