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
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