20,99 €
Mehr erfahren.
- Herausgeber: John Wiley & Sons
- Kategorie: Bildung
- Sprache: Englisch
A research- and evidence-based playbook for creating MTSS in schools In In Support of Students: A Leader's Guide to Equitable MTSS, a team of distinguished educators delivers a comprehensive and insightful discussion of how to create evidence-based and equitable multi-tiered systems (MTSS). In the book, you'll find the practical tips and tools you need to support the implementation and redesign of systems that meet the needs of all learners. The author go beyond conceptual theories and frameworks and readers grounded, hands-on advice for developing MTSS that provide opportunities for students to learn at high levels while retaining equitable feelings of belonging and hope. The book also provides: * Real-life examples and planning procedures to implement MTSS in a variety of school environments * Strategies for building MTSS in ways that combat educator burn-out, overwork, and overwhelm * An actionable toolkit to put MTSS into practice and improve student outcomes An indispensable resource for K-12 school leaders and administrators, In Support of Students will also prove invaluable to policymakers, university staff, and regional support providers.
Sie lesen das E-Book in den Legimi-Apps auf:
Seitenzahl: 329
Veröffentlichungsjahr: 2023
Ähnliche
Table of Contents
Cover
Praise for
In Support of Students
Title Page
Copyright
Dedication
Acknowledgments
From Katie
From Kristan
Introduction
1 Planning for Systems Change
The View from My Window (Kristan)
Our Call
The Need for Complex Change
Summary
Reflection Questions
2 Understanding MTSS
Baking, Not Caking
Defining MTSS
Summary
Reflection Questions
3 The Power of Inclusive Practices
The Power of Carrot Cake (Katie)
The Opportunity Myth
Universal Design for Learning
Deeper Learning
Summary
Reflection Questions
4 Building Your Team and Crafting a Vision
The Ultimate Dream Team (Katie)
Teamwork Makes the Dream Work
Understanding Effective Instructional Practice
Creating the Vision
Summary
Reflection Questions
5 Kicking Off the Needs Assessment Process
My Reflection in the Mirror (Kristan)
Where Do I Start? (Katie)
Seeing Our Current Systems
Document Review
Asset Mapping
Summary
Reflection Questions
6 Data Analysis to Prepare for MTSS
The Power of Lived Experiences (Kristan)
Data Analysis
Equity Reviews
Prepare Your Data Culture
Summary
Reflection Questions
7 Conducting the Self‐Assessment
Refinishing the Glider (Katie)
Completing the Self‐Assessment
Instructional Vision
Instructional Design
Tiered Systems
Systems and Structures
Key Findings
Summary
Reflection Questions
8 Root‐Cause Analysis
Down the River
Identify Potential Root Causes
Organizing Your Proposed Root Causes Around Control
Review Root Causes for Leverage
Validate Your Root Causes
Verify Your Root Causes
Summary
Reflection Questions
9 Planning for Success
Walk with Me (Kristan)
Strategic Plan
Vetting Your Plan
Logic Models
Prioritizing Action Steps
Summary
Reflection Questions
10 Implementing Systems
Avoiding the Fate of Sisyphus
Unpacking Fidelity
Feedback Loops
A Case Study: Integrating MTSS
Summary
Reflection Questions
References
Appendix A: UDL Look‐for Tool
Appendix B: Sample Action Steps for MTSS Strategy
Vision Action Steps
Instructional Design Sample Action Steps
Tiered Systems Planning
Leveraging Systems and Structures
About the Authors
Katie Novak, Ed.D.
Kristan Rodriguez, Ph.D.
Index
End User License Agreement
List of Tables
Chapter 1
Table 1.1 Technical and adaptive challenges.
Table 1.2 Concerns‐Based Adoption Model.
Table 1.3 Implementation science and tiered framework of deeper learning cro...
Chapter 2
Table 2.1 Elements of instructional design in an MTSS model.
Table 2.2 Elements of tiered systems in an equitable MTSS model.
Table 2.3 Elements of systems and structures in an equitable MTSS model.
Chapter 3
Table 3.1 Components of UDL and differentiated instruction.
Table 3.2 Skill set of a UDL practitioner.
Chapter 4
Table 4.1 Recommended team configuration.
Table 4.2 Developing norms.
Table 4.3 UDL to guide norms.
Table 4.4 Elements of effective instructional practice.
Chapter 5
Table 5.1 Reviewing Initiatives.
Table 5.2 Sample Document Sources.
Table 5.3 Team document review of master schedule.
Table 5.4 Sample of tiered systems grid.
Table 5.5 MTSS systems template.
Chapter 6
Table 6.1 Sample elementary literacy assessment map.
Table 6.2 Sample high school ELA assessment map.
Chapter 7
Table 7.1 MTSS vision self‐assessment.
Table 7.2 MTSS instructional design self‐assessment.
Table 7.3 Tiered systems self‐assessment.
Table 7.4 Systems and structures self‐assessment.
Table 7.5 Readiness elementary and essential planning questions.
Table 7.6 Sample key findings.
Chapter 8
Table 8.1 Sample of root‐cause analysis.
Table 8.2 Root cause validation recording sheet sample.
Table 8.3 Sample verification template.
Chapter 9
Table 9.1 Conditions to review strategic planning process.
Table 9.2 Sample strategy language.
Table 9.3 Action Steps for Key Finding.
Table 9.4 Sample logic model.
Table 9.5 Template for logic model.
Table 9.6 Sample annual action steps for MTSS strategy.
Table 9.7 Sample annual action plan.
Table 9.8 Action plan template with status updates.
Table 9.9 Action plan review template.
Chapter 10
Table 10.1 Fidelity categories.
Table 10.2 Fidelity categories and associated artifacts.
Table 10.3 Excerpt of a sample action plan for SMART goal with identified fi...
Table 10.4 MTSS strategic moves of case study district using equitable MTSS ...
List of Illustrations
Chapter 1
Figure 1.1 Reflect‐change‐growth cycle.
Figure 1.2 Deeper learning model for MTSS.
Figure 1.3 Phases of implementation science.
Chapter 4
Figure 4.1 Timeline of activities for core MTSS team.
Chapter 6
Figure 6.1 Four categories of data
Figure 6.2 Sample data tree
Chapter 8
Figure 8.1 Three piles of control.
Figure 8.2 Leverage versus lift.
Chapter 9
Figure 9.1 Expanded logic model.
Chapter 10
Figure 10.1 Feedback loop cycle.
Guide
Cover Page
Praise for In Support of Students
Title Page
Copyright
Dedication
Acknowledgments
Introduction
Table of Contents
Begin Reading
References
Appendix A: UDL Look‐for Tool
Appendix B: Sample Action Steps for MTSS Strategy
About the Authors
Index
Wiley End User License Agreement
Pages
i
ii
iii
vii
iv
ix
xv
xvi
xvii
xviii
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
38
39
40
41
42
43
44
45
46
47
48
49
50
51
52
53
54
55
56
57
59
60
61
62
63
64
65
66
67
68
69
70
71
72
73
74
75
76
77
78
79
80
81
82
83
84
85
86
87
88
89
90
91
92
93
95
96
97
98
99
100
101
102
103
104
105
106
107
108
109
110
111
112
113
114
115
116
117
118
119
120
121
122
123
124
125
126
127
128
129
130
131
132
133
134
135
136
137
138
139
140
141
142
143
145
146
147
148
149
150
151
152
153
154
155
156
157
158
159
160
161
162
163
164
165
166
167
168
169
170
171
172
173
174
175
176
177
178
179
180
181
182
183
184
185
187
188
189
190
191
192
193
194
195
196
197
198
199
200
201
202
203
204
205
206
207
209
210
211
212
213
214
215
216
217
218
219
220
221
222
223
224
225
227
228
229
230
231
232
233
234
235
Praise for In Support of Students
“Katie and Kristan do a wonderful job presenting evidenced‐based ideas, strategies, action plans, and ingredients for a MTSS of teaching and learning. They provide the reader with ongoing personal anecdotes, analogies, and steps of MTSS and many opportunities throughout to pause, think, and reflect on how to best support all students. The book highlights how all learners are ‘capable of greatness’ with the appropriate shift in systems and priorities.”
—Michael W. Adams, EdD, Executive Director, American Schools of Central America, Colombia‐Caribbean and Mexico (Tri‐Association)
“As an educator of 30 years and currently serving as MTSS Coordinator, I believe In Support of Students is empowering! Whether you are an educator in the first stage of implementing MTSS or already full‐steam ahead, this book provides a blueprint that is proactive and responsive to student success for all learners. The authors take you on a journey through change, crafting a vision, planning for success, and action steps to an inclusive multi‐tiered system of supports. Reflection questions posed throughout the book are a bonus to provoke conversation for the reader and district teams. This is the real deal for educators looking to create and sustain an equitable MTSS!”
—Lorri Race,MTSS Coordinator 6–12, Norwich City School District
“Intentionally designing our educational systems to ensure inclusive experiences rooted in belonging for all students is not the work for leaders faint of heart. In In Support of All Students: A Leader's Guide to Equitable MTSS, authors Katie Novak and Kristan Rodriguez have integrated their vast knowledge of universal design for learning (UDL) and implementation/improvement science to assist equity warriors in their journey of self‐reflection, organizational improvement, and ultimately creating a system that benefits those we serve. A must‐read and call to action.”
—Kevin Schaefer,Director, Inclusive Practices, Supporting Inclusive Practices (SIP) Project, El Dorado County Office of Education
“Dr. Katie Novak and Dr. Kristan Rodriguez deliver again! School and district leaders and MTSS teams will benefit from this practical how‐to guide that walks readers through the development/refinement of a school's multi‐tiered system of support through the lens of UDL. The authors share practical tips, tools, and tales that can be used by teams to deepen their knowledge of MTSS and improve their systems so that every student can thrive.”
—Molly McCabe,Instructional Services, Riverside County Office of Education
“In In Support of Students: A Leader's Guide to Equitable MTSS, Dr. Novak and Dr. Rodriguez provide a clear, concise pathway to the change needed in our schools to support all students. They have demystified equitable MTSS implementation, providing the connections between what we talk about doing and the steps we can take to do it, placing students at the center—guiding the process of adapting our school environments into places where all students are included and learn!”
—Annie Lamberto,Special Education and Inclusionary Practices, Washington Education Association
“This book is an excellent playbook for any school administrator to follow to get equitable MTSS going in their district. Whether this is your introduction to MTSS or you are well on your way, this book is the reference that you need to make the transformative changes in your school in order to truly support all students.”
—Steven C. Meyer,Superintendent, Clinton Public Schools
“This book is a must‐read for any leader looking to make their school or district meet the increasingly diverse needs of all students. Written by practitioners for practitioners, it is a roadmap to follow, including many opportunities for collaboration and reflection built into each chapter.”
—Dr. Matthew Crowley,Superintendent, Woburn Public Schools
“In Support of Students stands out among other books that are focused on MTSS in that Novak and Rodriguez focus on change and improvement science strategies to incorporate a comprehensive and equitable multi‐tiered system of support. As always, Katie and Kristan incorporate their sense of humor and relatable anecdotes to make sense of complex changes like this.”
—Henry J. Turner,EdD, Award‐Winning High School Principal and Author of Change the Narrative: How to Foster an Antiracist Culture in Your School
“Katie Novak and Kristan Rodriguez have delivered a truly empowering gift. In Support of Students: A Leader's Guide to Equitable MTSS is a how‐to guide that delivers not only the tools and resources for learning leaders, but the strategies and models to examine current systems to support implementation of an authentic tiered system of support. Now we can finally answer the question ‘Where do I start?’ Through their candid storytelling and reflections at the onset of each chapter, Katie and Kristan connect with readers at such a genuine personal and professional level. Get ready to be equipped to lead inclusive, equitable, and sustainable change!”
—Jennifer Knight DeLashmutt,Director of Curriculum and Professional Learning, International School Bangkok
“Katie Novak and Kristan Rodriguez have written a must‐read guide for systems to move beyond theory and planning to actionable systemic changes for all of our children to be successful and engaged in their learning. This book is invaluable for all levels of educational leaders.”
—Krestin Bahr,Superintendent, Peninsula School District
“Every student deserves the very best education. Katie Novak and Kristan Rodriguez advocate for all students by coaching school leaders to design school and classroom systems that support every child's access to the grade‐level curriculum. This is a book for school leaders and leadership teams looking to break free from the ‘that's how we've always done it’ mindset and entertain ideas and change that will support learners' academic, behavioral, and social needs. The ‘Pause and Reflect’ questions used in this book are a lifeline for school leaders looking to change their mindsets and systems.”
—Joanna Shelley,Educator
In Support of Students
A Leader's Guide to Equitable MTSS
Katie Novak, Ed.D.Kristan Rodriguez, Ph.D.
Copyright © 2023 by John Wiley & Sons, Inc. All rights reserved.
Published by Jossey‐Bass
A Wiley Brand
111 River St., Hoboken NJ 07030
www.josseybass.com
Printed in the United States of America
Published simultaneously in Canada
No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the publisher, or authorization through payment of the appropriate per‐copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, 978‐750‐8400, fax 978‐646‐8600, or on the Web at www.copyright.com. Requests to the publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, 201‐748‐6011, fax 201‐748‐6008, or online at www.wiley.com/go/permissions.
Trademarks: Wiley and the Wiley logo are trademarks or registered trademarks of John Wiley & Sons, Inc. and/or its affiliates, in the United States and other countries, and may not be used without written permission. All other trademarks are the property of their respective owners. John Wiley & Sons, Inc. is not associated with any product or vendor mentioned in this book.
Limit of Liability/Disclaimer of Warranty: The publisher and the author make no representations or warranties with respect to the accuracy or completeness of the contents of this work and specifically disclaim all warranties, including without limitation warranties of fitness for a particular purpose. No warranty may be created or extended by sales or promotional materials. The advice and strategies contained herein may not be suitable for every situation. This work is sold with the understanding that the publisher is not engaged in rendering legal, accounting, or other professional services. If professional assistance is required, the services of a competent professional person should be sought. Neither the publisher nor the author shall be liable for damages arising herefrom. The fact that an organization or website is referred to in this work as a citation and/or a potential source of further information does not mean that the author or the publisher endorses the information the organization or website may provide or recommendations it may make. Further, readers should be aware the Internet sites listed in this work may have changed or disappeared between when this work was written and when it is read.
Jossey‐Bass books and products are available through most bookstores. To contact Jossey‐Bass directly call our Customer Care Department within the U.S. at 800‐956‐7739, outside the U.S. at 317‐572‐3986, or fax 317‐572‐4002.
Wiley publishes in a variety of print and electronic formats and by print‐on‐demand. Some material included with standard print versions of this book may not be included in e‐books or in print‐on‐demand.
If this book refers to media such as a CD or DVD that is not included in the version you purchased, you may download this material at http://booksupport.wiley.com.
For more information about Wiley products, visit www.wiley.com.
Library of Congress Cataloging‐in‐Publication Data
Names: Novak, Katie, author. | Rodriguez, Kristan, author. | Jossey‐Bass Inc., publisher.
Title: In support of students : a leader’s guide to equitable MTSS / Katie Novak, Kristan Rodriguez.
Description: San Francisco : Jossey‐Bass, [2023] | Includes bibliographical references and index.
Identifiers: LCCN 2022059970 (print) | LCCN 2022059971 (ebook) | ISBN 9781119885269 (paperback) | ISBN 9781119885283 (adobe pdf) | ISBN 9781119885276 (epub)
Subjects: LCSH: Multi‐tiered systems of support (Education). | Educational equalization. | Students‐‐Services for.
Classification: LCC LB1029.M85 N68 2023 (print) | LCC LB1029.M85 (ebook) | DDC 379.2/6‐‐dc23/eng/20221219
LC record available at https://lccn.loc.gov/2022059970
LC ebook record available at https://lccn.loc.gov/2022059971
Cover Design: Wiley
Cover Image: Trees: © discan/Getty Images Paper Texture: © xamtiw/Getty Images
This book is for educational leaders who believe that we can create more inclusive and equitable systems, that change is possible, and that our learners, especially those who have been excluded, minoritized, marginalized, and have had to be resilient, deserve so much more.
Acknowledgments
From Katie
To KRod, you paved my road to leadership, and for that, I am forever grateful. You saw leadership capacity in me before anyone else, and your perseverance (and the fact that you never take no for an answer! Ha!) encouraged me to expand my classroom walls further and further. From our first meeting in Chelmsford to the many years we collaborated in G‐D (Dream Team!) to our ongoing work around the world, you will always be my BPF (Best Professional Friend). Can't wait to celebrate this book in PR. I'm coming! Love you so much.
To our team at Wiley, especially Natalie Muñoz, Mary Beth Rosswurm, and Christine O'Connor, your organization and support have been so helpful throughout this process. I am prone to biting off a bit more than I can chew, but your timeline, your reminders, and your check‐ins kept us on track on this one. Kim Wimpsett and Amy Handy, we are so grateful for your eagle eyes during the editing process. I am grateful for the opportunity to share our work on a larger scale with leaders worldwide. Truly, I am humbled.
To my colleagues at Novak Education and the many partners and clients I work with, you continue to inspire me, push me, and teach me. Without your feedback, support, love, and laughs, this work wouldn't be as rewarding. To Lindie and Ashley especially, thank you for always helping me to keep it real.
And to my amazing family:
Lon, if I could go back, I would choose you all over again. Thank you for stepping away from your work to support mine. You are the best husband, dad, and partner in crime (although you aren't nearly as funny as me!). Truly, none of this would be possible without you. To Torin, Aylin, Brec, and Boden, this work is driven by my love for each of you. You deserve classrooms that accept you for who you are and provide you with the conditions you need to be wildly successful. Every parent wants that for their children and they shouldn't have to work so hard to get it. When systems work seems overwhelming, I think of you. I always say that every child is somebody's baby, and they deserve the very best. You are my babies and you make me better and happier every day. I am so proud of the people you are.
From Kristan
There is literally only one person who fits into my size fours and sixes as maternity wear, vigorously drinks decaffeinated coffee by the gallon, and whose opinion I intrinsically know is aligned with my vision, values, and goals as an educator, friend, and business partner. The Katie Novak is a blessing I have been given in this lifetime. I am forever grateful for the years we saw each other every day and missing you like crazy on this island.
To my partner in life, Rafael, for being my strength, my love, and my biggest supporter. You are simply and magically my everything. To my children, Rafael, Xavier, and Gabriel, you have grown into talented and visionary men. I am humbled by what you have done with your gifts. To my parents, Dan and Diane, who have always been my mentors, and my sister, Samantha, who was always my second mother, I love you all and am appreciative for the journey you took with me these many years.
To the amazing group of professionals I get to work with every day at Commonwealth Consulting Agency, I am left speechless by your dedication (and that is saying something). To our clients for whom we offer our hearts and minds, we value our relationships with you and our only success is realized through yours. May the future of every child continue to be the spark that lights us all. To my crazy crew of entrepreneurs in Palmas, who invite me daily to converse and learn and grow together, you are the new fountain from which I drink. Lastly, to the amazing team at Wiley, who have kept us on track, on word count, and with task and purpose in mind, I am thankful beyond measure.
Introduction
Recently, while scrolling through social media, an advertisement for a shirt stood out. It noted, “If you're not angry, you're not paying attention.” In education, we know the outcomes of our learners and we know we can do better. Teachers are working way too hard not to have a greater impact on the outcomes of all students, especially those learners who have been historically underserved. Educators around the country are burnt out, overworked, and overwhelmed. These realities are maddening. Despite this, we believe at our core that all students and all educators can experience success when schools and systems get the conditions right for them to be successful. And this requires a systems overhaul. A big one.
Federal education law requires the adoption of multi‐tiered systems of support to ensure that every student has equitable access to grade‐level classrooms, equitable opportunities to learn at high levels, and equitable feelings of belonging and hope. Numerous texts offer theories and conceptual frames for creating these systems, but don't offer the tools to actually put them into practice. We both understand conceptually how ships sail and love the idea of a cruise down to the island of Nevis but we sure as heck don't know how to build a yacht. Understanding a theory and understanding how to put that theory into practice are not the same. Any attempts to build a boat without concrete tools would result in the edu‐version of Gilligan's Island (note: lost at sea).
Similarly, leaders and school boards love the idea of inclusive and equitable systems and are committed to the mission of meeting the needs of all learners. What is missing is the guidance on how to accomplish this. We have to provide tools and guidance so that people know how to build the ship, and more importantly, can sail it on both calm waters and choppy seas.
As the authors of this text, we are in a unique position as practitioners, lead authors of state MTSS guidance, and consultants with hundreds of districts worldwide to support district and school leaders in creating inclusive, equitable systems using a conversational style, concrete planning tools, numerous analogies, and just the right amount of sass. Thank you for joining us.
Readers can access and download the templates, resources, and figures from the book using the following link or QR code: https://bit.ly/InSupportofStudents.
1Planning for Systems Change
In this chapter, we introduce multi‐tiered systems through the lens of complex change theory. Creating robust MTSS requires adaptive change throughout organizations. Facilitating this level of change requires an understanding of complex change, implementation science, and improvement science as drivers of success. We offer a Deeper Learning Model for MTSS, which explicitly connects MTSS to critical equity work and highlights the importance of deep, authentic learning experiences for all students.
The View from My Window (Kristan)
Recently, I moved to the eastern coast of Puerto Rico. Each night, I fall asleep to two sounds—the call of the coqui frog and the “woosh” of breaking waves. As the sun peeks out in the morning, the waves serve as an ancient siren song, luring me into the ocean. However, I have yet to heed that call. Instead, I sit at my desk, my fingers on the keyboard, staring at the blue light until I’m too exhausted to consider a moonlight voyage. It seems obvious that I should slam the laptop shut, walk over to the marina I can see from my terrace, and sail away. I promise that someday soon, I will charter a catamaran to Culebra, an island that encompasses wonders beneath its waves, spending a day filled with white sand, calm waters, and the sea life that I only see in the framed photos on my office wall.
It is not like I haven’t taken some steps toward this goal. I even bought a snorkel! It currently sits in a drawer, in its plastic packaging, not yet having had the chance to peek at the leatherback turtles that hatch off my island shore that serves as protected land. I have the desire, the equipment, and the vision. But I have not yet taken all the steps necessary to change. It’s time.
Our Call
We have all been engulfed by waves of educational shifts that pull us to make changes. While the past few years have taught us resiliency, they have also taught us that what we thought was, and always would be, the model for education in this country is quite malleable. If ever there was a time for us to evaluate our systems to design ones that can be more proactive, more responsive, and more successful, it is now.
Like us, you know, without a doubt, that educators are capable of creating something that works better for everyone. You can see it. You have a vision, one that nags at you. As a district leader, a school leader, or a member of a distributed leadership team, you feel in your bones the call for system shifts like the pull of waves in the ocean. However, let’s be clear: the work you are doing in schools, the moral imperative of creating something that positively impacts all learners, is far more important and far more complex. The snorkeling anecdote illustrates that even small goals and small changes are difficult to make when we are committed to our routines. Changing how we educate our youth and educators is monumental, but there is a science behind it. We can take steps to realize our vision, but first, we must recognize the challenges we face and create a strategy for addressing those areas.
It may be helpful to recognize that two types of challenges require us to change: technical problems and adaptive challenges (Heifetz et al., 2009). Technical problems can be addressed through existing solutions and expert guidance. The barrier of identifying high‐quality instructional materials is a technical problem that can be addressed by accessing research from organizations like EdReports and WhatWorks Clearinghouse and using curriculum alignment rubrics. These types of problems differ from adaptive challenges (e.g., learning how to get teachers to use instructional materials in ways that are inclusive, equitable, and promote deeper learning), which require leaders and stakeholders to collaboratively experiment with new procedures, norms, or beliefs to address problems of practice (Pak et al., 2020). A great example of an adaptive challenge as it relates to curriculum adoption was discussed by Pak and colleagues (2020) in the research paper “The Adaptive Challenges of Curriculum Implementation.”
It helps to adaptively uncover some of the root causes behind teachers’ issues with these technical resources, as some of these root causes address teachers’ mindsets about student ability and cultural interests (i.e., the adaptive challenge of speaking the unspeakable)….
While there were teachers across all districts who appreciated the rigor of the provided curriculum for exposing them to the demands of the standards, there were also teachers who expressed that their students did not have the “prerequisite skills, prior knowledge, or background experience to keep up with the pacing” in the curricula (teacher interview, Orrington). Statements such as this reflect the fixed mindset that students’ intelligence levels are static, rendering them unprepared to take on academic challenges (p. 8).
This example makes it clear that it would be much quicker to adopt a curriculum review rubric than to challenge ableist mindsets about student potential. The work of instructional leaders is to consistently work toward a shared vision while balancing and addressing our systems’ technical and adaptive barriers (Table 1.1).
The book UDL Playbook for School and District Leaders (Novak and Woodlock, 2021) shares another example of how adaptive challenges will require much more than technical fixes and how it’s the adaptive challenges that will require long‐term commitment, passion, and patience.
If you have a negative staff culture, you can’t just pick up the phone and fix it. You can’t read a blog online or show a video and solve it. There are no procedures addressing what to do when your staff feels hopeless, not listened to, and uninspired. Sure, you can host a morning coffee as a technical bandaid, but that won’t solve your problem. Adaptive challenges will take every strength you have.
Table 1.1 Technical and adaptive challenges.
Technical Problem
Adaptive Challenge
It is easy to identify.
It is difficult to identify.
Most of the time has quick and easy solutions (tried and tested).
It requires changes in the way things are done (changes in approach to work).
It can be solved by expertise or authority generally.
People who are working from where the problem is generated need to solve it.
It requires small changes within organizational boundaries.
Requires changes in many places that may cross organizational boundaries.
People are receptive to technical solutions.
People resist acknowledging adaptive challenges.
Solutions can be implemented fast and by authority/experts.
Solutions emerge from experimentation and discovery, and take a long time to implement.
Source: Adapted from Heifetz et al. (2009).
Pause and Reflect
Brainstorm some of the challenges you are facing in your leadership practice as it relates to building a system that supports all learners. Are they technical problems or adaptive challenges?
Suppose you and your team have already completed an equity review or a district self‐assessment. In that case, you may have begun to invest in necessary changes, but your district will not realize full implementation and complex change until all the systems are in place, and that work is not easy. We want you to feel confident in navigating the tides of systems change. We are here to charter this journey with you. When we finally build the multi‐tiered system that our students, staff, families, and communities deserve, we can all celebrate with a snorkeling trip (bring your sunscreen and life preservers!).
The Need for Complex Change
The persistent achievement gap between privileged and nonprivileged populations has been referred to as the “most stubborn, perplexing issue confronting American schools today” (Evans, 2005, p. 582). Some researchers argue that the achievement and opportunity gaps are “an act of civil war” (Thirunarayanan, 2004, p. 479). We all know this needs to change. What is missing is concrete guidance on how to accomplish this.
Creating robust multi‐tiered systems will require us to make significant changes to our systems and structures. Understanding change theory, therefore, is a helpful foundation for thinking about the work ahead. Understanding the bigger picture of how change occurs helps visualize the journey. In the following sections, we will unpack major change theories and make concrete connections to how these theories will impact your work in building comprehensive MTSS systems. Think of them as tools in your toolbox as you learn more about how to put theory into practice.
Unfreeze‐Change‐Refreeze Model
In 1947, Kurt Lewin theorized the unfreeze‐change‐refreeze model, which argued that for change to occur, practitioners have to reject and replace prior systems. “Prior systems” are the current beliefs, practices, and routines we must change. Turns out, this is much more difficult than one would think. The book Unlearning: Changing Your Beliefs and Practices with UDL (Posey and Novak, 2020) notes how difficult it is to unfreeze simple “facts” we think we understand. For example, it is a simple fact that when there is no light, there is no color.
When you look at an apple, it looks red because wavelengths of light are reflected from the apple onto the cone photoreceptors in your eyes. You perceive the redness because of the reflection of that light. Without light, there is no color. Literally, nothing is reflected onto the cones of your eyes, so there is nothing to perceive. No electrical signal goes to your brain. Nothing is stimulated. However, regardless of these scientific facts, individuals who have been placed in a completely dark room, a room where absolutely no light can enter, still claim to see an apple as being red. They know that there is no light in the room and they have learned the science that explains how in an absence of light, there is no color. However, they still claim to see color. They use reasoning such as, “My eyes must not have adjusted to the dark yet so I could still see the redness,” or “There must have been some light that somehow got into the room.” They still see the apple as red even though it is impossible, simply because they believe the apple is red and beliefs and practices are hard to change. Too often in our systems, practices and procedures are followed because they were followed before. Consider the following responses:
That’s how we have always done it
.
That’s what the contract says
.
No one has ever questioned this before
.
Why are we suddenly changing everything?
All of these responses come from individuals who are “frozen” in the current model. Sadly, the current model was not built for all students, and “freezing” there leads to the continuation of oppressive, inequitable, and exclusionary practices and systems.
Let’s discuss a specific example. There are silos between general and special education in many schools and districts. Students who receive special education services are referred to as special education students, or more derogatory terms (e.g., sped) as opposed to recognizing that all students are general education students first, and serving students with disabilities is the responsibility of all teachers.
Many practitioners are “frozen” in thinking about special education as a location or a program instead of programming. Terms like “my kids,” “your kids,” and “those kids” are evidence of these silos. This mindset is so pervasive in the system that many educators do not challenge it. Simply, people are “frozen” in the belief that serving students with disabilities is the responsibility of the special education department. This needs to change. Shifting mindset is challenging and painful because it means acknowledging that current beliefs do not serve all learners.
Pause and Reflect
What are some places where your colleagues are “frozen?” Are there any places where you are “frozen” in your practices?
Change is possible, however, when we challenge mindsets and build systems that support collective teacher efficacy. What is problematic, however, is that when we can challenge and change mindsets, educators often “refreeze.” This frequently occurs when educators acknowledge, “I used to think ________, but now I think __________.” We need to take it a step further in our systems today and recognize, “In the future, I may think differently.”
To build inclusive and equitable systems, we must be flexible enough to know that our work is ongoing and cyclical. For these reasons, we both strongly advocate that the “freeze” is unnecessary. We have to be open to change and ready to adapt when evidence suggests there is a better way to do things. We advocate for an unlearning process that supports a cycle of reflect‐change‐growth (see Figure 1.1).
Concerns‐Based Adoption
To “unfreeze” mindsets that do not serve all learners, it is helpful to understand the concept of concerns‐based adoption and how people experience change. Hall, Wallace, and Dossett (1973) proposed this model to outline the stages that people go through as they experience change and the corresponding questions that define each stage (see Table 1.2).
Pause and Reflect
As you reflect on the stages of the Concerns‐Based Adoption Model, consider staff members who are in each stage. Where are you currently as it relates to creating an inclusive and equitable MTSS?
When a change in an organization is introduced, people learn about this change and naturally want to know more. Let’s continue to explore the “frozen” mindset that students with disabilities are primarily the responsibility of the special education department. As we build awareness of MTSS in our organizations, it must be clear that we need inclusive practices and placements. All students, including those with significant support needs, deserve equitable access to grade‐level learning in general education classrooms with their peers.
Figure 1.1 Reflect‐change‐growth cycle.
Table 1.2 Concerns‐Based Adoption Model.
Stage
General Concern
Awareness
What is this change I’ve been hearing about?
Information
Tell me everything I need to know.
Personal
What does this mean for me?
Management
How will I manage all this?
Consequence
What will happen if I implement the change? What if I do not?
Collaboration
How can we help each other through this change?
Refocusing
How can we make this even better?
Source: Adapted from Hall and Loucks,1979.
A vision is necessary to build awareness, but it is not sufficient. All staff, including general and special educators, need a skill set that allows them to collaborate to meet the needs of all learners. All teachers need to build subject matter expertise, universally design instruction, incorporate best practices in social and emotional learning, design behavioral expectations that are culturally responsive, and design classrooms that are linguistically appropriate, culturally sustaining, and evidence‐informed. In addition to these skills, special educators tailor specially designed instruction aligned to students’ IEP goals. As we share information about MTSS, we have to be transparent about what it means to educators, their working relationships, and their job responsibilities.
As teachers learn more about the required changes, they ask, “How can I manage all this?” We must share how the system will support their collective efficacy at this stage. General and special educators need support to sustain healthy working relationships and co‐teaching models. Without ongoing professional learning, instructional coaching, common planning, and strong systems for educator evaluation, educators will feel anxious, overwhelmed, and potentially ineffective. If we want to support the reflect‐change‐growth model, we need to provide high‐quality professional learning experiences, high‐quality instructional materials, and ongoing support.
