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RTI Collaborative Teaming and Consensus Building Exploring

RTI Collaborative Teaming and Consensus Building Exploring. RTI Collaboration Objectives. Validate/Motivate Identify that a healthy and successful RTI framework includes ongoing collaboration as a school-wide practice

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RTI Collaborative Teaming and Consensus Building Exploring

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  1. RTI Collaborative Teaming and Consensus Building Exploring

  2. RTI Collaboration Objectives • Validate/Motivate • Identify that a healthy and successful RTI framework includes ongoing collaboration as a school-wide practice • Learn about personality traits and how to motivate each other as team members • Establishing team protocol/norms for problem solving • Establishing roles for team members

  3. Find a Shoulder Partner Establish who will be 1 and who will be 2 Why do you think collaborative teaming is important in an RTI framework? 2’s go first

  4. Teachers prefer support from a colleague to implement a new intervention strategy. (Lane, Mahdavi & Borthwick-Duffy, 2003)

  5. Collaboration is most effective when teachers feel safe asking questions and revealing weakness to their peers (Fuchs, Fuchs & Bahr, 1990)

  6. RTI Essential Components • Strong Leadership • Evidence-based Curriculum and Instruction • Ongoing Assessment • Collaborative Teaming • Data-based Decision Making • Fidelity of Implementation • Ongoing Training and Professional Development • Community and Family Involvement

  7. “[an] emphasis on collaboration across disciplines and across general and special education boundaries…requires ongoing training in collaborative teaming”(Marston, Muyskens, Lau & Canter, 2003, p. 190)

  8. Compartmentalization = Non Collaboration • Compartmentalized systems are created largely by funding streams to provide services for specific populations of students. • SPED , Title 1 services • A culture of “this is my kid- that is your kid” developed • How about your school? (1’s go first)

  9. RTI Framework = Collaboration • In the RTI process…… ……..collaborative teams are formed using the resources, talent, and personnel across the educational system.

  10. All educators work together and are accountable for the outcomes of each and every student!

  11. Lessons learned from the front line of RTI implementation in Montana schools Collaboration support Provide time during schedule to purposefully meet Explicitly train collaborative methods Monitor/Coach Time and money are always perceived to be in short supply– collaboration requires time!

  12. What Makes an Effective Team? In your team groups, discuss the following: Have you ever been a part of an extremely effective team? What qualities made this a successful experience? What do you think each individual must bring to a team in order for the team to be successful? Source: Hannon, 2007, Collaboration Works, Inc.

  13. Five Characteristics of Effective Collaborative Teams Results Accountable Commitment Conflict Capable Trust Source: Hannon, 2007, Collaboration Works, Inc.

  14. Trust Considerations Trust Worthiness Consistency Integrity Capability – technical and interpersonal Trust Willingness Vulnerability Willingness to risk Willingness to question own assumptions Source: Hannon, 2007, Collaboration Works, Inc.

  15. What to do when conflict occurs? Understanding how/why conflict occurs Communication skills Unfolding our own thinking (advocacy) Exploring other’s thinking (inquiry) Ability to identify and work at the level of “interests” Ability to compromise Source: Hannon, 2007, Collaboration Works, Inc.

  16. Commitment Problem-solving skills Decision-making skills Personal investment Think about your own personal investments in this effort – What draws you to this team? What problem-solving/decision-making skills do you have that could be useful to the team? Source: Hannon, 2007, Collaboration Works, Inc.

  17. Accountability Blame, intentions, and impact Separating individual responsibility from justifying and blaming Feedback skills to encourage accountability Appreciation Advice/Coaching Source: Hannon, 2007, Collaboration Works, Inc.

  18. Results-Oriented Commitment to a higher purpose Need of child vs. need of adult Loyalty to team Making others look good even it they are not present Team-orientation Celebrating team accomplishments Source: Hannon, 2007, Collaboration Works, Inc.

  19. Data Utilization Ongoing Cycle: Linking Assessment, Instruction, and Student Goals Assessment Student Goals Instruction RTI Collaborative Teams work to evaluate outcome data to inform instruction, to make school level and student goals, and to plan for professional development

  20. The team process looks a little different in every school. The composition and number of collaborative teams needed will be based on the needs of students staff the local culture resources available size of school!

  21. RTI Team Skills and Knowledge • Team members are knowledgeable about and capable of using the skills listed below: • Group processing • Effective classroom organization and management • Problem-solving and collaboration • Data collection/evaluation • Instructional adaptations and interventions In addition………….

  22. Team members should have knowledge and training in the following: • The Montana Common Core Standards • Critical components of reading, math, written expression instruction • Culturally sensitive instructional issues • Evidence-based instructional materials and practices • Types of assessments and appropriate use • Availability of school and community resources • Positive behavior support system Does any one person know all of this?

  23. Recommended RTI Leadership Team Members School Principal General Education Teacher(s) Special Education Teacher Instructional Coach Data Coordinator School Psychologist School Counselor Parent Others

  24. Collaborative Teams: M. Beebe-Frankenberger 2007

  25. All team members bring their own unique experiences, background, and agendas to the table.

  26. Discussion Make a list of the positive qualities of each member of your leadership team.How can these qualities be capitalized upon?

  27. Developing Norms Group Norms are… • Principles and practices that define how we make decisions and resolve conflicts • Ground rules or habits that govern the group • Norms can be: • Informal • Formal

  28. Developing Norms • We need to establish norms: • To ensure that all individuals have the opportunity to contribute in the meeting • To increase productivity and effectiveness • To facilitate the achievement of our goals

  29. Activity Talk with your group about the protocol or norms that have been observed in a leadership team. Make a list of norms that your team may want to use in your meetings.

  30. Critical Elements for Meetings State the purpose Attention to structure Agenda Topic outcomes Content vs. process Clarity about meeting roles Meeting closure-review action steps Source: Hannon, 2007, Collaboration Works, Inc

  31. Considerations for Teams The Team should determine a regular place and time to meet. Members of the team are clearly identified along with attendance expectations. Roles are assigned to team members

  32. Considerations for Teams Establish expectations for meetings *Task oriented *Problem oriented *Stay within specified time frame for meeting *Regular attendance *Complete assigned responsibilities

  33. Role of the Team MembersRoles are assigned to facilitate effective meetings Meeting Facilitator - directs team through the meeting (should not be the Principal). Case Manager - makes sure all stakeholders are invited and present; coordinates implementation of team decisions. Scribe - takes notes and completes the RTI Intervention Plan document. Timekeeper - redirects team to immediate focus of meeting; keeps and calls “time” for various meeting components in problem solving.

  34. Guidelines for the Facilitator -Stick to the issues, not individual personalities • Be aware of what each person brings to the table • Be prepared • Issues can become complex, be ready for anything • Keep the process going • Recognize when constraints are blocking consensus and make adjustments as needed

  35. Guidelines for the Time Keeper • Monitor the time-Remind participants to remain on topic • Provides gentle reminders when time is almost up • Stops everyone when allotted time is up • Suggest that topic is placed on the schedule to be revisited at a future meeting

  36. Guidelines for the Scribe • Takes notes during the meeting-consider creating a template to use for each meeting • Files notes and makes sure each team member receives a copy of the notes after the meeting

  37. Other Roles • Food Czar • Arranges for snacks at meetings • Celebrator • Comes prepared to quickly share two items worth celebrating since the last meeting

  38. Discussion • Discuss the idea of using a shared leadership model • How will you identify who will fulfill each role at the meetings? • Are there other options you may want to consider? • How can the expectations for each role be communicated?

  39. Building the Foundation Achieving Consensus and Building Capacity

  40. Developing an RTI CommunityObjectives: • Validate/Motivate • Building a school-wide RTI infrastructure • Identifying stakeholders in your school community • Importance of informing stakeholders • Build on what is already in place

  41. Assemble District and Building RTI Leadership Teams to Guide the Process

  42. Build District and School-wide RTI Infrastructure

  43. Infrastructure Building “…where sites examine their implementation against the critical components of RtI, find aspects that are being implemented well and gaps that need to be addressed. Infrastructure building centers around closing these practice gaps.” NASDSE (2008)

  44. Conceptual Framework • School Building as unit of change • Change guided by use of key questions • NASDSE Blueprints • Surveys on staff beliefs, practice, skills. • Build upon & coordinate with consensus building activities • Focus on team building, training & coaching, and alignment of resources

  45. Questions guiding infrastructure How will efforts towards implementing MTSS/RtI be monitored? How are staff involved? What assessments are in use and what is their role for use at your school? What resources are available for use? How aligned with student needs at each tier? How sufficient is your core services/programs/instruction? And for what student populations? Where needs exist with core, how will they be addressed? How will effectiveness of interventions at each tier be monitored? What professional development needs exist? And how addressed? What supplemental and intensive services/programs are available for use? How delivered? How will you determine which students require more intensive planning and supports?

  46. Build Consensus by Informing ALL Stakeholders

  47. The more informed people arethe more likely they are to be supportive.

  48. Who are our Stakeholders? Internal Community Teachers Students Specialists Para Educators Parents School Board Administration Lunch Room Staff Bus Drivers Other????

  49. Who are our Stakeholders? External Community Businesses Day Cares Churches Libraries Other???? Guest Teachers Community groups

  50. Build consensus among internal and external stakeholders • Discuss the resources and commitments necessary to build consensus • Ideally obtain consensus before implementation • district administration • internal stakeholders • external stakeholders

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