1. Assessment of Intermediate School District and Local School District Capacity
Anna Harms
December, 2013
Trainer Notes:
The fourth module focuses on introducing the IUCA and having teams complete the first section on Leadership (items 1-10).
This module should begin by 2:15 pm. and end by 3:15 p.m.

2. Acknowledgements
Duda, M.A, Ingram-West, K., Tadesco, M., Putnam, D., Buenerostro, M., Chaparro, E. & Horner, R. (2012). District Capacity Assessment, University of North Carolina, Chapel Hill.
Steve Goodman
Kim St. Martin
Cheyne LeVesseur
Melissa Nantais
Christine Russell
MiBLSi Staff, ISD and District Partners

3. SPDG Program Measure 2
Intermediate school districts participating in SPDG professional development will demonstrate improvement in implementation of SPDG-supported practices over time. This set of objectives focuses on the Intermediate School District as the unit of analysis.
School districts participating in SPDG professional development will demonstrate improvement in implementation of SPDG-supported practices over time. This set of objectives focuses on the local school district as the unit of analysis.

4. The IUCA Development Process
July 2013: Design IUCA based on work from NIRN / SISEP, MiBLSi’s refinement of the drivers, and MiBLSi’s emphasis on MTSS
August 2013: Gather feedback from a team of MiBLSi staff
August 2013: Conduct a think aloud protocol with ISD implementation team members to assess the degree to which the IUCA directions and items are being interpreted as designed

5. The IUCA Development Process (cont.)
August 2013: Make revisions and clarifications
September 2013: Have all partnering ISDs complete the IUCA and provide feedback
November March 2014: Make revisions based on feedback and gather additional feedback through a survey to a set of expert reviewers
Spring 2014: 2nd IUCA administration for all partnering ISDs

6. IUCA Overview 28-items (started with 33)
Completed by the implementation team
Includes indicators of full implementation to assist with determining a score
Developed around the Implementation Drivers
Leadership
Organizational environment
Competency
Order of the drivers is intentional

7. Organization Competency Leadership Integrated and Compensatory
Successful Student Outcomes
Program / Initiative
Set of practices that are implemented with fidelity
Feedback
Training
Coaching
Information
Vision
Materials/Tools/Resources
Competency
Organization
Leadership
Technical
Adaptive
Integrated
and Compensatory
Decision Support Data System
Selection
Facilitative
Administration
Management/Coordination
Adapted from Fixsen & Blase, 2008

8. Types of Data Student Outcome Data: DIBELS and AIMSweb
SWIS (Office Discipline Referrals)
Student Risk Screening Scale
Early Warning Signs (EWS)
Program Quality/Fidelity Data:
Planning and Evaluation Tool – Revised
School-wide Evaluation and Planning Tool
Benchmarks of Quality
Benchmarks for Advanced Tiers
PBIS Self Assessment Survey
Capacity Data:
Intermediate Unit Capacity Assessment
District MTSS Capacity Assessment

9. Trainer Notes:
This is a screen shot of the IUCA. The full document is available in the participant workbook.

10. IUCA Structure Background Introduction to the IUCA
Schedule of IUCA Administration
Preparation for the IUCA and Administration
Outcomes from the IUCA Completion
Glossary of Terms
Directions
28 Items
Score Summary Sheet
Trainer Notes:
Suggest that the roles determined earlier in the day be used for this activity. These roles are further defined on slides

11. High Priority Items
MiBLSi’s best first guess at critical indicators of capacity.
Five items that need to be addressed and/or strengthened if they are not already “fully in place”
Three of the five are within the leadership driver
Two of the five are within the organizational driver

12. High Priority Item 1 (1)

13. High Priority Item 2 (6)

14. High Priority Item 3 (9)

15. High Priority Item 5 (18)

16. Prioritizing the Implementation Drivers
Remember: the order of the Implementation Drivers is intentional
Leadership
Organizational Environment
Competency
It should not be surprising none of the high priority items fall within the Competency category

17. Prioritizing the Implementation
Drivers (cont.)
If leadership supports are not solidly in place then the organizational environment cannot be developed to effectively support the implementation of MTSS practices
Traditionally, the tendency is to jump right to developing competency in the practices but that leaves you with a “one-legged stool.”

18. Prioritizing the Implementation
Drivers (cont.)
Be careful not to bite off more than your team can chew
Make sure your strategies and activities are realistic, practical and doable
It is likely your areas of need within the organizational driver and then the competency driver will not be resolved unless the subscales within the leadership driver are fully in place

19. You might be asking yourselves…
“What if we scored a two on each of the five high priority items?”
Focus on the items within the leadership driver if all five high priority items are fully in place

20. Baseline Data

21. Feedback from MTSS Coordinators
“The IUCA helped us to refine and operationalize our goals and align our work to School Improvement. It helped us prioritize where to start in honing our ISD-level infrastructures. We came away with a great action plan.”
– ISD MTSS Coordinator

22. “We have long needed a way to collect process data at the ISD level, so were very excited to have the tool. Thank you for creating it!! It really brought to light just how complex this work is that we’re doing. This well help us to create the action plan we are so in need of at the ISD level.”
– ISD MTSS Coordinator

23. Thank you!
Anna Harms