Embedding Early Embedding Early Intervention into the Intervention into the

Culture of Daily Culture of Daily PracticePractice

An Orientation for AdministratorsAn Orientation for Administrators

SERC Consultants:

Ann Marie Dubuque

Rochelle Abraitis

25 Industrial Park Road

Middletown, CT 06457-1520

(860) 632-1485

Session 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.

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”

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

•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?

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?)

Principal Leadership

Technical Resources

Teachers Knowledge, Skills, & Dispositions

Professional Community

Program Coherence

School CapacitySchool Capacity

Instructional QualityInstructional Quality

Student AchievementStudent Achievement

Newmann, King, & Young (2000)

7 Factors Essential to School 7 Factors Essential to School ImprovementImprovement

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

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”

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.

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?

Teacher as Learner

Collegiality

Policies

Knowledge &

Skills

Instructional Program

Coherence

Instructional Practices

Family & Student Centered Student Outcomes

Lead

ersh

ip

Com

mitm

ent

Shared Purpose

Community

DispositionsData-based

Decision-Making

Infrastructure

Resources

Data-

base

d

Decisi

on-M

akin

g

Research

Data-based

Decision-Making

Family Partnerships

Teacher as Learner

Colle

gial

ity

Polic

ies

Knowledge &

Skills

Instructional Program

Coherence

Instructional Practices

Core values

Outcomes

Leadership Commitment

Shared Purpose

Community

DispositionsData-based

Decision-Making

Infrastructure

Resources

Data-

base

d

Decisi

on-M

akin

g

ResearchData-based

Decision-Making

Reso

urc

es

Leadership Commitment

Collegiality

Components of EIPComponents of EIP

Leadership Collegial Support & Family

Partnerships Strategic Decision-Making Assessment & Reflective Practice Instructional Repertoire Accountability & Documentation

With Whom Would You With Whom Would You Travel?Travel?

Lewis and Clark-The Exploration

Daniel Boone-Fort in Kentucky

Brigham Young-Settlement in Utah

Who Are You? Who Are You?

Scout- “Lewis and Clark”

Pioneer- “Daniel Boone”

Settler- “Brigham Young”

Working Together to Improve Working Together to Improve Student Learning in Support of Student Learning in Support of

Long-Term ChangeLong-Term Change

ScoutsScouts PioneersPioneersSettlersSettlers

At Least Five YearsCritical Mass

Hibbard, 1997

Think About It…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?

What is Change?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)

What is Your Experience?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?

Are You a Leader of Change?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

Are You a Leader of Change?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)

“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

What are the personal skills, knowledge and

dispositions needed by effective change

agents?

On chart paper, with your table partners, brainstorm a list

Fullan, Leading in a Culture of Change. (2001).

Conceptual Framework for Conceptual Framework for ChangeChange

Moral PurposeMoral Purpose

Ends & Means

Responsibility to others & environment How we evolve over time Relationships

Integrity

Fullan (2001)

Moral PurposeMoral Purpose

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

Understanding ChangeUnderstanding Change

Not to change for change sake

Good ideas are not enough

Implementation dip

Understanding resistance

Transforming culture

Fullan (2001)

Improving RelationshipsImproving Relationships

“In the quantum world, relationships are not

just interesting; to many physicists, they

are all there is to reality.”

Wheatley, 1994

Knowledge Creation and Knowledge Creation and SharingSharing

“Information…becomes knowledge through a

social process.”

Fullan (2001)

Responsibility

Opportunity

KnowledgeReceiving Giving

Coherence MakingCoherence Making

Change is complex and on-going

Value Diverse thinking Focusing energy to achieve alignment Tension in hard-to-solve problems

Fullan (2001)

Framework for CoherenceFramework for Coherence1. 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.

Law of Six

“…neither leaders nor organizations can focus

successfully on more than six goals.”

D. Reeves, 2000; 2002

Leading Complex ChangeLeading Complex Change

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

VISION CAPABILITIES RESOURCESACTION

PLANRESTRANT;

RESISTANCE

VISION INCENTIVES RESOURCESACTION

PLANANXIETY

VISION INCENTIVES RESOURCES

FALSE

STARTSCAPABILITIES

VISION INCENTIVES ACTION

PLANFRUSTRATIONCAPABILITIES

INCENTIVES RESOURCESACTION

PLANCONFUSIONCAPABILITIES

VISION INCENTIVES RESOURCESACTION

PLANSUCCESSCAPABILITIES

The Benefits of Complex The Benefits of Complex ChangeChange

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

VISION INCENTIVES RESOURCESACTION

PLANSUCCESSCAPABILITIES

Confidence

UNDERSTANDING Engagement

Commitment

Advocacy

Stages of ChangeStages of Change

What are the factors that contribute to change at each stage?

Phase I- InitiationPhase I- Initiation

1. High Profile Need

2. Clear Model

3. Strong Advocate

4. Active Initiation

Fullan (1993)

Phase II- ImplementationPhase II- Implementation

1. Orchestration

2. Shared Control

3. Pressure & Support

4. Technical Assistance

5. Rewards

Fullan (1993)

Implementation DipImplementation Dip

Pre-implementationskill level

Fluid integrated use of new skills

Fullan (1993)

Phase III- InstitutionalizationPhase III- Institutionalization

1. Embedding

2. Links to Instruction

3. Widespread Use

4. Removal of Competing Priorities

5. Continuing Assistance Fullan (1993)

CBAM Stages of ConcernCBAM Stages of Concern6 Refocusing I have some ideas about something

that would work even better.

5 Collaboration I am concerned about relating what I am doing to what other instructors are doing.

4 Consequence How is my use affecting kids?

3 Management I seem to be spending all my time getting material ready.

2 Personal How will using it affect me?

1 Informational I would like to know more about it.

0 Awareness I am not concerned about the proposed innovation.

Reasons for ResistanceReasons 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

2 Types of Barriers

Pragmatic Conceptual

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

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

Linking Our Changes to Linking Our Changes to Student OutcomesStudent 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)

Developing a

Collaborative

School Culture

“Collaboration is the essential element of

effective instructional support.”

(Kovaleski, Tucker, & Stevens, 1996)

Teacher as Learner

Collegiality

Policies

Knowledge &

Skills

Instructional Program

Coherence

Instructional Practices

Family & Student Centered Student Outcomes

Lead

ersh

ip

Com

mitm

ent

Shared Purpose

Community

DispositionsData-based

Decision-Making

Infrastructure

Resources

Data-

base

d

Decisi

on-M

akin

g

Research

Data-based

Decision-Making

Family Partnerships

Definition of CollaborationDefinition 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)

“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 RelationshipsBuilding Relationships

Relationship BuildingRelationship 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)

Pragmatic and Conceptual Pragmatic and Conceptual Considerations for Considerations for

Changing School CultureChanging 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 3rd column, try to brainstorm as many ways as possible to get from your current reality to your desired reality.

Culture & ProcessCulture & ProcessOne cannot wait for the culture to be established

to work on process components.

CultureCulture• Attitudes around

collaboration and change

• Behaviors around collaboration and change

• Expectations & accountability

• Reflection

ProcessProcess• Meeting times

• Paper work

• Team roles/function

• Evaluation

Implications on LeadershipImplications on Leadership

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

Kno

wle

dge

Base

Intrapersonal

Attitudes

Communication, Interpersonal Skills, & Problem-Solving Skills

Collaborative ConsultationCollaborative Consultation

Primary

Secondary Indirect

Idol, Nevin, & Paolucci-Whitcomb, 2000)

School CapacitySchool 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)

School Effectiveness Factors 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. ”

School Culture/ClimateSchool 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

Process Variables Critical for Team EffectivenessProcess 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

Critical Variables for Team EffectivenessCritical Variables for Team Effectiveness

Team GoalsTeam Goals

Team Roles and Team MembershipTeam Roles and Team Membership

Team CommunicationTeam Communication

Team CohesionTeam Cohesion

Team LogisticsTeam Logistics

Team OutcomesTeam Outcomes

(Fleming and Monda-Amaya, 2001)

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

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.