Response to InterventionResponse to Intervention

The Implementation ProcessThe Implementation Process

““Plans and Strategies”Plans and Strategies”

Part IIIPart III

The Implementation ProcessThe Implementation ProcessChange TheoryChange Theory

Gene Hall & Shirley Hord identified Gene Hall & Shirley Hord identified components of change. components of change. “Implementing “Implementing Change Patterns, Principles, and Potholes”Change Patterns, Principles, and Potholes”

They include:They include: Change is a process not an event.Change is a process not an event.

It happens gradually as understanding, skills It happens gradually as understanding, skills and competencies increase. (It doesn’t and competencies increase. (It doesn’t happen with an administrative happen with an administrative announcement or a two day workshop.)announcement or a two day workshop.)

Change TheoryChange Theory There’s a big difference in what is There’s a big difference in what is

involved in developing an innovation and involved in developing an innovation and then implementing it.then implementing it.

Development includes all activities related Development includes all activities related to researching and creating an innovation.to researching and creating an innovation.

Implementation includes all the steps and Implementation includes all the steps and actions involved in learning about and actions involved in learning about and then using the innovation.then using the innovation.

We in schools need to be sure we take We in schools need to be sure we take care of both aspects.care of both aspects.

Change TheoryChange Theory

A school doesn’t change until the A school doesn’t change until the individuals within it change.individuals within it change.

Successful change starts and ends at the Successful change starts and ends at the individual level.individual level.

Be patient & supportive, yet firm in Be patient & supportive, yet firm in maintaining momentum. The rate of change maintaining momentum. The rate of change coupled with skills and competencies will coupled with skills and competencies will vary individually.vary individually.

Change will be grasped quickly by some, in Change will be grasped quickly by some, in time by others, and avoided by a few. time by others, and avoided by a few.

Change TheoryChange Theory Interventions are the actions and Interventions are the actions and

events that are key to successful events that are key to successful change.change. Interventions come in many sizes. Interventions come in many sizes.

A two day workshop might be considered large.A two day workshop might be considered large. The most important interventions are the The most important interventions are the

smallest ones.smallest ones. (Ex. “A one legged” interview – a brief discussion (Ex. “A one legged” interview – a brief discussion

held between the principal & teacher regarding the held between the principal & teacher regarding the intervention.) It’s brief in nature… not lasting longer intervention.) It’s brief in nature… not lasting longer than a person might be able to stand on one leg.than a person might be able to stand on one leg.

Research indicates that teachers are markedly Research indicates that teachers are markedly more successful with change when they are more successful with change when they are involved in many one legged interviews.involved in many one legged interviews.

Change TheoryChange Theory There will be no change in outcomes There will be no change in outcomes

until new practices are implemented.until new practices are implemented. We are expected to have ever We are expected to have ever

increasing results in schools. We increasing results in schools. We measure student growth constantly. In measure student growth constantly. In essence: “Just weighing a pig won’t essence: “Just weighing a pig won’t make him gain weight”.make him gain weight”.

Remember, change is a process…not an Remember, change is a process…not an event.event.

If the process takes 2 to 3 years… be patient If the process takes 2 to 3 years… be patient in getting results. in getting results.

Change TheoryChange Theory

Results will rapidly increase with a high Results will rapidly increase with a high level of use of new practices.level of use of new practices.

Remembering that successful change Remembering that successful change happens at the individual level… each staff happens at the individual level… each staff member must cross the bridge from member must cross the bridge from unsuccessful / unproven practices to those unsuccessful / unproven practices to those that have proven to be successful through that have proven to be successful through research.research.

Change TheoryChange Theory

Administrative Leadership is essential to Administrative Leadership is essential to successful long term change.successful long term change. Administrative support on a daily basis is Administrative support on a daily basis is

crucial. (One legged interviews.)crucial. (One legged interviews.) Administrators are key to securing the Administrators are key to securing the

needed infrastructure and long term needed infrastructure and long term resources needed to sustain the resources needed to sustain the intervention.intervention.

This might find them bringing the intervention This might find them bringing the intervention forward to policy makers.forward to policy makers.

Change TheoryChange Theory

The school is the primary unit for The school is the primary unit for change.change. The staff and leadership will make or The staff and leadership will make or

break any innovation.break any innovation. That being said, be willing to seek That being said, be willing to seek

support from others within and outside support from others within and outside the system.the system.

Change TheoryChange Theory Appropriate interventions can reduce Appropriate interventions can reduce

resistance to change.resistance to change. Research shows three apparent rationales Research shows three apparent rationales

for resistance.for resistance. 1) Dealing with the sense of loss as you move 1) Dealing with the sense of loss as you move

away from a practice that was comfortable.away from a practice that was comfortable. 2) Having serious questions regarding whether 2) Having serious questions regarding whether

the change will really be an improvement.the change will really be an improvement. 3) Change is painful and must be endured as a 3) Change is painful and must be endured as a

natural part of the change process.natural part of the change process. Be thoughtful in analyzing resistance and Be thoughtful in analyzing resistance and

work with each staff member as an work with each staff member as an individual.individual.

Change TheoryChange Theory

The context of the school influences the The context of the school influences the process of change.process of change. Physical features including size and Physical features including size and

arrangement of the facility as well as arrangement of the facility as well as resources, policies, and schedules impact resources, policies, and schedules impact successful change.successful change.

People factors including attitudes, beliefs People factors including attitudes, beliefs and values of the individuals involved as well and values of the individuals involved as well as relationships also will have a huge impact as relationships also will have a huge impact on change.on change.

The Personal Side of ChangeThe Personal Side of Change

The feelings and perceptions regarding The feelings and perceptions regarding the proposed change can be sorted & the proposed change can be sorted & classified into “Stages of Concern”classified into “Stages of Concern”

Having an understanding of the staff’s Having an understanding of the staff’s stages of concern can assist in one-on-stages of concern can assist in one-on-one coaching sessions as well as one coaching sessions as well as provide insight into continued planning provide insight into continued planning and possible training.and possible training.

Types of ConcernsTypes of Concerns

These four types of concern provide a These four types of concern provide a framework for the seven stages of framework for the seven stages of concern.concern. Unrelated concerns - people at this level Unrelated concerns - people at this level

obviously have concerns but none relating obviously have concerns but none relating to the innovation. (1 level of concern listed)to the innovation. (1 level of concern listed)

Self Concerns – concerns center on whether Self Concerns – concerns center on whether or not the individual can be successful with or not the individual can be successful with the innovation. (2 levels of concern listed)the innovation. (2 levels of concern listed)

Types of ConcernsTypes of Concerns

Task Concerns – staff members who are Task Concerns – staff members who are focused on the mechanics of the process focused on the mechanics of the process (i.e.) gathering materials, dealing with (i.e.) gathering materials, dealing with schedules, in essence… just making it schedules, in essence… just making it work. (1 level of concern listed)work. (1 level of concern listed)

Impact Concerns – staff concerns focus on Impact Concerns – staff concerns focus on what is truly happening with students and what is truly happening with students and what they can do to be more effective in what they can do to be more effective in improving their outcomes. (3 levels of improving their outcomes. (3 levels of concern listed)concern listed)

The Stages of ConcernThe Stages of Concern Stage 0 “Awareness” (Unrelated Type) Stage 0 “Awareness” (Unrelated Type)

– Little concern about the innovation.– Little concern about the innovation. Personal Expression “I’m not concerned Personal Expression “I’m not concerned

about RTI.”about RTI.” Stage 1 “Informational” (Self Type) – Stage 1 “Informational” (Self Type) –

The staff member has a general The staff member has a general awareness and interest in learning awareness and interest in learning more about the innovation.more about the innovation. Pers.. Express “I’d like to know more Pers.. Express “I’d like to know more

about RTI”about RTI”

Stages of ConcernStages of Concern

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

affect me?affect me?

Stages of ConcernStages of Concern

Stage 3 “Management” (Task Type) – Stage 3 “Management” (Task Type) – the staff member focuses attention the staff member focuses attention on the processes and tasks of using on the processes and tasks of using the innovation.the innovation.

Pers.. Express “I really seem to be spending Pers.. Express “I really seem to be spending all my time getting materials ready… I’m all my time getting materials ready… I’m really swimming in it.”really swimming in it.”

Stages of ConcernStages of Concern

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

helping my kids meet AYP?helping my kids meet AYP?

Stages of ConcernStages of Concern

Stage 5 “Collaboration” (Impact type) – Stage 5 “Collaboration” (Impact type) – staff members have progressed to the staff members have progressed to the point of focusing on coordination and point of focusing on coordination and cooperation with their instructional peers.cooperation with their instructional peers. Pers.. Express “I’d really like to have a Pers.. Express “I’d really like to have a

chance to spend time planning with Mrs. chance to spend time planning with Mrs. Jones so that we can use each others talents Jones so that we can use each others talents to help both classrooms in small group to help both classrooms in small group instruction.” instruction.”

Stages of ConcernStages of Concern

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

our benchmarking approach that might our benchmarking approach that might improve the process.”improve the process.”

Closing Thoughts Regarding Closing Thoughts Regarding

Change TheoryChange Theory My hope is that this brief discussion My hope is that this brief discussion

will provide foundation for the will provide foundation for the upcoming discussion regarding upcoming discussion regarding practices and procedures that have practices and procedures that have been used successfully in been used successfully in implementing RTI.implementing RTI.

Small Group InstructionSmall Group Instruction“A closer look”“A closer look”

Collaborative Differentiated Small Group Collaborative Differentiated Small Group Instruction “Defined”Instruction “Defined” Collaborative – instruction that is shared in nature in Collaborative – instruction that is shared in nature in

both planning and application. both planning and application. Staff share in deciding what should be taught to whom and Staff share in deciding what should be taught to whom and

then agree on the roles they will assume in the process.then agree on the roles they will assume in the process. Differentiated – meeting the “changing” identified needs Differentiated – meeting the “changing” identified needs

of students through a study of their individual or group of students through a study of their individual or group data.data.

Flexible grouping must be maintained based on the Flexible grouping must be maintained based on the changing learning pace of students and by the specific skill changing learning pace of students and by the specific skill needs of individuals.needs of individuals.

Small Group – Experience tells us that a group of 3 to 5 Small Group – Experience tells us that a group of 3 to 5 students is optimal for both learning and instruction.students is optimal for both learning and instruction.

Less cuts into the level of Less cuts into the level of “efficiency“efficiency” when considering ” when considering the amount of staff available compared to student needs.the amount of staff available compared to student needs.

More cuts into the level of More cuts into the level of “effectiveness”“effectiveness” of instruction of instruction that small groups by nature, offerthat small groups by nature, offer

Impact of Small Group Impact of Small Group InstructionInstruction

Positive ImpactPositive Impact Students enjoy the small group attention.Students enjoy the small group attention.

They are more willing to share.They are more willing to share. They appear more intense in the learning process.They appear more intense in the learning process.

Students benefit from varied instructors & their Students benefit from varied instructors & their knowledge, etc.knowledge, etc.

Allows all students to learn at a comfortable, yet Allows all students to learn at a comfortable, yet challenging level.challenging level.

Specialists appear to enjoy the opportunity to Specialists appear to enjoy the opportunity to work with a wider range of students.work with a wider range of students.

Created an increased openness to sharing Created an increased openness to sharing “expertise”.“expertise”.

Has shown a decrease in number of students Has shown a decrease in number of students referred for LD testing & decrease in identified referred for LD testing & decrease in identified “case load”.“case load”.

Impact of Small Group Impact of Small Group InstructionInstruction

Positive ImpactPositive Impact Results, Results, Results!Results, Results, Results!

Marked improvement in student’s Fluency Marked improvement in student’s Fluency Measures.Measures.

NWEA results at previous school showed NWEA results at previous school showed extraordinary increases in number of Grade extraordinary increases in number of Grade 2 students meeting the criteria moving from 2 students meeting the criteria moving from below average to proficient from fall to below average to proficient from fall to spring testing and above average increases spring testing and above average increases in students who were considered proficient in students who were considered proficient in grades 3 - 5.in grades 3 - 5.

Impact of Small Group Impact of Small Group InstructionInstruction

Negative ImpactNegative Impact There needs to be “a huge buy-in” by specialists:There needs to be “a huge buy-in” by specialists:

During the initial transition specialists tend to work in During the initial transition specialists tend to work in both worlds. both worlds.

Working with caseload that had been identified using Working with caseload that had been identified using previous methodology while taking part of their time to previous methodology while taking part of their time to provide small group collaborative instruction.provide small group collaborative instruction.

This can be alleviated “initially” by rewriting goals of This can be alleviated “initially” by rewriting goals of identified students so that they are still meeting the IEP identified students so that they are still meeting the IEP requirements while adding flexibility to their instruction.requirements while adding flexibility to their instruction.

There is evidence to support that many students placed There is evidence to support that many students placed in LD might not had been placed if their “Reading in LD might not had been placed if their “Reading Concerns” were addressed with early intervention.Concerns” were addressed with early intervention.

This is supported by a decrease in students referred for This is supported by a decrease in students referred for services through the RTI process.services through the RTI process.

Current School – 420 students / LD specialist Current School – 420 students / LD specialist currently serving 9 students – case manager for 5.currently serving 9 students – case manager for 5.