1. RtI Coordination: Supporting Training
RtI Coordination: Supporting Training
Melissa Nantais, Ph.D.
MiBLSi Professional Learning Coordinator
November 2, 2011

2. Intended Outcomes for the Session:
Participants will gain understanding of Supporting Training as one of the critical components of RtI Coordination and the link to the implementation drivers.
Participants will explore the various components of Supporting Training.
Participants will learn how Supporting Training varies across the Stages of Implementation.
Supporting Training: Response to Intervention (RtI) Coordination is a multi-faceted set of responsibilities that includes supporting training. This support varies across the stages of implementation and includes identifying and selecting trainers, training of trainers, establishing structures for feedback to trainers, as well as scheduling and organization of training events. This session will highlight the intricacies of these supports as well as providing an overview of options for providing these supports. Participants will leave with an action plan item related to providing support for training in the implementation of RtI/Multi-Tiered Systems of Academic and Behavior Supports.

3. Agenda Review of the Implementation Drivers and the Logic of MiBLSi
Review the Critical Component of RtI Coordination: Support Training
Stages of Implementation
Reflection & Wrap-Up

4. Developing Effective Systems to Support Implementation
MiBLSi works with buildings, LEAs and ISDs to ensure that systems utilize Core implementation Drivers (Fixsen, Naoom, Blase, Friedman, & Wallace, 2005) that promote staff development and make it easy for the reading and behavior RtI practice to take place.
Leadership Drivers are mechanisms to provide direction/vision for the practices and allocation of resources to enable the Capacity and Competency drivers to be in place. The term leadership refers to the function of leadership rather than an individual’s position within the organization.
Capacity Drivers are mechanisms to create and sustain hospitable organizational and systems environments for effective educational services. The focus is on creating organizational “host” environments that make it easy to implement the practices well.
Competency Drivers are mechanisms that help to develop, improve, and sustain one’s ability to implement an intervention to benefit students. Developing individuals’ knowledge and skills to implement the practices/program with fidelity. Competency Drivers include: Selection, Training, and Coaching. The focus is on ensuring that the individual has the competency to implement the practices with fidelity.

5. Implementation Supports Implementation Supports
ISD Cabinet
ISD Implementation Planning Team
Vision
Policy
Providing for implementation supports (coaching, training, evaluation)
Barrier busting
Create materials
Collect and summarize data
Identify barriers to implementation
ISD Liaison
Coordination
ISD RtI Coordinator
Implementation Supports
Direction
Training
Coaching
Content Expertise
Materials
Evaluation
LEA Cabinet
LEA Implementation Planning Team
Vision
Policy
Providing for implementation supports (coaching, training, evaluation)
Barrier busting
Create materials
Collect and summarize data
Identify barriers to implementation
LEA Liaison
Logic of MiBLSi:
Outcomes – Schools/districts implement RtI practices with fidelity supported by an infrastructure that promotes continuous improvement and sustainability
Emphasis is on developing local implementation capacity
Partnership between ISD and Local School District focuses on shared ownership and accountability around implementation of an integrated RtI model
Schools/Districts will be supported through stages of implementation rather than through a training sequence
To ensure that appropriate work is done correctly and effectively, we need to set up feedback systems.
Coordination
LEA RtI Coordinator
Implementation Supports
Schools

6. The RtI Coordinator’s role is to engage in selection of local trainers and the development of local training capacity. The RtI Coordinator ensures that training schedules are established based on documented needs and include plans for addressing new staff and staff turnover. The RtI Coordinator ensures that training is part of a planned process rather than a “one-shot-deal” and that training is supported through other implementation drivers. The RtI Coordinator ensures that the effects of training are routinely evaluated.

8. Stages of Implementation
Exploration/
Adoption
Installation
Initial Implementation
Development Commitment
Creating the systems and materials to prepare for implementation; Set Up Data Systems
Elaboration
Provide Significant Support to Implementers
Continuous Regeneration
Embedding within Standard Practice
Improvements: Increase Efficiency and Effectiveness

9. Exploration/Adoption
Developing Local Training Capacity:
Trainer Selection

10. Develop capacity, not dependency!

11. Activity
With those at your table, discuss where you are in your district or ISD with regards to developing local training capacity. Identify what your next steps would be in continuing to develop local training capacity and record it on your Action Plan.

12. Installation Preparing Trainers Preparing a Training Schedule
Trainer of Trainers
Trainer Workdays
Preparing a Training Schedule
Finding “Space”

13. Initial Implementation
Supporting Training
Attending Training
Providing Feedback on Training
Ensuring Fidelity of Content Delivery
Evaluating Training

14. Reality Check…
Of the 3,380, 300 teachers who were teaching during the School Year:
84.5% of teachers remained at the same school
7.6% of teachers moved to a different school
8.0% of teachers left the profession
Teacher Attrition and Mobility Report (IES; 2009)
According to the IES “Teacher Attrition and Mobility” Report, of the 3,380,300 public school teachers who were teaching during the school year, 84.5 percent remained at the same school (“stayers”), 7.6 percent moved to a different school (“movers”), and 8.0 percent left the profession (“leavers”) during the following year.

15. These stages are recursive
Setbacks at one stage move us back to the previous stage
Apply for
PBIS
New District Initiative
Today is a book study?
“We already do that.”
Violate Norms
Vote coach off
Be on time
Go to a PLC
Ignore s
Go to Book Study
Dominate conversation
Snow Day!
Late for meeting
Attend District PD
Ignore
Data
File Grievance
Change Practice
Have a “AHA!”
Prep for Meeting
New State Initiative

16. Training Must Become Part of the Standard Operating Procedures
Use your data to determine when the following are need:
Re-training
“On Boarding” New Staff
Judicious Review

17. Activity
With those at your table, discuss where you are in your district or ISD with regards to ensuring on-going training and support related to Response to Intervention (RtI) for new staff and review/re-training for staff as needed. Identify what your next steps should be to ensure this becomes part of the way your district or ISD “does business” and record it on your Action Plan.

19. The SB-CEU code for the RtI Coordination: Supporting Training session is
___________
Please visit the survey station in the lobby during lunch, breaks, or after the last conference session.