1. Developing Tier 2: Communication and Consensus Date Facilitated/Presented by: The Illinois RtI Network is a State Personnel Development Grant (SPDG) project of the Illinois State Board of Education. All funding (100%) is from federal sources. The contents of this presentation were developed under a grant from the U.S. Department of Education, #H325A100005-12. However, those contents do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. (OSEP Project Officer: Grace Zamora Durán) I-RtI Network Insert name(s) here

2. What’s happening in your district? questions do you have? What coaching Check-in Making connections Applying what we’ve learned

3. SHAKERS Go for it! Active. “Give it a try!”, ” Let’s try this.” “We’ll figure out the details later!” THINKERS Likes the big picture. Can see possibilities but would rather wait. “Let’s think about this awhile!” FEELERS “It’s important that everyone feels good about this decision.” “She loves the dinosaur unit I’m so sorry she can’t continue to teach it!” DOERS Like details figured out.”Who is doing It?” “What will happen?” “ When are we starting?” Where are we going to do it?” “Why are we doing this now?” Thinkers, Shakers, Doers & Feelers Where Do you BEST fit? Decide which description best describes you. Go to that corner of the room and meet up with folks that have decided that they deal with school situations much like you do Discuss 3 strengths and 3 challenges your ‘type’ brings to the coaching role. Elect a “spokesperson” to share your results. Source: Innovations 2011- Building Level Strand

4. Review April/May EC Meetings’ Outcomes : -Fidelity - What did you take away from the April EC meeting? -Are you planning to implement any new tools or processes? -Jim Knight Coaching Conference -What ‘aha’ moments did you have during the conference? One of the best ways to remember something is to test yourself.

5. _______ Extension Activity Action Plans DISCUSS & SHARE Successes Barriers Additional supports &/or resources needed Next step(s)

6. Extension Activity Planning

7. Outcomes Participants will: Anticipate Upcoming Training Content and Utilize EC Documents Define Critical Components at Tier 2 Assess Components of a Communication Plan Understand the Purpose and Format of a District RtI Manual Develop a RtI Manual Glossary Generate Strategies for Consensus Building at Tier 2

8. Review Pre-Meeting Survey Results

9. The ‘Big Picture’ View I-RtI Network External Coach Partnership Agreement EC Scope and Sequence 2013-2014 – RtI/MTSS District Manual Product New EC Fidelity Checklist

10. How are you feeling about the work of an External Coach? I am more confused now about our work than when I got here. I have about the same understanding of our work as when I got here. I have a better understanding of our work now, than when I got here. Questions/Comments

11. TIER 2: AN OVERVIEW I-RtI Network

12. How Does Your Tier 2 ‘Brain’ Work?

13. What’s the Recipe for a Tier 2 System of Support?

14. The Devil Is In The Details Allain and Kucic (2008)  Divide group into small groups of 3  Each person reads the assigned portion and creates one discussion question.  The small group reconvenes and each ‘expert’ gives a brief summary of their section and one question.  The larger group comes together to discuss the questions offered for each section.

15. How are you feeling about Tier 2? I am more confused now about Tier 2 support than when I got here. I have about the same understanding of Tier 2 support as when I got here. I have a better understanding of Tier 2 support than when I got here. Questions/Comments

16. CREATING A COMMUNICATION PLAN I-RtI Network

17. Barriers to Success at Tier 2 MiBLSi identifies 3: – Lack of Administrative Support and Leadership – Lack of Classroom System Implementation – Lack of a Communication System

18. “The single biggest problem in communication is the illusion that it has taken place.” George Bernard Shaw

19. What Do We Need to Communicate ? Who Needs to Know it?When and How Often?How Will They Give Feedback?How Will We Know It Is Working?

20. What to Communicate? To Whom? How? Beh. wk. Group District SIT Lit. wk. Group Math wk. Group School Improvement Leadership (incl. members from initiatives work group chairs, etc.) All Staff GRADE LEVELS/DEPARTMENTS SIT provides priorities for action Work Groups provide monthly data and action reports to SIT. SIT provide info, training, and reminds staff of priorities. Staff informs SIT of needs SIT identifies and passes along GL issues to appropriate GL. GL reports back on action taken, results, & needs. www.miblisi.cenmi.org

22. Communication Tools Communication Log – Start here – Who needs to hear what you are learning? – When will you tell them? – What will you tell each group? Communication Checklist – Clarify the information – Identify the audience – Use a variety of methods – Plan for Feedback

23. Critical Elements Key Information to Communicate Audience & Frequency Person Responsible Date Is this information:  Nice to Know  Need to Know  Need to Act Upon Status of Tier 2 Supports Tier 1 Team At least monthly Is this information:  Nice to Know  Need to Know  Need to Act Upon Number of student, program fidelity data, and progress of students receiving Tier 2 supports All faculty At least quarterly

24. Communication Checklist

25. Communication Styles One –Way Communication It is fast It is generally satisfying to the sender It is generally frustrating to the receiver It is often not very accurate Feedback Loops Time consuming More work for the sender Typically more satisfying for the receiver More accurate than communication without feedback When accuracy of communication is the goal, two-way communication, although time consuming, is preferable. Source: MiBLSi

26. How Will They Give Feedback? Share applicable data and information Arrange information in a clear and meaningful manner Illustrate what actions can be taken Gather data on path taken www.miblisi.cenmi.org

27. How Do We Know If It Is Working?

28. What Do We Need to Communicate ? Who Needs to Know it?When and How Often?How Will They Give Feedback?How Will We Know It Is Working?

29. How are you feeling about a communication plan? I am more confused now about what a communication plan is now than when I got here. I have about the same understanding of what a communication plan is as when I got here. I have a better understanding of what a communication plan is than when I got here. Questions/Comments

30. CREATING A GUIDING DOCUMENT FOR RTI/MTSS I-RtI Network

31. Developing an RtI Guidance Document http://www.rti4success.org/pdf/NCRTIGuidance _102910.pdf

32. Activity

33. A Glossary: Creating A Common Language

34. How are you feeling about creating a manual? I know more about creating a manual than when I got here. I know about the same amount about creating a manual as when I got here. I am more confused about creating a manual than when I got here. Questions/Comments

35. COACHING CONSENSUS AT TIER 2 I-RtI Network

36. DISCUSSION POINT …what we ask educators to "do" in RTI are not ends in themselves, but means to an end. In other words, a school's goal should not be to administer a universal screening assessment in reading but to ensure that all students are able to read proficiently. The Why Behind RTI Austin Buffum, Mike Mattos and Chris Weber

37. Where Are We? Tools to Measure: Climate and Culture Beliefs and Attitudes Perceptions

38. Define Consensus Don’t assume that everyone has a similar definition of what consensus means-common vocabulary Create an common definition of consensus to begin the process of agreement Choose a method for measuring change over time and an ‘intervention’ strategy to build consensus.

39. We can see a similar distribution of staff along the continuum of consensus. What are your ‘decision rules’ for moving forward? 80%, 50%, 30%? What will you do if you don’t have consensus to this level?

40. Consensus and Communication “Change problems come in all shapes and sizes, but they all have one thing in common-they are mired in inertia.”

41. Why is this so hard? It is easier to maintain the status quo rather than deal with the resistance associated with change Implementation of the change requires systematic planning (often is overlooked) Practices/programs (innovations) are left behind because they were poorly implemented and in the end, people never had to change their practice

42. Coaching Consensus District Manual Defining Processes Creating Systems Common Language Communication to Stakeholders – School – Community – Parents Tier 2 Issues Identifying students Identifying interventions Scheduling Alignment with Tier 1 Data-based Decisions Measuring Effectiveness

43. How are you feeling about coaching consensus at Tier 2 ? I have less confidence in coaching consensus than when I got here. I have about the same confidence in coaching consensus as when I got here. I have more confidence in coaching consensus than when I got here. Questions/Comments

44. Key Ideas 1.Use of EC Documents 2.Definition of Tier 2 3.Communication Planning 4.Manual: Purpose and Format 5.Glossary: Common Language 6.Coaching Strategies

45. Closing Activities Post-Assessment Link: https://www.surveymonkey.co m/s/VVSXCPC

46. Extension Activity Planning External Coach Fidelity Checklist

47. Technical Assistance Planning During the meeting : Complete the technical assistance action planning document – The purpose is application of the content to your work and your school/district needs. – Align your action plan to district/school goals. Before the next meeting : Begin steps outlined in Technical Assistance Action Planning Document At the next meeting : discuss progress