NEW SESIS PROFESSIONAL DEVELOPMENT: A PROMISING PRACTICE READINESS FOR CHANGE: PROGRESS IN THE PROCESS MAY 5, 2014 Andrew J. Ecker Lower Hudson RSE-TASC Region 2

 Topic: Readiness for Change: Progress in the Process  Materials & References:  Presentation PowerPoint slides  QIP Manual (pages 1 – 18)  Concerns-Based Adoption Model A measure of concern: Research-based program aids innovation by addressing teacher  Readiness for Change State Implementation & Scaling-up of Evidence-based Practices, Scaling-up Brief ReadinessForChange pdf ReadinessForChange pdf  PBIS / Readiness for change / Staff resistance Understanding school personnel’s resistance to adopting schoolwide positive behavior support at a universal level of intervention

Quality Improvement Process (QIP)  Research-based process, engaging staff in assessing and implementing activities to improve instructional and behavioral practices and systems that have a direct impact on the performance of students with disabilities. 1- Establish the foundation 2- Assess the need & identify desired outcomes 3- Identify what needs to happen 4- Review of Quality Improvement Process and QIP plan 5- Implement QIP plan and check for progress 6- Design next steps Ongoing monitoring

Quality Improvement Process (QIP)  Based on steps 1, 2, & 3, I need to think about…  Concerns-Based Adoption Model (CBAM)  Readiness for Change (RfC) 1- Establish the foundation 2- Assess the need & identify desired outcomes 3- Identify what needs to happen 4- Review of Quality Improvement Process and QIP plan 5- Implement QIP plan and check for progress 6- Design next steps Ongoing monitoring

Concerns-Based Adoption Model (CBAM)  Understand and address educators’ concerns about change  Stages of concern Awareness Informational Personal Management Consequence Collaboration Refocussing

Quality Improvement Process (QIP) & Concerns-Based Adoption Model (CBAM) Stage 0 Awareness Aware that an innovation is being introduced but not really interested… Stage 1 Informational Interested in some information about the change Stage 2 Personal Wants to know the personal impact of the change Stage 3 Management Concerned about how the change will be managed in practice Stage 4 Consequence Interested in the impact on students or the school Stage 5 Collaboration Interested in working with colleagues to make the change effective Stage 6 Refocusing Begins refining the innovation to improve student learning results “I am not concerned about this innovation.” “I don’t really know what this innovation involves.” “I want to know more about this innovation.” “There is a lot I don’t know about this but I’m reading and asking questions.” “How is this going to affect me?” “I’m concerned about whether I can do this.” “How much control will I have over the way I use this?” “I seem to be appending all of my time getting materials ready.” I’m concerned that we’ll be spending more time in meetings.” “How is using this going to affect students?” I’m concerned about whether I can change this is order to ensure that students will learn better as a result of introducing this idea.” “I’m concerned about relating what I’m doing to what other instructors are doing.” “I want to see more cooperation among teachers as we work with this innovation” “I have some ideas about something that would work even better than this.”

Readiness for Change (RfC)

Quality Improvement Process (QIP) & Readiness for Change (RfC)  The capacity to create readiness for change, manage the change process, implement innovations effectively, and establish reliable and enduring indicators of progress is largely missing in nearly all State education systems. Creating this infrastructure is an essential part of effectively using evidence-based programs and other innovations to benefit students.  -Fixsen, Blase, Horner, & Sugai (2009)

Quality Improvement Process (QIP) & Readiness for Change (RfC)  Exploration  identifying the need for change  learning about possible interventions that may be solutions  creating readiness for change  learning about what it takes to implement the innovation effectively  developing stakeholders and champions  deciding to proceed (or not)

Quality Improvement Process (QIP) & Readiness for Change (RfC)  Installation  Establishing the resources needed to use an innovation  Establishing the resources required to implement the innovation with fidelity resulting in good outcomes for students

Readiness for Change (RfC) Implementation Stages QIP Steps 1, 2, 3 1- Establish the foundation 2- Assess the need & identify desired outcomes 3- Identify what needs to happen

Where am I?? QIP & RfC & CBAM 1- Establish the foundation 2- Assess the need & identify desired outcomes 3- Identify what needs to happen 4- Review of Quality Improvement Process and QIP plan 5- Implement QIP plan and check for progress 6- Design next steps Stage 0 Awareness Aware that an innovation is being introduced but not really interested… Stage 1 Informational Interested in some information about the change Stage 2 Personal Wants to know the personal impact of the change Stage 3 Management Concerned about how the change will be managed in practice Stage 4 Consequence Interested in the impact on students or the school Stage 5 Collaboration Interested in working with colleagues to make the change effective Stage 6 Refocusing Begins refining the innovation to improve student learning results

Next steps… 1- Think of your QIP or a change you’re implementing at a school ______________ (improvement) at _________________ (school) 2- Based on the current/or next QIP “step”, what can you expect staff’s concerns to be? ______________ (QIP step) ___________________ (CBAM stage) 3- Based on the current implementation change stage, what should I be thinking/doing/asking next? __________ (Implementation stage) _______________ (next action)