RtI Coordination: Supporting Training www.cenmi.org/miblsi RtI Coordination: Supporting Training Melissa Nantais, Ph.D. MiBLSi Professional Learning Coordinator November 2, 2011

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.

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

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.

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

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.

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

Exploration/Adoption Developing Local Training Capacity: Trainer Selection

Develop capacity, not dependency!

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.

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

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

Reality Check… Of the 3,380, 300 teachers who were teaching during the 2007-2008 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 2007-08 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.

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 e-mails 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

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

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.

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.