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OrRTI Project 2009-2010
Cadre 5 Training
TargetsFormula for Success ActivityManaging Complex Change in your DistrictAddressing Resistance in your DistrictGroup Discussion/Planning Time
School SchedulesAgendasReading ProtocolAdditional Questions/Concerns
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.
Adapted from
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
Vision Skills
Incentives ResourcesActionPlans
CHANGE
+ +
++
Consensus-Building Tool #3
Adapted from
Managing Complex Change= Change
Confusion=
=
=
=
=
+ + + +Vision Skills Incentives ResourcesAction Plan
+ + + +Skills Incentives ResourcesAction 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.
Vision Skills
Incentives ResourcesActionPlans
CONFUSION
+ +
++
Vision Skills
Incentives ResourcesActionPlans
ANXIETY
+ +
++
Vision Skills
Incentives ResourcesActionPlans
RESISTANCE
+ +
++
Vision Skills
Incentives ResourcesActionPlans
FRUSTRATION
+ +
++
Vision Skills
Incentives ResourcesActionPlans
FALSE STARTS
+ +
++
The Process is Ongoing and Long-Term
CONSENSUS
*Building your system**
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?
Planning TimeSchool SchedulesAgendasWork on Reading ProtocolWe will be available to address
questions/concerns for the remainder of the day. This is a good opportunity to receive feedback.