reflecting on the change process eip subgroup research

Reflecting on the Change Process

EIP Subgroup Research

The Framework for Change

Designing Professional Development: Using a Backwards

Model from GuskeyFive Levels of Designing Professional Development

Student Learning Outcomes

Instructional Practices and Policies to Achieve Student Outcomes

Organizational Supports for Practices and Policies

Skills and Knowledge to Implement Practices and Policies

Professional Development Delivery of Skills and Knowledge

(Guskey, 2002)

(Salisbury, C., Strieker, T., Roach, V., & McGregor, G., 2001)

Need to reflect on the core values of EIP:

What are the student outcomes EIP needs to address?

What is the vision of EIP?


Need to identify on the research-based strategies that achieve the student

outcomes:

What are the research-based instructional practices that address closing gaps?


Need to identify the structures that support these practices:

What is the process for early intervention?

What resources are needed for the process?


Need to define the policies that support EIP:

What are the guidelines needed to implement EIP with integrity?

And this creates the whole school culture

that will sustain EIP

Phase I- Initiation

1. High Profile Need: Does EIP meet its original goals?

2. Clear Model: The Subgroup Research Format

3. Strong Advocate: EIP Project Coordinators

4. Active Initiation: EIP Retreats in June & September

(Fullan & Champlin 1993)

Phase II- Implementation1. Orchestration:

Establish structures for EIP Subgroup research

2. Shared Control: Establish the subgroups & subcommittees

3. Pressure & Support: Using time frames & reporting out; Providing time and resources, such as national presenters

4. Technical Assistance: Providing buddy systems, mixed groupings, & professional development

5. Rewards: Did we provide this?


Phase III- InstitutionalizationPlanning Ahead for Sustainability

1. Embedding: Using expertise of consultants beyond EIP; incorporate in other initiatives

2. Links to Instruction: Focusing on defining instructional practices & student outcomes

3. Widespread Use: Dedicated time from SERC’s consultants to provide technical assistance

4. Removal of Competing Priorities: Clearly connecting to priorities of CSDE & SERC

5. Continuing Assistance: Dedicated meeting time for full consulting staff


One Driving Principle for the Process Developed

Knowledge, Creation, and Sharing

• Information develops into knowledge through a

social process

• Need to create learning communities

– i.e. Subgroups

(Fullan, 2001)

How did we do?

The Benefits of Complex Change

(Lippitt, 2003)

VISION INCENTIVES RESOURCESACTION

PLANSUCCESSCAPABILITIES

Confidence

UNDERSTANDING Engagement

Commitment

Advocacy

Looking at All the Pieces

Leading Complex Change

(Lippitt, 2003)

VISION CAPABILITIES RESOURCESACTION

PLANRESTRANT;

RESISTANCE


PLANANXIETY

VISION INCENTIVES RESOURCES

FALSE

STARTSCAPABILITIES

VISION INCENTIVES ACTION

PLANFRUSTRATIONCAPABILITIES

INCENTIVES RESOURCESACTION

PLANCONFUSIONCAPABILITIES



Providing Vision

The Examination of EIP-Research Subgroups

Purpose: SERC EIP’s staff will examine CT and SERC data to measure the impact EIP has in areas, such as prevalence rates. Issues such as integrity, sustainability, disproportionality, research-based strategies, and the promotion of inclusive practice will be examined by research subgroups of SERC’s consultants. The analysis will be used to refine and enhance the professional development EIP offers in 2004-2005.

Questions That Have Been Raised to the Project

• Does EIP meet its original goals?1. Reduce inappropriate referrals to special education

2. Reduce the number of inappropriate referrals for formal testing and evaluation

3. Reduce the inappropriate special education classification of students, especially those from minority groups

• Does EIP influence inclusive practice for students with disabilities?


• In the beginning there was evidence of confusion– Would have been helpful to have better grounding before the

day. There was somewhat of a disconnect for me. Much of the day related to those who have been doing EIP

• By January consultants were on the same page– Kudos to all. The depth of theses presentations reflects the

seriousness with which people viewed their tasks and the intensity of literature review. It was also apparent to me that the group, as a whole, has a much stronger understanding of EIP

(Lippitt, 2003)

INCENTIVES RESOURCESACTION

PLANCONFUSIONCAPABILITIES



Building Capabilities

Component Novice Proficient Expert

Goal To learn the basics of EIP and enrich EIP with their unique expertise and objective perceptive

To reflect on the current practices of training and technical assistance

To analyze the impact of training and technical assistance and critically evaluate current research

Teaching Background on history of the project

Review of literature

Review of training and technical assistance


Evaluation of the impact of EIP


Learning Small mixed group investigation

Small mixed group investigation

Small mixed group investigation

Product Revision of the EIP components

Revision of the EIP components

Revision of the EIP components

Resources EIP training material

Literature

EIP training material

Literature

EIP training material

Literature

Designing Alternatives (Purcell, 2003)

A Rationale for Small Mixed Groups

Consultation Collaboration Coaching

Expert EIP consultants provide history, support for understanding the current EIP components, and share the vision and expectations of EIP to others

The various levels of experience blend their personal expertise and perspectives to critically analyze the components of EIP

A mutual exchange of facilitating reflection on effective early intervention strategies and process

(Lipton, Wellman, & Humbard 2002)

Initial Phase Final PhaseResearch Timeframe

An Alternative Group for the Novice

• We created multiple opportunity forums for consultants to receive EIP 101– Actually attending the core skills training– Cracker Barrel Meetings– Shadowing TAs on-site


(Lippitt, 2003)


PLANANXIETY



• In the beginning there was evidence of anxiety– Was this the best way for all of us to spend the day…I recognize that

you are structuring a change process and …moving along some of the [members]. What percentage of the total group do they represent?

• By January there was still some anxiety, but it had reduced– Very informative presentations with many connections to our work in

the past & considerations for future directions – We need to make it do-able & hopefully not have to revamp

everything!

Providing Incentives

Our Greatest Challenge

One Way Resistance Became Present…

• “Referring back to yesterday’s examination of TA report data – what did you hope to accomplish by examining flawed data? If someone uses flawed data to confirm a prior assumption why bother doing research? I am really perplexed!”

The Same Consultants Shared…

• “In contrast, the preliminary work of the TA form subcommittee was not represented in today’s conversation. Although it was acknowledged, the entire group could not consider it. Is the larger group recreating the work of the subcommittee?

• “TA report activity seemed to be a rehashing of subcommittee’s work – realize we need team’s input, but seemed premature due to lack of experience with TA form (and EIP TA in general)”

• “Concern: The TA reports have been used in the past as a data collection tool – which is not ok.”

While Others Felt…

• “TA form discussion very rich. Agreed it is a tool to share what happens during a TA session. Thanks for taking the time to process!”

• “Time well spent on TA report.”

• “Continued discussion on the TA report/design.”

A Frustrating Moment…

• I was concerned that a valuable communication tool was being compromised in an effort to develop shared meaning with the full staff

• There were two competing issues– The TA report captures EIP components and how

they are addressed in schools…one piece of information in a program evaluation

– Some saw the TA reports and information gained as something requiring a rigorous research design

As a Result…

• There were indications from consultants that the issue was becoming a barrier to the full process– “However, some things like the TA Report

form don’t warrant such extensive discussion and minimal feedback should be sufficient and then Kim and Michelle should just say- that’s the form.”

Maybe a Different Question…

• Was this really about TA reports?

• What was the main issue?– Our communication regarding activities?– Our selection of activities to develop shared

meaning? – Change process???

Would CBAM help?

• Stages of Concern (Hall & Hord, 2001)– Where was I on the continuum?

• I was at a Refocusing stage with my own practices in EIP

• I had a continuum of responses from my colleagues ranging from Awareness to Refocusing and I was facilitating a process meant to help everyone to get to Refocusing

• I was functioning at a Management stage when facilitating the change process with others

Would CBAM help?

• Stages of Concern (Hall & Hord, 2001)– Where were these consultants on the

continuum?• They may have been at a Personal stage

– Given the questions regarding the purpose of this and questions raising the legitimacy of all consultants needing to be involved

• Since I was concerned with Management and Refocusing, I was not addressing Personal concerns

The Critical Differences-CBAM

Novice

Awareness: What is EIP?

Informational: What does the training of EIP look like?

Novice to Expert

Personal: Why am I involved with EIP? Why are we changing EIP?

Management: How can I manage the expectations of this research?

Proficient to Expert

Consequence: How do I help schools implement EIP?

Collaboration: How can I contribute to the learning process with my colleagues?

ExpertRefocusing: How will my ideas for improvement be incorporated into EIP training?

(Hall & Hord, 2001)

A New Aha!!!

Maybe we should have provided incentives!


(Lippitt, 2003)

VISION CAPABILITIES RESOURCESACTION

PLANRESTRANT;

RESISTANCE



• Although, by January there was less resistance…maybe incentives would helped in some ways to lessen the initial resistance.

Providing Resources

Resources Made Available

• Scheduled time on Mondays for subgroup work

• Dedicated time-each consultants had five days of their technical assistance time to use for this research

• Organizational tools for groups, such as reporting mechanisms, bibliographies, and access to national experts


(Lippitt, 2003)

VISION INCENTIVES ACTION

PLANFRUSTRATIONCAPABILITIES



• In the beginning there was concern about resources– Can we consider using some time during Monday meetings

(those devoted to EIP) to work on committee work if needed?

• By January there were no indications of concerns around resources

Outlining an Action Plan

Phase I Research Compilation

October – January

Subgroups

Phase II Continuum of Support

February – April

Regroup

Phase III Content Outline and Rubric Development

April – June Same

Phase IV Presentation/ Module Design

June – September

Subcommittees (TBD)

EIP Program Evaluation


(Lippitt, 2003)

VISION INCENTIVES RESOURCES

FALSE

STARTSCAPABILITIES



• Although there was frustration related from other components of change, initiation began right away and the plan met all of its timelines.

Resources

• Fullan, M. (2001). Leading in a Culture of Change. San Francisco: Jossey-Bass.

• Fullan, M., & Champlin, J. (1993). Managing Change Salt Lake City: The Video Journal of Education.

• Hall, G. E., & Hord, S. M. (2001). Implementing Change: Patterns, Principles and Potholes. Needham Heights: Allyn and Bacon.

Resources

• Lippitt, M. (2003). Leading Complex Change: Enterprise Management, LTD.

• Salisbury, C., Strieker, T., Roach, V., & McGregor, G. (2001). Pathways to Inclusive Practices Systems Oriented, Policy-Linked, and Research-Based Strategies that Work. Retrieved. from http://www.urbanschools.org/publications/consortium_inclusive.html.

http://www.urbanschools.org/publications/consortium_inclusive.html

http://www.urbanschools.org/publications/consortium_inclusive.html

reflecting on the change process eip subgroup research

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