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Enhancing RTI Implementation: Managing Complex Change in Schools

This training guide focuses on the essential elements of Response to Intervention (RTI) within schools and districts, emphasizing the importance of core curriculum, assessments, and tiered interventions (Tiers 2 and 3) for student success. The "Formula for Success" activity allows teams to identify strengths and areas for need while addressing potential resistance to change. The guide also outlines strategies for consensus-building and effective action planning, equipping educators with tools to manage complex changes in their educational environments.

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Enhancing RTI Implementation: Managing Complex Change in Schools

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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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