1. April 24 and 25, 2014 Southeast Polk Community Schools Sustaining Momentum

2. Agenda All of our efforts are focused on improving student learning. 1 Trust and Culture 2 Culture and Change 3 Change and Continuous Improvement

3. Trust and Culture What have you done to nurture trust in your relationships since we met? 1

4. Trust Critical to the culture in your school or program You have to nurture trust for it to grow Barb add LPI quote here

5. Pause and Connect Read the article together. Pause at each number and briefly discuss the prompt on your guide sheet. – Share ideas, quotes, questions… At the end of the article come to agreement about one thought to share with the group.

6. Rigorous Discourse Professional learning requires teams to engage in rigorous discourse, but what if discourse is just talk? Macdonald Skillful Team Leader, MacDonald, Corwin (2013)

7. Frayer Model DefineCharacteristics ExamplesNon-examples Rigorous Discourse

8. What is rigorous discourse Not just theory Not sharing ideas Not swapping lesson plans It’s about real application of what is learned on the team and implemented in classrooms to obtain measureable growth for students. Skillful Team Leader, MacDonald, Corwin (2013)

9. 5 criteria Evidence based Dialogic Culturally proficient Reflective Actionable Skillful Team Leader, MacDonald, Corwin (2013)

10. DILEMMAS Yeah but…

11. Small Group Problem Solving Read your dilemma – Identify the hurdle – What could be possible causes – How could you react Proactive In the Moment Follow up Share with the large group Skillful Team Leader, MacDonald, Corwin (2013)

12. Overcoming hurdles to rigorous discourse REQUIRES a high-trust environment. Trust building is a process.

13. Trust Building Process Let’s Talk Engage Tell me more Listen So the issue is Frame Let’s imagine Envision I suggest we Commit

14. Power of One Break it down… – Select one team you want/need to build trust with – Use the trust building process to make one plan – Identify one action you will take to build trust this year

15. One thing I learned about leading and trust building tonight is… And the one thing I am committed to doing this year to build deeper trust is… Whip Share

16. 2 Culture and Change It all depends on the trust you develop.

17. Continuous Improvement means you will always be leading change. Change focused on improved student learning. Trust lays the foundation for your change leadership.

18. Overcoming Inertia Talk is no substitute for action. Having a plan is not the same as implementing a plan. (Pfeffer & Sutton, 2000) It’s not about giving the assessments: it’s about doing something with the results. (Marshall, 2006, p.2)

19. Continuous Improvement v Continuous Innovation What differences are implied for you when considering continuous improvement versus continuous innovation? What implications would be implied for staff if you changed the words?

20. Does continuous improvement and or continuous Innovation automatically leave you thinking change? If not, what does it mean for you? If it does imply change, does it automatically imply a level of change – or is that discretionary?

21. CBAM CONCERN BASED ADOPTION MODEL A framework for understanding and managing change in people.

22. CBAM Not new… About the process of change – not the content Stages of Concern – Awareness – Self concerns – Task concerns – Impact concerns

23. CBAM Stages of Concern – affective dimension Stage of ConcernExpression of Concern 6. RefocusingI have some different ideas about something that would work better. 5. CollaborationHow can I relate what I am doing to what others are doing? 4. ConsequenceHow is my action regarding the innovation affecting learners? How can I refine my action to have more impact? 3. ManagementI seem to be spending all of my time developing action strategies. 2. PersonalHow is this going to affect me? 1. InformationalI would like to know more about this. 0. AwarenessI am not concerned about it.

24. CBAM Stage of ConcernExpression of Concern 6. RefocusingI have some different ideas about something that would work better. 5. CollaborationHow can I relate what I am doing to what others are doing? 4. ConsequenceHow is my action regarding the innovation affecting learners? How can I refine my action to have more impact? 3. ManagementI seem to be spending all of my time developing action strategies. 2. PersonalHow is this going to affect me? 1. InformationalI would like to know more about this. 0. AwarenessI am not concerned about it.

25. Understanding Others’ LOU Think about a recent interaction with a teacher (or other “client”) that was related to an innovation that he or she is using or considering using in the future. Describe some of the concerns mentioned. What stage is this staff person in?

26. 3 Reasons for Resistance

27. SCENARIO #1

28. Revisiting resistance to mandates Some people feel a huge resistance to change that they did not initiate.  Learn and plan for individual’s change responses.  Distinguish the act of resistance from the person.  Acknowledge their feelings, defuse the storm through rationale feedback activities.  Discover a solution, do not defend one.  Capitalize on the mandate (use with caution).  Start with the willing.  Approach resistance individually.  Get to the “why” before the how.  Provide clear expectations.  Change the subtext – “we need to do better”, not “you” – we are not doing this YET, but we can.

29. 3 Reasons for Resistance

30. SCENARIO 2

31. Responses Expect the dip Create an actionable plan Model and collaborate Deflate the emotion (listen and frame) Build unity Given encouraging feedback Make it easy to change and difficult not to

32. Levels of Use You can observe application of a change and learn much about how a person is processing the innovation.

33. CBAM – Levels of Use – behavioral dimension Level of UseBehavioral Indicators of Level VI. RenewalThe user has moved on to the next iteration, seeking more effectiveness to an established use of the innovation. V. IntegrationThe user is making deliberate efforts to coordinate with others in using the innovation. IVB. RefinementThe user is making changes to increase outcomes and effectiveness of the innovation. IVA. RoutineThe user is making few or no changes and has an established pattern of use. III. MechanicalThe user is making changes to better organize use of the innovation. II. PreparationThe user has definite plans to begin using the innovation. OI. OrientationThe user is taking the initiative to learn more about the innovation. O. Non-useThe user has demonstrated no interest, is taking no action.

34. Understanding Others’ LOU Think about a recent observation of a teacher (or other “client”) that was related to an innovation that he or she is learning. What do you see this person ‘doing’ to apply the innovation? What level of use do you see them operating at?

35. Levels of Use A glut of knowledge and a lack of actionable steps is the knowing doing gap. GAP ACTION

36. Where would the district rate you in fidelity of implementation of MTSS? Level of UseBehavioral Indicators of Level VI. RenewalThe user has moved on to the next iteration, seeking more effectiveness to an established use of the innovation. V. IntegrationThe user is making deliberate efforts to coordinate with others in using the innovation. IVB. RefinementThe user is making changes to increase outcomes and effectiveness of the innovation. IVA. RoutineThe user is making few or no changes and has an established pattern of use. III. MechanicalThe user is making changes to better organize use of the innovation. II. PreparationThe user has definite plans to begin using the innovation. OI. OrientationThe user is taking the initiative to learn more about the innovation. O. Non-useThe user has demonstrated no interest, is taking no action.

37. 3 Reasons for Resistance

38. SCENARIO #3

39. External Conditions Anticipate and lead healthy change Address unhealthy change Develop the mind – thinking comes before feeling Focus on the why and the core values Be aware and collaborate

40. When External Changes Impact Innovation In your group, discuss this question. You must give an opinion, you cannot be neutral and you must provide depth of explanation for your opinion: If external changes - such as a change in district or building leadership or a team member on a content or grade level team- stop or cause considerable disruption to an innovation, was the innovation to the point of sustainability?

41. External Conditions What kinds of external conditions have created obstacles that your team has already faced in moving your school structure to a MTSS model? What anticipated changes do you see ahead?

42. Summary Points Concerns reflect feelings, use describes behaviors. Progress through Levels of Use is not lock- step. It takes time to get to ‘routine’ LOU. Interventions to promote higher LOU should be individualized. Combine SoC and LoU.

43. What will you do in the next month to move your team to a higher level of implementation that can be sustained or grown over the summer break? Closing Whip Share

44. 3 CHANGE AND CONTINUOUS IMPROVEMENT MTSS is an Innovation. It is a structural and philosophical change to how we ‘do’ education.

45. Visual RTI at the Secondary Level

46. REVIEW YOUR MTSS MODEL This model is a framework to help you develop and implement structural changes.

47. Connecting to your MTSS work Look at the MTSS pyramid you developed for your school. Compare this to the pyramids provided. What parts of your pyramid are firmly in place? Mark these with a ! What have you accomplished this year? Mark these with a star.

48. Connecting to your MTSS work Look at the MTSS pyramid you developed for your school. Plan for continuous innovation. – What are your next steps? – What are the hurdles?

49. Connecting to your MTSS work Look at your hurdles? What are potential causes? How will you respond?

50. One thing I learned about leading change is… And the one thing I am committed to doing this year to ensure durability of MTSS as an innovation is… Whip Share