Running head: COORDINATING CHANGE THROUGH RTI

Coordinating Change through RtI

Melanie Gamache

Brandon University

030060

Change Leadership MTS Field Led Course

Linda Thorlakson

March 24, 2017

COORDINATING CHANGE THROUGH RTI 2

Coordinating Change through RtI

Response to Intervention (RtI) is a multi-tiered approach to meeting the academic and

behavioural needs of all students. Tier 1 interventions, under this model, employs quality

curriculum and quality instruction (NESD, p. 3) and through intentional planning, the use of

differentiated instruction, and flexible grouping, most students experience high quality learning

experiences which support their skill development and knowledge growth. Tier 2 interventions,

under the RtI model is a response to students (~15% of the population) who are struggling to

meet grade level expectations despite high quality curriculum and instruction offered in the

regular classroom where strategic interventionsand research-based, supplemental curriculum

to core curriculumin small groups (Denver Public Schools, RTI Flowchart, Tier 2) are used

to support students. The interventions at Tier 3 are a response to a small percentage of students

(~5%) who require intensive interventions at high frequency or duration (Denver Public

Schools, RTI Flowchart, Tier 3) in order to learn or meet grade level expectations. RtI

involves a schools response in a data inquiry cycle (see Figure 1) to intervene when a students

performance does not meet standards or expectations. The data inquiry cycle involves collecting

and

analyzing
Figure 1. The RtI Data Inquiry Cycle
data to used consistently by the RtI team to
implement accountable, effective, data-
determine based interventions to support student
learning. At each point within the
appropriate cycle, (and each subsequent cycle), a
variety of stakeholders (i.e. teachers,
administration, students, parents,
clinicians, guidance counsellors) are
involved to develop, lead, and evaluate
the specific interventions put in place.
(Denver Public Schools, RtI in DPS)
COORDINATING CHANGE THROUGH RTI 3

interventions, implementing the interventions, evaluating their effectiveness and making

adjustments as needed to support learning for students in the regular classroom.

The RtI model is successful when implemented collaboratively in a school with a

common understanding of the goals and the process. The Dauphin Regional Comprehensive

Secondary School (DRCSS) where I currently teach, fully implemented the RtI model in place of

a traditional Resource model in September, 2014. The model has been successful by increasing

student credit attainment, particularly at the grade 9 level and increasing basic student skills

particularly in numeracy in literacy, and as a result, earning our team a Manitoba Excellence in

Teaching award for Group Collaboration in 2016. Despite the success toted by research and

experienced at DRCSS, the model is not consistently implemented throughout Mountain View

School Division (MVSD). Using the strategies, experiences, and knowledge of change

leadership developed from the MTS Field Led Course, Change Leadership, this paper will

propose the process to begin and sustain divisional implementation of the RtI Model, as led by a

new Coordinator of Student Services in MVSD.

Divisional Context

MVSD is located in the Parkland and the division consists of approximately 3,300

students in 16 schools located in 7 communities (MVSD, Welcome). High schools with

reduced staff due to a small student population, are able to offer core credits to meet the

requirements for high school graduation through video conferencing and cross-transportation in

the case of Gilbert Plains and Grandview, where the schools are in close enough proximity to it.

Students can access vocational programming (and graduate with a vocational diploma) as well as

French immersion and Ukrainian bilingualism in our division, however all of these programs are

only offered in Dauphin. Transportation to Dauphin from any of the divisions communities is
COORDINATING CHANGE THROUGH RTI 4

available for students wishing to enrol in programs not offered in their own communitys school,

however as a result, many of these students spend an hour (or more) per day on the bus, which

may also impact their after-school opportunities.

The division also welcomes students from neighboring First Nation communities. The

DRCSS, which is the largest school in the division, has a high Aboriginal population in

comparison with other schools in the division. Generally speaking, the families that attend

MVSD schools are largely based in the agricultural or trades sector, however the communities

within the division largely live in high poverty, with a comparatively low percentage of the

population that is educated beyond high school. The students attending MVSD schools, like in

other school divisions, are diverse and present with a significant number of learning needs and

challenges such as low language skills, low cognitive capabilities, co-morbidity diagnoses,

addictions, and mental health concerns.

Currently, the Student Services model and the way schools respond to struggling students

in MVSD is inconsistent. Three of the 16 schools employ their own version of RtI while the

other 13 schools follow a more traditional model of support where the Resource Teacher (RT)

identifies students who have struggled in the past and given teachers a prescribed list of dos

and donts to follow in their classrooms while Educational Assistants (EAs) are assigned to

specific students and are attached to them only in a classroom. These prescribed lists are often

static and do not change throughout the course of a semester, sometimes not throughout a year,

and in some case, they remain fixed spanning several grade levels. The RTs role in a traditional

model is to provide teachers with an indication of the students academic, learning, behavioural

challenges, provide booklets and resources to meet suggested adaptations or modifications, and

manage EAs through scheduling, supervision, and evaluation. In some cases, the RT is also
COORDINATING CHANGE THROUGH RTI 5

responsible for pulling the identified students from their regular classes to provide intensive

support or separate programs to support skill development, which is sometimes in conjunction

with the classroom teachers instruction, but often not.

Readiness for the RiT

Because MVSD is a large school division, geographically, many rural schools outside of

Dauphin are almost in complete isolation of one another. This creates challenge for collaborative

planning and effective PLCs for teachers to develop strategies to improve their planning,

assessment, and instructional delivery. Limited sub availability, especially for our more remote

schools, results in equally limited teacher leave time. Professional Development for much of

MVSDs staff is limited to divisionally scheduled opportunities which may or may not support

teachers in developing their practice at the Tier 1 level, and even fewer opportunities for PD to

target development for Tier 2 or Tier 3 planning within a classroom. In these small schools, the

RT is often also a classroom teacher, the guidance counsellor, and in some cases, also the

administrator. This limits the amount of collaborative planning that can go into making decisions

or action plans to support student learning, adaptations, or to shift instructional practice to

support learning for all students. The inconsistent, and sometimes non-existent, collaborative

planning or collaborative review of plans in place to support student learning is a red flag that

indicates it is time to shift from a traditional Resource model to one that employs the principles

of RtI.

National data such as PISA results indicates that Manitoba students are performing

significantly lower than their peers across the country (Brochu, Deussing, Houme, & Chuy,

2013). MVSD students typically score lower on provincial standardized tests compared with the

provincial average. The trend indicates that students in the Parkland are performing, generally,
COORDINATING CHANGE THROUGH RTI 6

from 5-12% lower than provincial averages on outcomes measured by provincial assessments at

the grade 12 level. These results indicate that immediate change within Manitoba, and certainly

within MVSD, is imminent and necessary.

Changes in classroom profiles are expected over the upcoming years due to changes in

staffing as a result of proposed provincial budget cuts and legislation to remove the cap on class

size in K-3 classrooms (Gould, 2017). This is likely to mean that the already complex job of

teaching may increase as the numbers of students teachers are responsible for are increasing and

the number of teachers or other staff employed by our division, will likely decrease. The result

will be more students and less staff. With this change, current practices cannot be sustained,

especially since they have not proven to be successful for all students. A lack of collaborative

practice, poor student performance on standardized tests, and an expected change in classroom

profiles indicates an immediate need for change in the way student learning is supported through

Student Services, namely, the implementation of RtI in every school.

There are potential challenges to implementing a division-wide Student Services model

including unifying the vision of RtI, philosophical differences among staff, and the logistics of

one coordinator for a geographically vast division. MVSD schools that are already employing

RtI practices, might seem ahead of the game, and in many ways that is true. These schools,

however, do not consistently apply the same RtI model, that is, what exists as RtI in one school is

philosophically and organizationally different from the other schools. Initiating a divisional

change in the Student Services model will necessitate a unified vision of RtI. This unified vision

and understanding of the model will lead to the next challenge of training and shifting staffs

perception from what weve always done to a responsive approach to student needs.
COORDINATING CHANGE THROUGH RTI 7

The RtI model holds teachers accountable for all of their students, including those who

may struggle, by primarily delivering instruction and assessing student learning through

differentiation. Many teachers, who already are flexible and responsive to the needs of all

students will adopt the RtI model readily, while those teachers who struggle with flexibility,

intentional planning, and assessment will require more support to make philosophical shifts in

thinking. To implement these changes, the Coordinator of Student Services will provide staff

support through training administrators, ongoing professional development for the RtI team,

teachers, and support staff, as well as increase the time and frequency that the Student Services

Coordinator spends in each building to observe and offer guidance.

The Process and Strategies

Implementing RtI across an entire division is neither unpacking a box to distribute the

contents nor an unveiling of a miraculous, secret formula. It is a process of shifting philosophy

and the lens through which education is viewed. Such an undertaking is not a simple feat, cannot

be successfully done by the Student Services Coordinator alone, and will require several years

with slow, steady steps to see full implementation of the model. Table 2 outlines the process and

steps to be taken by the new MVSD Coordinator of Student Services over the course of four

years to fully implement RtI across the division. Included are the actions, strategies for

implementation and rationale for the intended process. The role of the Student Services

Coordinator in this process is coordination. While she will effectively lead this change in the

division, she will rely on the expertise and leadership that already exists in the division as well as

identify and empower aspiring or potential leaders through support and responsible action.
 COORDINATING CHANGE THROUGH RTI
Table 2. Four-phase RtI Implementation plan for MVSD September, 2017-June, 2021. The goal is to fully implement the RtI model in
MVSD by June, 2021 to support student learning.
Phase Actions Required Specific Strategies and Timelines
What do we have to do? How will we do it?
Professional Development for RTs,
instructional coaches, and admin in Tier
1 support and implementation
Define the purpose and collect data for Analyze national, provincial, and divisional
our division with commercial
Phase 1: Establish Ground Work
assessment tool.
Create a handbook for what RtI looks Read and review RtI handbooks from North
like in our division and a glossary of
vocabulary.
School based PD on Tier 1 practices
Co-create non-negotiable commitment
to specific Tier 1 practices with staff (in
individual schools)
Educate parents, students, and public on
changes, expectations, and
commitments.
Phase 2: Tier 1 Focus
Schedule PLC time to unpack
curriculum and co-plan common
assessments for data collection with
support
Create an RtI core team at each school
with protected weekly meetings.
Review non-negotiable goals and data
collection.
Phase 3:
Professional Development for RTs,
Tier 2
instructional coaches, and admin in
supporting and implementing flexible
Rationale
Why are we doing this?
PD to begin at Divisional PD day in Sept.,
2017.
Continued, scheduled meetings to discuss,
follow up, and reflect on how this is
working in individual schools.
data collected to identify holes in current
model.
Co-construct a vision aligning with the
principles of RtI.
Purchase commercial assessment tool and hold
PD session for implementation by January,
2018.
Eastern School Division and South Eastern
School Division to adapt and adopt pieces
into an MVSD version, created by RT,
admin, and student services personnel.
Use divisional RtI handbook as a book study
for school based PD and staff meetings
during the 2018-2019 school year.
Use regular staff meetings to unpack Tier 1 To provide scaffolded, yearlong support
practices in the RtI handbook and NESDs
DI handbook.
Identify best practices learned through staff
meetings and school based PD and prioritize
these practices for initial steps.
Publish MVSD RtI handbook.
Publish non-negotiable commitments of staff. To elicit feedback from parents, students,
Publish this strategic plan to implement the RtI
model.
Facilitate unpacking process with coordinator, Encourage collaboration and unpacking
instructional coaches, admin, and RT.
Using time during school based PD.
Schedule common prep time in larger schools.
Schedule staff meetings in conjunction with
sister schools to allow for blended PLC. Make PLCs accessible in large and small
Identify leaders within the building including Build capacity on staff.
guidance counsellors, youth support
workers, admin, classroom teachers, and
coordinator.
Establish weekly meet times on a shared
calendar.
Use spring school based PD day to review
goals and data collection.
Refocus the purpose and alignment with RtI
practices.
Identify master teachers (at all levels)in the
division who already use good grouping
strategies.
8
Laying groundwork and foundational
understanding for the individuals who
will support Tier 1 instruction at their
school.
Setting a clear target and purpose for
changing the model based on data
reflective of current practices.
Assessment tool will be used to identify
specific and general learning gaps and
skill deficits in literacy and numeracy so
classrooms and schools may create
specific, targeted goals for students.
Establish consistency of the model
throughout the division.
Review handbooks that are already in full
implementation to guide best practice in
our own handbook.
To introduce the principles of RtI to staff
by exploring the parts, vocabulary, and
rationale together. This will create an
understanding of the model as well as a
clear view of the purpose for a staggered
implementation.
dedicated to developing Tier 1 practices.
Create a shared sense of commitment,
understanding, and common goal.
Create accountability for staff.
To report changes to practice.
and community stakeholders.
To acknowledge and respond to data that
is also public.
To incorporate parents, students, and the
public in education.
process in an accountable way.
Involve coordinator, coaches, admin, and
RT in supportive instruction roles to
build trusting and credible relationships.
schools by creating common prep time
or common staff meeting times and
place.
Use a collaborative counsel approach to
determine action plans.
Establish meet times as a norm within the
group and create accountability for
meeting.
Sustain momentum.
Align practice to purpose and goals.
Celebrate successes and growth.
Recognize the in house competence.
Encourage and empower leadership and
leader learning between professionals.
 COORDINATING CHANGE THROUGH RTI
Table 2. Four-phase RtI Implementation plan for MVSD September, 2017-June, 2021. The goal is to fully implement the RtI model in
MVSD by June, 2021 to support student learning.
Phase Actions Required Specific Strategies and Timelines Rationale
What do we have to do? How will we do it? Why are we doing this?
grouping and inclusive practice. RT, instructional coaches, and admin will
observe, record, and use conversation to
understand master teachers intentional
planning strategies.
Create a data analysis team at each Identify strategic team members through
school. conversation, observation, and volunteer
recruitment.
Construct a division team to attend Bruce
Wellmans Got Data? PD sessions.
School based PD on Tier 2, grouping, Use regular staff meetings to unpack Tier 2
formative assessment, and targeted skill practices in the RtI handbook.
development across core curriculum Use master teachers, admin, RT, and
instructional coaches to support teachers in
planning and implementing good grouping
strategies.
Co-create non-negotiable commitment Identify best practices learned through staff
to specific Tier 2 practices with staff (in meetings and school based PD and prioritize
individual schools) these practices for initial steps.
focus and skill development
Educate parents, students, and public on Publish non-negotiable commitments of staff.
changes, expectations, and
commitments.
Continue scheduled PLC time dedicated Facilitate unpacking process with coordinator,
to curricular unpacking and looking at instructional coaches, admin, and RT.
data from common assessments, and Using time during school based PD.
regrouping among departments and Schedule common prep time in larger schools.
classrooms. Schedule staff meetings in conjunction with
sister schools to allow for blended PLC
time.
Schedule regrouping in larger schools
according to timetable and using technology
or commute to regroup in sister schools.
Co-create standard action plan reporting Review referral forms already being used in
format with RtI teams across the schools.
division. Identify pros/cons to each form.
Co-Construct ideal form and process for RtI
referral process.
Review all non-negotiable goals and Use spring school based PD day to review
data collection. goals and data collection.
Refocus the purpose and alignment with RtI
practices.
Phase 4: Tier 3 focus and
Create classroom profiles (elementary Review process and experimentation that J.
and middle schools) and school profiles Galbreth has begun in MVSD.
(high schools) to look at specific needs Consult with PowerSchool coordinator to
inclusion
in each building. establish process for utilizing PowerSchool
for collecting, reporting and sharing profiles
data.
Use Data Analysis team meeting to examine
data from assessment tool to determine
specific needs in each building.
Data Analysis team will share results and
9
Build capacity among school staff.
Use the team as an accountable way to
support growth of teachers who have
trouble moving forward.
The Got Data? PD is practical and can be
used immediately across the division.
To provide teacher training in
incorporating good grouping strategies.
To build leadership capacity among master
teachers.
Create a shared sense of commitment,
understanding, and common goal.
Create accountability for staff.
To report changes to practice.
To elicit feedback from parents, students,
and community stakeholders.
To acknowledge and respond to data.
To incorporate parents, students, and the
public in education.
Encourage collaboration and unpacking
process in an accountable way.
Involve coordinator, coaches, admin, and
RT in supportive instruction roles to
build trusting and credible relationships.
Make PLCs accessible in large and small
schools by creating common prep time
or common staff meeting times and
place.
Facilitate in house regrouping and
including students in remote
communities.
Validate and use a strengths based
approach for developing forms that are
already working in the division.
Create consistency for transition meetings,
staff change, and continued divisional
work with the RtI model.
Sustain momentum.
Align practice to purpose and goals.
Celebrate successes and growth.
Build capacity in aspiring leaders and risk
takers.
Ensure that consistent process/protocol is
established to collect, report, and use
profile data.
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Table 2. Four-phase RtI Implementation plan for MVSD September, 2017-June, 2021. The goal is to fully implement the RtI model in
MVSD by June, 2021 to support student learning.
Phase Actions Required Specific Strategies and Timelines
What do we have to do?
Develop Tier 3 intervention hierarchy
guide.
Staff training on Tier 3 implementation.
Co-create non-negotiable commitment
to specific Tier 2 practices with staff (in
individual schools
Continue scheduled PLC time dedicated
to grade level expectations, adaptations,
and including IEP students.
Review all non-negotiable goals and
data collection.
Rationale
How will we do it? Why are we doing this?
process for accessing and using class
profiles.
Develop divisionally blended PLCs with Create consistent planning for common
scheduled time to develop strength based diagnoses.
intervention hierarchy for students with A quick reference guide for Tier 3
common diagnoses. interventions will allow creative
solutions to spread across the division,
supporting more students.
Recognize and build upon the good work
that is already happening in our
division.
School based PD on Tier 3, legislation and best To create consistent understanding of Tier
inclusive practices, school/classroom 3.
profiles from coordinator, RTs, and admin.
Identify best practices learned through staff Create a shared sense of commitment,
meetings and school based PD and prioritize understanding, and common goal.
these practices for initial steps. Create accountability for staff.
Facilitate unpacking process with coordinator, Encourage collaboration and unpacking
instructional coaches, admin, and RT. process in an accountable way.
Using time during school based PD. Involve coordinator, coaches, admin, and
Schedule common prep time in larger schools. RT in supportive instruction roles to
Schedule staff meetings in conjunction with build trusting and credible relationships.
sister schools to allow for blended PLC Make PLCs accessible in large and small
time. schools by creating common prep time
or common staff meeting times and
place.
Use spring school based PD day to review Sustain momentum.
goals and data collection. Align practice to purpose and goals.
Refocus the purpose and alignment with RtI Celebrate successes and growth.
practices.

A Reflection of My Skills

The skill that makes me a natural leader include my ability to build relationships and

professional credibility and trust with my colleagues. I consistently walk the talk by

implementing the expectations in my own classroom experience whether it be through planning,

assessment, or even the tasks that I ask of my students. This credibility allows my colleagues to

feel safe and open to begin conversations and actions for change. There is a general acceptance

of my opinions and guidance, both offered as a means to support others professionally, that gives

me an entry point to facilitate change.

COORDINATING CHANGE THROUGH RTI 11

Creating and sustaining change requires leaders who are good communicators who use

those communication skills to recognize and empower others to lead. Creating real change is

not, and cannot, be an individual pursuit, so empowering others and building the capacity for

leadership in others is important for change to be actualized, but also for it to be accepted and

internalized by the staff. I see this is an area that I have grown over the last three years.

Naturally I struggle with delegation and true collaboration, but through my Masters program

and a professional growth plan dedicated to developing delegation and empowerment skills, I

have grown exponentially.

Skills that are necessary as a Change Leader also include resiliency and challenging the

status quo. These are two areas that I know I need to further develop. I often get disheartened

and frustrated when meeting barriers or road blocks to success, particularly when those

challenges are people. A strategy for developing resiliency was alluded to in Preskill and

Brookfields book, Learning as a way of Leading (2009) was through the use of counsel.

Surrounding ones self with other leaders and aspiring leaders creates hope and, over time,

resiliency to overcome push back from hurdles. Challenging the status quo, as determined

through Kirtmans seven competencies self-assessment (Kirtman & Fullan, 2016), is another area

of challenge for me. While I recognize that change happens and is sustained through this action,

I think extreme actions often do more harm than good, so at times, a conservative approach may

actually be more positively received by stakeholders. As a potential candidate for Coordinator of

Student Services in MVSD, there would be opportunity to challenge the current practices used

today, however a complete flip in expectation and a sudden and direct top down approach, would

be ineffective and ultimately a failure. Slow, steady gains through a focused approach is the best

way to challenge the current model while preserving integrity and professionalism.
COORDINATING CHANGE THROUGH RTI 12

References

Brochu, P., Deussing, M., Houme, K., & Chuy, M. (2013). Measuring up: Canadian results of

the OECD PISA study. Toronto, ON: Council of Ministers of Education, Canada.

Retrieved from

http://cmec.ca/Publications/Lists/Publications/Attachments/318/PISA2012_CanadianRep

ort_EN_Web.pdf

Brookfield, S. & Preskill, S. (2009). Learning as a way of leading (1st ed.). San Francisco:

Jossey-Bass.

Denver Public Schools. (2017). RtI in DPS and RtI Flowchart from Response to

intervention. Denver Public Schools: Denver, CO. Retrieved from http://rti.dpsk12.org/

Gould, N. (2017). Appalling law to hit teachers. Manitoba Teachers Society. Retrieved from

http://www.mbteach.org/mtscms/2017/03/21/appalling-law-to-hit-teachers/

Kirtman, L. & Fullan, M. (2016) Leadership: Key competencies for the whole system change.

Bloominton, IN: Solution Tree Press.

MVSD. (2017). Welcome. Mountain View School Division: Dauphin, MB. Retrieved from

http://www.mvsd.ca/district.cfm?subpage=185

NESD. (2017). Response to intervention and instruction handbook. North East School Division:

Melfort, SK. Retrieved from

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https://www.nesd.ca/Programs/studentsupportservices/Student%20Support%20Services

%20Handbooks/NESD%20RtI%20handbook%20-%20January%202017.pdf