Gathering together staff at most schools and announcing that they must stop the school-wide intervention model they have been implementing and start a new one would most likely elicit a harsh response. Many school-wide intervention models have been created and attempted with varying degrees of success and acceptance. It is only human nature that after a while, the receptivity dims. As a special education leader, what competencies will you need in order to overcome resistance to change?
For this Discussion, you will assume the role of the Special Education Leader in which you were given the responsibility of implementing a multi-tiered system of support in the high school featured in the media. Although this school has begun implementing RtI, it has not been operationalized or supported on a consistent basis. Staff is confused by what an MTSS is and how it would function in their school.
· Review the module Learning Resources. Focus on leadership competencies needed for successful implementation of an MTSS. Review the rubric from the Colorado Department of Education.
· Review “RtI Meeting: High School” media. Consider the leadership competencies being demonstrated by each individual.
A brief summary analyzing the leadership competencies you would need to operationalize an MTSS at the high school featured in the media segment. Based on the media, what leadership competencies are most critical to foster collaboration and successful implementation of MTSS based on the school’s culture? Consider the team meeting goes terribly wrong. What competencies do you need to foster collaboration and successful implementation of an MTSS? Reference the team from the media segment as well as your readings to provide a rationale for your response.
A reflection to the following: Given the media segments, case study scenarios, and module Learning Resources reviewed within this course, what leadership competencies and actions would be needed to implement an MTSS and sustain the system over time at your local school or district, and why?
Brown-Chidsey, R. & Bickford, R. (2016). Practical handbook of multi-tiered systems of support: Building academic and behavioral success in schools. New York, NY: Guildford Press.
Moolenaar, N.M., Daly, A. J., & Sleegers, P. J. (2010). Occupying the principal position: Examining relationships between transformational leadership, social network position, and schools’ innovation climate. Educational Administration Quarterly, 46(5), 623-670.
The Center for Comprehensive School Reform and Improvement. (2008). Response to intervention: Possibilities for service delivery at the secondary school level. The Center for Comprehensive School Reform and Improvement Newsletter. Retrieved from http://files.eric.ed.gov/fulltext/ED502906.pdf
Colorado Department of Education Implementation Rubrics
Colorado Department of Education. (n.d.-b). RtI implementation rubric: District level. Retrieved July 5, 2016, from http://www.cde.state.co.us/sites/default/files/documents/rti/downloads/pdf/rubrics_district.pdf
Colorado Department of Education. (n.d.-c). RtI Implementation rubric: School level. Retrieved July 10, 2016, from https://www.cde.state.co.us/sites/default/files/documents/rti/downloads/pdf/rubrics_school.pdf
Fidelity of Implementation Tools: School-Level Rubric. Reprinted by permission of Colorado Department of Education.
Laureate Education (Producer). (2012b). RtI meeting: High school [Video file]. Baltimore, MD: Author
Note: The approximate length of this media piece is 13 minutes.
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