The Change ProcessOrRTI Project

2010-2011 Bend-LaPine Initial Training

TargetsFormula for Success ActivityManaging Complex Change in your

School/DistrictAddressing Resistance in your School/District

A scholar’s thoughts on change

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

For some, change is hard

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.

Managing Complex Change

Vision Skills

Incentives ResourcesActionPlans

CONFUSION

+ +

++

Managing Complex Change

Vision Skills

Incentives ResourcesActionPlans

ANXIETY

+ +

++

Managing Complex Change

Vision Skills

Incentives ResourcesActionPlans

RESISTANCE

+ +

++

Managing Complex Change

Vision Skills

Incentives ResourcesActionPlans

FRUSTRATION

+ +

++

Managing Complex Change

Vision Skills

Incentives ResourcesActionPlans

FALSE STARTS

+ +

++

The Process is Ongoing and Long-Term

CONSENSUS

**Building your system**

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?