Institutionalizing & Sustaining Quality Instructional Practices

College of Education, University of OregonCenter on Teaching & Learning

Beth Harn (bharn@uoregon.edu)

Implementing Responsive Instructional Practices

Objectives

The “Active Ingredients” of RTI1. Data-based decision making2. Collaboration and coordination of instruction3. Differentiated Instruction

Sustaining & Institutionalizing Responsive Instructional Practices Implementing Shared Instructional Leadership Promoting collegiality and continual learning within

each building

RTI: A Change to the System

RTI, by design, is a shared responsibility of general and special education to implement prevention and intervention-focused practices, which will require unprecedented collaboration and coordinationOur challenge is supporting this change process across and in

collaboration with all educators

“People are changed, not by coercion or intimidation, but by example”. (Manske, 1999)

“If student learning is the most important function of schools, then instruction is where we focus our time and attention.”

(Fielding, Kerr & Rosier, 2007)

The Promise of RTI

Change doesn’t happen based solely on enthusiasm nor knowledge of specific skills

“Hey, no problem!”

Implementing RTI

We must think carefully about our purpose, players, and position to determine priorities and courses of action

“I think you should be more explicit here in step two.”

Then a Then a miracle miracle occurs occurs

Data-based Decision MakingIdentifying Students Who Need Additional Support

Which children are at-risk for long-term difficulties?Screening measures

Evaluating Response to InterventionIs the instruction effective? Are the at-risk students growing

enough?Progress monitoring measures with decision rules

Evaluating Grade or School Level PerformanceHow are all the students progressing and how does this child

compare to his peers? Are all students growing?Grade-level reports, state assessmentsComparing actual performance to “The Triangle”, state

benchmarks, AYP, etc.

“ The role of assessment for learning is essential in order to link data on learning to instructional practices that achieve student results. “

(Fullan, 2008)

Kindergarten Spring ’07 PSF

87% Low risk for reading difficulties11% Some risk for reading difficulties2% At risk for reading difficulties

Kindergarten Spring ’07 NWF

50% Low risk for reading difficulties39% Some risk for reading difficulties11% At risk for reading difficulties

1st Spring ’07 ORF

54% Low risk for reading difficulties37% Some risk for reading difficulties9% At risk for reading difficulties

K – PSF

K – NWF

K - PSF

K - NWF

Spring ‘08

       68% (n=38) Low Risk       20% (n=11) Some Risk       13% (n=7) At Risk

      69% (n=35) Low Risk      20% (n=10) Some Risk    12% (n=6) At Risk 

1st – ORF ‘05-’08

Differentiated InstructionSelecting Programs/Interventions

Must match the identified skill needsStudents must be placed appropriately within the program

Using placement tests systematically and adjusting instructional groupings based on student needs (i.e., not all student will begin with lesson 1 in a program)

Differentiating Support Based on Student PerformanceThe greater the need -- the more intensive the intervention

Allocation and Utilization of ResourcesPersonnel allocation, program selection, timeProgram purchasesShort-term priorities for long-term benefit -- “Difficult

conversations”Professional development

On programs, classroom management, instructional delivery, fidelity

Collaboration & Coordination of InstructionGrade/School-Level

Coordinating and allocating school resources strategicallyCreating the Continuum of Instructional Support /CSI Maps: careful

consideration of available programs, time, personnel, alignment of content across instructional support systems (i.e., general education/tier 1 and Title/tier 2)

Ensuring quality instructional delivery at all levels, observations, coaching/collaboration, and professional developmentDifferential PD based on need of the teachers“access to seeing effective practices is necessary for success. It takes up

the dilemmas of ‘de-privatizing practice’ in which it becomes normal and desirable for teachers to observe and be observed in teaching facilitated by coaches and mentors.” (Fullan, 2008)

Student LevelEffective Problem-Solving Teams: focused on alterable variables

and how to implement the necessary instructional supportsKnowing when and how to differentiate/increase instructional support

Creating Synergy: Instructional Leadership“I don't know of any school anymore that can be "led" by a

single individual. It is too complex, far too demanding, and far too intractable for any one person to lead alone. Building a community of leaders and … is a powerful concept whose time has come. “(Barth, 2006)The nature of relationships among the adults within a school has

a greater influence on the character and quality of that school and on student accomplishment than anything else.

“Continuous learning depends on developing many leaders in the school in order to enhance continuity. It also depends on schools being confident in the face of complexity, and open to new ideas.” (Fullan, 2008)

The “lone arranger” approach to teaching is ineffective in our accountability-driven educational system

Instructional Leadership: Changing the Dynamics in Positive WaysCollaboration

A systematic process in which we work together, interdependently, to analyze and impact professional practice in order to improve our individual and collective results. (Dufour, Dufour, & Eaker, 2002)

Connecting with a PurposePurposeful peer interaction within the school is crucial.

Student learning and achievement increase substantially when teachers work in learning communities supported by school leaders who focus on improvement. (Fullan, 2008)

Discussing current practices, a reading, a videoSharing and reviewing dataSharing information learned from conferencesDiscussing professional development needs to match the context

Conclusions“Confidence but not certitude in the face of complexity. Get

comfortable with being uncomfortable. “ (Fullan, 2008)

Take stock on the “active ingredients” of RTIData-based decision making, differentiated instruction,

collaboration and coordination Where are your strengths and where do you need to improve and what

professional development is necessary to make that happen?Examine the culture of your school and how enhance collegiality

to promote shared and distributed instructional leadershipImplementing responsive instructional practice is sustainableFocus on improving instructional practices for all educatorsCreating teacher leaders

“Failure is the condiment that gives success its flavor” Truman Capote

Citations

Barth, R. (2006). Improving relations within the schoolhouse. Educational Leadership, 63, 8-13.

Fullan, M. (2005). Leadership and sustainability: System thinkers in action. Thousand Oaks, CA: Corwin Press; Toronto: Ontario Principals’ Council.

Fullan, M. (2006b). Turnaround leadership. San Francisco, CA: Jossey-Bass. Fullan, M. (2007). The new meaning of educational change 4th edition. New

York: Teachers College Press. Fullan, M. (2008a). The six secrets of change. San Francisco: Jossey-Bass. Fullan, M. (2008b). What’s worth fighting for in the principalship. 2nd Edition.

New York: Teachers College Press; Toronto: Ontario Principals’ Council. Wagner, T., Keegan, R., Lahey, L., Lemons, R., Garnier, J., Helsing, D., Howell,

A. & Rasmussen, H. (2006). Change Leadership. San Francisco: Jossey-Bass.