rti collaborative teaming and consensus building exploring
Post on 08-Feb-2016
31 Views
Preview:
DESCRIPTION
TRANSCRIPT
RTI Collaborative Teaming and Consensus Building Exploring
RTI Collaboration Objectives
• Validate/Motivate• Identify that a healthy and successful RTI
framework includes ongoing collaboration as a school-wide practice
• Learn about personality traits and how to motivate each other as team members
• Establishing team protocol/norms for problem solving
• Establishing roles for team members
Find a Shoulder Partner
Why do you think collaborative teaming is
important in an RTI framework?
Establish who will be 1 and who will be 2
2’s go first
Teachers prefer support from a colleague to implement a new intervention strategy.
(Lane, Mahdavi & Borthwick-Duffy, 2003)
Collaboration is most effective when teachers feel safe asking questions and
revealing weakness to their peers
(Fuchs, Fuchs & Bahr, 1990)
RTI Essential Components
1. Strong Leadership2. Evidence-based Curriculum and Instruction3. Ongoing Assessment4.Collaborative Teaming5. Data-based Decision Making6. Fidelity of Implementation7. Ongoing Training and Professional
Development8. Community and Family Involvement
“[an] emphasis on collaboration across disciplines and across general and special education boundaries…requires ongoing training in collaborative teaming” (Marston, Muyskens, Lau & Canter, 2003, p. 190)
Compartmentalization = Non Collaboration
• Compartmentalized systems are created largely by funding streams to provide services for specific populations of students.– SPED , Title 1 services
• A culture of “this is my kid- that is your kid” developed
• How about your school? (1’s go first)
RTI Framework = Collaboration
• In the RTI process…………..collaborative teams are formed using
the resources, talent, and personnel across the educational system.
All educators work together and are accountable for the outcomes of each and every student!
Lessons learned from the front line of RTI implementation in Montana
schools• Collaboration support
– Provide time during schedule to purposefully meet
– Explicitly train collaborative methods– Monitor/Coach
• Time and money are always perceived to be in short supply– collaboration requires time!
Source: Hannon, 2007, Collaboration Works, Inc.
What Makes an Effective Team?
In your team groups, discuss the following:– Have you ever been a part of an
extremely effective team? What qualities made this a successful experience?
– What do you think each individual must bring to a team in order for the team to be successful?
Source: Hannon, 2007, Collaboration Works, Inc.
Five Characteristics of Effective Collaborative
Teams
Trust
Conflict Capable
Commitment
Accountable
Results
Source: Hannon, 2007, Collaboration Works, Inc.
Trust Considerations• Trust Worthiness
– Consistency– Integrity– Capability – technical and interpersonal
• Trust Willingness– Vulnerability– Willingness to risk– Willingness to question own assumptions
Source: Hannon, 2007, Collaboration Works, Inc.
What to do when conflict occurs?
• Understanding how/why conflict occurs
• Communication skills– Unfolding our own thinking (advocacy)– Exploring other’s thinking (inquiry)
• Ability to identify and work at the level of “interests”
• Ability to compromise
Source: Hannon, 2007, Collaboration Works, Inc.
Commitment• Problem-solving skills
• Decision-making skills
• Personal investment– Think about your own personal
investments in this effort – What draws you to this team?
– What problem-solving/decision-making skills do you have that could be useful to the team?
Source: Hannon, 2007, Collaboration Works, Inc.
Accountability• Blame, intentions, and impact
• Separating individual responsibility from justifying and blaming
• Feedback skills to encourage accountability– Appreciation– Advice/Coaching
Source: Hannon, 2007, Collaboration Works, Inc.
Results-Oriented• Commitment to a higher purpose
– Need of child vs. need of adult
• Loyalty to team– Making others look good even it they
are not present
• Team-orientation
• Celebrating team accomplishments
InstructionAs
sess
men
t Student Goals
Data Utilization
Ongoing Cycle:Linking Assessment, Instruction,
and Student Goals
RTI Collaborative Teams work to evaluate outcome data to inform instruction, to make school level and student goals, and to plan for professional development
The team process looks a little different in
every school.The composition and number of collaborative
teams needed will be based on the needs of – students– staff – the local culture– resources available– size of school!
RTI Team Skills and Knowledge
• Team members are knowledgeable about and capable of using the skills listed below:– Group processing – Effective classroom organization and
management – Problem-solving and collaboration – Data collection/evaluation– Instructional adaptations and
interventions In addition………….
Team members should have knowledge and training in the following:
– The Montana Common Core Standards– Critical components of reading, math, written expression
instruction – Culturally sensitive instructional issues – Evidence-based instructional materials and practices– Types of assessments and appropriate use– Availability of school and community resources– Positive behavior support system
Does any one person know all of this?
Recommended RTI Leadership Team Members
• School Principal• General Education Teacher(s)• Special Education Teacher• Instructional Coach• Data Coordinator• School Psychologist• School Counselor• Parent• Others
M. Beebe-Frankenberger 2007
Collaborative Teams: Collaborative Teaming
School Level
•Evaluates School Level Processes•Monitors Fidelity of Processes•Identifies problems and concerns•Manages Data
Student Level
•Progress monitoring measures in place and scheduled•Diagnostic Assessment •Assess additional factors•Systematic review of data to inform intervention
All team members bring their own unique
experiences, background, and agendas to the table.
Make a list of the positive qualities of each member of
your leadership team.
How can these qualities be capitalized upon?
Discussion
Developing Norms Group Norms are…
• Principles and practices that define how we make decisions and resolve conflicts
• Ground rules or habits that govern the group
• Norms can be:– Informal– Formal
Developing Norms• We need to establish norms:
– To ensure that all individuals have the opportunity to contribute in the meeting
– To increase productivity and effectiveness
– To facilitate the achievement of our goals
ActivityTalk with your group about the protocol or norms that have been observed in a leadership team.
Make a list of norms that your team may want to use in your meetings.
Source: Hannon, 2007, Collaboration Works, Inc
Critical Elements for Meetings
• State the purpose
• Attention to structure– Agenda– Topic outcomes– Content vs. process
• Clarity about meeting roles
• Meeting closure-review action steps
1. The Team should determine a regular place and time to meet.
2. Members of the team are clearly identified along with attendance expectations.
3. Roles are assigned to team members
Considerations for Teams
Considerations for Teams
4. Establish expectations for meetings
*Task oriented
*Problem oriented
*Stay within specified time frame for meeting
*Regular attendance
*Complete assigned responsibilities
Role of the Team Members Roles are assigned to facilitate effective meetings
– Meeting Facilitator - directs team through the meeting (should not be the Principal).
– Case Manager - makes sure all stakeholders are invited and present; coordinates implementation of team decisions.
– Scribe - takes notes and completes the RTI Intervention Plan document.
– Timekeeper - redirects team to immediate focus of meeting; keeps and calls “time” for various meeting components in problem solving.
Guidelines for the Facilitator-Stick to the issues, not individual personalities
•Be aware of what each person brings to the table
– Be prepared•Issues can become complex, be ready for
anything
– Keep the process going
– Recognize when constraints are blocking consensus and make adjustments as needed
Guidelines for the Time Keeper
• Monitor the time-Remind participants to remain on topic
• Provides gentle reminders when time is almost up
• Stops everyone when allotted time is up– Suggest that topic is placed on the
schedule to be revisited at a future meeting
Guidelines for the Scribe
• Takes notes during the meeting-consider creating a template to use for each meeting
• Files notes and makes sure each team member receives a copy of the notes after the meeting
Other Roles• Food Czar
– Arranges for snacks at meetings
• Celebrator– Comes prepared to quickly share two
items worth celebrating since the last meeting
Discussion• Discuss the idea of using a shared
leadership model– How will you identify who will fulfill each role
at the meetings?– Are there other options you may want to
consider?• How can the expectations for each
role be communicated?
Building the Foundation
Achieving Consensus and Building Capacity
Developing an RTI Community Objectives:
• Validate/Motivate• Building a school-wide RTI infrastructure• Identifying stakeholders in your school
community• Importance of informing stakeholders • Build on what is already in place
Assemble District and Building RTI Leadership
Teams to Guide the Process
Build District and School-wide RTI Infrastructure
Infrastructure Building“…where sites examine their implementation
against the critical components of RtI, find aspects that are being implemented well and gaps that need to be addressed. Infrastructure building centers around closing these practice gaps.”
NASDSE (2008)
Conceptual Framework• School Building as unit of change• Change guided by use of key
questions• NASDSE Blueprints• Surveys on staff beliefs, practice, skills.
• Build upon & coordinate with consensus building activities
• Focus on team building, training & coaching, and alignment of resources
Questions guiding infrastructure
• How will efforts towards implementing MTSS/RtI be monitored? How are staff involved?
• What assessments are in use and what is their role for use at your school?
• What resources are available for use? How aligned with student needs at each tier?
• How sufficient is your core services/programs/instruction? And for what student populations?
• Where needs exist with core, how will they be addressed?• How will effectiveness of interventions at each tier be
monitored?• What professional development needs exist? And how
addressed?• What supplemental and intensive services/programs are
available for use? How delivered?• How will you determine which students require more intensive
planning and supports?
Build Consensus by Informing ALL Stakeholders
The more informed people are
the more likely they are to be supportive.
Who are our Stakeholders?Internal Community
Teachers StudentsSpecialists
Para Educators
ParentsSchool Board Administration
Lunch Room Staff Bus Drivers
Other????
Who are our Stakeholders?
External CommunityBusinesses
Day CaresChurches
LibrariesOther????
Guest Teachers Community groups
Build consensus among internal and external
stakeholders• Discuss the resources and commitments
necessary to build consensus
• Ideally obtain consensus before implementation– district administration – internal stakeholders – external stakeholders
Identifying Stakeholders Activity:
Worksheet
What Information do Stakeholders Need?
• Rationale for district adoption of RTI practices
• Explain the research
• What they can do to become involved?
Offer Activities that:• Define RTI
– What are the components– Benefits– Barriers– Give Examples
• Describe Expected Changes
• Talk about Required Commitments
Provide a Rationale• Show how RTI connects with existing
district goals, missions, and priorities
• Illustrate the potential impact on district values and beliefs– School motto “All for one and one for all!”– RTI is about meeting the needs of all
students
Team DiscussionHow does RTI connect with existing district
– goals-5 year plan?– missions?– priorities?– initiatives and programs? – values and beliefs?
Do any of these need to be re-written to reflect the RTI framework?
What kind of activities does your team need to do to inform stakeholders about RTI implementation?
Team Goal is Consensus
• Not like voting
• Give and take– Many times it “takes”
• Compromise exists as people get the opportunity to state their point of view
• Everyone gets “something” although concessions are made
Consensus is not necessarily everyone
agreeing Rather it is…
Everyone agreeing to support or at least not sabotage the group’s decision
Conflict or resistance will not necessarily be overcome immediately or easily…..
Consensus Building in Schools
80% CommitmentDistrict Support
Common VisionBuilding Leadership Team
Allocated ResourcesFunding Support
Aligned with Support TeamsAllocated Professional Development
Consensus Building Tools
Consensus BuildingObjectives for Schools:
•Schools have time and support available to build consensus
•Schools need access to consensus building tools
•Schools understand the process and importance of building consensus before moving forward with infrastructure building and implementation
NASDSE
Don’t Commit Assume-i-side
• Don’t “assume” we can SKIP this phase
• Don’t “assume” we have enough commitment to go forward
• Don’t “assume” the staff will just be compliant
Harkin
Consensus Is…• derived from Latin roots meaning
“shared thought” • a process for group decision-
making• a gathering and synthesis of ideas • arriving at a final decision
acceptable to all• achieving better solutions
Achieving ConsensusFROM:
• Why do I have to do it this way?• Why do we have to go through all
this change?• Who dropped the ball?• Why can’t they communicate
better?• Who’s going to solve that problem?• How do you expect me to do my job
when I have to do everyone else’s?• Am I going to have a job?• Where is the box?• Harken
Achieving ConsensusTO:“What” or “How” and should include
“I”1. How can I become better at doing things in
this way?2. What role will I create for myself in this
process of change?3. How can I improve the communication
events in which I participate?4. How can I grow in my job performance as I
collaborate with others?5. How can I improve outcomes for students?
Harken
How much consensus is needed before moving
forward?•100% consensus may not be realistic
•Literature suggests 70-80% is enough to go forward
•Some schools are starting with one or two grade levels
Acknowledge the Resistance
•Staff complete a survey regarding their perspectives of implementing RTI•Summarize and discuss the results •Organize small group discussions and formulate possible solutions or actions•Have a guided discussion regarding RTI (use dialogue starters)•Poster Board Activity (place sticker dots(value) on the different poster boards)
Involving Parents to Build Consensus•Introductory RTI parent letter
•Write an article in School Newsletter
•Set up an RTI information table at parent teacher conferences
Consensus-Building Tools*Building Consensus (Fist to Five)
Process/Steps to reach consensus
* Shared RTI VisionOn-going Commitment from staff
*NASDE Blueprints Self-Assessment Tool to identify areas of
strengths and needs.
Harken
• Building Consensus - –Fist-to-Five
Fist-to-Five Quick Check
Harken
Fist-to-Five Quick Check
5 fingers All for it…I can be a leader for this decision.
4 fingers All for it…You can count on me to support this no matter what.
3 fingers For the idea…I will support it in concept but may not be out in front
of the gang leading in implementation.
Harken
2 fingers I’m not sure…But I trust the group’s opinion and will not sabotage the decision.
1 finger I’m not sure…Can we talk some more?
Fist No…We need to find an alternative.
Fist-to-Five Quick Check
Harken
HOW to USE it:• Someone makes a statement that he/she needs
consensus on
• If anyone holds up a fist, or only one or two fingers, the group has not reached consensus. You will need more discussion or dialogue.
• If you get all three, four, or five fingers showing, you can declare consensus. Harken
Fist-to-Five Quick Check Tool
Shared RTI Vision
Is the capacity to create and communicate a view of a desired
state of affairs that induces commitment among those working
in the organization
Thomas Sergiovanni, 1984
Having a Shared Vision•Shared vision provides incentive to all involved
•Shared vision provides coordination and focus to your actions (Drives your decisions)
•Shared vision promotes sustainability
Question ?????Has your team engaged in RTI
related visioning activities (time to think, interact and dream together about the desired state)
prior to today?
Consensus Building Activity
• Reviewing NASDSE blueprint document
• * Page 49: Self-Assessment on Consensus Building
Considerations for Staff Meetings
-Keep the whole staff “in the loop”-RTI leadership team can give reports on training sessions-Choose a topic for a 10 minute discussion once a month (fidelity, -Regular classroom teacher testimonials about the success of RTI-RTI leadership team team presents a teaching strategy (S.O.S) ask teachers to practice and bring examples to next staff meeting Celebrate Successes!!!
Staff Meeting ActivityQuestions to address the rationale for
RTI
• What are the belief statements that drive the actions of the school?
• What is RTI?• Why would a school choose to implement RTI?• What are the benefits to implementing RTI?• What are the barriers to implementing RTI?
Ideas to Consider…Use a variety of people to communicate
information
-shows that many people are committed and believe the effectiveness of RTI for increased student achievement
-each person brings different experiences and portrays different needs
Ideas to Consider…Be strategic in laying the groundwork
with people before holding an event
-plan ahead-know your audience-keep the language simple-host multiple venues-decide if it should be formal or informal
Group Decision MakingConsensus is achieved when…
– all points of view have been heard and
– the will of the group is evident even to those who most oppose it
Richard Dufour
Building Consensus Activity: Worksheet
Thank you for the slides adapted/used
for this presentation:
Shannon Harkin, Heartland AEA11
top related