I Have a Dream

1. Bold Leadershipin Scary, Stimulating TimesSteve Kukic, PhDVP, Cambium Learning/Sopris Weststevek@sopriswest.com

3. I Have a Dream …We have come to this hallowed spot to remind America of the fierce urgency of NOW… Dr. Martin Luther King, Jr. August 28, 1963

4. I Have a Dream …We have no time for the tranquilizing drug of gradualism… Dr. Martin Luther King, Jr. August 28, 1963

5. We can, whenever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far. Ron Edmonds, 1982

6. SEE GET DO

7. Always do right (things right). This will gratify some people and astonish the rest. Mark Twain and Stephen Covey

8. Covey, 2004

9. Let’s Get Serious!A Blog onwww.rtinetwork.org

10. Wisdom In theory, there is no difference between theory and practice; in practice, there is. Yogi Berra

11. Beyond his worries about intervention, Seward had little faith in the efficacy of proclamations that he considered nothing more than paper without the muscle of the advancing Union Army to enforce them. “The public mind seizes quickly upon theoretical schemes for relief,” he pointedly told Frances, who had long yearned for a presidential proclamation against slavery, “but is slow in the adoption of the practical means necessary to give them effect.” Doris Kearns Goodwin, 2005

12. A Call to Action using RtI as a Catalyst for ChangeThe relentless pursuit of excellence:Thriving on CHAOS! C – H – A – O – S – Collaboration with one purpose, to improve achievement Hierarchy of tiered, effective, academic and behavioral interventions All, Some, AND Few as the consistent focus One child at a time, instructional decisions based on progress monitoring data Systems change with coherence to Close The Achievement Gap

13. Utah ABC Triangle

15. AR RtI: Multi-dimensional Model • Intensive, Individual • Interventions • Individual Students • Assessment-based • High Intensity • Of longer duration • Intensive, Individual Interventions • Individual Students • Assessment-based • Intense, durable procedures • Targeted Group Interventions • Some students • (at-risk) • High efficiency • Rapid response • Targeted Group Interventions • Some students (at-risk) • High efficiency • Rapid response • Universal Interventions • All students • Preventive, proactive • Universal Interventions • All settings, all students • Preventive, proactive Academic Systems Behavioral Systems 1-5% 1-5% 5-10% 5-10% 80-90% 80-90% Adapted from Horner & Sugai

16. Kansas Multi-Tiered System of Support (MTSS) • Student centered planning • Customized function-based interventions • Frequent progress monitoring to guide intervention design Behavior Academics • More intense supplemental targeted skill interventions • Customized interventions • Frequent progress monitoring to guide intervention design • Supplemental targeted skill interventions • Small groups • Frequent progress monitoring to guide intervention design • Supplemental targeted function-based interventions • Small groups or individual support • Frequent progress monitoring to guide intervention design • All students, All settings • Positive behavioral expectations • explicitly taught and reinforced • Consistent approach to discipline • Assessment system and data-based decision making • All students • Evidence-based core curriculum & instruction • Assessment system and data-based decision making KSDE - July 2007 Draft

18. Kansas MTSS Service Delivery Model

19. KANSASMulti-Tier System of Supports (MTSS)Innovation Configuration Matrix (ICM) • Leadership and Empowerment • Assessment • Curriculum • Instruction • Data-Based Decision Making • Integration and Sustainability

20. And now for something completely different! • A major economic “reset” • A new president • Stimulus money from the American Recovery and Reinvestment Act • A new preK – 12 Comprehensive Literacy Act – The LEARN Act • Reauthorizations of ESEA and IDEA

21. Pres. Obama’s Five Pillars of Educational ReformMarch 10, 2009 • Investing in early childhood initiatives • Adopting world class standards in every state • Recruiting, preparing, and rewarding outstanding teachers while getting rid of teachers who do not get results • Promoting innovation and excellence • Providing quality higher education for every American

22. SAVING AND CREATING JOBS AND REFORMING EDUCATION U.S. Department of Education March 24, 2009 The American Recovery and Reinvestment Act:

23. Guiding Principles

24. The Comprehensive Literacy Bill • Maintaining the research based principles of Reading First • Literacy basis of ESEA Reauthorization • Using RtI (Multi Tier System of Supports – MTSS) • Defining Evidence Based Practice • From a coalition led by the Alliance for Excellent Education to Rep. Polis (D-CO) to the Congress

25. MTSS in the LEARN Act • MULTI-TIER SYSTEM OF SUPPORTS.—The term ‘‘multi-tier system of supports’’ means a comprehensive system of differentiated supports that includes evidence-based instruction, universal screening, progress monitoring, formative assessment, and research-based interventions matched to student needs, and educational decision making using student outcome data.

26. The Reauthorizations are coming! Soon! ESEA • Change name (to Every Child a Graduate) • RtI • Growth model • Inclusion of ALL • Sub group to student group • Eliminate 2% rule (Harkin, 5/5/09)

27. The Reauthorizations are coming! Soon! IDEA • One law? • RtI for all • LD in the law • Maintain stimulus level of funding (Harkin, 5/5/09)

28. Brick walls are there to stop the people who don’t want it badly enough. Pausch, 2006

29. The problem: Building the plane while it’s flying.

30. Factors That Seem to Influence Sustainability of High-quality Implementation Teachers’ acceptance and commitment to the program; the presence of a strong school site facilitator to support them as the teachers acquired proficiency in its execution Unambiguous buy-in on the part of all staff at the school; empower teachers to take ownership and responsibility for the process of school change; schools or districts must agree to follow procedures designed to ensure high-fidelity implementation and agree to collect data on implementation and student outcomes. Feelings of professionalism and self-determination among teachers; teachers are provided with professional development (training, in-class coaching, and prompt feedback) that leads to proficiency. Programs are perceived by teachers as practical, useful, and beneficial to students. Administrative support and leadership; instructional practice is valued by the school leaders; administration provides long-term support for professional development to teachers and assessment of implementation and student performance. Denton, Vaughn & Fletcher, 2003

31. Instructional Design Questions What will I do to establish and communicate learning goals, track student progress, and celebrate success? What will I do to help students effectively interact with new knowledge? What will I do to help students practice and deepen their understanding of new knowledge? What will I do to help students generate and test hypotheses about new knowledge? What will I do to engage students? What will I do to establish or maintain classroom rules and procedures? What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and procedures? What will I do to establish and maintain effective relationships with students? What will I do to communicate high expectations for all students? What will I do to develop effective lessons organized into a cohesive unit? Marzano, 2007

32. Cultural Shifts for Developing the Culture of a Professional Learning Community • From a focus on teaching to a focus on learning • From working in isolation to working collaboratively • From focusing on activities to focusing on results • From fixed time to flexible time • From average learning to individual learning • From punitive to positive • From “teacher tell/student listen” to “teacher coaching/student practice” • From recognizing the elite to creating opportunity for many winners DuFour, et al., 2004

33. The Findings Districts had the courage to acknowledge poor performance and the will to seek solutions. Districts put in place a systemwide approach to improving instruction—one that articulated curricular content and provided instructional supports. Districts instilled visions that focused on student learning and guided instructional improvement. Districts made decisions based on data, not instinct. Districts adopted new approaches to professional development that involved a coherent and district-organized set of strategies to improve instruction. Districts redefined leadership roles. Districts committed to sustaining reform over the long haul. Beyond Islands of Excellence, Learning First Alliance, 2003

34. The Conundrum of American Public Education We can, whenever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far. Ron Edmonds, 1982 in DuFour et al., 2004

35. The Most Important Challenge of the DecadeNot only for educators but for every citizen Will we choose to enter an “era of unprecedented effectiveness” or will we succumb to the siren song of secure sameness? We know how to make dramatic improvements in educational achievement and equity. The only question is whether we have the political and personal courage to do it. Douglas Reeves, 2006

36. Conquering the Conundrum Science without Passion is uninspiring. Passion without Science is self centered. Science with passion is THE key to student success! Kukic, 2008

37. Lee County, FL Larry “Tihenisms” (Part 1) • One child (teacher, school) at a time…that didn’t work. • From a system of schools to a school system • Tier 1 was the problem. • A teacher is someone who helps a student learn something they couldn’t have learned without the teacher. • We stopped talking about teachers being the problem. The problem was the system. • Teaching is a science (nonnegotiable) and an art (negotiable). • Common language leads to systems that work. • From constant change to continuous improvement • Reducing variation and possible options…control variables or they will control you.

38. Lee County, FL Larry “Tihenisms” (Part 2) • The core question is: what can the system do? • The system is clear: You WILL learn to read. • We are out of the “1 year miracle” model • You don’t make exponential change with incremental growth. • I didn’t think of this until I started thinking about it. • Never start a change you can’t support.

39. What is your call to action? • What are your non negotiables? • How can the 2010 Wasatch Mountain Institute help you achieve them? June 23–25, 2010: Midway, Utah, Zermatt Resort Keynote Speakers: Anita Archer, Ph.D., Stevan J. Kukic, Ph.D.