1. Embedding Early Intervention into the Culture of Daily Practice An Orientation for Administrators SERC Consultants: Ann Marie Dubuque Rochelle Abraitis 25 Industrial Park Road Middletown, CT 06457-1520 (860) 632-1485 Session 2

2. Today’s Objectives: 1.To examine the skills, school/district practices and organizational structures necessary to address student progress based on a continuum of support. 2.To analyze how the components of an effective early intervention process are implemented within individual schools in order to increase instructional options, ensure implementation integrity, and reduce gaps in student performance.

3. Some of your “A' has: EIP is big! It encompasses every classroom teacher’s practice EIP is a philosophy, not a model Past understanding-EIP was more behavior focused,not instructional Emphasis on prior knowledge has taken on much more significance Discussion of the full context of the school setting Renewed thinking about the variability among individual learners Reminder that old research still holds true How little we actually assess the whole student EIP is for every student, not just for the “serious cases”

4. What you had to say… Implementation of the ideas presented How do our colleagues make this work? Implementing the actual culture or atmosphere with an easy hand Suggestions on strategies The shift to a more global to a more global EIP How to develop a realistic framework for assessment and documentation—what data is important? The practical step by step methods for implementing EIP

5. How an a district work with a parent who does not want EIP, only spec ed? How to restructure the team we have in place now? Nuts and bolts/time and money Teaching leaders/teachers how to reflect on instruction How to work with staff to use reflective practice? How do I bring this back to my colleagues/deal with resistance?

6. EIP Components What is currently in place in my school? Leadership Collegial Support & Family Partnerships Strategic Decision-Making Assessment & Reflective Practice Instructional Repertoire Accountability & Documentation How ready are you? What is needed? How do we get there? (What organizational structures are needed to embed early intervention into the culture of daily practice?)

7. Principal Leadership Technical Resources Teachers Knowledge, Skills, & Dispositions Professional Community Program Coherence School Capacity Instructional Quality Student Achievement Newmann, King, & Young (2000)

8. 7 Factors Essential to School Improvement 1.The courage to acknowledge poor performance and the will to seek solutions 2.A system wide approach to improving instruction—one that articulated curricular content and provided instructional supports 3.Visions that focused on student learning and guided instructional improvement 4.Decisions based on data, not instinct 5.New approaches to professional development that involved a coherent, district-organized set of strategies to improve instruction 6.Redefined leadership roles 7.Commitment to sustaining reform over the long haul Adapted from: Beyond Islands of Excellence: What Districts Can Do to Improve Instruction & Achievement in All Schools, Learning First Alliance 2003 www.learningfirst.org

9. At your table… Briefly discuss how what you have been learning relates to each of these factors identified ( by the Learning First Alliance) as “essential to school improvement”

10. Building Your School’s Vision JIGSAW ACTIVITY: Participants will number off 1-5. Then they will re-group by 1’s; 2’s, etc. Each participant will receive a copy of the article, “Building Your Company’s Vision. Within each new table group, participants will again number off 1-5. All participants will read the first part of the article, then each will read the section assigned to their “number”. After reading, the participants will share with table partners information about the section they read.

11. Your current school/district vision… 1.What are the core values reflected in your school/district vision statement? 2.What is the core purpose? 3.What is the envisioned future? 4.If these are not clearly evident, would you choose to revise it? If yes, in what manner? If no, why not?

13. Teacher as Learner Collegiality Policies Knowledge & Skills Instructional Program Coherence Instructional Practices Family & Student Centered Student Outcomes Leadership Commitment Shared Purpose Community Dispositions Data-based Decision-Making Infrastructure Resources Data-based Decision-Making Research Data-based Decision-Making Family Partnerships

14. Teacher as Learner Collegiality Policies Knowledge & Skills Instructional Program Coherence Instructional Practices Core values Outcomes Leadership Commitment Shared Purpose Community Dispositions Data-based Decision-Making Infrastructure Resources Data-based Decision-Making Research Data-based Decision-Making Resources Leadership Commitment Collegiality

15. Components of EIP  Leadership  Collegial Support & Family Partnerships  Strategic Decision-Making  Assessment & Reflective Practice  Instructional Repertoire  Accountability & Documentation

16. With Whom Would You Travel?  Lewis and Clark-The Exploration  Daniel Boone-Fort in Kentucky  Brigham Young-Settlement in Utah

17. Who Are You?  Scout- “Lewis and Clark”  Pioneer- “Daniel Boone”  Settler- “Brigham Young”

18. Working Together to Improve Student Learning in Support of Long-Term Change Scouts Pioneers Settlers At Least Five Years Critical Mass Hibbard, 1997

19. Think About It…  “Life used to be simpler. You learned what you needed to know at home, in school, or on the job. And once you learned it, it served you well for the rest of your life.” Kaser, et al (2002)  How does this apply to our schools and our students today?

20. What is Change?  Incremental Change  Limited in scope  Often reversible  Extension of the past and does not disrupt past patterns  Still in control   Deep Change  Requires new ways of thinking and behaving  Irreversible  Discontinuous of past and distorts existing patterns  Surrendering control Quinn (1996)

21. What is Your Experience?  At your table, have each person indicate a change experienced within the last ten years (personal or professional).  Was it an incremental or a deep change?  What distinguishes a deep change from an incremental change?

22. Are You a Leader of Change?  "Only by changing how we think can we change deeply embedded policies and practices. Only by changing how we interact can shared visions, shared understandings and new capacities for coordinated action be established.“ Peter Senge

23. Are You a Leader of Change?  “Our key to successful leadership is continuous personal change…By having the courage to change themselves, [leaders] model the behavior they are asking of others…It builds trust and credibility…” Quinn (1996)

24. “If principals don’t fully understand what the change is or what it should look like when implemented (the details of how to do it are not made clear), teachers will create their own versions of change as they attempt to use materials and processes that have been advocated.” Hall & Hord, 2001

25. What are the personal skills, knowledge and dispositions needed by effective change agents? On chart paper, with your table partners, brainstorm a list

26. Fullan, Leading in a Culture of Change. (2001). Conceptual Framework for Change

27. Moral Purpose  Ends & Means  Responsibility to others & environment  How we evolve over time  Relationships  Integrity Fullan (2001)

28. Moral Purpose  “School leaders with moral purpose seek to make a difference in the lives of students.” Fullan (2001)

29. Understanding Change  Not to change for change sake  Good ideas are not enough  Implementation dip  Understanding resistance  Transforming culture Fullan (2001)

30. Improving Relationships  “In the quantum world, relationships are not just interesting; to many physicists, they are all there is to reality.” Wheatley, 1994

31. Knowledge Creation and Sharing  “Information…becomes knowledge through a social process.” Fullan (2001) Responsibility Opportunity KnowledgeReceivingGiving

32. Coherence Making  Change is complex and on-going  Value  Diverse thinking  Focusing energy to achieve alignment  Tension in hard-to-solve problems Fullan (2001)

33. Framework for Coherence 1.All innovations should share common goals and premises. 2.No single innovation strategy can do everything. 3.The innovative strategies should complement each other. 4.All innovative strategies need to be adapted to individual classroom and building conditions. 5.When innovations are combined strategically, the results will be greater than any single innovation. T. Guskey. (1990). Integrating Innovations. Education Leadership, pp. 11-15.

34. Law of Six “…neither leaders nor organizations can focus successfully on more than six goals.” D. Reeves, 2000; 2002

35. Leading Complex Change M. Lippitt (2003) Leading Complex Change. Enterprise Management, LTD. VISIONCAPABILITIES RESOURCES ACTION PLAN RESTRANT; RESISTANCE VISIONINCENTIVESRESOURCES ACTION PLAN ANXIETY VISIONINCENTIVESRESOURCES FALSE STARTS CAPABILITIES VISIONINCENTIVES ACTION PLAN FRUSTRATION CAPABILITIES INCENTIVESRESOURCES ACTION PLAN CONFUSION CAPABILITIES VISIONINCENTIVESRESOURCES ACTION PLAN SUCCESS CAPABILITIES

36. The Benefits of Complex Change M. Lippitt (2003) Leading Complex Change. Enterprise Management, LTD. VISIONINCENTIVESRESOURCES ACTION PLAN SUCCESS CAPABILITIES Confidence UNDERSTANDING Engagement Commitment Advocacy

37. Stages of Change  What are the factors that contribute to change at each stage?

38. Phase I- Initiation 1.High Profile Need 2.Clear Model 3.Strong Advocate 4.Active Initiation Fullan (1993)

39. Phase II- Implementation 1.Orchestration 2.Shared Control 3.Pressure & Support 4.Technical Assistance 5.Rewards Fullan (1993)

40. Implementation Dip Pre-implementation skill level Fluid integrated use of new skills Fullan (1993)

41. Phase III- Institutionalization 1.Embedding 2.Links to Instruction 3.Widespread Use 4.Removal of Competing Priorities 5.Continuing Assistance Fullan (1993)

42. CBAM Stages of Concern 6 RefocusingI have some ideas about something that would work even better. 5Collaboration I am concerned about relating what I am doing to what other instructors are doing. 4 ConsequenceHow is my use affecting kids? 3 ManagementI seem to be spending all my time getting material ready. 2 PersonalHow will using it affect me? 1 InformationalI would like to know more about it. 0 AwarenessI am not concerned about the proposed innovation.

43. Reasons for Resistance  Loss of control  Fear of unknown  Surprise, surprise!  The difference effect  Loss of face  Concerns about future competence  Ripple effects  More work  Past resentments  Sometimes the threat is real Kanter

44. 2 Types of Barriers PragmaticConceptual Lack of time Scheduling issues Large case loads Lack of admin. support Lack of training (preservice or inservice) Physical isolation Shared understanding of philosophy Receptiveness to the process Varied knowledge base Varied skill base Willingness to share expertise

45. At your table… From the list of barriers, select 1 pragmatic and 1 conceptual barrier. With one person recording your ideas on chart paper, brainstorm possible ways to overcome those barriers. Note: Feel free to select a pragmatic (or conceptual) barrier you have experienced—you are not limited to the list provided

46. Linking Our Changes to Student Outcomes  What are the student outcomes that will be impacted?  What are the research-based practices that will influence these outcomes?  What are the organizational structures needed to support these practices?  What are the specific skills needed by educators in order to have these practices?  What will be the action plan to implement these practices? Guskey (2000)

47. Developing a Collaborative School Culture

48. “Collaboration is the essential element of effective instructional support.” (Kovaleski, Tucker, & Stevens, 1996)

49. Teacher as Learner Collegiality Policies Knowledge & Skills Instructional Program Coherence Instructional Practices Family & Student Centered Student Outcomes Leadership Commitment Shared Purpose Community Dispositions Data-based Decision-Making Infrastructure Resources Data-based Decision-Making Research Data-based Decision-Making Family Partnerships

50. Definition of Collaboration Collaboration an interactive process that enables people with diverse expertise to generate creative solutions to mutually defined problems. (Idol, Nevin, Paolucci-Whitcomb, 1994)

51. “A key to successfully meeting the educational needs of all students is the development of collaborative relationships among the school staff, so that expertise may be shared.” (Villa & Thousand, 2000) Building Relationships

52. Relationship Building Schools need to be restructured to develop a more collaborative, problem-solving culture in which interdisciplinary teams structure the service delivery framework. (Rosenfield, 1992) Successful consultation entails having an authentic working relationship between the partners in the process. (Block, 1981) “It is also fundamental that a collaborative school culture encourages professionals to work together without high personal cost; a task of the team is to work toward building this culture for the school. (Gravois & Rosenfield, 1996)

53. Pragmatic and Conceptual Considerations for Changing School Culture  Where are we? (current reality)  Where do we want to be? (desired reality)  How do we get there? Divide a sheet of chart paper into 3 columns, and as a school or district team, respond to each of these 3 questions. In the 3 rd column, try to brainstorm as many ways as possible to get from your current reality to your desired reality.

54. Culture & Process Culture & Process One cannot wait for the culture to be established to work on process components. Culture Attitudes around collaboration and change Behaviors around collaboration and change Expectations & accountability ReflectionProcess Meeting times Paper work Team roles/function Evaluation Implications on Leadership

55. Classroom Teacher Paraprofessional Special Area Teacher Special Educator Consulting Teacher Itinerant Teacher Content Specialist School Psychologist Speech-Language Pathologist Social Worker Guidance Counselor Administrator Parent Knowledge Base Intrapersonal Attitudes Communication, Interpersonal Skills, & Problem-Solving Skills Collaborative Consultation Primary Secondary Indirect Idol, Nevin, & Paolucci-Whitcomb, 2000)

56. School Capacity School Capacity - School Capacity - The collective power of the full staff to improve student achievement school-wide. “…student achievement is affected most directly by the quality of instruction. Instruction in turn is affected by school policy or programs on a variety of issues.” Aspects of school capacity include teachers’ knowledge, skills, and dispositions; Professional community; program coherence; technical resources; and principal leadership. Newmann, King, & Young (2000)

57. School Effectiveness Factors Arthur Steller (1988) as quoted by Jim Tucker: “Although there are variations in the school effectiveness research, five factors seem to be consistent across studies. These are: 1.Strong instructional leadership by principal. 2.Clear instructional focus. 3.High expectations and standards. 4.Safe and orderly climate. 5.Frequent monitoring of student achievement. Apparently these factors interact with with one another to produce a good school (Gage, 1978). All must coexist for significant positive results to occur. ”

58. School Culture/Climate Susan Rosenhotlz (1996) observed 2 distinct types of school cultures or climates 1.Normative Climate – emphasis on collaboration and continuous improvement Experimentation and occasional failure accepted and considered part of the teacher learning process Seeking & giving collegial advice is expected and necessary for growth and learning to occur. 2. Autonomous Climate – Ambiguous goals Not attempt to develop shared meaning No agreement between teachers & administrators on desired outcomes & how to reach them Teaching success is attained in individualistic and competitive ways

59. Process Variables Critical for Team Effectiveness Research Review Examining Team Effectiveness - Larson & LaFasto (1989) 8 Common Characteristics of High Functioning Teams: 1.A clear, elevating goal 2.Results driven structure 3.Competent team members 4.Unified commitment 5.Collaborative climate 6.Standards of excellence 7.External support and recognition 8.Principled leadership

60. Critical Variables for Team Effectiveness Team Goals Team Roles and Team Membership Team Communication Team Cohesion Team Logistics Team Outcomes (Fleming and Monda-Amaya, 2001)

61.  Communication  Problem Solving  Structures of Support  Research-Based Strategies  Conflict Resolution  Forms/Administrative Process  Group Process/Norms…  Change Process  Celebration  Defining Roles and Responsibilities  Involving Families  Technology to Support Collaboration  Staff Development  Assessment/Evaluation/Reflection of the Process Essential Skills for Effective Team Functioning

62. Your Journey to Mars… Assume you are on a journey to Mars for the purpose of developing and implementing the ideal early intervention model for the school you will be establishing in your colony. You are limited as to who you can bring along on the initial phase of your trip. Therefore, you want to be sure to include the individuals who have the best skills, knowledge and dispositions to assist in this process. This group will be laying the foundation for the rest of the school community which will be following you In your school/district team, determine who will be in that first group. Be able to explain what skills, knowledge &/or dispositions each potential member has that will contribute to your success. These are the people who should be participating in the following 3 days of training.