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{ timecode: 0, handler: 'blob', id: 1, data: {text: 'DR. KATHLEEN WHITMIRE: We will begin the panel of respondents with Dr. Karen Wixson. Dr. Wixson is Professor of Education at the University of Michigan where she served as Dean from 1998 to 2005. '}},
{ timecode: 13, handler: 'blob', id: 2, data: {text: 'Prior to receiving her Doctorate in Reading Education at Syracuse University she worked as both remedial reading and a learning disabilities teacher. Dr. Wixson is published widely in the areas of '}},
{ timecode: 24, handler: 'blob', id: 3, data: {text: 'literacy curriculum, instruction, and assessment in books and journals. She served as a member of the Board of Directors of the International Reading Association from 2005 to 2008 and she is currently '}},
{ timecode: 36, handler: 'blob', id: 4, data: {text: 'co-chairing IRA’s Commission on RTI. Dr. Karen Wixson: Okay, well, David said a lot of want I want to say as the higher ed representative on this panel. Amen to his presentation. I want to '}},
{ timecode: 61, handler: 'blob', id: 5, data: {text: 'elaborate a little bit. I have a really short period of time and I am coming to you from two different perspectives. One is as a literacy educator and the co-chair of the International Reading '}},
{ timecode: 75, handler: 'blob', id: 6, data: {text: 'Association’s RTI Commission and the other is as a teacher educator and a former dean of a school of education. As David suggested, we have to deal with the big picture when we are '}},
{ timecode: 85, handler: 'blob', id: 7, data: {text: '“deaning.” The big issue is the issue captured in the title of this symposium and that is the issue of capacity. This is a similar issue. RTI doesn’t have any corner on this market. '}},
{ timecode: 99, handler: 'blob', id: 8, data: {text: 'The issue of capacity is one that exists for virtually every ed reform effort that we have initiated over the last ten, twenty years. Capacity boils down to teacher knowledge and expertise. As David '}},
{ timecode: 117, handler: 'blob', id: 9, data: {text: 'suggested, so much of this is dependent on high quality core instruction, which I will say a little bit more about later. The issue of capacity does not just pertain to teachers; it pertains to '}},
{ timecode: 128, handler: 'blob', id: 10, data: {text: 'teacher educators, the pre-service teachers, in-service teachers, mentor teachers, field instructors and also administrators of course. It is an equal opportunity system. We need capacity in all of '}},
{ timecode: 144, handler: 'blob', id: 11, data: {text: 'these areas. If we are going to build teacher expertise, then everyone who is working with teachers needs to also have the kind of expertise that will help improve teacher quality. The first step, I '}},
{ timecode: 163, handler: 'blob', id: 12, data: {text: 'think, is the step of awareness. Many outside of Special Ed have very little awareness of RTI. As we were talking about in our advisory panel meeting, many folks don’t even know what the acronym '}},
{ timecode: 179, handler: 'blob', id: 13, data: {text: 'stands for. I have to say that if I went around to my colleagues at the University of Michigan and asked the teacher educators how many of them had heard of RTI, I venture to guess it is a pretty '}},
{ timecode: 192, handler: 'blob', id: 14, data: {text: 'small minority. Improving awareness we have to have more sessions like these but they have to be aimed at teacher educators and administrators and teachers. It is great to see we have the co-sponsors '}},
{ timecode: 209, handler: 'blob', id: 15, data: {text: 'that we have and the participating organizations and the advisory panel of the RTI action network but there are a lot of organizations that are not yet involved or on board. We are not necessarily '}},
{ timecode: 222, handler: 'blob', id: 16, data: {text: 'reaching the mainstream of general education teachers. We really have to hit those audiences very hard. I think we have to also go after the subject matter organizations. Because teacher education is '}},
{ timecode: 239, handler: 'blob', id: 17, data: {text: 'fairly divided along subject matter lines, even elementary education. Teacher educators belong to the social studies organizations, the science organization, the literacy organization and '}},
{ timecode: 254, handler: 'blob', id: 18, data: {text: 'they’re the ones that are developing standards for the preparation of teacher educators. Those are the standards that NCATE looks to when we are doing accreditation of teacher ed programs. It is '}},
{ timecode: 271, handler: 'blob', id: 19, data: {text: 'part of another system here that we have to penetrate if in fact we are going to get the word out about RTI. There are a couple of important understandings, at least to me. First is that much of the '}},
{ timecode: 289, handler: 'blob', id: 20, data: {text: 'knowledge and skill required to implement RTI is already called for in standards that exist for teacher preparation. What is really missing is an understanding of how it all comes together under RTI '}},
{ timecode: 303, handler: 'blob', id: 21, data: {text: 'as a system of curriculum instruction and assessment. We have all of these pieces and these pieces are even broken down by subject matter separately. We don’t have the umbrella, the organizers '}},
{ timecode: 318, handler: 'blob', id: 22, data: {text: 'that bring it together as a system. This is why as the RTI commission for IRA and has been struggling with trying to define it for our membership, which is a large member, you know eighty to ninety '}},
{ timecode: 334, handler: 'blob', id: 23, data: {text: 'thousand members, many of whom are general educators, we have come up with this definition. RTI is a comprehensive systemic approach to teaching and learning designed to address learning problems for '}},
{ timecode: 347, handler: 'blob', id: 24, data: {text: 'all students through increasingly differentiated and intensified assessment and instruction. It is first and foremost intended to prevent serious learning problems by optimizing instruction. Who is on '}},
{ timecode: 363, handler: 'blob', id: 25, data: {text: 'the front lines of instruction? The general educators are on the front lines of instruction. As David said several times, and I could not agree more, successful RTI process begins with the highest '}},
{ timecode: 379, handler: 'blob', id: 26, data: {text: 'quality core instruction, core classroom instruction. Core instruction includes increasing differentiation for students who are struggling. It is not that one core instruction is just one size fits '}},
{ timecode: 395, handler: 'blob', id: 27, data: {text: 'all. Teacher expertise is central to delivering this kind of high quality core instruction. And, yes our practices have to be research based. The research base must not only provide information about '}},
{ timecode: 412, handler: 'blob', id: 28, data: {text: 'what works but about what works with whom, by whom, in what context and on which outcomes. We need highly specific research based information. The effectiveness of any particular practice needs to be '}},
{ timecode: 430, handler: 'blob', id: 29, data: {text: 'demonstrated with the types of students receiving the instruction including those from high poverty and our diverse cultural and linguistic backgrounds. Much of the research that we have, '}},
{ timecode: 441, handler: 'blob', id: 30, data: {text: 'unfortunately right now, has not been conducted with diverse populations. These are points, all of these that I have just been making that are in a forth coming document from the IRA and from the '}},
{ timecode: 455, handler: 'blob', id: 31, data: {text: 'commission on RTI talking about RTI from IRAs perspective and how to help its own members. Awareness is one thing but we have to move beyond awareness if RTI is going to be successful. To do that we '}},
{ timecode: 476, handler: 'blob', id: 32, data: {text: 'need to, teachers and everyone involved, needs to have content knowledge, pedagogical knowledge and knowledge about student development in cultural and linguistic differences. Integration of this '}},
{ timecode: 489, handler: 'blob', id: 33, data: {text: 'knowledge and skill has to come together in, what, and for lack of a better term, I call a tool kit that enables teachers to be thoughtfully adaptive. Not just consumers of a particular approach but '}},
{ timecode: 506, handler: 'blob', id: 34, data: {text: 'able to work with it and adapt it as needed. Teacher expertise, as David said, does not come neatly packaged in a course or two, not when you define it the way I have and he has. High quality course '}},
{ timecode: 522, handler: 'blob', id: 35, data: {text: 'work from knowledgeable instructors but so are extended opportunities to apply and practice with meaningful guidance from highly qualified mentors. It is a developmental process. It does not happen '}},
{ timecode: 537, handler: 'blob', id: 36, data: {text: 'all in teacher preparation, pre-service teacher preparation. It happens across pre-service education, induction, on going in-service education. We have to attend to it across the entire spectrum. As '}},
{ timecode: 555, handler: 'blob', id: 37, data: {text: 'we do this, I would just like you to think about what we found in the National Research Council study of how people learn about learning. This applies to teachers as well as to students. The hallmark '}},
{ timecode: 569, handler: 'blob', id: 38, data: {text: 'of the current science of learning is an emphasis on learning with understanding. Deep understanding transforms information into usable knowledge, not something that you can only apply at a '}},
{ timecode: 583, handler: 'blob', id: 39, data: {text: 'superficial level because you really don’t understand it. Learners don’t always transfer their knowledge to new tasks. This is the difference between usable and more superficial knowledge. '}},
{ timecode: 594, handler: 'blob', id: 40, data: {text: 'Can you apply it in different context in which you need to apply rather than just spit it back in the context in which you’ve learned it. To develop competence learners must have opportunities '}},
{ timecode: 607, handler: 'blob', id: 41, data: {text: 'to learn with understanding. This for me is at the heart of the teacher preparation issue. In conclusion, we have a big job to do; we have always had a big job to do. We all need to get to work now. '}},
{ timecode: 624, handler: 'blob', id: 42, data: {text: 'We need to work together. But what is exciting is the potential the RTI has to bring together all the pieces we have been working on for so long. I agree with David that I think it has tremendous '}},
{ timecode: 638, handler: 'blob', id: 43, data: {text: 'potential and it is worth every minute that we spend on it. It has the ability to bring us together to work towards the common cause that brought us to education in the first place, which is to help '}},
{ timecode: 652, handler: 'blob', id: 44, data: {text: 'the kids who are struggling. Thank you.'}},
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