in the classroom in many schools . Originating in the US , RTI is a preventative school-wide framework for addressing the needs of all learners . In 2017 , RTI was identified as having an effect size of 1.07 by Hattie and Zierer ; considering anything over 0.4 is considered significant , RTI gets a gold star for raising student progress and achievement .
It supports student learning by breaking instruction into three tiers . Tier 1 entails high quality evidence-based instruction and differentiation ( typically 80 per cent of students ); Tier 2 relates to small group intervention ( typically 15 per cent of students ) with the aim of ‘ catching students up ’; and Tier 3 instruction is targeted , individualised support , with increased intensity ( typically 5 per cent of students ), which often includes the identification of learning disabilities .
In addition to the three tiers , RTI consists of : Universal Screening – to identify those at risk of academic difficulties ; Rigorous Progress Monitoring – where student progress is monitored in an ongoing capacity ; and Data Based Decision Making – where students are moved between the tiers based on their level of response to intervention .
Despite this approach being considered highly significant in ensuring early intervention and preventing literacy difficulties , it is not a widely embedded approach in schools .
PROFESSIONAL LEARNING NOT ALIGNED WITH COACHING A final thought on our declining reading results is perhaps stemming from the area of professional learning ( PL ) for teachers . Much of the PL for teachers are one-off days in the belief that by sending teachers on these training days , schools are building teacher capacity . However , research findings tell us a different story . Joyce and Showers , in their research in 2002 , identified that although one-off Professional Learning days for teachers can build up to 60 per cent skill knowledge , there is only an estimated 0-5 per cent transfer into instructional practices in the classroom when teachers are trained in this way .
In contrast , when Professional Learning includes theory , demonstration , practice with feedback , followed by ongoing peer coaching and support , there is a 95 per cent rate of transfer into classroom teaching . It is therefore coaching that makes the greatest difference in ensuring new skills and knowledge are taught in the classroom . Although many schools are starting to adopt coaching models in their schools , this is far from a systemwide approach , despite the compelling evidence from some 19 years ago .
TACKLING THE MISALIGNMENT BETWEEN EVIDENCE AND IMPACT It then begs the questions – why when this evidence-based research has been out for so long are these approaches not evident or mandated in every school ? And how can we overcome the misalignments between research and impact in every classroom ? Some suggestions include :
• School-wide Professional Learning Plans for every school that aligns current research with school operational plans and targets .
• Collaborative times scheduled into the school year where all staff can work in teams to discuss current research and its application to classroom practice .
• School-wide Response to Intervention approaches in every school to ensure early intervention is in place and that no child ‘ slips through the cracks ’ as they move through the years .
• All teaching staff to engage in professional learning that is based on the science of reading and writing .
• PL and coaching for all school leaders in change management of school-wide literacy approaches .
• Professional learning and coaching to be intertwined . One-off PL days should be a thing of the past for educators .
• Peer coaching teams to be formed on the day of any training to provide partnerships for teachers to learn , collaborate and apply new approaches or skills together ; and identify how they will measure the impact of these new approaches , on student learning .
• Lesson or unit planning must be driven by student data . Small group coaching in data informed planning would ensure what is being taught leads to optimal progress and achievement for every student .
• Utilise the success journeys of other educational leaders that have demonstrated effective change management of school-wide literacy approaches .
There is a misalignment between what the evidence-based research tells us and what Australian universities and schools teach .
• A higher emphasis to be placed on the value of teachers . It is after all the quality of each teacher that will make a difference in our student ’ s learning .
FINAL THOUGHTS AND THE PATH TO MAKING A DIFFERENCE If schools are not providing students with teaching and learning approaches that are aligned with what makes the greatest impact on learning , we quite simply are failing them .
So how else can we ensure our students are being taught based on evidence-based research in every classroom ? We start by talking about it . We ask questions . We share our concerns . We take a stand . Change happens one conversation at a time .
As for how things ended up with my Year 4 student Jacob all those years ago ; I engaged in every professional learning course I could get myself into , I very quickly acquired knowledge in early reading skills and we worked together with every spare moment we had . By the end of that year he read a Goosebumps book on his own . Not with amazing fluency mind you , but from a non-reader to reading a book from a popular series of the moment , it certainly made up for a lot of lost time and made for a pretty happy nine-year-old boy .
Although he doesn ’ t know it , I can ’ t thank Jacob enough for that year . Unbeknownst to him , he paved the path for the purpose of my career – ensuring that every day I am the champion for the literacy success of every Jacob of the world and an advocate for exemplary educational practices . And you can be too . Jacob ’ s name has been changed to protect his identity ■
Julie Scali is an educational consultant based in Western Australia . She specialises in literacy education and learning difficulties and is a former deputy principal . educationreview . com . au | 17