Presentation on theme: "1 Investing in local implementation capacity: Statewide scale up a multi-tiered school reform model for fidelity and sustainability Kim St. Martin Assistant."— Presentation transcript:
1 Investing in local implementation capacity: Statewide scale up a multi-tiered school reform model for fidelity and sustainability Kim St. Martin Assistant Director, MiBLSi Steve Goodman Director, MiBLSi OSEP Project Directors Conference July 2013 miblsi.cenmi.org
2 Session Description This 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.
3 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) 2008 Schools (95) 2009 Schools (150) The Early Years
5 Emphasis of MiBLSi Work Over Time 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
6 Through each replication, we become more clear in our implementation efforts Replications
7 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
8 Effective Interventions Actual Supports Years 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
9 Two Categories of Work Access to Effective Practices –Ensuring 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 Practices –Ensuring that the interventions are implemented correctly with the right people, at the right time, in the right amounts (Implementation Fidelity)
10 Model Demonstration: Does it Work in a specific setting with a specific population? Replications: Can it be reproduced in different settings with different populations? Replications: Can it be reproduced in different settings with different populations? Scale-Up: Increase reach of practice to critical mass of implementation 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
11 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%)
12 Scaling up is defined as having enough of something so that it is useful. Scaling up is the process of moving from exemplars to thetypical. 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
13 Michigan School Improvement Framework ESEA Flexibility Waiver State Board of Education policy on Positive Behavioral Interventions and Supports Matts 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…
14 Your Turn What makes a program scale-able or scale- worthy?
Management/CoordinationManagement/Coordination Capital Resources PeopleMaterialsInformation Work Systems: Providing the MTSS practices and the supports for the these practices to take place successfully within schools and districts FinancialEvaluation Professional Learning Technical Assistance Political Regulatory/Legal Economy Geography Society/Culture Political Regulatory/Legal Economy Geography Society/Culture Environmental Factors Receivers Stakeholders /Funders Investments: Funding Visibility Political support Returns: Addressing critical issues (Discipline/Ethnicity) Addressing program directives (State Performance Plan) Consumers schools, districts, ISDs/RESAs Consumers schools, districts, ISDs/RESAs MiBLSi Value- Added Work System Valued MTSS Products/ Services Priority, Plan, Formative Assessment, Continuous Improvement, Risk Management Determine worth
16 Technical Assistance Regions Provides technical assistance and information dissemination to Intermediate School Districts (ISDs) and Local Education Agencies (LEAs) within a regional structure
17 Developing Organizational Infrastructure
18 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 MiBLSiStudentsStudents 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 Michigan Department of Education/MiBLSi Leadership Michigan 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?
20 Develop Organizational Structures Develop Staff Competencies Schools effectively implementing MTSS Practices Successful Student Outcomes Outcomes Inputs Feedback Loops Based on formative and summative measures Compared with external standards set by stakeholders/consumers and also internal standard set by project Feedback Loops Based on formative and summative measures Compared with external standards set by stakeholders/consumers and also internal standard set by project
21 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 Leadership Function of District Teams
22 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 Supports Direction Training Coaching Content Expertise Materials Evaluation Implementation Supports Direction Training Coaching Content Expertise Materials Evaluation Schools District Model
23 Your Turn What are critical components necessary to ensure sustainable implementation?
24 Supporting Implement Fidelity
25 Logic of MiBLSi Emphasis 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
26 An analogy of implementation stages
27 Stages of ImplementationFocusStageDescription Exploration/A doption Decision regarding commitment to adopting the program/practices and supporting successful implementation. InstallationSet 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. ElaborationExpand the program/practices to other locations, individuals, times- adjust from learning in initial implementation. Continuous Improvement/R egeneration Make it easier, more efficient. Embed within current practices. Work to do it right! Work to do it better! Should we do it?
28 Staff competency to support students/fami lies 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 28
29 Illustration of Guided Notes for District Meetings
SepOctNovDecJanFebMarAprMaySepOctNovDecJanFebMarAprMay Admin Teams Focus of Work: ISD Cabinet LEA Cabinet LEA Implementation Team ISD Implementation Team (Phase I & Phase II Conversations) ISD Implementation Team (Phase I & Phase II Conversations) LEA Implementation Team Exploration/Adoption Installation Initial Implementation School Teams Admin Teams ISD Implementation Team
31 Developing the structures to help LEAs develop support structures or to directly support school implementation District Cohort 1 District Cohort 2 Readiness work for District Cohort 3 Developing ISD Infrastructure
32 Focused Planning Sessions Provide 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 1 District Cohort 2 Readiness work for District Cohort 3 LEA Developing LEA Infrastructure Accessing implementation support from ISD
34 Local Education Agency: Scope and Sequence Pre-Session: Leading District Implementation (District Liaison and MTSS Coordinator Topic 1: Leading District Implementation (District Implementation Team) Topic 2: District Data Review Process (District Implementation Team & Administrative Team) Topic 3: Developing District Capacity for Sustaining MTSS (District Implementation Team) Topic 4: Selection Procedures (District Implementation Team & Administrative Team) Topic 5: Supporting Buildings in Stages of MTSS Implementation (District Implementation Team) Topic 6: Evaluating the Effectiveness of MTSS Implementation Supports (District Implementation Team) Leading District Implementation: (Administrative Team) MTSS Common Threads and What Really Works (Administrative Team) Timeline for Sessions
35 District Cohort 1 District Cohort 2 Readiness work for District Cohort 3 LEA School Training Schools Teams Accessing implementation support from LEA or ISD
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
37 Your Turn What are critical components necessary to ensure fidelity of implementation?
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
41 Local Context Counts Emphasize adoption of critical non- negotiable Big Ideas Allow for contextual variations in implementation of Big Ideas
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 Zones