September 2012 A Principal’s Guide to Leading RtI Not THAT…. Do THIS…. Kim St. Martin, Ph.D....

September 2012

A Principal’s Guide to Leading RtI

Not THAT….

Do THIS….

Kim St. Martin, Ph.D.John Vail, Ed.S.

September 2012

Agenda

• Complexities of implementing RtI

• Considering the implementation research

• Introduction to the Building Administrator Practice Profile

• “Do This, Not That” suggestions (most of our day will be spent on these)

September 2012

Setting the Stage

September 2012

“Research and field implementation efforts tell us that RtI can work, but do not ensure that it will work in schools…RtI is vulnerable to the same misuse and subsequent abandonment that has plagued

generations of educational innovations”

(VanDerHeyden & Tilly, 2010)

September 2012

Effective RtI Implementation

• Five priorities necessary for effective RtI implementation (or implementation in general):– Leadership– Leadership– Leadership– Planning– Scheduling

Batsche, 2011

September 2012

Implementation: The Missing Link Between Research and Practice

“Once models and best practices are identified, practitioners are faced with the

challenge of implementing programs properly. A poorly implemented program can lead to failure as easily as a poorly

designed one.”

(Mihalic, Irwin, Fagan, Ballard, & Elliot, 2004)

September 2012

Guiding Principles of RtI

• Universal screening

• Data-based decision making and problem solving

• Continuous progress monitoring

• Focus on successful student outcomes

Sugai, 2008

September 2012

Guiding Principles of RtI (cont.)

• Continuum of evidence-based interventions– A core curriculum is provided for all students

– A modification of this core is arranged for students who are identified as nonresponsive

– A specialized and intensive curriculum for students with intensive needs

• Focus on fidelity of implementationSugai, 2008

September 2012

RtI Distinctions Elementary

• Focus on prevention• Data sources are different

(more CBM)• Small number of teachers

(1-2) who work with students

• Scheduling lends it self to increasing instructional time and interventions

Secondary• Emphasis is on

remediation / extension• Historical data and

existing data sources are used

• Many teachers working with students

• Scheduling• Course credit and

graduation requirements• Content area specificReed, Wexler, Vaughn (2012)

September 2012

RtI Framework

Evidence Based Instructional Practices

• Explicit vocabulary instruction

Research Based Core Program

•Prentice Hall

Evidence Based Interventions

• REWARDS• REWARDS Writing• Read 180• Read to Achieve

Behavioral Supports• Schoolwide & Classroom PBIS• Check-in Check-out

PLC’s, problem solving process

Assessments

PLCs

Student engagement strategies

September 2012

The NIRN

Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. & Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. Tampa, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, The National Implementation Research Network (FMHI Publication #231).

Implementation Research: A Synthesis of the Literature

© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008

September 2012

Key Elements of Implementation Science

• Implementation Stages• Implementation Drivers• Improvement Cycles

September 2012

Stages of ImplementationFocus Stage Description

Exploration/Adoption

Develop Commitment at ISD and LEA level

Installation Establish ISD leadership team, implementation team and MTSS Coordinator, set up data systems. Audit of current resources and capacity, plan and prepare for work

Implementation(Initial/Full)

Try out the practices, work out details, learn from and provide significant support to implementers

Elaboration Expand the program/practices to other locations, individuals, times- adjust from learning in initial implementation.

Continuous Improvement/Regeneration

Make it easier, more efficient. Embed within current practices.

Work to do it right!

Work to do it better!

Should we do it!

September 2012

These stages are recursiveSetbacks at one stage move us back to the previous stage

14Apply for

PBIS

New District Initiative

Today is a book study?

“We already do that.”

Violate Norms

Vote coach off

Be on time

Go to a PLC

Ignore e-mails

Go to Book Study

Dominate conversation

Snow Day!

Late for meeting

Attend District PD

Ignore

DataFile Grievance

Change Practice

Have a “AHA!”

Prep for Meeting

New State Initiative

September 2012

FALSE STARTS

September 2012

False StartFocus Stage Description


Decision regarding commitment to adopting the program/practices and supporting successful implementation.

Installation Set up infrastructure so that successful implementation can take place and be supported. Establish team and data systems, conduct audit, develop plan.

Implementation Try out the practices, work out details, learn and improve before expanding to other contexts.





Work to do it

better!

Should we do it!

16

September 2012



September 2012Adapted from Fixsen & Blase, 2008

Successful Student Outcomes

Program/Initiative (set of practices that are implemented with Fidelity)

Selection

Training

Coaching

Decision Support Data System

Incentives

Facilitative Administration

Vision

Resources

InformationIntegrated

and Compensatory

Management/Coordination

September 2012



September 2012

Challenges of the Principalship

So much to do…so little time!

September 2012

• Describe a “typical” day in your life as a principal.

• Create a list of things that occupy your time and attention on a daily basis.

• We will ask you to share your top three things!

Activity

September 2012

Our hope today is to share some critical features of the the

principalship that warrant principals devoting time and attention

September 2012

Practice Profiles

September 2012

Defining Practice Profiles

• Identifies critical components of a particular practice, program, role, team function, etc.

• Clearly articulates the role or practice(s):– Ideal implementation– Acceptable variation– Unacceptable variation– Harmful variation

September 2012

Defining Practice Profiles

Critical Component

Ideal “Gold Standard” of the

component

Emerging Practice

(Acceptable Variation)

Unacceptable Variation

Harmful Variation

Anything to the left of the line (emerging practice/acceptable variation or ideal) is okay!

September 2012

Benefits to Using Practice Profiles

Advantages• Provides a clearer picture of

what the practice, program, role, team function, etc. should look like along the implementation continuum

• Verbiage written within each category can serve as the basis for clear feedback to individuals to help further clarify roles, areas of strength and need

Cautionary Note• People are not used to

practice profiles - Initial feelings of being overwhelmed may occur

• “Harmful Variation” may be misunderstood. The term implies the behaviors/actions written in that column are harmful to implementation efforts

September 2012

Benefits to Using Practice Profiles (cont.)

Advantages• Supports for implementers

can be differentiated based on where their implementation falls along the continuum

• Specific needs related to developing competency can be easily identified based on the specificity of the critical components

Cautionary Note

• People may sometimes view a practice profile as evaluative and in some cases punitive.

• Implementers can overlook the utility of practice profiles being used to identify training and coaching supports

September 2012

Reading Practice Profile

At first, read the critical components in the columns all the way down BEFORE you begin reading across. There is not always another variation for some of the critical components listed in the “ideal” column.

September 2012

Why so much detail?

• Balance between clarity and trying to keep the document short

• Ambiguity around roles and expectations results in difficulty with implementation.

• Happy medium between enough detail to provide clarity and trying to keep the document to a reasonable length

September 2012

Building Principal Practice Profile

September 2012

Critical Components1. Deepening personal knowledge

2. Establishing a vision

3. Developing a cadre of teacher leaders

4. Deepening staff knowledge

5. Supporting stakeholders through the change process

6. Guiding the problem-solving process through data-based decision making

7. Participate in leadership team activities

8. Effective communication

9. Accountability mechanisms

September 2012

Selecting the Critical Components

• Reviewed research on principal effectiveness

• Common themes continued to emerge• The critical features identified emerged

from the literature review– The critical features integrate and support

the implementation of one another

September 2012

Leadership Research Resources

September 2012

Not THAT….

Do THIS…. Be knowledgeable about what you are leading

•Commit “assumicide”•Jump on Bandwagons•Wallow in the insignificant

September 2012

JOHN HATTIEVISIBLE LEARNING

September 2012

Using “Hattie’s Intervention List,” circle the items your school has spent time on in the past few years. Put an asterisk by those where significant training or implementation time was spent.

Activity

September 2012

Visible Learning Basics

• An effect size of 0.5 = one grade level gain on evaluation

• The average effect size for all interventions attempted in education = 0.4

September 2012

Draw a line just above the items that have an effect size of 0.40. Assess how much time, energy, and resources have been spent on things above the line versus those below the line. Share you findings with a neighbor.

Activity

September 2012

Knowing About versus

Really Knowing

September 2012

What are the problems with just “knowing about?”

• Won’t understand the issues around implementation

• Won’t recognize the difference between effective and ineffective implementation

• Will not be able to provide descriptive feedback

September 2012

How does one get to the level of “really knowing?”

• Read and identify critical features– NEVER LOSE SITE OF THE CRITICAL

FEATURES!!

• Watch and observe someone who does it well

• Pair up with a teacher and learn together• Be the first in the barrel and let teachers

critique

September 2012

My turn in the barrel

Video Clip

September 2012

• Read through the first critical feature of the Building Administrator Practice Profile, “Deepening Personal Knowledge of MTSS.”

• Begin with “ideal” and “Acceptable”

– What are the differences between the two categories?

• Read through “Unacceptable” and “Harmful”

– What are the differences between the two categories

• What is one thing you can do this year to improve?

Activity

September 2012

Not THAT….

Do THIS…. Lead people through the change process

Give into the resistance to change

September 2012

• Read through the critical feature “Support Key Stakeholders Through the Change Process” (p. 7)






Activity

September 2012

Why do people resist change?

• Human nature• Lacking the necessary skills to do what

is being asked • Lacking training in the materials to do

what is being asked• Not sure what will need to be given up to

implement the change• “I’m not sure how the change will impact

me.”

46

September 2012

Order of Change

• First order change are changes that are perceived to be a continuation and refinement of existing beliefs and practices. They can be implemented with current knowledge

• Second order change are changes that are perceived to be a significant break from current practices and will require new knowledge, beliefs, and/or resources

(McREL, 2006) 47

September 2012

Characteristics of First Order Change

• Extension of the past• Aligns with paradigms• Consistent with the values and norms of the

district/school• Implementation is possible with current

knowledge and skills• Resources that are currently available are used

to implement the change• Common agreement with the necessity of the

innovation48

September 2012

Characteristics of Second Order Change

• Departure from the normal way of doing business

• Challenges existing paradigms• Conflicts with prevailing values and norms• New knowledge and skills are needed• Resources that do not currently exist will be

necessary• Resistance by others who do not have a

broad perspective of the district/school

49

September 2012

Leading RtI Implementation

Continuum of Supports: Leadership Perspective

•Leadership practices that are applicable for all staff regardless of what is being implemented

•Targeted leadership practices for staff who are “on the fence” with the adoption of practices associated with MiBLSi/RtI.•Principal practices necessary for leading second order change are utilized with groups of staff members who are cautious or unclear about the implementation of RtI practices/programs

•Intensive support with individual staff who are resistant to what you are trying to lead. More of your time, energy, and resources will be used specific to the reasons why they are resistant and/or sabotaging the practice

50

September 2012

Tiered Leadership Intervention

51

The key is to anticipate how staff will perceive what you are trying to lead the implementation of…plan for the worst and expect the best!

September 2012

• Discuss the frequency to which you systematically anticipate the level of intensity of leadership supports for staff?

Activity

September 2012

Concerns Based Adoption Model (CBAM)

53

September 2012

People and the Change Process

• Concerns Based Adoption Model (CBAM) evolved in the 60’s and 70’s when best practices in education were often presented with discrete practices or programs

• CBAM research team believed that change first involved the individual

54

September 2012

People and the Change Process

• They wanted to find out what happens when individuals are asked to change their practices

• The CBAM model is intended to to help leaders, coaches, and facilitators identify the special needs of individuals involved in the change process and address those needs appropriately

55

September 2012

CBAM Series

• Stages of Concerns• Level of Use• Innovation Configuration

Perfect marriage with the Implementation Science!

56

September 2012

Concerns Based Adoption Model

• Stages of Concern (SoC): people have personal concerns about implementing an innovation (program, practice, strategy)

• Stages are developmental– Concerns are about how the change will

personally impact them– Concerns about the tasks associated with

implementing the program– Concerns about the impact of the program

57

September 2012

Stages of Concern

0 631 2 4 5Awareness

Informational

Personal

Management

Consequence

Collaboration

Refocusing

58

September 2012

Stages of Concern

0 = Awareness: I am not concerned.

1 = Informational: I would like to know more about it.

2 = Personal: How will using it affect me?

3 = Management: I seem to be spending all my time getting

materials ready.

4 = Consequence: How is my use affecting learners? Can I

refine it to have more impact?

5 = Collaboration: How can I relate what I am doing to what

others are doing?

6 = Refocusing: I have some ideas about something that

would work even better.

59

September 2012

Leading Change

• RtI Implementation requires systems change. Leaders need to focus on seven essential areas that will help move staff through the change process.

• Focus on these seven areas will particularly help leaders deal with staff members who view the change as second order change.

Based on the work of Marzano, Waters, McNulty (2005)

60

September 2012

Seven Essential Areas

1. Knowledge of the practices associated with RtI/MTSS

2. Positive support for staff who engage in the practices they are expected to implement

3. Deepening the knowledge of staff in RtI/MTSS

4. Willingness to disrupt the status quo in the face of uncertain outcomes


61

September 2012

Seven Essential Areas

5. Monitoring and evaluating the implementation efforts and the impact it is having on student outcomes

6. Directive and non-directive leadership as the situation warrants

7. Absolute belief in what staff are being asked to implement will positively impact the students

Based on the work of Marzano, Waters, McNulty (2005)62

September 2012

Areas Negatively Impacted by Second Order Change

1. Culture

2. Communication

3. Policies & Procedures (order)

4. Stakeholder Input

63

September 2012

Pitfalls of Second Order Change

• Culture: strongest negative relationship to second order change because common language, understanding, and team spirit have all been impacted by the innovation

• Communication: people resisting the change do not have the ears to hear


September 2012

Pitfalls of Second Order Change

• Policies and Procedures: implementation caused changes in some of the policies and procedures staff have come to love

• Stakeholder Input: people resisting the change do not have the ears to hear. Often times when you ask for input, their suggestion is to revert to former practice


September 2012

This does not mean the leader intentionally tries to undermine the

four areas. It means the leader might pay a price in relationship to the four

leadership areas when leading a second order change initiative


66

September 2012

What you hear… what needs to be heard.

67

September 2012

What You Hear…. What Needs to be Heard….

“this too shall pass” • RtI/MTSS is aligned with our school mission and improvement plan• Measurable goals are tied to school improvement and teacher evaluation• District and School Leadership Teams are leading RtI/MTSS efforts• RtI/MTSS is a collective responsibility and builds off collaboration

RtI/MTSS won’t work here because _______ • RtI/MTSS has shown positive results across a wide variety of schools, it does require changes in how schools work• RtI/MTSS is about good instruction, collaboration, and student improvement• RtI/MTSS is a process and “way of doing business” unique to each building but common in principles• This is not a new initiative, but implementing what is known to work

Superintendent (or other) saying, “you will do RtI/MTSS”.

• Successful implementation of RtI/MTSS requires a culture of support from all involved• Structuring and implementation take time and need to meet the needs of each building

68

September 2012


So, my experience doesn’t matter when it comes to the decisions now because it is all about hard data…..

• Your experience does matter.• The data we collect does matter.• It is our responsibility to create a solid understanding of both in order to know how to proceed.

Our curriculum doesn’t teach _________, but that is what seems to matter – does that mean I change what I teach?

• With our screening and progress monitoring tools, the alignment is by the big idea, not individual questions or the format of the test.

When do I have time to teach? • The data we are collecting help us with our teaching.• Revisit required assessments versus those we choose to do.

69

September 2012


Those (DIBELS/AIMSweb…) scores just aren’t right – we haven’t even taught all those sounds yet…..

• Our screening measures aren’t mastery assessments.• Our screening measures should help us identify who needs additional assistance – are the students who you are concerned about identified as needing help?

So… if our oral reading fluency scores are low, we should all talk about how to improve student’s rate of reading – yes?

• With our screening and progress monitoring tools, the alignment is by the big idea, ORF is a tricky measure.• Yes, we should be instructing on all components of fluency in our core – along with phonics, vocabulary, comprehension, and phonemic awareness.• Don’t confuse how we assess with what it represents.

What happened to just trusting our professional judgment?

• Our professional judgments vary. “Trusting one means not trusting another.• We are positioned to make stronger decisions when we seek to understand our judgments and our data.

70

September 2012

Not THAT….

Do THIS…. Use data to drive decisions

•Allow teachers to use their “gut” rather than their data•Spend too much time on bad data

September 2012

• Read through the critical feature “Guide Problem Solving Through Data Based Decision Making” (p. 9)






Activity

September 2012

What Data?

• Not all data is good data• Trusting the data can be hard for some

Remember that you tend to treasure what you measure. Make sure your data is worthy of this!

September 2012

Table Talk• Are you using any questionable data?• Do you have people who don’t believe the data?

Activity

September 2012

Not THAT….

Do THIS…. Use data to support the implementation process

•Use data to punish staff for not implementing well•Lose the urgency that the data provides

September 2012

People can be fearful of data

• Trusting people in the process of reviewing data takes time.

September 2012

• In groups review the data provided. – How successful is this person in reaching

their goals?– Determine what is working and what needs to

be improved.

Activity

September 2012

Once your data is set, stay focused

• Maintain sense of urgency• Establish a set of indicators matched with

actions to be taken.

September 2012

Not THAT….

Do THIS…. Stay focused on implementing evidence based practices and strategies well

Allow shiny objects to change your implementation plan

September 2012

September 2012

Stages of ImplementationFocus Stage Description


Develop Commitment at ISD and LEA level

Installation Establish ISD leadership team, implementation team and MTSS Coordinator, set up data systems. Audit of current resources and capacity, plan and prepare for work

Implementation(Initial/Full)

Try out the practices, work out details, learn from and provide significant support to implementers





Work to do it better!

Should we do it!

September 2012

Exploration of a Program or Practice

• Key areas for consideration:– Need– Fit– Resource Availability– Evidence– Intervention Readiness for Replication– Capacity to Implement

September 2012

Each category will be assessed for need: high, medium, or low

Record the evidence based practice “EBP.” Record the score for each category

September 2012

September 2012

Examples and Non-Examples

Fit • K data for phonemic

awareness (PA) is low – K-PALS is is designed to

address PA and alphabetic principle (AP) (next step in the continuum of learning to read)

– PA and AP are two of the five big ideas of reading

– District goal is to have all students reading proficiently by third grade

– Teachers can implement the program within the core reading block

Not a Fit• K data for letter

identification is low– Letter ID intervention groups

are suggested to teach students their letter names and sounds

– Letter naming is not one of the five big ideas of reading

– Emphasizing letter naming is not including in the district RtI implementation plan

– The district & building SI objectives do not include letter ID

September 2012

September 2012

Resource Availability

• Financial resources exist to purchase enough copies/materials

• If the program is technology based, sufficient I.T. support exists

• Full staffing necessary for implementation• Training and re-training as necessary on

all aspects of the program

September 2012


• Data system to monitor the effectiveness of the program on student outcomes is fully functioning

• Coaching support is available to all implementers as needed

• Accountability mechanisms are determined

September 2012


• Administrative support • Systems necessary for implementation are

in place or can easily put in place upon selection

September 2012


Examples• All teachers have the

necessary materials to implement the program

• Training from a person who has implemented the program for some time

• PD includes: theory, discussion, practice, modeling and re-training will occur after coaching and feedback are provided

Non-Examples

• One copy per grade level can be purchased. Teachers can share

• Training is condensed to a two hour training to fit into an after school meeting

• The trainer is new to implementing the program

• There is nobody available to provide coaching

• No expectation to implement

September 2012

September 2012

“K-12 education contains a vast array of educational interventions…that claim to be able to improve educational outcomes and, in many cases, to be supported by evidence…This evidence often consists of poorly-designed and/or advocacy-driven studies.”

U.S. Department of Education IES National Center for Educational Evaluation and Regional Assistance (2003)

September 2012

Three Steps

1. Is the intervention backed by “strong” evidence of effectiveness?

2. If not, is the intervention backed by “possible” evidence of effectiveness?

3. If the answers to both questions are “no” then conclude the intervention is not supported by meaningful evidence.

September 2012

Cautionary Note about “Evidence”

• Be cautious about the following:– Studies that were conducted by the publisher

of a program– Case studies– Pre/post studies– Studies where the the comparison group is

not well matched to the group receiving the treatment (intervention program/practice)

September 2012

September 2012

Intervention Readiness for Replication

• Qualified purveyor – Purveyor: “group of individuals representing a

program or practice who actively work to implement that practice or program with fidelity and good effect”

• Expert technical assistance is available to support implementation efforts

Fixsen, Blasé et. al., 2006

September 2012

Intervention Readiness for Replication

• Mature sites exist to observe the number of replications– Mature sites: schools, classrooms who have

implemented the program for some time and have replicated implementation with success

• The program is fully operationalized so Practice Profiles can be developed

• Implementation Drivers are operationalized Fixsen, Blasé et. al., 2006

September 2012

September 2012Adapted from Fixsen & Blase, 2008

Successful Student Outcomes

Program/Initiative (set of practices that are implemented with Fidelity)

Selection

Training

Coaching

Decision Support Data System

Incentives

Facilitative Administration

Vision

Resources

InformationIntegrated

and Compensatory

Management/Coordination

September 2012

• Review the completed example provided. – Discuss the benefits and risks to using this

tool (or more importantly, the critical areas that make up the tool) in your building/district.

Benefits Risks

Activity

September 2012

Not THAT….

Do THIS….Be an “instructional leader”

Function primarily like a manager

September 2012

Principal’s∧ Job Description?

• Many principals report, much of the administrator’s job is spent engaged in important but fundamentally non-instructional activities

Real

September 2012

Allocation of Time and AttentionResearch Findings:

• 17%- managing by walking about the school• 14%- human resource related activities (i.e.

teacher evaluation)• 13%- discipline• 20%- office related tasks• 25%- meetings or schedule conferences with

parents and/or students• 11% for interruptions and working on the culture

of the building

Bledinger, Arirata, Jones (2000)

September 2012

The Principalship: A Historical Perspective

September 2012

Changing Role of the Principal:Historical Perspective

Then….

• Principals were primarily expected to be managers

• Maintain the status-quo by “keeping a lid on things”

• Buffer teachers from outside distractions (competing district priorities, behavior problems, angry parents)

Now…• Instructional leaders• Create a culture of high

expectations• Establish clearly defined

goals• Create a safe and orderly

environment• Engage with staff in

frequent professional development

• Increase parental involvement

September 2012

Leader or Manager…or Both?

• Principals experience a constant pull between wanting to be an instructional leader (to do what they thought they were hired to do) and finding the time to complete the necessary managerial tasks so the school can function smoothly

September 2012

So, what do we do?

September 2012

Possible Solutions• Develop a cadre of teacher leaders to off-

set some of the RtI activities you need to accomplish

• Prioritize efforts• Speak to your supervisor (Assistant Supt or

Supt) about identifying the priorities for focusing your time and attention

• Advocate for district level infrastructures to support your building implementation efforts

September 2012

District Infrastructures to Support Building-Level Implementation Efforts

September 2012

ISD/RESA Cabinet ISD/RESA Implementation Team• Vision• Priority• Policy• Providing for implementation

supports (coaching, training, evaluation)

• Barrier busting

• Create materials• Collect and summarize data• Identify barriers to

implementationCoordination

Liaison

MTSS Coordinator

Implementation SupportsDirectionTrainingCoachingContent ExpertiseMaterialsEvaluation

Districts

110

September 2012

Thank You!

Kim St. Martin, Assistant Director, MiBLSi

[email protected]

John Vail, Academic Administrator 3-8 & Principal Schoolcraft Middle School

[email protected]

mailto:[email protected]

mailto:[email protected]

Date post:	11-Jan-2016
Category:	Documents
Upload:	felicity-quinn
View:	214 times
Download:	2 times

September 2012 A Principal’s Guide to Leading RtI Not THAT…. Do THIS…. Kim St. Martin, Ph.D....

Documents