Life expectancy in USLife expectancy in US

1900—47 years old

2014—80 years old

What made the difference? Evidence based medicine

2

3J. Heckman & P. LaFontaine, 2007

Academic CrisisAcademic Crisis

2010 results from National Assessment of Educational Progress at 4th Grade

10 20 30 40 50 60 70 80 90 10010 20 30 40 50 60 70 80 90 100

PoorPoor

Non-poorNon-poor

WhiteWhite 2323

BlackBlack

HispanicHispanic

5454

5151

5050

2121

Percent of 4Percent of 4thth grade readers grade readers belowbelow Basic Basic

2007 results from National Assessment of Educational Progress

at 4th Grade

10 20 30 40 50 60 70 80 90 10010 20 30 40 50 60 70 80 90 100

50 - 5350 - 53%%Low Income

21-40%21-40%High Income

Percent of 4Percent of 4thth graders reading graders reading belowbelow BasicBasic

The LD IncreaseThe LD Increase

Between 1976–77 and 2001–02, the number of students served as LD increased from 797,213 to 2,259,000—a 283% increase.

“Were these epidemic-like figures interpreted by the Center [sic] for Disease Control, one might reasonably expect to find a quarantine imposed on the public schools of America” (MacMillan, Gresham, Siperstein, & Bocian, 2002, p. 169)

PISA 2010:PISA 2010: US 15 Year-Olds Rank US 15 Year-Olds Rank Near The End Of The Pack Among 30 Near The End Of The Pack Among 30

OECD CountriesOECD Countries

SourceSource: NCES, 2010, International Outcomes of Learning in Mathematics, Literacy and Problem Solving: 2003 PISA Results.: NCES, 2010, International Outcomes of Learning in Mathematics, Literacy and Problem Solving: 2003 PISA Results.NCES 2005-003NCES 2005-003

Who makes it through Who makes it through high school?high school?

African American:

Latino:

White:

Asian:

Total:

53%

59%

78%

84%

74%

State Summary Reports, www.edtrust.org

Graduation Rate:

The Cost of a High School The Cost of a High School DropoutDropout

Over 25 to 30 years, a dropout student can cost a community as much as $1,500,000 in public assistance, health care, and incarceration costs.

Estimates of the social benefits (social savings from reduced crime only) of a 1% increase in male U.S. high school graduation rates would amount to $1.4 billion a year.

Toppo, Greg, Lochner, L. & Moretti, E. (2011). ‘The Effect of Education on Crime: Evidence from Prison Inmates, Arrests, and Self-Reports’, National Bureau of Economic Research Working Paper, 8605, U.S. Census Bureau; Bureau of Labor Statistics as presented by Postsecondary Education OPPORTUNITY.

PHM DefinedPHM Defined

Identifies a population-based issue and focuses on the promotion of strengths and the reduction of risk factors associated with the development of a particular problem, condition or disease Population-based, system-level approach

Society or a particular population is the client, not the individual

Emphasizes data-based decision-making Epidemiology Monitoring response to supports

Evidence-based practices No single level of supports solves/cures all problems

Public Health Logic: Public Health Logic: PREVENTIONPREVENTION(e.g., diabetes, smoking, obesity)(e.g., diabetes, smoking, obesity)

Tertiary (FEW) Reduce

complications, intensity, severity of current cases

Secondary (SOME) Reduce current cases

of problem behavior

Primary (ALL) Reduce new cases of

problem behavior

The Typical Response to The Typical Response to Students with Academic Students with Academic

ProblemsProblems Reactive – let the problem develop into a severe

discrepancy

Teacher referral to Student Study Team or Instructional Support Team Admire the problem

Use of non-evidence-based instructional tactics Modality matching/learning styles, inadequate

curriculum, failure tailor instruction

Special education as the intervention (search for the within child pathology)

RTI Model (MTSS)RTI Model (MTSS)

RTI is the practice of: Serving ALL students through continuum of care Proactively identifying students who are at-risk Matching evidence-based interventions to

student need Frequently monitoring student progress to

make decisions with regard to an intervention or goals

Collecting treatment integrity data to make legally sound and valid educational decisions

Response to Response to InterventionIntervention

IS AN EQUITY-BASED SERVICE DELIVERY FRAMEWORK!!! Not a measurement system (e.g., CBM-DIBELS)

Involves screening, intervention matching, and progress monitoring assessments

Not an intervention (e.g., Read180) Represents a continuum of interventions

Not only reserved as a general education process All students are in the RTI framework

7 Key Concepts of RTI7 Key Concepts of RTI

1. Multiple tiers of support

2. Evidence-based practices

3. Universal screening

4. Progress monitoring

5. Fidelity of implementation (i.e., treatment integrity)

6. Data-based decision making

7. Problem-solving teaming

Intensive(High-risk students)

Individual Interventions(3-5%)

Selected(At-risk Students)

Small Group Instruction(10-25% of students)

Universal(All Students)

Whole-group and differentiated instruction for ALL Students

(75-90% of students)

Tier 3:• More instructional time receiving evidence- based instruction (3-5x per week)• Behavioral intervention to enhance engagement

Tier 2:• Tailored supplemental evidence-based instruction (2-3x per week)• Reduced teacher to student ratio• Behavioral support if necessary

Tier I:• Evidence-based core curricula• Effective instructional tactics • Differentiated instructional opportunities• Proactive classroom management• Positive relationships w/ students

IN AN IDEAL WORLD:Menu of Academic Supports

Explanations why Explanations why students struggle students struggle

academicallyacademically Deficient in core academic skill

Problem = academic tasks ask a student to perform a skill he doesn’t possess

Lack executive functioning skills Study skills, note taking, organization, planning

Emotional/behavior problem interferes with learning 60 to 80% of the time students struggling with

academics have a behavior problem

Fixed mindset about self as learner Lack of motivation and purpose

Tailored Instruction Instruction is matched to where the student is at with regard

to instructional need

Group format Homogeneous group based on skill deficit Reduce the size of the group so each student receives

increasingly more individualized attention

Dose (i.e., amount of remedial instruction) Receive instruction above and beyond the time allotted for

core curriculum & content IMPORTANT - Not in replacement of core curriculum

How to Intensify Academic How to Intensify Academic SupportsSupports

Academic RTI:Academic RTI:ElementaryElementary

All about core academic skills: reading, writing, and mathematics

Remedial supports (Tier 2 and 3) focus on tailored instruction that enables struggling students to acquire core academic skills

Academic RTI:Academic RTI:SecondarySecondary

Emphasis is on content learning

Remedial support (Tier 2 and 3) depends on the root cause underlying the learning problem

Treatment Responder:Academics

Reschly RTI27Weeks

Wo

rds

Co

rre

ct

Per

Min

ute

Graph Current Status

0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20

Class=24

Egbert=11

Reschly RTI28Weeks

Wo

rds

Co

rre

ct

Per

Min

ute

Determine Goal: Class= 1.5 wd growth per week; Egbert Goal: 2 wd growth per week

0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20

Class=24

Egbert=11

Class Growth

Egbert goal line

Reschly RTI29Weeks

Wo

rds

Co

rre

ct

Per

Min

ute

Monitor Egbert’s Progress Relative to Goal

0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20

Class=24

Egbert=11

Class Growth

Egbert goal line

Data-based DecisionsData-based Decisions

Maintain existing supports

Modify existing supports

Lower down a tier

Bump up a tier

***Note: All decisions assume that supports were implemented as intended

Reschly RTI31Weeks

Wo

rds

Co

rre

ct

Per

Min

ute

Formative Evaluation: Change Intervention

0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20

Class=24

Egbert=11

Class Growth

Egbert goal line

Tier II:Repeated Reading+ Decoding

Reschly RTI32Weeks

Wo

rds

Co

rre

ct

Per

Min

ute

Continue Intervention and Monitor Progress

0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20

Class=24

Egbert=11

Class Growth

Egbert goal line

Tier II:Repeated Reading+ Decoding

Data-based DecisionsData-based Decisions

Maintain existing supports

Modify existing supports

Lower down a tier

Bump up a tier

***Note: All decisions assume that supports were implemented as intended

Reschly RTI34Weeks

Wo

rds

Co

rre

ct

Per

Min

ute

Continue Intervention and Monitor Progress

0 1 2 3 4 5 6 7 8 9 10 12 14 16 18 20

Class=24

Egbert=11

Class Growth

Egbert goal line

Tier II:Repeated Reading+ Decoding