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Transcript of 1 Investing in local implementation capacity: Statewide scale up a multi-tiered school reform model...
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Investing in local implementation capacity: Statewide scale up a multi-
tiered school reform model for fidelity and sustainability
Kim St. MartinAssistant Director, MiBLSi
Steve GoodmanDirector, MiBLSi
OSEP Project Directors’ ConferenceJuly 2013
miblsi.cenmi.org
Investing in local implementation capacity: Statewide scale up a multi-tiered school reform model for fidelity
and sustainability
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Session DescriptionThis session describes a scale-able and durable statewide model that emphasizes data-based decision making around
1) Student outcomes,
2) Implementation fidelity of effective reading and behavior support practices, and
3) Organizational structures of supports.
Strategic planning focuses on developing intermediate and local school district capacity to implement with durability in a self-modifying system. Suggestions for scaling-up will be provided.
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A statewide structure to create capacity for an integrated Behavior and Reading Multi-Tiered System of Support (MTSS) that can be implemented with fidelity, is sustainable over time and utilizes data-based decision making at all levels of implementation support
What is MiBLSi?
Participating Schools
2004 Schools (21)2005 Schools (31)2006 Schools (50)
2000 Model Demonstrations (5)
2007 Schools (165)2008 Schools (95)2009 Schools (150)
The Early Years
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Emphasis of MiBLSi Work Over Time
Focus on providing direct PD and TA to Implementers (Team Training, Focus Training)
Focus on providing direct PD and TA to Implementers (Team Training, Focus Training)
MiBLSi develop capacity for project implementation
Focus on providing direct PD and TA to Implementers (Team Training, Focus Training)
MiBLSi develop regional capacity for MiBLSi regional implementation
Focus on providing direct PD and TA to Implementers and cascading levels of support
MiBLSi develop local capacity for LEA/ISD implementation
Focus on providing direct PD and TA to cascading levels of support
LEA/ISD develop local capacity for LEA/ISD implementation
2003 2005 2007 2010 2017
Emphasis of MiBLSi Work Over Time
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Through each replication, we become more clear in our implementation efforts
ReplicationsReplications
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Why we moved from school to district model…
Schools do not always get to criteria for fidelity of implementation.
Schools do not always maintain implementation efforts
Supporting a school based participation model cannot be scaled and is not durable as district based
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Effective Interventions
Actual SupportsYears 1-3
Outcomes Years 4-5
Every Teacher Trained
Fewer than 50% of the teachers received some training
Fewer than 10% of the schools used the CSR as intended
Every Teacher Continually Supported
Fewer than 25% of those teachers received support
Vast majority of students did not benefit
Aladjem & Borman, 2006; Vernez, Karam, Mariano, & DeMartini, 2006
Longitudinal Studies of a Variety of Comprehensive School Reforms
Implementation Science
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Two Categories of Work
Access to Effective PracticesEnsuring that students (staff) have access to effective practices in an integrated behavior and reading Multi-Tiered System of Supports
Practices are selected based on: Need, Fit, Resource Availability, Evidence, Readiness for Replication, Capacity to Implement
Support for the PracticesEnsuring that the interventions are implemented correctly with the “right people”, at the “right time”, in the “right amounts” (Implementation Fidelity)
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Model Demonstration: Does it Work in a
specific setting with a specific population?
Replications:Can it be reproduced in different settings with different populations? Scale-Up:
Increase “reach” of practice to critical mass
of implementation
Embed w/in existing work: Provide access as
current practice
Examine Feasibility/Efficacy of Practice Being Developed
Modifying System for Standard Practice
Invest heavily in resources to produce results
Utilize typical/existing resources
Moving from Model Demonstration to Standard Practice
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Vision for Supporting Scaling MTSS Across Michigan
Local capacity to support implementation of MTSS with fidelity will be developed and provided within …
47 of 57 Intermediate School Districts (approx. 80%)
319 of 798 Local Education Agencies (approx. 40%)
1595 or 4192 schools (approx. 38%)
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“Scaling up is defined as having enough of something so that it is useful. Scaling up is the process of moving from “exemplars” to the “typical.” The process of scaling involves the development of organizational capacity to move from exemplars sustained by extra-ordinary supports, to typical application with typical supports”.
Fixsen et al 2008
Vision for Supporting Scaling MTSS Across Michigan Continued
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• Michigan School Improvement Framework• ESEA Flexibility Waiver• State Board of Education policy on Positive
Behavioral Interventions and Supports• Matt’s Safe School Law (bully prevention)• Drop Out Prevention• State Board of Education Policy on Seclusion and
Restraint• State Board of Education Resolution to Address
School Discipline Issues Impacting Student Outcomes
• State Board of Education Professional Learning Policy, Standards and Guidance
• Disproportionality in race and discipline
MiBLSi add value by providing to districts assistance to address…MiBLSi add value by providing to districts
assistance to address…
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Your Turn
What makes a program scale-able or scale-worthy?
Your Turn
Ma
na
gem
en
t/Co
ord
ina
tion Capital
Resources
People Materials Information
Work Systems: Providing the MTSS practices and the supports for the these practices to take place successfully within schools and districts
FinancialEvaluationProfessional Learning
Technical Assistance
PoliticalRegulatory/LegalEconomyGeographySociety/CultureE
nvi
ron
me
nta
l F
act
ors
Receivers
Stakeholders/FundersInvestments:
• Funding• Visibility• Political support
Returns:• Addressing critical issues
(Discipline/Ethnicity)• Addressing program
directives (State Performance Plan)
Consumers schools, districts,
ISDs/RESAs
MiBLSi Value-Added Work System
Valued MTSS Products/ Services
Priority, Plan, Formative Assessment, Continuous Improvement, Risk Management
Determine worth
MiBLSi Value-Added Work System
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Technical Assistance Regions
Provides technical assistance and information dissemination to Intermediate School Districts (ISDs) and Local Education Agencies (LEAs) within a regional structure
Technical Assistance Regions
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Developing Organizational Infrastructure
Developing Organizational Infrastructure
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Transformational Process: Developing “Host Environments” for MTSS Implementation with Fidelity
Existing System of Practice
Transformation Zone: Make it easy to change
Desired System of Practice: Make it easy to sustain
Implementation Teams• Analyze existing system
of practice
• Develop Plan
• Coordinate and monitor Create/modify materials
• Identify barriers to implementation
• Modify plan for continuous improvement
• Adjust system to address new challenges/pressures to implementation fidelity
• Coordinate and monitor
Provides guidance, visibility, funding, political support for MiBLSi
Students
Building Staff
Building Leadership Team
LEA District Cabinet and
Implementation Team
Across State
Multiple ISD/LEA Teams
All staff
All students
Multiple schools w/in local district
Provides guidance, visibility, funding, political support, and implementation supports
Provides coaching and TA for LEA and/or ISD Teams
Provides guidance and manages implementation
Provides effective practices to support students
Improved behavior and reading
ISD Cabinet and Implementation
Team
Regional Technical
Assistance
MichiganDepartment of
Education/MiBLSi Leadership
Multiple LEAs w/in intermediate district
Provides guidance, visibility, funding, political support, and implementation supports
Statewide Structure of Support
Who is supported?
How is support provided?
Statewide Structure of Support
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Develop Organizational Structures
Develop Staff Competencies
Schools effectively implementing MTSS Practices
Successful Student OutcomesOutcomes OutcomesInputs
Feedback LoopsFeedback Loops• Based on formative and summative
measures
• Compared with external standards set by stakeholders/consumers and also internal standard set by project
Feedback Loops
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Cabinet Level Team Implementation Planning Team
• Vision
• Political support
• Priority
• Visibility
• Allocation of resources
• Barrier busting
• Collect, summarize, evaluate data
• Develop district plan
• Coordinate and monitor plan
• Create/modify materials and tools
• Identify barriers to implementation
Coordination
1
2
3
Leadership Function of District TeamsLeadership Function of District Teams
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Cabinet Team Implementation Team
• Vision• Political support• Priority• Visibility• Allocation of resources• Barrier busting
• Collect, summarize, & eval data• Develop plan• Coordinate/monitor plan• Create/modify materials• Identify barrier
Coordination
Liaison
MTSS Coordinator
Implementation SupportsDirectionTrainingCoachingContent ExpertiseMaterialsEvaluation
Schools
Schools
District Model
District Model
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Your Turn
What are critical components necessary to ensure sustainable implementation?
Your Turn
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Supporting Implement Fidelity
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Logic of MiBLSiEmphasis is on developing local implementation capacity
Partnership between Intermediate School District (ISD) and Local School District focuses on shared ownership and accountability around implementation of an integrated MTSS model
Schools/Districts will be supported through stages of implementation rather than through a training sequence
Goal: Schools/Districts implement MTSS practices with fidelity supported by infrastructure the promotes continuous improvement and sustainability
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An analogy of implementation stages
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Stages of ImplementationFocus Stage Description
Exploration/Adoption
Decision regarding commitment to adopting the program/practices and supporting successful implementation.
Installation Set up infrastructure so that successful implementation can take place and be supported. Establish team and data systems, conduct audit, develop plan.
Initial Implementation
Try out the practices, work out details, learn and improve before expanding to other contexts.
Elaboration Expand the program/practices to other locations, individuals, times- adjust from learning in initial implementation.
Continuous Improvement/Regeneration
Make it easier, more efficient. Embed within current practices.
Work to do it right!
Work to do it
better!
Should we do
it?
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Staff competency to support students/families with the selected practices
Adapted from Fixsen & Blase, 2008
Successful Student Outcomes
Program/Initiative (set of practices that are implemented with Fidelity)
Organizational capacity to support staff in implementing practices with fidelity
Ability to provide direction/vision of process
Implementation Drivers
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Implementation Drivers
29Illustration of Guided Notes for District Meetings
Sep Oct Nov Dec Jan Feb Mar Apr May Sep Oct Nov Dec Jan Feb Mar Apr May
Admin Teams
Focus of Work: 2012- 2014
ISD Cabinet
LEA Cabinet
LEA Implementation Team
ISD Implementation Team (Phase I & Phase II Conversations)
LEA Implementation Team
Exploration/AdoptionInstallationInitial Implementation
School Teams
Admin Teams
ISD Implementation Team
Focus of Work: 2012- 2014
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Developing the structures to help LEAs develop support structures or to directly support school implementation
District Cohort 1District Cohort 2Readiness work for District Cohort 3
Developing ISD InfrastructureDeveloping ISD Infrastructure
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Focused Planning SessionsProvide for an efficient dissemination of content and technical assistance for developing local implementation infrastructure.
These meeting are conducted monthly in several regions throughout the state.
The full day sessions involve content delivery and translation to contextual fit.
Participants:
ISD implementation team members
MiBLSi TAP(s)
Other members of from the transformation zone team
TAP takes lead in coordination
33
District Cohort 1District Cohort 2Readiness work for District Cohort 3LEA
Developing LEA Infrastructure
Accessing implementation support from ISD
Developing LEA Infrastructure
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Local Education Agency: Scope and Sequence
Pre
-Ses
sion
: Lea
ding
Dis
tric
t
Impl
emen
tatio
n (D
istri
ct L
iais
on
and
MTS
S C
oord
inat
or
Topi
c 1:
Lea
ding
Dis
tric
t
Impl
emen
tatio
n (D
istri
ct
Impl
emen
tatio
n Te
am)
Topi
c 2:
Dis
tric
t Dat
a R
evie
w
Pro
cess
(Dis
trict
Impl
emen
tatio
n
Team
& A
dmin
istra
tive
Team
)
Topi
c 3:
Dev
elop
ing
Dis
tric
t
Cap
acity
for
Sus
tain
ing
MTS
S
(Dis
trict
Impl
emen
tatio
n Te
am)
Topi
c 4:
Sel
ectio
n P
roce
dure
s
(Dis
trict
Impl
emen
tatio
n Te
am &
Adm
inis
trativ
e Te
am)
Topi
c 5:
Sup
port
ing
Bui
ldin
gs in
Sta
ges
of M
TSS
Impl
emen
tatio
n
(Dis
trict
Impl
emen
tatio
n Te
am)
Topi
c 6:
Eva
luat
ing
the
Effe
ctiv
enes
s of
MTS
S
Impl
emen
tatio
n S
uppo
rts
(Dis
trict
Impl
emen
tatio
n Te
am)
Lead
ing
Dis
tric
t
Impl
emen
tatio
n:
(Adm
inis
trativ
e Te
am)
MTS
S C
omm
on T
hrea
ds a
nd
Wha
t Really
Wor
ks
(Adm
inis
trativ
e Te
am)
Timeline for 2013 -2014
Sessions
Local Education Agency: Scope and Sequence
35
District Cohort 1District Cohort 2Readiness work for District Cohort 3LEASchool
Training Schools Teams
Accessing implementation support from LEA or ISD
Training Schools Teams
36
The number of schools to be selected for involvement in your training plan will depend on the constant tension of three factors regarding implementation
Resource Allocation
Implementation Timeframe
Implementation Quality
Training Schools Teams Continued
37
Your Turn
What are critical components necessary to ensure fidelity of implementation?
Your Turn
38
Lessons Learned for Scaling Up
39
Supporting Implementation Changes over time
Support for your first 50 schools (model demonstrations)Support for your first 500 schools (learning how to scale and support implementation in complex systems)Support for scaling and beyond (becoming standard practice of how we do education)
40
Supporting Infrastructure
• Use existing structures to scale up the work
• No new funding available, need to be creative with existing funding stream
• Re-allocate staff• Organize around efficiencies to
make room for the work
Supporting Infrastructure
41
Local Context Counts
• Emphasize adoption of critical non-negotiable “Big Ideas”
• Allow for contextual variations in implementation of “Big Ideas”
Local Context Counts
42
• Learn from “Transformation Zones” to help in mapping out scaling up plan
• Learn what works from those most willing to implement
• More dynamic- changes with need and participation
Transformation ZonesTransformation Zones