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The Change Process

The Change Process. OrRTI Project 2010-2011 Bend- LaPine Initial Training. Targets. Formula for Success Activity Managing Complex Change in your School/District Addressing Resistance in your School/District. A scholar’s thoughts on change. Formula For Success Activity.

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The Change Process

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  1. The Change Process OrRTI Project 2010-2011 Bend-LaPine Initial Training

  2. Targets • Formula for Success Activity • Managing Complex Change in your School/District • Addressing Resistance in your School/District

  3. A scholar’s thoughts on change

  4. Formula For Success Activity Gives your team: • an opportunity to revisit the essential elements of RTI • an opportunity to define these terms for your local site • a tool to begin identifying areas of strength and need in your school.

  5. BI (Big Ideas) CC (Core Curriculum) A(Assessments) T2 (Tier 2) T3(Tier 3) = SUCCESS + Consensus-Building Tool #2Formula for Success BI + CC + A + T2+ T3 = Success

  6. A CC T2 T3 + = + + + Core Curriculum Assessments Tier 3 Tier 2 (screening, diagnostic, progress) A T2 T3 BI + = + + + Tier 2 Assessments Tier 3 Big Ideas (screening, diagnostic, progress) CC T2 T3 BI + = + + + Tier 2 Core Curriculum Tier 3 Big Ideas A CC T3 BI + = + + + Core Curriculum Assessments Tier 3 Big Ideas (screening, diagnostic, progress) A CC T2 BI + = + + Tier 2 + Core Curriculum Assessments Big Ideas (screening, diagnostic, progress) A CC T2 T3 BI + = + + + Core Curriculum Assessments Success Tier 2 Tier 3 Big Ideas (screening, diagnostic, progress)

  7. Activity: Formula For Success • As a table group examine the Formula for Success. • Discuss the impact each component would be likely to produce in practice if it were missing from RTI implementation. • One group member records responses on his/her activity page. • Large group share

  8. A CC T2 T3 + = + + + Core Curriculum Assessments Tier 3 Tier 2 (screening, diagnostic, progress) A T2 T3 BI + = + + + Tier 2 Assessments Tier 3 Big Ideas (screening, diagnostic, progress) CC T2 T3 BI + = + + + Tier 2 Core Curriculum Tier 3 Big Ideas A CC T3 BI + = + + + Core Curriculum Assessments Tier 3 Big Ideas (screening, diagnostic, progress) A CC T2 BI + = + + Tier 2 + Core Curriculum Assessments Big Ideas (screening, diagnostic, progress) A CC T2 T3 BI + = + + + Core Curriculum Assessments Success Tier 2 Tier 3 Big Ideas (screening, diagnostic, progress)

  9. A CC T2 T3 Efforts lack focus and priority. There is not a + = + + + focus on important Core Curriculum Assessments Tier 3 Tier 2 priority skills for (screening, diagnostic, improvement. progress) A T2 T3 Overall low BI achievement. Student + = + + + learning problems Tier 2 Assessments Tier 3 across all subgroup Big Ideas (screening, diagnostic, Formula For Success areas. progress) Lack of direction to CC T2 know what needs to be T3 improved, which BI + = students need + + + Tier 2 Core Curriculum intervention, and Tier 3 Big Ideas whether or not interventions have been effective. A Lack of resources due CC T3 to attempts to provide BI Tier 3 interventions + = + + + for those students Core Curriculum Assessments Tier 3 whose needs could be Big Ideas (screening, diagnostic, met through Tier 2 progress) interventions. A CC T2 Gap increases between BI average and "at risk + = + + Tier 2 students" Continued + Core Curriculum Assessments low performance for Big Ideas (screening, diagnostic, some subgroups. progress) A CC T2 T3 BI + = + + + Core Curriculum Assessments Success Tier 2 Tier 3 Big Ideas (screening, diagnostic, progress)

  10. A CC T2 T3 Efforts lack focus and priority. There is not a + = + + + focus on important Core Curriculum Assessments Tier 3 Tier 2 priority skills for (screening, diagnostic, improvement. progress) A T2 T3 Overall low BI achievement. Student + = + + + learning problems Tier 2 Assessments Tier 3 across all subgroup Big Ideas (screening, diagnostic, areas. progress) Lack of direction to CC T2 know what needs to be T3 improved, which BI + = students need + + + Tier 2 Core Curriculum intervention, and Tier 3 Big Ideas whether or not interventions have been effective. A Lack of resources due CC T3 to attempts to provide BI Tier 3 interventions + = + + + for those students Core Curriculum Assessments Tier 3 whose needs could be Big Ideas (screening, diagnostic, met through Tier 2 progress) interventions. A CC T2 Gap increases between BI average and "at risk + = + + Tier 2 students" Continued + Core Curriculum Assessments low performance for Big Ideas (screening, diagnostic, some subgroups. progress) A CC T2 T3 BI + = + + + Core Curriculum Assessments Success Tier 2 Tier 3 Big Ideas (screening, diagnostic, progress)

  11. For some, change is hard

  12. Vision Skills + + Incentives Resources Action Plans + + CHANGE Consensus-Building Tool #3 Managing Complex Change

  13. Managing Complex Change Action Plan + + + + Vision Skills Incentives Resources = Change Confusion = Incentives Resources Action Plan + + + + Skills = Anxiety Action Plan + + + + Resources Vision Incentives = Action Plan Resistance + + + + Resources Vision Skills = Action Plan Frustration + + + + Vision Skills Incentives = + + + + False Starts Resources Skills Incentives Vision Adapted from Knoster, T.

  14. Activity:Formula for Managing Complex Change • Why? • To review the processes necessary for complex change and begin to identify areas to address in your building. • What? • Review the complex change formula as a team. • Identify your biggest challenges. • If you identify actions that you need to take, record these in your notes.

  15. Managing Complex Change Vision Skills + + Incentives Resources Action Plans + + CONFUSION

  16. Managing Complex Change Vision Skills + + Incentives Resources Action Plans + + ANXIETY

  17. Managing Complex Change Vision Skills + + Incentives Resources Action Plans + + RESISTANCE

  18. Managing Complex Change Vision Skills + + Incentives Resources Action Plans + + FRUSTRATION

  19. Managing Complex Change Vision Skills + + Incentives Resources Action Plans + + FALSE STARTS

  20. CONSENSUS INFRASTRUCTURE CONSENSUS IMPLEMENTATION CONSENSUS INFRASTRUCTURE The Process is Ongoing and Long-Term **Building your system**

  21. The Process is Ongoing and Long-Term A fatal flaw is to attempt implementation without consensus and infrastructure. Dr. Ed Shapiro

  22. Activity: Addressing Resistance • Imagine when you get back to your district, you hear the following comments/resistance about RTI. How will you address them? • “Certain students (SPED, ELL, etc) shouldn’t be in the Core because they won’t benefit. They need a different program/level” • “These “fluency” assessments are just about speed and don’t really tell us what our students are learning” • “Students in my classroom are doing just fine. Why do I have to change how I teach?” • “Isn’t this just one more thing for us to do on top of everything else we are already doing?” • What other resistance/comments have you encountered?

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