Understanding Systems Change Techniques to Implement RTI in your School Michael Curtis Rachel Cohen Jose Castillo

Understanding Systems Change Techniques to Implement RTI in your School

Michael CurtisRachel CohenJose Castillo

Objectives

1. Overview of PS/RTI2. Understand why school innovations fail3. Identify systems change practices and principles4. Understand systems issues related to implementing PS/RtI 5. Collaborative problem solving process training

PART 1

OVERVIEW OF PS/RTI

Calls for change

No Child Left Behind (NCLB), 2001 Individuals with Disabilities in

Education Improvement Act (IDEIA), 2004

Multi-site Conference on the Future of School Psychology, 2002

School Psychologists as Change Agents

School psychologists can, should, and must play a significant role in changing American education!

Discrepancy between where school psychologists actually spend most of their time where they want to spend more of their time (Meacham & Peckham, 1978)

Special education-related activities dominate practices of many school psychologists

(Curtis, Grier, Abshier, Sutton, & Hunley, 2002; Curtis, Lopez, Batsche, & Smith, 2006)

Problem

The preparation of most school psychologists has not included knowledge and skills relating to systems change

Only recent NASP standards for training programs address system-level influence and change

School Psychology: A Blueprint for Training and Practice III

Problem (continued)

Sarason (1990) purports that a lack of understanding of systems functioning and change principles has doomed many school reform efforts to failure from the start

We have the means and tools to make the change, but we have failed to implement those practices effectively in a specific school setting.

School psychologists need 3 areas of expertise. . .

1. Understanding of human behavior from a social systems perspective

2. Familiarity with principles for organizational change

3. Ability to use collaborative planning and problem solving procedures

1. Understanding of human behavior from a social systems perspective

A system is an orderly combination of parts that interact to produce a desired outcome or product

A school is a system because it consists of component parts (e.g., students, teachers, school psychologists, cafeteria workers, parents, principal) that are organized and interact for the purpose of producing a definable outcome (e.g., academic achievement by all students)

Reciprocal influence

2. Familiarity with principles for organizational change

People differ in their: level of willingness and ability to adopt

innovations level of concern about the problem

3. Ability to use collaborative planning and problem solving procedures

Build Relationships Effective Consultation Skills Effective Communication Skills Coordinate Power Status Problem Solving Knowledge & Skills

Academic Systems Behavioral Systems

1-5%

Tier 3: Comprehensive and Intensive InterventionsIndividual Students or Small Group (2-3)Reading: Scholastic Program,

Reading,Mastery, ALL, Soar to Success, Leap Track, Fundations

1-5%

Tier 3: Intensive InterventionsIndividual CounselingFBA/BIPTeach, Reinforce, and Prevent (TRP)Assessment-basedIntense, durable procedures

5-10%Tier 2: Strategic InterventionsStudents that don’t respond to the core curriculumReading: Soar to Success, Leap Frog, CRISS strategies, CCC Lab Math: Extended DayWriting: Small Group, CRISS strategies, and “Just Write Narrative” by K. Robinson

5-10% Tier 2: Targeted Group InterventionsSome students (at-risk)Small Group CounselingParent Training (Behavior & Academic)Bullying Prevention ProgramFBA/BIP Classroom Management Techniques, Professional Development Small Group Parent Training ,Data

80-90%Tier 1: Core CurriculumAll studentsReading: Houghton MifflinMath: HarcourtWriting: Six Traits Of WritingLearning Focus Strategies

80-90% Tier 1: Universal InterventionsAll settings, all studentsCommittee, Preventive, proactive strategiesSchool Wide Rules/ Expectations Positive Reinforcement System (Tickets & 200 Club) School Wide Consequence System School Wide Social Skills Program, Data (Discipline, Surveys, etc.) Professional Development (behavior)Classroom Management Techniques,Parent Training

Three Tiered Model of School Supports:Example of an Infrastructure Resource Inventory

Students

Step 1 - What’s the Problem?

In order to identify a problem, you’ve got to start with three pieces of data-

Benchmark level of performance Student level of performance Peer level of performance

Is this an individual student problem or a larger systemic problem?

Decision Making Rubricfor use with

School-Wide Screening

adapted from:

Heartland AEA 11, Improving Children’s Educational Results

Are over 20% of students

struggling?

Are between 5% and 20% of Are 5% or fewer

and developgroup

intervention

Examine instruction,

curriculum, and environment for

needed adaptations

Develop small group

intervention

Go to problem definition

Go to intervention evaluation

studentsstruggling?

studentsstruggling?

Step 1 - What’s the Problem?

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Benchmark75%

= Peer Group = Aim Line

BASELINE

Benchmark Level 75% Current Level 20% Peer Level 35% Benchmark Gap 75/20=3.7X Peer Gap 35/20=1.7X Peer/Benchmark Gap 75/35=2+X UNIVERSAL INTERVENTION FIRST

Step 1 - What’s the Problem?(same data as previous slide)(same data as previous slide)

The problem is occurring because ________________.

If ____________ would occur, the problem would be reduced.

Goal: The development of hypotheses about probable causes for the identified problem.

Assessments are then conducted to gather information to determine which are most / least likely

Prediction statement:

Step 2- Why is it occurring?

Assessment:How Do We Confirm Hypothesis?

Review

Interview

Observe

Test

Step 3- What are we going to do about it?

Effective teaching strategies consider both what to teach and how to teach it.

Making good decisions will increase student progress.

It is critical that the instruction be matched to the problem.

Howell & Nolet, 2000

Step 4- Is it working?

Goal

ClassroomIntervention I

Making instructional decisions based on the review and analysis of student data

Progress monitoring always includes graphing

Progress Monitoring

ClassroomIntervention 2

Response to Intervention

Monitors Continuous Progress Sensitive to Small Changes in

Behavior Repeatable Informs Interventions

What is RtI?

RTI is the practice of (1) providing high-quality instruction/intervention matched to student needs and (2) using learning rate over time and level of performance to (3) make important educational decisions to guide instruction.

National Association of State Directors of Special Education, 2005

RtI--Model

1) Multi-tiered2) Problem solving approach3) Providing instruction/intervention4) Increasing levels of intensity5) Based on data-based decisions6) Progress monitoring

We Need A New Logic

Begin with the idea that the purpose of the system is student achievement

Acknowledge that student needs exist on a continuum rather than in typological groupings

Organize resources to make educational resources available in direct proportion to student need

David Tilly 2004

Guiding Principles

Effective instruction in general education is foundation for all decision-making

Data guide decisions regarding core, supplemental and intensive interventions Therefore, good data must be available

Infrastructure for core, supplemental and intensive instruction must be: Evidence-based Integrated

Traditionalvs.Response to Intervention

Intervention

Intervention

Consider ESETraditional

Intervention

Intervention

Intervention Consider ESE

Ifnecessary

Response to Intervention

RegularEducation

MonitorProgress

MonitorProgress

PS/RtI Integrates Efforts

PS / RtI

Change Model

Consensus

Infrastructure

Implementation

Stages of Implementing Problem-Solving/RtI

Consensus Belief is shared Vision is agreed upon Implementation requirements understood

Infrastructure Development Regulations Training/Technical Assistance Model (e.g., Standard Protocol) Tier I and II intervention systems

E.g., K-3 Academic Support Plan Data Management Technology support Decision-making criteria established

Implementation

PART 2

UNDERSTAND WHY SCHOOL INNOVATIONS FAIL

Story about water boiling in a Peruvian village

Problem Proposed Innovation/Plan Results Reason for Failure

Rogers, E.M. (1995). Diffusion of Innovations, 4th ed. New York: Simon & Schuster.

Why is change so hard?It’s not just educators. . .

Definitions

Innovation- “idea, practice, or object that is perceived as new by an individual or other unit of adoption” (Rogers, 1995, p. 11)

Diffusion- “process by which an innovation is communicated through certain channels over time among the members of a social system” (Rogers, p. 5)

Examples of School-Based Innovations

Service Learning Cooperative Learning Multicultural Education Open schools Competency Based Education Peace Education Character Education Back to the Basics

Why have so many school-based innovations failed?

Take 30 seconds to jot down some ideas

Why school innovations fail?

Lack of concern about problem (Hall and Hord, 2001) Belief that the innovation will not meet

the needs of the school (Ellis, 2001) Competing initiatives or systems already

in place (OSEP, 2004) Dual system (old system + new system)


There may not be: systemic support from persons in key leadership

positions and/or policy makers continuous communication enough time to implement ongoing training on- site coaching

(Hall & Hord, 2001)


It often is the implementation of the innovation that fails and not the innovation itself (Gresham, 1989)

Degree of treatment integrity---> degree of treatment outcomes (Gottfredson, Gottfredson, & Skorban, 1998; Lipsey, 1982)

Why school innovations fail? Implementers may lack a:

rationale for the new procedures (Fullan, 1997)

commitment to new procedures (Fullan) systems perspective

(Curtis & Stollar, 2002; Schmuck & Runkel, 1994; Senge, Kleiner, Roberts, Ross, & Smith, 1994)

PART 3

IDENTIFY SYSTEMS CHANGE PRACTICES AND PRINCIPLES

Systems Change

On paper, participants should write a definition for:

A system Systems change

Stages of Systems Change

1. Planning for Change2. Developing a Plan3. Implementing a Plan4. Evaluating the Plan

(Curtis & Stollar, 2002; Harvey & Brown, 2001; Valentine, 1991)


1. Planning for Change Developing relationships with key

stakeholders Getting buy-in/commitment Conducting needs assessment Time needed

2. Developing a Plan3. Implementing a Plan4. Evaluating the Plan

Purveyor

Individual or group of individuals representing a program or practice who actively work to implement that practice or program with fidelity and good effect

“change agent” “linking agent” program consultant””site coordinator”

a purveyor“recreates a complex, causally ambiguous set of routines in new settings and keeps it functioning.” (Winter & Szulanski, 2001, p. 741)

Developing Relationships

6 Tips Reciprocity Consistency Social Proof Liking Authority Scarcity(Cialdini, 1984)

Developing RelationshipsReciprocity We should try to repay, in kind, what

another person has provided us

Consistency The desire to be consistent motivates our behavior

Social Proof The reliance on others to decide if an action is correct. The actions of those around us influence what we do

Liking People are more likely to say yes to requests by someone they know and like

Authority People have a deep seated sense of duty to comply with authority

Scarcity Opportunities seem more valuable to use when their availability is limited

What can you do in your school?

Reciprocity We should try to repay, in kind, what another person has provided us

Consistency The desire to be consistent motivates our behavior

Social Proof The reliance on others to decide if an action is correct. The actions of those around us influence what we do

Liking People are more likely to say yes to requests by someone they know and like

Authority People have a deep seated sense of duty to comply with authority

Scarcity Opportunities seem more valuable to use when their availability is limited

Getting Buy-In

People tend to fall into five categories based on their level of willingness and ability to adopt specific innovations:

Innovators Early adopters Early majority Late majority Laggards(Rogers, 1995)

Rate of Adoption

Source: http://www.cyfm.net/article.php?article=Dont_Good_Ideas_Fly.html

Activity

Read through example Describe a situation for change in

your school, brainstorm some people you know that fall into each category

Key Concept

Most people do not evaluate the innovation based on scientific evidence, rather based on information from individuals like themselves (homophilious)

The promotor of the innovation is often heterophilious from the people who must use it

Conducting Needs Assessment

Need for Change --> More severe the problem, the higher teachers rate the acceptability of the treatment (Reimers, Wacker, & Koeppl, 1987)

Stages of Concern

Levels of concern toward specific innovation Level of commitment

Stages of concern: How the innovation will affect me How will I implement the innovation How will the innovation impact the

system

(Hall & Hord)

Activity

Take Stages of Concern Questionnaire for an innovation in your school

Community Readiness Model

Stabilization Initiation Preparation Preplanning Vague Awareness Denial No Awareness(Edwards et al.,2000)

Stages of Implementation Process Sustainability Innovation Full Operation Initial Implementation Program Installation Exploration and Adoption

(Fixsen et al)

Positive Implementation Outcomes are linked to Factors during Exploration States

when staff:

Sees advantages outweighing disadvantages Have high expectations of benefits Have a good relationship with purveyor See outcomes that are demonstrable Get good information about intervention Have good organization leadership Are involved in decision making

(Panzano et al in NIRN)

Time

Full implementation 3-5 years Entry and acceptance phase 2-3 years Implementation with high accuracy

and sustainability 5-10 years (OSEP, 2004)


Planning for Change Developing a Plan

Develop a mission statement, goals, objectives

Develop/implement strategies & techniques

Implementing a Plan Evaluating the Plan

Core Components

“The most essential and indispensable components of an intervention” (Fixsen et al p.24)

Not knowing the core components leads to a waste of time and resources on non-essential components

Core components must be implemented yet flexibility must be built in to adapt the innovation to the specific setting

Core Components of RTI

Multitier Implementation Student Assessment and decision

making Evidence-Based Intervention

Provision Maintenance of Procedural Integrity Development and Sustainability of

Systems-Level Capacity(Glover & DiPerna, 2007)

Develop a mission statement, goals, objectives Activity- Dissemination Working

Group Do you have a mission statement,

goals, and objectives for the change you are trying to make?

Develop/implement strategies & techniques

1. Describe the outcome in concrete, measurable terms2. Identify resources and barriers to achieving the desired

outcome3. Select a barrier to achieving the desired outcome4. Brainstorm ideas to reduce or eliminate the selected barrier5. Design multiple action plans that include person(s)

responsible, the action to be taken, and the timeline for completion

6. Develop a follow-up plan for each action plan7. Develop an evaluation plan to assess reduction of the barrier

and attainment of the desired outcome8. Establish a timeline and criteria for determining acceptable

organizational response to the intervention.


Planning for Change Developing a Plan Implementing a Plan

Secure resources Ensure staff possesses necessary

skills (i.e., Training, coaching) Implementation Factors (Research)

Evaluating the Plan

Securing Resources

Financial resources Personnel resources Staff training in core components Staff training in planning/problem

solving skills

Coaching/Training

“On-site assistance for a teacher who is attempting to apply a new skill” (Neubert, 1988, p. 7)

“The provision of companionship, the giving of technical feedback, and the analysis of appreciation” (Joyce & Showers, 1982, p. 3)

Coaching/Training

Interventions often are not implemented with treatment integrity unless a consultant is continuously involved (e.g., Lewis & Newcomer)

Follow-up support can greatly increase the % of teachers who transfer the new strategies to their classrooms (Showers, 1984)

“Implementation Dip”(Michael Fullan)

Small setback in implementation momentum in initial stages of implementation

When things get worse before they get better

Can occur because: implementers begin to feel anxious, unskilled,

overwhelmed, incompetent about using the new skills

participants are not seeing results of implementation

Source: Phelps, http://www.dangerouslyirrelevant.org


Planning for Change Developing a Plan Implementing a Plan Evaluating the Plan

Monitor progress/revise areas that need improvement/ recycle process

Evaluate outcomes

Program Evaluations

What: Summative, Formative When:

Initial Stages Full Operation Stages Final Stages

Must consider what you are evaluating

For additional information, see Stuffelbeam’s CIPP model

CIPP Model

ContextInputProcessProducthttp://

www.wmich.edu/evalctr/checklists/ cippchecklist.htm

Recycle process (Formative)

Monitor progress

Revise areas that need improvement

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Perceptions of Practices 01/11/08 Real Elementary School

Evaluate Outcomes (Summative)Factors that promote implementation: Data related to problem Knowledge to staff about the

innovation/rationale On going training and coaching Good team functioning of implementing team Administrative and District Support Input from staff, parents, students Using input to integrate the innovation into the

current system (e.g., committee meetings) Sharing data on evaluation

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(knowledge and skills of practitioners and key staff members)

Organizational structures and cultures

Relationships to consumers, stakeholders, and system partners

(Fixsen, Naoom, Blasé, Friedman, Wallace, 2005)

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PART 4

UNDERSTAND SYSTEMS ISSUES RELATED TO IMPLEMENTING PS/RTI

Core Components of RTI

Multitier Implementation Student Assessment and decision

making Evidence-Based Intervention

Provision Maintenance of Procedural Integrity Development and Sustainability of

Systems-Level Capacity(Glover & DiPerna, 2007)

Systems issues related to implementing PS/RTI

1. Research on Multitier Model is inconclusive

2. Results of varying, individualizing, and/or intensifying treatment components at each tier

3. Standard protocol approach (predetermined plan) vs. Individualized approach (customized practices)

4. School personnel's ability to monitor implementation of applied interventions

Major Organizing Concepts

Consensus Infrastructure Implementation

ChallengesProfessional Training

Masters level gen & spcl ed teacher candidates Reasons for lack of training in testing,

measurement, behaviorism, and even scientific evidence

School Psychologists lack training in evidence-based prevention and intervention Faculty of School Psychology Programs

(Kratochwill, Volpiansky, Clements, & Ball, 2007)

ChallengesHome/Teacher Factors

Home-related factors Teacher factors vs. School factors Teacher skill

Need for High Quality Professional Development

National Staff Development Council NSDC

12 standards (SPR) 3 categories: Context, Process, Content

Examples of RtI models Florida, Illinois, Iowa, Michigan,

Wisconsin

Case Example

Small district in north suburb of Chicago

11 schools: 8 elementary, 3 middle 2 school psychologists in 3 middle

schools (400-600 students each) Supported by NSSED, a special

education cooperation that provides training and programs to 20 school districts

Systems Change in My Schools/District

District personnel support and promote problem solving and RTI

Building administrative support Role shift of school psychologists Weekly mandated problem solving

meeting for all staff (in contract) Shift in philosophy and instruction for

Academic Enrichment class (from HW help to Reading and Math Intervention)

Challenges in My Schools/District

School Psychologists’ time in each building Teachers’ resistance to collecting data Teachers’ prior knowledge about problem

solving Teachers’ lack of knowledge about RTI Scheduling (Foreign language, math, reading

concerns, and organization concerns) Correct administration and use of assessment

data, implementation of research-based programs

Parental refusal of interventions

Systems changes and challenges in your school/district Consensus Infrastructure Implementation

Documents

Understanding Systems Change Techniques to Implement RTI in your School Michael Curtis Rachel Cohen Jose Castillo