Presentation on theme: "OrRTI Project 2009-2010 Cadre 5 Training. Targets Formula for Success Activity Managing Complex Change in your District Addressing Resistance in your."— Presentation transcript:
Targets Formula for Success Activity Managing Complex Change in your District Addressing Resistance in your District Group Discussion/Planning Time School Schedules Agendas Reading Protocol Additional Questions/Concerns
Formula For Success Activity Gives your team: an opportunity to revisit the essential elements of RTI an opportunity to define these terms for your local site a tool to begin identifying areas of strength and need in your school. Adapted from
Consensus-Building Tool #2 Formula for Success BI (Big Ideas) CC (Core Curriculum) A (Assessments) T2 (Tier 2) T3 (Tier 3) = SUCCESS + BI + CC + A + T2+ T3 = Success
Activity: Formula For Success As a table group examine the Formula for Success. Discuss the impact each component would be likely to produce in practice if it were missing from RTI implementation. One group member records responses on his/her activity page. Large group share
Managing Complex Change = Change Confusion = = = = = ++++ VisionSkillsIncentivesResources Action Plan ++++ Skills IncentivesResources Action Plan ++++ Vision IncentivesResources Action Plan ++++ VisionSkills Resources Action Plan ++++ VisionSkills Incentives Action Plan ++++ Vision Skills Incentives Resources Adapted from Knoster, T. Anxiety Resistance False Starts Frustration
Activity: Formula for Managing Complex Change Why? To review the processes necessary for complex change and begin to identify areas to address in your building. What? Review the complex change formula as a team. Identify your biggest challenges. If you identify actions that you need to take, record these in your notes.
The Process is Ongoing and Long-Term CONSENSUS **Building your system**
Activity: Addressing Resistance Imagine when you get back to your district, you hear the following comments/resistance about RTI. How will you address them? “Certain students (SPED, ELL, etc) shouldn’t be in the Core because they won’t benefit. They need a different program/level” “These “fluency” assessments are just about speed and don’t really tell us what our students are learning” “Students in my classroom are doing just fine. Why do I have to change how I teach?” “Isn’t this just one more thing for us to do on top of everything else we are already doing?” What other resistance/comments have you encountered?
Planning Time School Schedules Agendas Work on Reading Protocol We will be available to address questions/concerns for the remainder of the day. This is a good opportunity to receive feedback.