Response to Intervention

1
Response to Intervention

• The Implementation Process
• Plans and Strategies
• Part III

2
The Implementation ProcessChange Theory

• Gene Hall Shirley Hord identified components of
  change. Implementing Change Patterns,
  Principles, and Potholes
• They include
• Change is a process not an event.
• It happens gradually as understanding, skills and
  competencies increase. (It doesnt happen with an
  administrative announcement or a two day
  workshop.)

3
Change Theory

• Theres a big difference in what is involved in
  developing an innovation and then implementing
  it.
• Development includes all activities related to
  researching and creating an innovation.
• Implementation includes all the steps and actions
  involved in learning about and then using the
  innovation.
• We in schools need to be sure we take care of
  both aspects.

4
Change Theory

• A school doesnt change until the individuals
  within it change.
• Successful change starts and ends at the
  individual level.
• Be patient supportive, yet firm in maintaining
  momentum. The rate of change coupled with skills
  and competencies will vary individually.
• Change will be grasped quickly by some, in time
  by others, and avoided by a few.

5
Change Theory

• Interventions are the actions and events that are
  key to successful change.
• Interventions come in many sizes.
• A two day workshop might be considered large.
• The most important interventions are the smallest
  ones.
• (Ex. A one legged interview a brief
  discussion held between the principal teacher
  regarding the intervention.) Its brief in
  nature not lasting longer than a person might be
  able to stand on one leg.
• Research indicates that teachers are markedly
  more successful with change when they are
  involved in many one legged interviews.

6
Change Theory

• There will be no change in outcomes until new
  practices are implemented.
• We are expected to have ever increasing results
  in schools. We measure student growth
  constantly. In essence Just weighing a pig
  wont make him gain weight.
• Remember, change is a processnot an event.
• If the process takes 2 to 3 years be patient in
  getting results.

7
Change Theory

• Results will rapidly increase with a high level
  of use of new practices.
• Remembering that successful change happens at the
  individual level each staff member must cross
  the bridge from unsuccessful / unproven practices
  to those that have proven to be successful
  through research.

8
Change Theory

• Administrative Leadership is essential to
  successful long term change.
• Administrative support on a daily basis is
  crucial. (One legged interviews.)
• Administrators are key to securing the needed
  infrastructure and long term resources needed to
  sustain the intervention.
• This might find them bringing the intervention
  forward to policy makers.

9
Change Theory

• The school is the primary unit for change.
• The staff and leadership will make or break any
  innovation.
• That being said, be willing to seek support from
  others within and outside the system.

10
Change Theory

• Appropriate interventions can reduce resistance
  to change.
• Research shows three apparent rationales for
  resistance.
• 1) Dealing with the sense of loss as you move
  away from a practice that was comfortable.
• 2) Having serious questions regarding whether
  the change will really be an improvement.
• 3) Change is painful and must be endured as a
  natural part of the change process.
• Be thoughtful in analyzing resistance and work
  with each staff member as an individual.

11
Change Theory

• The context of the school influences the process
  of change.
• Physical features including size and arrangement
  of the facility as well as resources, policies,
  and schedules impact successful change.
• People factors including attitudes, beliefs and
  values of the individuals involved as well as
  relationships also will have a huge impact on
  change.

12
The Personal Side of Change

• The feelings and perceptions regarding the
  proposed change can be sorted classified into
  Stages of Concern
• Having an understanding of the staffs stages of
  concern can assist in one-on-one coaching
  sessions as well as provide insight into
  continued planning and possible training.

13
Types of Concerns

• These four types of concern provide a framework
  for the seven stages of concern.
• Unrelated concerns - people at this level
  obviously have concerns but none relating to the
  innovation. (1 level of concern listed)
• Self Concerns concerns center on whether or not
  the individual can be successful with the
  innovation. (2 levels of concern listed)

14
Types of Concerns

• Task Concerns staff members who are focused on
  the mechanics of the process (i.e.) gathering
  materials, dealing with schedules, in essence
  just making it work. (1 level of concern listed)
• Impact Concerns staff concerns focus on what is
  truly happening with students and what they can
  do to be more effective in improving their
  outcomes. (3 levels of concern listed)

15
The Stages of Concern

• Stage 0 Awareness (Unrelated Type) Little
  concern about the innovation.
• Personal Expression Im not concerned about
  RTI.
• Stage 1 Informational (Self Type) The staff
  member has a general awareness and interest in
  learning more about the innovation.
• Pers.. Express Id like to know more about RTI

16
Stages of Concern

• Stage 2 Personal (Self Type) the staff member
  is uncertain about the demands of the innovation
  and his or her abilities to meet those demands.
• Pers.. Express How will using RTI really affect
  me?

17
Stages of Concern

• Stage 3 Management (Task Type) the staff
  member focuses attention on the processes and
  tasks of using the innovation.
• Pers.. Express I really seem to be spending all
  my time getting materials ready Im really
  swimming in it.

18
Stages of Concern

• Stage 4 Consequence (Impact type) the staff
  member focuses on impact of the innovation on
  his/her students. They are aware of
  effectiveness and search out ways to make changes
  that will impact student results.
• Pers.. Express How is my use of RTI helping my
  kids meet AYP?

19
Stages of Concern

• Stage 5 Collaboration (Impact type) staff
  members have progressed to the point of focusing
  on coordination and cooperation with their
  instructional peers.
• Pers.. Express Id really like to have a chance
  to spend time planning with Mrs. Jones so that we
  can use each others talents to help both
  classrooms in small group instruction.

20
Stages of Concern

• Stage 6 Refocusing (Impact type) the teachers
  focus is on more universal benefits that might
  come from the innovation. They might suggest
  major changes or alternatives based on their
  developing views.
• Pers. Express I have some ideas regarding our
  benchmarking approach that might improve the
  process.

21
Closing Thoughts Regarding Change Theory

• My hope is that this brief discussion will
  provide foundation for the upcoming discussion
  regarding practices and procedures that have been
  used successfully in implementing RTI.

22
Small Group InstructionA closer look

• Collaborative Differentiated Small Group
  Instruction Defined
• Collaborative instruction that is shared in
  nature in both planning and application.
• Staff share in deciding what should be taught to
  whom and then agree on the roles they will assume
  in the process.
• Differentiated meeting the changing
  identified needs of students through a study of
  their individual or group data.
• Flexible grouping must be maintained based on the
  changing learning pace of students and by the
  specific skill needs of individuals.
• Small Group Experience tells us that a group of
  3 to 5 students is optimal for both learning and
  instruction.
• Less cuts into the level of efficiency when
  considering the amount of staff available
  compared to student needs.
• More cuts into the level of effectiveness of
  instruction that small groups by nature, offer

23
Impact of Small Group Instruction

• Positive Impact
• Students enjoy the small group attention.
• They are more willing to share.
• They appear more intense in the learning process.
• Students benefit from varied instructors their
  knowledge, etc.
• Allows all students to learn at a comfortable,
  yet challenging level.
• Specialists appear to enjoy the opportunity to
  work with a wider range of students.
• Created an increased openness to sharing
  expertise.
• Has shown a decrease in number of students
  referred for LD testing decrease in identified
  case load.

24
Impact of Small Group Instruction

• Positive Impact
• Results, Results, Results!
• Marked improvement in students Fluency Measures.
• NWEA results at previous school showed
  extraordinary increases in number of Grade 2
  students meeting the criteria moving from below
  average to proficient from fall to spring
  testing and above average increases in students
  who were considered proficient in grades 3 - 5.

25
(No Transcript)
26
Impact of Small Group Instruction

• Negative Impact
• There needs to be a huge buy-in by specialists
• During the initial transition specialists tend to
  work in both worlds.
• Working with caseload that had been identified
  using previous methodology while taking part of
  their time to provide small group collaborative
  instruction.
• This can be alleviated initially by rewriting
  goals of identified students so that they are
  still meeting the IEP requirements while adding
  flexibility to their instruction.
• There is evidence to support that many students
  placed in LD might not had been placed if their
  Reading Concerns were addressed with early
  intervention.
• This is supported by a decrease in students
  referred for services through the RTI process.
• Current School 420 students / LD specialist
  currently serving 9 students case manager for
  5.