1. Response to Intervention
The Implementation Process
“Plans and Strategies”
Part III

2. The Implementation Process Change Theory
Gene Hall & Shirley Hord identified components of change. “Implementing Change Patterns, Principles, and Potholes”
They include:
Change is a process not an event.
It happens gradually as understanding, skills and competencies increase. (It doesn’t happen with an administrative announcement or a two day workshop.)

3. Change Theory
There’s a big difference in what is involved in developing an innovation and then implementing it.
Development includes all activities related to researching and creating an innovation.
Implementation includes all the steps and actions involved in learning about and then using the innovation.
We in schools need to be sure we take care of both aspects.

4. Change Theory
A school doesn’t change until the individuals within it change.
Successful change starts and ends at the individual level.
Be patient & supportive, yet firm in maintaining momentum. The rate of change coupled with skills and competencies will vary individually.
Change will be grasped quickly by some, in time by others, and avoided by a few.

5. Change Theory
Interventions are the actions and events that are key to successful change.
Interventions come in many sizes.
A two day workshop might be considered large.
The most important interventions are the smallest ones.
(Ex. “A one legged” interview – a brief discussion held between the principal & teacher regarding the intervention.) It’s brief in nature… not lasting longer than a person might be able to stand on one leg.
Research indicates that teachers are markedly more successful with change when they are involved in many one legged interviews.

6. Change Theory
There will be no change in outcomes until new practices are implemented.
We are expected to have ever increasing results in schools. We measure student growth constantly. In essence: “Just weighing a pig won’t make him gain weight”.
Remember, change is a process…not an event.
If the process takes 2 to 3 years… be patient in getting results.

7. Change Theory
Results will rapidly increase with a high level of use of new practices.
Remembering that successful change happens at the individual level… each staff member must cross the bridge from unsuccessful / unproven practices to those that have proven to be successful through research.

8. Change Theory
Administrative Leadership is essential to successful long term change.
Administrative support on a daily basis is crucial. (One legged interviews.)
Administrators are key to securing the needed infrastructure and long term resources needed to sustain the intervention.
This might find them bringing the intervention forward to policy makers.

9. Change Theory The school is the primary unit for change.
The staff and leadership will make or break any innovation.
That being said, be willing to seek support from others within and outside the system.

10. Change Theory
Appropriate interventions can reduce resistance to change.
Research shows three apparent rationales for resistance.
1) Dealing with the sense of loss as you move away from a practice that was comfortable.
2) Having serious questions regarding whether the change will really be an improvement.
3) Change is painful and must be endured as a natural part of the change process.
Be thoughtful in analyzing resistance and work with each staff member as an individual.

11. Change Theory
The context of the school influences the process of change.
Physical features including size and arrangement of the facility as well as resources, policies, and schedules impact successful change.
People factors including attitudes, beliefs and values of the individuals involved as well as relationships also will have a huge impact on change.

12. The Personal Side of Change
The feelings and perceptions regarding the proposed change can be sorted & classified into “Stages of Concern”
Having an understanding of the staff’s stages of concern can assist in one-on-one coaching sessions as well as provide insight into continued planning and possible training.

13. Types of Concerns
These four types of concern provide a framework for the seven stages of concern.
Unrelated concerns - people at this level obviously have concerns but none relating to the innovation. (1 level of concern listed)
Self Concerns – concerns center on whether or not the individual can be successful with the innovation. (2 levels of concern listed)

14. Types of Concerns
Task Concerns – staff members who are focused on the mechanics of the process (i.e.) gathering materials, dealing with schedules, in essence… just making it work. (1 level of concern listed)
Impact Concerns – staff concerns focus on what is truly happening with students and what they can do to be more effective in improving their outcomes. (3 levels of concern listed)

15. The Stages of Concern
Stage 0 “Awareness” (Unrelated Type) – Little concern about the innovation.
Personal Expression “I’m not concerned about RTI.”
Stage 1 “Informational” (Self Type) – The staff member has a general awareness and interest in learning more about the innovation.
Pers.. Express “I’d like to know more about RTI”

16. Stages of Concern
Stage 2 “Personal” (Self Type) – the staff member is uncertain about the demands of the innovation and his or her abilities to meet those demands.
Pers.. Express “How will using RTI really affect me?

17. Stages of Concern
Stage 3 “Management” (Task Type) – the staff member focuses attention on the processes and tasks of using the innovation.
Pers.. Express “I really seem to be spending all my time getting materials ready… I’m really swimming in it.”

18. Stages of Concern
Stage 4 “Consequence” (Impact type) – the staff member focuses on impact of the innovation on his/her students. They are aware of effectiveness and search out ways to make changes that will impact student results.
Pers.. Express “How is my use of RTI helping my kids meet AYP?

19. Stages of Concern
Stage 5 “Collaboration” (Impact type) – staff members have progressed to the point of focusing on coordination and cooperation with their instructional peers.
Pers.. Express “I’d really like to have a chance to spend time planning with Mrs. Jones so that we can use each others talents to help both classrooms in small group instruction.”

20. Stages of Concern
Stage 6 “Refocusing” (Impact type) – the teachers focus is on more universal benefits that might come from the innovation. They might suggest major changes or alternatives based on their developing views.
Pers. Express “I have some ideas regarding our benchmarking approach that might improve the process.”

21. Closing Thoughts Regarding Change Theory
My hope is that this brief discussion will provide foundation for the upcoming discussion regarding practices and procedures that have been used successfully in implementing RTI.

22. Small Group Instruction “A closer look”
Collaborative Differentiated Small Group Instruction “Defined”
Collaborative – instruction that is shared in nature in both planning and application.
Staff share in deciding what should be taught to whom and then agree on the roles they will assume in the process.
Differentiated – meeting the “changing” identified needs of students through a study of their individual or group data.
Flexible grouping must be maintained based on the changing learning pace of students and by the specific skill needs of individuals.
Small Group – Experience tells us that a group of 3 to 5 students is optimal for both learning and instruction.
Less cuts into the level of “efficiency” when considering the amount of staff available compared to student needs.
More cuts into the level of “effectiveness” of instruction that small groups by nature, offer

23. Impact of Small Group Instruction
Positive Impact
Students enjoy the small group attention.
They are more willing to share.
They appear more intense in the learning process.
Students benefit from varied instructors & their knowledge, etc.
Allows all students to learn at a comfortable, yet challenging level.
Specialists appear to enjoy the opportunity to work with a wider range of students.
Created an increased openness to sharing “expertise”.
Has shown a decrease in number of students referred for LD testing & decrease in identified “case load”.

24. Impact of Small Group Instruction
Positive Impact
Results, Results, Results!
Marked improvement in student’s Fluency Measures.
NWEA results at previous school showed extraordinary increases in number of Grade 2 students meeting the criteria moving from below average to proficient from fall to spring testing and above average increases in students who were considered proficient in grades

26. Impact of Small Group Instruction
Negative Impact
There needs to be “a huge buy-in” by specialists:
During the initial transition specialists tend to work in both worlds.
Working with caseload that had been identified using previous methodology while taking part of their time to provide small group collaborative instruction.
This can be alleviated “initially” by rewriting goals of identified students so that they are still meeting the IEP requirements while adding flexibility to their instruction.
There is evidence to support that many students placed in LD might not had been placed if their “Reading Concerns” were addressed with early intervention.
This is supported by a decrease in students referred for services through the RTI process.
Current School – 420 students / LD specialist currently serving 9 students – case manager for 5.