ResponsetoIntervention: Under Construction Team Building

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Response-to-Intervention Under
ConstructionTeam Building
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We want you to

• Know that change is a process, not an event, how
  to maximize communication between team members
  and that teamwork is vital to effectively
  implementing RtI.
• Understand that communication skills are
  essential and a teams effectiveness is greater
  than the sum of its parts.
• Be able to explore the use of teams to plan and
  monitor the implementation of response-to-interven
  tion.

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Satirs Model of Change

• Status Quo
• Practice/ Foreign
• Integration
  Element
• New Chaos
• Behaviors

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Managing Complex Change
Action Plan
Vision
Skills
Incentives
Resources





Effective Change
Action Plan
Skills
Incentives
Resources




Confusion
Action Plan
Anxiety
Vision
Resources




Incentives
Action Plan
Vision
Skills
Resources




Slow Change
Action Plan
Vision
Skills
Incentives




Frustration
Vision
Skills
Incentives
Resources




False Starts
Adapted from Enterprise Management Ltd., 1987
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Change Audience

• Students
• Researchers
• Parents
• Colleagues
• Administrators
• Community

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Communication
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Communication

• It is not just what you say (the content) that
  needs to be examined carefully but, equally
  important, the way you deliver your message (the
  process).
• Working
  Together The Art of Consulting and Communicating

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Communication

• Do you know these percents?
• __ words
• __ pitch, intonation, timing,
• __ facial expression and body language
• DeBoer, 1995

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Communication

• 7 words
• 38 pitch, intonation, timing,
• 55 facial expression and body language
• DeBoer, 1995

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What do good communicators do?

• Engage you.
• Make what they say relevant.
• Share a part of themselves.
• Build rapport.
• Value you as a listener.
• Encourage you to provide feedback.
• Monitor their own pace.

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Factors That Influence Effective Communication

• Distraction with extraneous details
• Emotional block
• Selective perception
• Frame of reference
• Hidden agenda
• Physical environment
• Defensiveness
• Rehearsing a response

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Whats important to remember?

• Communicate frame of reference, assumptions,
  and/or intentions.
• Create a context for what you are saying.
• Your message must be appropriate to the
  listeners frame of reference.
• Verbal and nonverbal messages must be congruent.
• Unambiguously communicate your feelings.

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What else must be remembered?

• Request feedback frequently.
• Avoid judgment and interpretation.
• Use personal pronouns.
• Be redundant to assure being heard.
• Avoid using jargon, abbreviated terms, or
  acronyms unless everyone is completely familiar
  with the language.

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Shared Perspective

• By definition, effective communication requires
  the expression of an idea, a belief, a need, or a
  feeling by a speaker and the assimilation of this
  information by a listener in such a way that
  there is an almost perfect correspondence between
  what the speaker intended to say and what the
  listener understood.

Working Together The Art of Consulting and
Communicating
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Activity 5 Whys
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Good listening requires

• Emotional strength
• Patience
• Openness
• Intense desire to understand another point of view

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Listening

• Listening, by itself, is believed to be the most
  effective tool for developing relationships
  (trust) and influencing others.
• Working Together The Art of Consulting
  and Communicating

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What are facilitative listening skills?

• Attending skills
• Body orientation
• Eye contact
• Facial expressions
• Gesturing
• Touching
• Facing fully
• Leaning forward
• Focusing and resisting distractions
• Waiting to respond
• Observing cues

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What are facilitative listening skills?

• Responding skills
• Paraphrasing
• Clarifying
• Reflecting
• Perception checking
• Active/ attentive listening

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Responding Skills

• Paraphrasing Repeat in your own words what has
  been said.
• Perception checking Reflect the feeling you
  think the speaker is having.
• Asking clarifying questions Get a clearer
  picture in observable terms. (Do you mean?
  Are you saying that?)
• Requesting clarification Want the person to
  clarify by explaining, not adding additional
  information.
• Summarizing Take information and give it back
  in a concise manner.

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Additional Communication Skills

• Asking relevant questions Stay with the topic.
• Offering information Provide factual or
  research-based information to consider, but not
  advice.
• Active/Attentive listening Acknowledge what is
  said.

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Team Development
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Brainstorming

• No critical judgment allowed
• Free-wheeling is welcome
• Go for quantity, not quality
• Use a round robin strategy
• Set a short time period
• Record words or phrases only

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Trust
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Group Development

• Forming
• Storming
• Norming
• Performing

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Forming

• Develop a sense of purpose and identity
• Trust level low
• Communication guarded
• Anxiety about where they fit individually

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Storming

• Search for group values, procedures and norms
• Members rebel against each other
• May express disappointment with lack of progress
• Communication may be angry, distorted or
  confrontational

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When conflict occurs

• Face it and negotiate
• Allow adequate time to discuss
• Commit to resolve
• Communicate viewpoints focus on behaviors and
  not personality traits
• Use personal statements, such as I, me, or
  mine

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• Listen to other points of view
• Be open to new perspectives
• Reach an agreement on the definition of the
  problem
• Request and negotiate change

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Norming

• Develop a shared sense of values, expectations,
  procedures and traditions
• Openness in communication
• Dissatisfaction is replaced by harmony, trust,
  support and respect
• Issues shared more easily

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Performing

• Strong sense of we and team cohesiveness
• Efficient in making decisions and resolving
  conflict
• Interaction patterns are group-centered
• Group members work collaboratively and
  interdependently

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Things to Remember

• Develop trust.
• Lead change by focusing on the needs of your team
  members and organization.
• Know your change audience.
• Practice communication skills.
• Finally, listen and correct your course according
  to feedback.

National Institute for Urban School Improvement,
2004
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Team Facilitation
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What bothers you most about meetings?
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How can we make meetings more efficient?

• Attend
• Participate
• Initiate discussions
• Communicate and share
• Speak and listen
• Problem solve
• Make decisions

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Team meeting process

• Assign roles
• Set time limits
• Conduct the meeting
• Celebrate
• Review past meeting notes, carry over incomplete
  tasks as issues
• List issues
• Prioritize issues
• Brainstorm solutions
• Reach consensus on solutions
• Record who will do what by when
• Carry over issues not addressed

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Team roles and responsibilities

• Facilitator
• Time keeper
• Recorder
• Agenda Keeper
• Process Observer

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How to begin

• Assign roles
• Assign times
• Celebrate
• Review past notes, carry incomplete tasks over
  as issues

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Team meeting process

• List agenda items
• Prioritize
• Brainstorm solutions for each agenda item
• Reach consensus
• Record (who, what, when)

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Team meeting process (contd)

• List issues for carry over
• List date, time and location of next meeting
• Assign member to distribute notes

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Resources

• Edelman, L., Browne, J. (Producers
  Directors). (n.d.). Gone through any changes
  lately? Video. (Available from Western Media
  Products)
• National Institute for Urban School Improvement.
  (2004). Building leadership teams. Retrieved May
  29, 2007, from http//www.urbanschools.org
• Wagner, T. (2001). Leadership for learning An
  action theory of school change. Phi Delta Kappa,
  82(5), 378-383.
• Zimmerman, C. (1993). Leaders guide to workteams
  and the wizard of Oz. Los Angeles, CA CRM Films.