creating consensus for a culture of collective responsibility · 2013-12-20 · games and set...

R E P R O D U C I B L E | 27

Simplifying Response to Intervention © 2012 Solution Tree Press • solution-tree.com Visit go.solution-tree.com/rti to download this page.

Creating Consensus for a Culture of Collective Responsibility

A culture of collective responsibility is based on two fundamental beliefs:

1. The first assumption is that we, as educators, must accept respon-sibility to ensure high levels of learning for every child. While parental, societal, and economic forces impact student learning, the actions of the educators will ultimately determine each child’s success in school.

2. The second assumption is that all students can learn at high levels. We define “high” levels of learning as “high school plus,” mean-ing every child will graduate from high school with the skills and knowledge required to continue to learn. To compete in the global marketplace of the 21st century, students must continue to learn beyond high school, and there are many paths for that learning, including trade schools, internships, community colleges, and universities.

Discussing the following critical questions will assist a school leadership team in creating consensus for a culture of collective responsibility aligned with these beliefs.

1. How will we provide a compelling case for change? For someone to change, they first must see a compelling reason to change. In other words, one must show why there is a need to change. Rais-ing test scores and/or meeting district/state/federal mandates hardly meets this goal. Instead, look to paint a picture of what adulthood will likely look like for students who don’t succeed in school.

2. What must we do differently? Besides a compelling reason to change, one must also provide a “doable” plan. The noblest cause is useless if the changes required are seen as unrealistic. Staff members want a clear picture of exactly what changes are neces-sary to achieve learning for all students.

3. How do we know these changes will work? Having experienced the pendulum of school change for the past decades, many edu-cators are skeptical of change processes. What evidence is avail-able to demonstrate the validity of the recommended changes? (Besides the research quoted in Simplifying Response to Interven-tion, the website allthingsplc.info has dozens of schools and hun-dreds of pages of research validating the elements of professional learning communities [PLCs] and RTI.)

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4. What concerns do we expect, especially from staff members traditionally against change? The leadership team should brain-storm the concerns staff members will have regarding the recom-mended changes. What will be the leadership’s response to these concerns?

5. What is the best setting and/or structure for the conversation(s) needed to create consensus? One of the leadership team’s great-est leverage points is its ability to determine the location, struc-ture, and timing of the conversation(s) to create staff consensus. All stakeholders must have a voice in the process, but not neces-sarily in the same meeting. Sometimes the feelings of the silent majority can be drowned out by the aggressive opinions of a loud minority resistant to change. Consider a series of meetings with teams, grade levels, or departments. Also, set clear norms for the meeting, as professional, respectful dialogue is essential.

6. How will we know if we have reached consensus? Remember, it does not take 100 percent approval to get started; it takes con-sensus. Consensus is reached when all stakeholders have had a say and the will of the group has emerged and is evident, even to those who disagree (DuFour, DuFour, Eaker, & Many, Learning by Doing, 2010). Consider how many key people will be needed to create the tipping point necessary for consensus.

In the end, true commitment comes when people see that the changes work. So the key is to build consensus, then get started doing the work. You will never get commitment until you start doing the work, but you cannot start until you get consensus.

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2


Defining Group vs. Team Characteristics

Source: This material is excerpted from Maddux and Wingfield’s 2003 work, Team Building: An Exercise in Leadership, pp. 5–6. The authors’ table provides input on defining teams.

Groups Teams

Members think they are grouped together for administrative reasons only.

Members recognize their interdependence and understand both personal and team goals are best accomplished with mutual support. Time is not wasted struggling over turf or seeking personal gain at the expense of others.

Members tend to focus on themselves because they are not sufficiently involved in planning the team’s objectives and work. They approach their job simply as hired hands.

Members feel a sense of ownership for their jobs and units because they are committed to goals they helped establish.

Members are told what to do rather than asked what the best approach would be. Suggestions are not encouraged.

Members contribute to the organization’s success by applying unique talents and knowledge to team objectives.

Members distrust the motives of colleagues because they do not understand the role of other members. Expressions of opinion or disagreement are considered divisive and non-supportive.

Members work in climate of trust and are encouraged to express ideas, opinions, disagreements, and feelings. Questions are welcomed.

Members are cautious about what they say so real understanding is not possible. Members may play games and set communication traps.

Members practice open and honest communication. They make an effort to understand each other’s point of view.

Members may receive good training but are limited in applying it to their jobs by their supervisor, other group members, or conditions at the workplace.

Members are encouraged to develop skills and apply what they learn for the benefit of the team. They receive support from their team as they are learning.

Members find themselves in conflict situations that they do not know how to resolve. Their supervisors may put off or other members may resist intervention until severe damage is done.

Members recognize that conflict is a normal aspect of human interaction and view such situations as opportunities for new ideas and creativity. They work to resolve conflict quickly and constructively.

Members may or may not participate in decisions affecting the team. Conformity often appears more important than positive results.

Members participate in decisions affecting the team, but understand that their leader must make the final ruling in emergency situations and when the team cannot decide.

Team Development Wheel

STAGE FOUR STAGE ONE

STAGE THREE STAGE TWO

PERFORMING Mature Closeness Resourceful Open Effective Close and supportive

FORMING Testing Polite Impersonal Watchful Guarded

NORMING Getting organized Developing skills Establishing procedures Giving feedback Confronting issues

STORMING Infighting Controlling conflicts Confronting people Opting out Difficulties Feeling stuck

Sources: Tuckman, 1965; Cooper & Boyd, 1996

PERFORMING Mature Closeness Resourceful Open Effective Close and supportive

FORMING Testing Polite Impersonal Watchful Guarded

NORMING Getting organized Developing skills Establishing procedures Giving feedback Confronting issues � �

STORMING Infighting Controlling conflicts Confronting people Opting out Difficulties Feeling stuck

© Crisp 2003. Team Building: An Exercise in Leadership by Robert B. Maddux and Barb WingfieldDo not duplicate.3

Criteria for Selecting Essential Standards �In The Leader’s Guide to Standards (2002), Douglas B. Reeves outlines three criteria for selecting essential standards:��

1. Endurance: Will this standard provide students with knowledge and skills that are valuable beyond a single test date?

2. Leverage: Will it provide knowledge and skills that are valuable in multiple disciplines?

3. Prepare for the next level: Will it provide students with essential knowledge and skills essential for success in the next grade or level of instruction?

Simplifying Response to Intervention Workshop by Austin G. Bu!um, Mike Mattos, and Chris Weber© Solution Tree 2013 • solution-tree.com • Reproducible.

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R E P R O D U C I B L E72 |


Essential Standards ChartW

hat

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We

Exp

ect

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ents

to

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rn?

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de:

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:S

emes

ter:

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Des

crip

tio

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and

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E

xam

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of

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or

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req

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te

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hen

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mm

on

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mat

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ent

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dar

ds

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the

es

sent

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lear

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escr

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in

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frie

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loo

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vid

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ex

amp

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his

stan

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?

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m

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mas

tery

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ill w

e d

o

whe

n st

uden

ts

have

alr

ead

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arne

d t

his

stan

dar

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page 1 of 2

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R E P R O D U C I B L E | 73


page 2 of 2

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co

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and

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6


Ma

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de

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se

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fam

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ple

s:

a)

638

+ 73

4 =

b)

Jose

gat

here

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c)

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38

7 - 1

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and

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d su

btra

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cts.

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xam

ple

s:

8 +

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8

+ w

hat n

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r = 1

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Sam

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abo

ve

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Nov

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an s

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ills

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g m

ultip

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oper

atio

ns.

REPRODUCIBLE

© Bu!um, Mattos, & Weber 2012. solution-tree.com.Reproducible.


REPRODUCIBLE

7

2007

–200

8 Se

cond

Sem

este

r Ess

entia

l Sta

ndar

ds

C

ours

e Ti

tle: A

lgeb

ra 1

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Mem

bers

: Jac

kie

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re W

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ndar

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igor

P

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10.0

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ders

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and

use

the

rule

s of

ex

pone

nts.

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tude

nts

mul

tiply

and

div

ide

mon

omia

ls.

Sim

plify

:

3

7 9

5 10xy xy

M

ultip

lyin

g m

onom

ials

and

po

lyno

mia

ls (C

hapt

er 4

) C

hapt

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CA

Fe

b.

11.0

Stu

dent

s ap

ply

basi

c fa

ctor

ing

tech

niqu

es to

se

cond

- and

sim

ple

third

-deg

ree

poly

nom

ials

. Th

ese

tech

niqu

es in

clud

e fin

ding

a c

omm

on

fact

or fo

r all

term

s in

a p

olyn

omia

l, re

cogn

izin

g th

e di

ffere

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of tw

o sq

uare

s, a

nd

reco

gniz

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perfe

ct s

quar

es o

f bin

omia

ls.

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or c

ompl

etel

y:

1.

3a2 –

24ab

+ 4

8b2

2.

x2 –

121

3.

9

x2 + 1

2x +

4

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tiply

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and

divi

ding

m

onom

ials

and

po

lyno

mia

ls (C

hapt

er 4

and

C

hapt

er 5

: Sec

. 1–3

)

Cha

pter

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A

Feb.

12.0

Stu

dent

s si

mpl

ify fr

actio

ns w

ith p

olyn

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ls in

th

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mer

ator

and

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omin

ator

by

fact

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g bo

th a

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duci

ng th

em to

the

low

est t

erm

s.

Sim

plify

:

3

168

+2

2

2

44

36

xxy

yxy

y�

+

�

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orin

g by

find

ing

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squa

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an

d tri

nom

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(Cha

pter

5)

Cha

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A

Mar

ch

2.0

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dent

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ders

tand

and

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the

oper

atio

n of

ta

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a ro

ot a

nd ra

isin

g to

a fr

actio

nal p

ower

.

Sim

plify

:

3

168

+

Und

erst

andi

ng ra

tiona

l and

irr

atio

nal n

umbe

rs a

nd

prim

e fa

ctor

ing

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pter

11:

S

ec. 3

, 4, 5

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A

Mar

ch

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olve

a q

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atio

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fact

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olve

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plet

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squa

re:

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impl

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hapt

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1)

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S

ec. 1

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nd

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Sec

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CA

Late

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arch

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aph

quad

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w

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ph:

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4 an

d st

ate

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Cha

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Sec

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nd

p. 3

89 C

A

Apr

il

REPRODUCIBLE

© Bu!um, Mattos, & Weber 201 . solution-tree.comReproducible.

REPRODUCIBLE


REPRODUCIBLE

8

The

Pyra

mid

Res

pons

e to

Inte

rven

tion

(PR

TI) P

yram

id

Inte

rmed

iate

Act

ion

Step

s Le

ader

ship

Te

am

Teac

her

Team

s In

terv

entio

n Te

am

Tier

2: C

erta

in A

cces

s

Tier

2: S

uppl

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tal P

rogr

am

Tier

3: C

erta

in A

cces

s

T

ier 3

: Int

ensi

ve P

rogr

am

R

ea

din

g

Wri

ting

Nu

mb

er

sen

se

En

glis

h la

ngu

ag

e

Att

en

da

nce

Be

ha

vio

r

Uni

vers

al S

cree

ning

and

Dia

gnos

tic A

sses

smen

ts

Cer

tain

Acc

ess:

Ti

er 1

to T

ier 2

Led b

y Leaders

hip

Team

Cer

tain

Acc

ess:

Ti

er 2

to T

ier 3

Led b

y In

terv

entio

n T

eam

Tier

1: C

ore

Prog

ram

(A

ll st

uden

ts h

ave

acce

ss.)

Uni

vers

al S

cree

ning

Led b

y

Leaders

hip

Team

Scho

olw

ide

Supp

orts

Te

ache

r Tea

m L

ead

Supp

orts

Simplifying Response to Intervention Workshop by Austin G. Bu!um, Mike Mattos, and Chris Weber© Solution Tree 2013 • solution-tree.com • Reproducible. 133

REPRODUCIBLE

West Belden Elementary (K-8) School’s Pyramid of Interventions

Certain Access—Tier 2

Tier 2 Supplemental Support


Tier 3 Intensive Support

Universal Screening & Diagnostic Assessments

Certain Access: Tier 1 to Tier 2 Led by Leadership Team

Teachers enter notes on students at-risk into electronic tracking program (Mileposts) Intervention coordinators review notes weekly. Parents mailed Data Form.

Certain Access: Tier 2 to Tier 3 Led by Intervention Team

Intervention coordinators review students at-risk weekly. Twice Monthly meeting “problem solves,” diagnosing student needs and prescribing supports, for students who are not yet RTI’ing with Intervention Team. Parents mailed Data Form.

Tier 1: All Students Have Access

Do we univers

Universal Screening Led by Leadership Team

Returning Students: NWEA (K-8), DIBELS mClass (K-2), and Behavior Screeners 3 times a year. New Students (Out of District): NWEA (K-8) and DIBELS mClass (K-2) during registration.

Core Instruction • All core classes meet/exceed grade-level standards • Identified essential CCSS for every course • Teacher-created, flexible CCSS maps for every course • CFAs given to assess mastery of every essential standard • Students identified for supplemental support by the standard • Specialists (EL and SPED) push-in to core classes

School-Wide Supports Teacher Team Lead Supports

School Structures • Weekly collaboration time • Univeral access to grade level essentials • Universal access to core AND interventions • Exploration opportunites • School-wide Recogntion Program

Supports for All Students • Character Counts • PBIS schoolwide instruction • Schoolwide Tiger Tickets

• Reading and/or math support provided during schoolwide 30-minute flex period

• Support focused on differentiated approaches to mastering essential standards

• Grade-level teachers share students – CFA data guides decisions

• Simplified FBA completed by social worker, psychologist, and dean

• Targeted Behavior Contract with Check-In/Check-Out (CICO)

• Reteaching for student • Strategy recommendations to teacher(s)

Reading: Targeted support in PA, phonics, fluency, and/or comprehension in place of specials, social studies, or science on rotating basis. • ERI, Fast ForWord, Read Well, REWARDS, Making

Connections Math: Support in Early Numeracy, Math Facts, Fractional Awareness (Proportional Reasoning),

and/or Word Problems in place of specials, social studies, or science on rotating basis.

• IXL, Rocket Math

Five ways to make interventions more intensive:

• More targeted • More highly trained person • More frequent • Longer duration • Smaller ratio

Behavior: Simple diagnostics inform small

group and individual supports in:

• Anger Coping, • CBITS

11

West Belden Elementary (K-8) School’s Pyramid of Interventions


Tier 2 Supplemental Support


Tier 3 Intensive Support

Universal Screening & Diagnostic Assessments

Certain Access: Tier 1 to Tier 2 Led by Leadership Team

Teachers enter notes on students at-risk into electronic tracking program (Mileposts) Intervention coordinators review notes weekly. Parents mailed Data Form.

Certain Access: Tier 2 to Tier 3 Led by Intervention Team

Intervention coordinators review students at-risk weekly. Twice Monthly meeting “problem solves,” diagnosing student needs and prescribing supports, for students who are not yet RTI’ing with Intervention Team. Parents mailed Data Form.

Tier 1: All Students Have Access

Do we univers

Universal Screening Led by Leadership Team

Returning Students: NWEA (K-8), DIBELS mClass (K-2), and Behavior Screeners 3 times a year. New Students (Out of District): NWEA (K-8) and DIBELS mClass (K-2) during registration.

Core Instruction • All core classes meet/exceed grade-level standards • Identified essential CCSS for every course • Teacher-created, flexible CCSS maps for every course • CFAs given to assess mastery of every essential standard • Students identified for supplemental support by the standard • Specialists (EL and SPED) push-in to core classes

School-Wide Supports Teacher Team Lead Supports

School Structures • Weekly collaboration time • Univeral access to grade level essentials • Universal access to core AND interventions • Exploration opportunites • School-wide Recogntion Program

Supports for All Students • Character Counts • PBIS schoolwide instruction • Schoolwide Tiger Tickets

• Reading and/or math support provided during schoolwide 30-minute flex period

• Support focused on differentiated approaches to mastering essential standards

• Grade-level teachers share students – CFA data guides decisions

• Simplified FBA completed by social worker, psychologist, and dean

• Targeted Behavior Contract with Check-In/Check-Out (CICO)

• Reteaching for student • Strategy recommendations to teacher(s)

Reading: Targeted support in PA, phonics, fluency, and/or comprehension in place of specials, social studies, or science on rotating basis. • ERI, Fast ForWord, Read Well, REWARDS, Making

Connections Math: Support in Early Numeracy, Math Facts, Fractional Awareness (Proportional Reasoning),

and/or Word Problems in place of specials, social studies, or science on rotating basis.

• IXL, Rocket Math

Five ways to make interventions more intensive:

• More targeted • More highly trained person • More frequent • Longer duration • Smaller ratio

Behavior: Simple diagnostics inform small

group and individual supports in:

• Anger Coping, • CBITS

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creating consensus for a culture of collective responsibility · 2013-12-20 · games and set...

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