TargetsFormula for Success ActivityManaging Complex Change in your
School/DistrictAddressing Resistance in your School/District
Formula For Success Activity
Gives your team:an opportunity to revisit the essential
elements of RTIan opportunity to define these terms for
your local sitea tool to begin identifying areas of
strength and need in your school.
Consensus-Building Tool #2 Formula for Success
BI (Big Ideas)
CC (Core Curriculum)
A (Assessments)
T2 (Tier 2)
T3 (Tier 3)
= SUCCESS
+
BI + CC + A + T2+ T3 = Success
CCCore Curriculum
T2Tier 2
T3Tier 3+ +
AAssessments
(screening, diagnostic, progress) + + =
BIBig Ideas + +
AAssessments
(screening, diagnostic, progress) + + =
+ + + + =
+ +A
Assessments(screening, diagnostic,
progress) + + =
+ +A
Assessments(screening, diagnostic,
progress) + + =
Success+ +A
Assessments(screening, diagnostic,
progress) + + =
CCCore Curriculum
CCCore Curriculum
CCCore Curriculum
CCCore Curriculum
BIBig Ideas
BIBig Ideas
BIBig Ideas
BIBig Ideas
T2Tier 2
T2Tier 2
T2Tier 2
T2Tier 2
T3Tier 3
T3Tier 3
T3Tier 3
T3Tier 3
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
CCCore Curriculum
T2Tier 2
T3Tier 3+ +
AAssessments
(screening, diagnostic, progress) + + =
BIBig Ideas + +
AAssessments
(screening, diagnostic, progress) + + =
+ + + + =
+ +A
Assessments(screening, diagnostic,
progress) + + =
+ +A
Assessments(screening, diagnostic,
progress) + + =
Success+ +A
Assessments(screening, diagnostic,
progress) + + =
CCCore Curriculum
CCCore Curriculum
CCCore Curriculum
CCCore Curriculum
BIBig Ideas
BIBig Ideas
BIBig Ideas
BIBig Ideas
T2Tier 2
T2Tier 2
T2Tier 2
T2Tier 2
T3Tier 3
T3Tier 3
T3Tier 3
T3Tier 3
CCCore Curriculum
T2Tier 2
T3Tier 3
Efforts lack focus and priority. There is not a
focus on important priority skills for
improvement.+ +A
Assessments(screening, diagnostic,
progress) + + =
BIBig Ideas
Overall low achievement. Student
learning problems across all subgroup
areas.+ +A
Assessments(screening, diagnostic,
progress) + + =
Lack of direction to know what needs to be
improved, which students need
intervention, and whether or not
interventions have been effective.
+ + + + =
Lack of resources due to attempts to provide Tier 3 interventions
for those students whose needs could be
met through Tier 2interventions.
+ +A
Assessments(screening, diagnostic,
progress) + + =
Gap increases between
average and "at risk students" Continued low performance for some subgroups.+ +
AAssessments
(screening, diagnostic, progress) + + =
Success+ +A
Assessments(screening, diagnostic,
progress) + + =
CCCore Curriculum
CCCore Curriculum
CCCore Curriculum
CCCore Curriculum
BIBig Ideas
BIBig Ideas
BIBig Ideas
BIBig Ideas
T2Tier 2
T2Tier 2
T2Tier 2
T2Tier 2
T3Tier 3
T3Tier 3
T3Tier 3
T3Tier 3
CCCore Curriculum
T2Tier 2
T3Tier 3
Efforts lack focus and priority. There is not a
focus on important priority skills for
improvement.+ +A
Assessments(screening, diagnostic,
progress) + + =
BIBig Ideas
Overall low achievement. Student
learning problems across all subgroup
areas.+ +A
Assessments(screening, diagnostic,
progress) + + =
Lack of direction to know what needs to be
improved, which students need
intervention, and whether or not
interventions have been effective.
+ + + + =
Lack of resources due to attempts to provide Tier 3 interventions
for those students whose needs could be
met through Tier 2interventions.
+ +A
Assessments(screening, diagnostic,
progress) + + =
Gap increases between
average and "at risk students" Continued low performance for some subgroups.+ +
AAssessments
(screening, diagnostic, progress) + + =
Success+ +A
Assessments(screening, diagnostic,
progress) + + =
CCCore Curriculum
CCCore Curriculum
CCCore Curriculum
CCCore Curriculum
BIBig Ideas
BIBig Ideas
BIBig Ideas
BIBig Ideas
T2Tier 2
T2Tier 2
T2Tier 2
T2Tier 2
T3Tier 3
T3Tier 3
T3Tier 3
T3Tier 3
Managing Complex Change
Vision Skills
Incentives ResourcesActionPlans
CHANGE
+ +
++
Consensus-Building Tool #3
Managing Complex Change= Change
Confusion=
=
=
=
=
+ + + +Vision Skills Incentives ResourcesAction Plan
+ + + +Skills Incentives Resources Action Plan
+ + + +Vision Incentives Resources
Action Plan
+ + + +Vision Skills Resources
Action Plan
+ + + +Vision Skills Incentives
Action Plan
+ + + +Vision Skills Incentives Resources
Adapted from Knoster, T.
Anxiety
Resistance
False Starts
Frustration
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.
The Process is Ongoing and Long-Term
A fatal flaw is to attempt implementation without consensus and infrastructure.
Dr. Ed Shapiro
Activity: Addressing ResistanceImagine 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?