Bold Leadership in Scary, Stimulating Times Steve Kukic, PhD VP, Cambium Learning/Sopris West stevek@sopriswest.com - PowerPoint PPT Presentation

Loading...

PPT – Bold Leadership in Scary, Stimulating Times Steve Kukic, PhD VP, Cambium Learning/Sopris West stevek@sopriswest.com PowerPoint presentation | free to download - id: 3dd99c-NTE5N



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Bold Leadership in Scary, Stimulating Times Steve Kukic, PhD VP, Cambium Learning/Sopris West stevek@sopriswest.com

Description:

Bold Leadership in Scary, Stimulating Times Steve Kukic, PhD VP, Cambium Learning/Sopris West stevek_at_sopriswest.com – PowerPoint PPT presentation

Number of Views:25
Avg rating:3.0/5.0
Slides: 40
Provided by: updcOrgas
Learn more at: http://www.updc.org
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Bold Leadership in Scary, Stimulating Times Steve Kukic, PhD VP, Cambium Learning/Sopris West stevek@sopriswest.com


1
Bold Leadershipin Scary, Stimulating TimesSteve
Kukic, PhDVP, Cambium Learning/Sopris
Weststevek_at_sopriswest.com
2
(No Transcript)
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 havent so far.

Ron Edmonds, 1982
6
SEE
DO
GET
7
Always do right (things right). This will
gratify some people and astonish the rest. Mark
Twain and Stephen Covey
8
Covey, 2004
9
Lets Get Serious!A Blog on www.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
excellenceThriving 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
14
(No Transcript)
15
AR RtI Multi-dimensional Model
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

Academics
Behavior
  • 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
17
(No Transcript)
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. Obamas 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
The American Recovery and Reinvestment Act
  • SAVING AND CREATING JOBS AND REFORMING EDUCATION
  • U.S. Department of Education
  • March 24, 2009

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
    dont want it badly enough.

Pausch, 2006
29
The problem
Building the plane while its 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
  1. What will I do to establish and communicate
    learning goals, track student progress, and
    celebrate success?
  2. What will I do to help students effectively
    interact with new knowledge?
  3. What will I do to help students practice and
    deepen their understanding of new knowledge?
  4. What will I do to help students generate and test
    hypotheses about new knowledge?
  5. What will I do to engage students?
  6. What will I do to establish or maintain classroom
    rules and procedures?
  7. What will I do to recognize and acknowledge
    adherence and lack of adherence to classroom
    rules and procedures?
  8. What will I do to establish and maintain
    effective relationships with students?
  9. What will I do to communicate high expectations
    for all students?
  10. 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
  1. From a focus on teaching to a focus on learning
  2. From working in isolation to working
    collaboratively
  3. From focusing on activities to focusing on
    results
  4. From fixed time to flexible time
  5. From average learning to individual learning
  6. From punitive to positive
  7. From teacher tell/student listen to teacher
    coaching/student practice
  8. From recognizing the elite to creating
    opportunity for many winners

DuFour, et al., 2004
33
The Findings
  1. Districts had the courage to acknowledge poor
    performance and the will to seek solutions.
  2. Districts put in place a systemwide approach to
    improving instructionone that articulated
    curricular content and provided instructional
    supports.
  3. Districts instilled visions that focused on
    student learning and guided instructional
    improvement.
  4. Districts made decisions based on data, not
    instinct.
  5. Districts adopted new approaches to professional
    development that involved a coherent and
    district-organized set of strategies to improve
    instruction.
  6. Districts redefined leadership roles.
  7. 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 havent 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 timethat didnt
    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 couldnt 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 optionscontrol
    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 dont make exponential change with
    incremental growth.
  • I didnt think of this until I started thinking
    about it.
  • Never start a change you cant 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 2325, 2010 Midway, Utah, Zermatt Resort
  • Keynote Speakers
  • Anita Archer, Ph.D., Stevan J. Kukic, Ph.D.
About PowerShow.com