LearnmoreMN Blog

It takes a village

By Sarah Dixon, December guest blogger

Two weeks ago I shared a model called Response to Intervention (RTI) as a way to eliminate what educators sometimes call a "wait to fail" culture. This culture, where students take one high-stakes test each year to determine their progress, often leaves students too far behind to catch up. RTI uses constant monitoring, instead of that one annual test, and provides struggling students with help (interventions) that have been demonstrated in studies to work. The challenge for schools is to provide extra staff to implement RTI effectively.

"It takes a village to raise a child" is a quote widely attributed to an African proverb. While a child's immediate family members are their first and most important teachers, too many children struggle in school because their family support system is unable to help. This is where community comes in. Go to any school in America and you will find community volunteers. They read to children, provide tutoring, chaperone field trips and much, much more.

Wouldn't it be great to combine the power of RTI with the passion of community volunteers? The Minnesota Alliance With Youth is making this a reality.

The Alliance provides AmeriCorps Promise Fellows to schools. They work with school staff to use data to target the right support to the right youth at the right time. Promise Fellows serve as a bridge between the school district and community organizations to work with students in grades 6-10 who are at risk of dropping out. Teachers use RTI interventions during school hours and community members continue those interventions after school through mentoring, service learning, academic support and family engagement.

Case study
Clare Dudzinski is one of four AmeriCorps Promise Fellows working in the Northfield school district this year. Clare provides tutoring in the core academic subjects (English, math, science, and social studies) to 6th, 7th, and 8th grade students at Northfield Middle School, and helps to coordinate the Middle School Youth Center (MSYC), a free, after school drop-in program aimed at strengthening academic and social skills. Clare frequently partners with the TORCH (Tackling Obstacles, Raising College Hopes) coordinator, who works with students who are low-income, minority, or first-generation college students. These students are already demonstrating improvements this year in attendance, engagement, organizational skills and assignment completion.

Clare is continuing the tradition of AmeriCorps members who are making a difference in Northfield. In 2006, the graduation rate for Latino students in Northfield was 36 percent. By 2010 the percentage rose to more than 90 percent. According to the ServeMinnesota 2010 Annual Report, "the individualized support provided by AmeriCorps members was an essential ingredient of this success."

Community Partners
So, individuals are volunteering at schools nationwide; so too are community organizations. Partnership is at the heart of the Minnesota Alliance With Youth. Collaboration is the key to ensuring young people have the resources they need to be successful.

In Northfield, it's the Northfield Healthy Community Initiative and Northfield Union of Youth/The Key. Dozens of other organizations are partnering with the Alliance, including Big Brothers Big Sisters, Girl Scouts, Wilder Foundation, the 4-H program, and many more. We partner with organizations within the communities we serve and we partner with larger organizations regionally or statewide. These organizations represent the nonprofit, for-profit and public sectors. It is a powerful list of passionate, giving people.

With Youth
We also partner with youth, one of our most precious untapped resources — all of us will benefit from meaningfully engaging young people in our lives. At the Alliance, youth and adults are equal contributors in our work. A diverse group of youth serves on our Minnesota Youth Council to provide their perspective in dialogues with legislators and local officials.

We encourage organizations, adults and youth interested in helping youth reach their full potential to contact us at www.mnyouth.net.

Eliminating a "wait to fail" culture

By Sarah Dixon, December guest blogger

Say what you will about No Child Left Behind, it has shown us two things: a stubborn achievement gap between students of color and white students and the value of data in helping students achieve. It has also taught us that one assessment at the end of the year is too little, too late — a "wait to fail" culture that often leaves students too far behind to catch up. I am convinced the next great step in education is a model that meets the needs of struggling and at-risk learners proactively, long before students take that spring high-stakes test.

This model is Response to Intervention (RTI), and it's been around for a few years. According to a 2008 study by the University of Colorado-Boulder, every state in the U.S. and the District of Columbia "indicated some emphasis on RTI either in current practice or in development." In Minnesota school districts, some are in year one, two or three of implementation and are just starting to see results.

What is RTI?
Put simply, the RTI model is an educational approach that provides a standards-based curriculum to all students and additional, progressive help (interventions) to students that are falling behind. While this sounds a lot like the way education has been delivered for generations, it differs in two ways:

1. It's about constant monitoring. According to the National Association of School Psychologists, parents and school staff agree that RTI's student progress monitoring techniques provide more instructionally relevant information than traditional assessments.
2. It's about effective help. The interventions used in RTI have been demonstrated to work in randomized controlled trials.

How does RTI work?
RTI has three basic components: school-wide screening, progress monitoring and tiered service delivery, and fidelity of implementation.

Every student is tested at the beginning of the school year to find out where they are at in relation to the curricula. Additional monitoring of student progress on assignments, quizzes and exams occurs constantly. When students show signs of lagging behind, teachers and other staff provide extra help. If progress isn't made, more frequent, more intense help is provided, sometimes including special education services. Critical to student success is the fidelity of implementation — or the commitment to having the RTI program in place and the teachers' ability to use the process in his or her instruction.

But it's hard. Implementing RTI in a way that becomes ingrained in the culture of a school, where teachers understand how to read the data and then apply a menu of interventions with individual students takes training, coaching and time. In addition, cash-strapped schools face major hurdles when proper implementation means hiring extra staff.

Some organizations, including the one I lead, Minnesota Alliance With Youth, are offering schools assistance in implementing RTI. The Alliance facilitates an innovative community approach to provide support to students falling behind that complements what the school is doing. We place AmeriCorps Promise Fellows in schools that meet a number of criteria in a competitive grant process. The AmeriCorps members build capacity by involving community members — something schools don't have time to coordinate. This partnership encourages student achievement through service learning and civic engagement opportunities, stressing high quality in- and out-of-school activities. The essence of our approach is this: providing the right support to the right youth at the right time, with the right scale, intensity and duration.

Later this month I'll post another blog that delves deeper into the benefits of community engagement in the lives of our youth. If you are interested in helping youth reach their full potential, please let us know at www.mnyouth.net.