collaborating for success: leadership and teaming in a response-to- intervention (rti) and problem...
TRANSCRIPT
Collaborating for Success: Leadership and Teaming in a Response-to-
Intervention (RTI) and Problem Solving (PS) System
Illinois ASPIREAlliance for School-based Problem-solving & Intervention Resources in Education
Illinois ASPIRE is a State Personnel Development Grant-funded initiative of the Illinois State Board of Education. All funding is from federal sources.
District Leadership Meeting- Woodbine #1- 10-8-09
Building A Sustainable Foundation
Presented by Ruth Poage-Gaines, Regional Coordinator IASPIRE
Project Goal : Establish and implement a
coordinated, regionalized system of personnel
development that will increase school systems’
capacity to provide early intervening services [with
an emphasis on reading], aligned with the general
education curriculum, to at-risk students and
students with disabilities, as measured by
improved student progress and performance.
Illinois ASPIREAlliance for School-based Problem-solving & Intervention Resources in Education
Objectives:1. Deliver research-based professional development and
technical assistance in Problem-Solving Service Delivery Systems, Response-to-Intervention (RTI), scientifically based reading instruction, and Standards Aligned Classrooms (SAC).
2. Increase the participation of parents in decision-making across district sites.
3. Incorporate professional development content into higher education general and special education preservice & graduate level curricula.
4. Evaluate the effectiveness of project activities.
Illinois ASPIRE Alliance for School-based Problem-solving & Intervention Resources in Education
Objective 1: Research-Based Professional Development & T.A.
• 4 Regional Illinois ASPIRE Centers– Chicago: Chicago Public Schools– North: Northern Suburban Spec. Ed. Dist.– Central: Peoria ROE #48– South: Southern Illinois University
• Collaboratives of LEAs, IHEs, regional providers and parent entities
• Responsible for:– Training to districts and parents in region– General technical assistance (T.A.)– On-site T.A. to school data collection/demonstration
sites
For More Information www.illinoisaspire.net
ISBE: Kathryn Cox 217-782-5589
Illinois ASPIRE – NorthDr. Mark [email protected]
Illinois ASPIRE – CentralChristy [email protected]
Illinois ASPIRE – SouthDr. Melissa [email protected]
Illinois ASPIRE – ChicagoAmy Dahlstrom [email protected]
Review of RtI / PS
Context of RtI / PS Change
Evaluating RtI / PS
Outcomes
Successful Schools
Stages of RtI / PS
Development
Consumers
Student
System
Consensus Building
Infrastructure
Implementation
Beliefs
Change
Roles / Skills
Incentives
Teams /Teaming
System of Prevention /Intervention
Implement / Monitor
Instruction
Professional Development
Plan
Implement /Monitor
Assessment
VisionLeadership Principals &
Teachers Core IntensiveSupplemental
Assessment InstructionCurriculium /
Standards
Curriculium + Instruction Alignment
Distal Factors
Welcome / Overview of Outcomes and Big Ideas
AGENDA MAP
Supplemental
Sustainability
Learner Outcomes
You will be able to:• Identify the factors shared by schools that
are successful in increasing student achievement.
• Identify factors to address in change initiatives such as RtI/PS.
• Describe the consensus stage in the development of a PS/RtI system.
Learner Outcomes (continued)
• Assess status of commitment to or readiness for implementation of a RtI/PS system in your school and develop strategies for increasing commitment.
• Assess and increase the leadership role of staff in the implementation of RTI/PS.
Big Ideas about the Role of the Principal and Leadership in the Development and Implementation of a RtI/PS System
1. Implementation of RtI/PS involves change2. Change is a complex process involving
attention to identifiable critical factors.3. Schools that successfully implement RtI/PS
share common characteristics:– core beliefs – role of prevention and intervention– collaborative teaming– data-based decision-making– parental/community engagement– leadership
Big Ideas (continued)
4. Successful implementation of RtI/PS is based on the premise that schools are responsible for the learning of all students and the principal’s role is crucial in setting expectations for this within the school.
5. Implementation of RtI/PS takes heart, courage, knowledge and a willingness to change for the better.
Big Ideas (continued)
6. Development of a RtI/PS system requires consensus building, infrastructure development and action toward implementation.
Prerequisite Knowledge:
Know what RtI and PS are
Let’s Briefly Review
What is RTI?
One Minute Sharing with Partner
RTI = Response-to- Intervention or matching student need to instruction or intervention in order to
increase student achievement
RTI is about….having a system of instruction and intervention.intensity of instruction and intervention.using different data measures.using different academic and behavior Interventions.a different system for determining eligibility.
“Rather than devoting extensive resources to
finding out whether students “have” disabilities, we should devote those resources to assessing students’ exact instructional needs using models like Response-to-Intervention. Schools will need to provide this instruction through collaboration between general and special education personnel to ensure that all students continue to have full
access to the general education curriculum..let’s teach the children what they
need to know. Harry and Klinger, Educational Leadership
What is Problem Solving?
One Minute Sharing with Partner
What is PS (Problem Solving)? A team-based, data-based decision-making process
designed to improve educational and behavioral outcomes by asking these questions at every level of the tiered prevention/intervention system:
Problem Identification--What Is The Problem? Is it Significant?
Problem Analysis--Why Is The Problem Occurring? Plan Development--What Are We Going To Do About It? Plan Evaluation--Did The Plan Work?
Why RtI/PS Now…
Many of its basic tenets have been around for some time.
Right now in education we operate in a context of…
Accountability!!!!
…and we see this in this educational legislation.
Contextual Issues Affecting The RtI/PS Process in General and
Special Education• ESEA Legislation-No Child Left Behind and AYP• IDEA Re-Authorization
– Focus on academic outcomes– General education as baseline metric– Labeling as a “last resort”– Increasing general education options– Pooling building-based resources– Flexible funding patterns– RtI Introduced as option for LD eligibility
• National Emphasis on Reading andReading First Initiative
• Evidence-based/Scientifically-basedInterventions
Heartland, June, 2006 (modified)
Quote from ISBE:School Improvement Plan Directions
(In reference to looking at ISAT and local assessment data)
“…respond(ing) to three prompts: a) What do these data tell you? b) What factors are likely to have contributed to these results? and c) What conclusion for school improvement do you draw…?
“List …key factors that are within the school’s capacity to change or control which contribute to low achievement…”
Seven Common Traits Observed in Successful Schools• Strong Leadership• Positive Belief and Teacher Dedication• Data Utilization and Analysis• Effective Scheduling• Professional Development• Scientifically Based Intervention Programs• Parent Involvement
Crawford, E.,& Torgesen, J. Teaching All Students to Read: Practices from Reading First Schools with Strong Intervention Outcomes-Complete Report, Florida Center for Reading Research 2004-05.
One Minute Sharing with Partner
Big Picture Overview: Stages Of RtI/PS Development
1. Consensus Building
2. Infrastructure Development
3. Implementation
Heartland, June, 2006
Stages of Implementing Problem-Solving/RtI
• Consensus Beliefs are shared and agreed upon Vision statement exists RtI and PS are understood Implementation requirements are understood Leadership is provided by the principal and key school staff
• Infrastructure Development System self-study completed Universal screening and benchmarking system has been developed System of prevention/intervention has been developed Core Leadership team identified and committed Problem solving team(s) and processes developed Plan for sustainability has been developed Revision of special education eligibility processes has been developed
• Implementationo Roll out of RtI/PS begins or continues with increasing sophisticationo Evaluation of student outcomes, system data, problem solving process
and consumer satisfaction exists
Batsche, G., Response to Intervention: Blueprints for State, District and School Implementation (modified)
Stage One
Consensus Building
What Beliefs Should Be Shared???
• RtI/PS is a General Education Initiative, not primarily a Special Education initiative.
• Improving the effectiveness of core instruction is basic to this process
• NO Child Left Behind Really Means “NO”; Meeting AYP through RtI!
• Assessment (data) should both inform and evaluate the impact of instruction
• Beliefs must be supported by research
Beliefs (cont.)
• There is a shared responsibility for student achievement across the entire school community.
• Parents are vital members of the team to support students.
Two Minute Reflection
Consensus Building Activities: What to Do?
• Discuss how RtI/PS relates to state and district goals and initiatives with district leadership and gain support for building implementation.
• Identify school leadership to support RtI/PS.• Provide information to school staff.
– Why RtI/PS?– What is it? What is it not?– What are the benefits of RtI/PS?– What will it take to implement?
Consensus Building Activities (cont.)
• Identify the consensus level among staff for implementing RtI/PS.
• Determine next steps with leadership team.• Plan to support this change initiative in the
school.
Definitions of Change• To leave one train, bus, etc…
and board another
• To put on other clothes
• To make different; to alter; to vary
Heartland, June, 2006 Webster’s New World Dictionary
“Faced with the choice between changing one’s
mind and proving that there is no need to do so, almost everybody gets busy on the
proof.” (John Kenneth Galbraith)
Why do people resist change?Fear of….
• Failure
• Success
• Losing Power
• Hard Work
• Having to be different
Source: The All Star Company
Why do people embrace change?
Excitement about…
• The unknown• The possibility of success• Being the best you can be• Proving something• Being able to be different
Source: The All Star Company
Table Talk
Think about your own involvement as an educator in a significant change in your district, school or classroom. How did you react to this change and what factors either made you hesitant or enthusiastic about the change?
McREL’s View of Change
A change is defined by the implications it has for the people expected to
implement it and/or those who will be impacted by it.
The same change can be perceived differently by different stakeholders
McREL
Definitions: Order of Change
• First-order of change
• Second-order of change
First or Second Order Change?
Do staff perceive the change as…
First-order Implications
• an extension of the past?• consistent with prevailing
organizational norms?
• congruent with personal values?
• easily learned using existing knowledge and skills?
Second-order Implications
• a break with the past?• inconsistent with
prevailing organizational norms?
• incongruent with personal values?
• requiring new knowledge and skills?
McREL
Table Talk
Discuss whether implementing RtI/PS is going to be a first-order or second-order change for your school.
Personal Impact of Change
“It’s not so much that we’re afraid of change or so in love with the old ways, but it’s that place in between that we fear …It’s like being on a trapeze. It’s Linus when his blanket is in the dryer. There’s nothing to hold on to.”
Marilyn Ferguson, The Aquarian Company
Managing Complex Change
Vision Skills
Incentives ResourcesActionPlans
CHANGE
+ +
++
Managing Complex Change
Vision Skills
Incentives ResourcesActionPlans
CONFUSION
+ +
++
Mission vs Vision
A Mission Statement reminds a school why it exists.
A Vision Statement paints a picture of what a school can become in the future.
Blankstein, Failure is Not an Option, p.84
Managing Complex Change
Vision Skills
Incentives ResourcesActionPlans
ANXIETY
+ +
++
Managing Complex Change
Vision Skills
Incentives ResourcesActionPlans
SLOW CHANGE
+ +
++
Managing Complex Change
Vision Skills
Incentives ResourcesActionPlans
FRUSTRATION
+ +
++
Managing Complex Change
Vision Skills
Incentives ResourcesActionPlans
FALSE STARTS
+ +
++
Having a Shared Vision: Why?
• Shared vision provides incentive to all involved.
• Shared vision provides coordination and focus to your actions.
• Shared vision promotes sustainability.
Heartland, June, 2006
Table Talk
Discuss the status of your school in regard to the following:
How well does the “vision” of our school match the beliefs underlying RtI/PS? What can we do to improve the match?
Role of the Principal• Sets vision for problem-solving process
• Supports development of expectations
• Responsible for allocation of resources
• Facilitates priority setting
• Ensures follow-up
• Supports program evaluation
• Monitors staff support/climate
The Principal:Content Knowledge
Understanding of:– Need for research-based core, supplemental and
intensive instructional strategies and interventions– Components of a successful professional
development plan– Need for and skills in data-based decision-making
and the need to share outcome data frequently– Need to publicly recognize the relationship between
staff efforts and student outcomes– Need to involve and inform parents of the essential
elements of RtI/PS and their role in the process
From Research… Leaders are change-makers and these are some of the
things they do to make change happen.
* articulate a shared vision* plan and provide resources* invest in professional development and training* check or assess progress* continue to give assistance* create a context conducive to change
Southwest Educational Development Laboratory, Spring 2000, Issues About Change
Research on principals in schools embracing RTI/PS
Do principals exhibit research-based leadership competencies/attributes in these schools?
Yes, they demonstrate instructional leadership, support professional development, foster a collaborative climate,focus on student achievement and understand the change process.
Dissertation: Dr. Diane Morrison
However……
Principals aren’t the only ones who can exercise leadership
within a school.
Teachers do so as well.
What fosters the growth of teacher leaders?
A school culture that---– focuses on learning, inquiry and reflectice
practice– encourages initiative– expects teamwork and shared decision-
making– values teachers as role models for other– has a sense of community that fosters
professionalism
What fosters the growth of teacher leaders?
Relationships that—1. recognize and respect teacher leaders with subject-
area and instructional expertise2. reflect high trust among teacher peers and between
teachers and administrators3. encourage work central to the teaching and learning
process4. reflect clearly defined teacher-leader and
administrator-leader domains, as well as shared leadership responsibilities.
5. reflect positive interpersonal relationships
What fosters the growth of teacher leaders?
Structural supports that—– provide adequate access to materials– provide adequate time and space– facilitate professional development
“What is clear…is that traditional forms of management must be modified to be more horizontal and less hierarchial for teacher leadership to flourish.”
York-Barr,J., & Duke, K. (2004) What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research 74(3), 255-316.
Table Talk
What practices exist in your school right now that encourage teacher leadership? How might these practices be expanded or improved? How would these relate to the implementation of RtI/PS in your school?
Leadership Team Activities
• Assess school needs• Develop and define expectations• Plan staff development• Evaluate the effectiveness of efforts • Create and maintain an action plan to guide ongoing
efforts• Plan for sustainability (change in team members)• Communicate to stakeholders• Obtain or allocate other resources• Obtain staff buy-in
Incentives
Think about what motivates teachers.– A shared vision?– Improved student performance?– Data that shows growth?
Heartland, June, 2006
Final Thought
What Can Be Done To Sustain Your Efforts? “Sustaining Your Reform: Five Lessons from Research”
Benchmarks—The Quarterly Newsletter of the National Clearinghouse for Comprehensive School Reform
Summer, 2002 http://www.goodschools.gwu.edu
Useful Internet Sites for Information on RtI/PS
www.ilispa.org
www.scoe.org
www.interventioncentral.org
http://www.calstat.org/specialedgeold.html
http://www.rti.ucr.edu
http://www.nwrel.org/nwrcc/nclb/rti.php
References/Readings
Response to Intervention:Policy Considerations and Implementation National Association of State Directors of Special Education, Inc. December, 2005
The Tipping Point: How Little Things Can Make a Big Difference Malcolm Gladwell 2002
The All Star Company: People, Performance, Profit Nick Marsh 1994
The RtI Guide: Developing and Implementing a Model in Your Schools John E. McCook 2006
A Principal’s Guide to Intensive Reading Interventions for Struggling Readers in Reading First Schools
Joseph Torgeson www.fcrr.org
References/Readings
Failure is Not an Option: Six Principles that Guide Student Achievement in High Performing Schools
Alan M. Blankstein 2004
Whole Language High Jinks: How to Tell When “Scientifically-Based Reading Instruction” Isn’t
Louisa Moats Thomas B. Fordham Institute
Iverson, Annette M., (2002). Best practices in problem solving team structure and process, Best Practices in School Psychology IV, pp. 657-670.
Elmore, Richard, (2000). Building a New Structure for School Leadership, Albert Shanker Institute, Winter 2000.
Harry, Beth and Klinger, Janette, (2007) Discarding the Deficit Model, Educational Leadership, V.64, #5, pp.16-21.
Consensus Activities
What Needs to Be Done? Who Should Be Involved? Who is Responsible? When Should It be Implemented or Completed?
AcknowledgementsHeartland AEA
Pam Radford
Mark Shinn
IASPIRE