District-level Adoption: The Engine to Drive Sustainable Change Steve Goodman miblsi.cenmi.org Missouri SW-PBS Summer Institute June 19, 2012

Three Main Concepts District approach has advantages over building based approach We need to consider stages of Implementation to move forward though process We need to consider implementation drivers to better support school/district implementation efforts

Why a District Approach? Unit of implementation is at the building level Unit of support is at the district level (to develop local implementation support capacity)

Create Host Environments for the Practices you want Implemented Goal is to establish host environments that support adoption, sustained use, & expansion of evidence-based practices (Zins & Ponti, 1990)

What happens when a staff member gets excited about a new practice?

What happens when others back at school may not be as enthusiastic about the practice?

When we implemented a building-based model… Schools do not always get to criteria for fidelity of implementation Schools do not always maintain implementation efforts

System Change “For every increment of performance I demand from you, I have an equal responsibility to provide you with the capacity to meet that expectation” (R. Elmore, 2002)

Cascading System of SupportStudentsStudents Building Staff Grade Level Team Building Leadership Team District/Regional Leadership Team Multiple schools w/in district All staff All students Grade Level Teams, Core Teams, Departments, and all staff Who is supported? How is support provided? Provides guidance and manages implementation Provides guidance, visibility, funding, political support Provides guidance and manages implementation Provides effective practices to support students Improved student behavior

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)

Framework for Addressing Practice and Supports

Cabinet Team Implementation Support Team Vision Policy Priority Providing for implementation supports (coaching, training, evaluation) Barrier busting Create materials Collect and summarize data Identify barriers to implementation Coordination Implementation Supports Direction Training Coaching Content Expertise Materials Evaluation Implementation Supports Direction Training Coaching Content Expertise Materials Evaluation Schools MTSS Coordinator Liaison MiBLSi District Model

Leadership Function AND Implementation Supports Function Leadership Provides the foundations needed for practice(s) to “foster and grow” Implementation Support Provides the support to ensure practice(s) are implemented with fidelity

Stages of Implementation Applied at District Level Implementation is not an event A mission-oriented process involving multiple decisions, actions, and corrections

An analogy of implementation stages

Stages of ImplementationFocusStageDescription Exploration/Ado ption 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!

Exploration/Adoption Big Ideas Districts apply for implementation at a district level District will be responsible for implementation supports (e.g., coaching, training) Not all schools need to ultimately implement (but plan for over 60% in district) Consensus/commitment from central administration Agreements Work with MiBLSi to develop implementation plan Develop leadership/implementation support teams Large districts will invest in model demonstrations

Exploration/Adoption Is MTSS the right thing for us to do? Identifying Need Determining Fit Examining Evidence Can we do it the right way? Resource Availability Assessing Readiness Capacity to Implement

Exploration/Adoption Outcomes Central level administration can identify the critical features of the program (e.g., creating a district implementation plan, regularly scheduled meetings to review progress and adjust plan accordingly, provide for coaching/training) A district exploration team which includes cabinet level administrators investigates whether the district has the capacity to support implementation (funding, resources, time, skills) 100% of district staff responsible for overseeing educational program within district are committed to supporting and implementing the program

Cabinet Team Vision Policy Priority Providing for implementation supports (coaching, training, evaluation) Barrier busting MiBLSi District Model

Cabinet Leadership Team Purpose: 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. Membership: Superintendent, Assistant Superintendents, Directors, (those responsible for programming at the building level)

Guided Notes for District Meeting

Installation Big Ideas Develop implementation team Conduct district capacity audit Develop district implementation plan Arrange for coaching and training Develop district data systems Make “room” for the initiative

Cabinet Team Implementation Support Team Vision Policy Priority Providing for implementation supports (coaching, training, evaluation) Barrier busting Create materials Collect and summarize data Identify barriers to implementation Coordination Implementation Supports Direction Training Coaching Content Expertise Materials Evaluation Implementation Supports Direction Training Coaching Content Expertise Materials Evaluation MTSS Coordinator Liaison MiBLSi District Model

Implementation Support Team Purpose: The purpose of the Implementation Support Team is to plan for conditions that make implementation of effective practices with fidelity both easy and durable. Membership: Cabinet Liaison, MTSS coordinator, other members who have knowledge and skillsets in both the MTSS practices and implementation supports.

Implementation Team Activities Develop implementation support plan (for districts/schools) Help to “make room” for the practices through braiding of initiatives Coordinate and monitor implementation of plan Create implementation materials Collect and summarize data (share with cabinet team) Identify barriers to implementation (share with cabinet team)

Making Room for the Initiative through Braiding MTSS with District Strategic Goals Successful Student Outcomes Student Achievement PBIS Diversity Safety & Discipline Accountability Parent/Community Involvement Healthy Youth Development

Braiding means Consider the core features of an initiative, what other current initiatives share these features and may be combined to –Share resources –Share activities (e.g., Professional Development) –Share information (e.g., data collection) 28

Consideration of non-negotiables when braiding Funding requirements –Features that must be in place to receive funding Mandatory program requirements –Features that are mandated for implementation of the program Critical features that define practice –Features that are critical to fidelity of implementation

Worksheet for Braiding District Initiatives: Braiding Around Multi-tiered System of Support (MTSS)

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 31

Leadership Functions Set Vision –Defines the desired or intended future state of the program in terms of its fundamental objective and/or strategy Provide Management and Coordination –Planning, managing and monitoring around Capacity and Competency development Provide Facilitative Administration –Creates a “hospitable environment” by identifying barriers and facilitators to support Capacity and Competency development 32 Leadership

Developing Organizational Capacity Decision Support Data Systems Providing information to implementers –Guidelines –Feedback Providing resources and material to implementers –Tools –Time Providing incentives to the implementers –Providing acknowledgement –Removing barriers Organization

Implementation Manuals 34

Developing Capacity Through “Practice Profiles” (Implementation Guides) Implementation Guides have been Developed for –Positive Behavioral Interventions and Supports at the Building Level –Reading Supports at the Building Level –Building Leadership Team –District Leadership Team Quick Guides have been developed for –Principals –Coaches 35 Organization

Practice Profiles Each critical component is a heading Each level of implementation becomes a dimension on the rubric associated with that critical component. The conversations around the Profile serve to provide guidance and also for feedback Adapted from work of the Heartland Area Education Agency 11, Iowa 36

Practice Profile: Building Leadership Team Example 37

Critical Features of Building Administrator Support “Quick Guide” 38

Data-Based Decision Making: Facilitator Guide Guiding Questions for Team Guiding Questions for Facilitator 39 Organization

Example Page for Team Members 40

Example Page for Facilitator 41

Developing Individual Competencies 42 Individual Training –Specific sessions with formal activities designed for skill development Coaching –Ensuring transfer from training to practice –On-site skill development, enhancing the skills through prompting and reinforcement Technical Assistance –An expert with specific technical/content knowledge provides information to address an identified need with customized solutions.

Installation Outcomes A district implementation team is identified with representative membership of the school including building administrator A data system is set up or modified to provide information on (student outcome, progress monitoring, fidelity of implementation and program quality) Implementation drivers are develop at district level to support model demonstration schools (leadership, capacity, competency) and are aligned with building leadership team development of implementation drivers

Installation Outcomes (cont.) District-level training and implementation support plan (that is aligned with the buildings) for reading and PBIS is developed including adequate time for staff knowledge and skill- building, access to materials &fidelity tools, coaching/ implementation support, and data review.

Installation Outcomes (cont.) A district-wide audit is conducted that examines: Current status of student performance (DIBELS/AIMSweb, MEAP, etc.) aggregated at building and district level Current program/practices at district level to address each tier of support Current status of implementation fidelity around practices (e.g., team Implementation Checklist Current status of program quality (e.g., PBIS Self- Assessment Survey) Available resources to support implementation efforts (e.g., coaching, training) The braiding of building committees

Initial Implementation Big Ideas Conduct exploration/adoption for demonstration schools Develop building leadership teams Conduct building audit Develop building implementation plan (for model demonstration schools) Develop building data systems Progress monitoring implementation efforts and student outcomes Develop Policy Enable Practice/Practice Informed Policy cycles with district leadership team

Initial Implementation Survive the Awkward Stage: An analogy 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 Setbacks may move us back to the previous stage from Bruce Smith, ViiM

Intensity of Supports Skills NewEstablished Context New High Level Intensity Mid-level Intensity Familiar Mid-level Intensity Low Level Intensity from K. Blase,

Initial Implementation Outcomes Model Demonstration schools go through implementation process (Exploration, Installation, Initial Implementation, Elaboration) District Leadership Team collects information from implementation efforts and adjust supports accordingly (learn from initial implementation) Two-way communication is initiated with stakeholders (to receive feedback and generate support) Implementation drivers are “tried out” with the model demonstration schools to support implementation efforts.

Support Plan for Three Different Categories of Schools These categories describe the general work that takes place in the school and is based on the stages of implementation: “Should we do it?” (Exploration/Adoption Stage) “Work to do it right” (Installation and Initial Implementation Stages) “Work to do it better” (Elaboration and Continuous Improvement/Regeneration Stages)

Cabinet Team Implementation Support Team Vision Policy Priority Providing for implementation supports (coaching, training, evaluation) Barrier busting Create materials Collect and summarize data Identify barriers to implementation Coordination Implementation Supports Direction Training Coaching Content Expertise Materials Evaluation Implementation Supports Direction Training Coaching Content Expertise Materials Evaluation Schools MTSS Coordinator Liaison MiBLSi District Model

Stages of ImplementationFocusStageDescription Exploration/Ado ption 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?

Process for “Quick Sorting” Schools into Categories of Support

Criteria for identifying completion of the stages of Implementation

Elaboration Big Idea I: Replication Expand the program/practices to other locations, individuals, times- adjust from learning in initial implementation Policy Enable Practice/Practice Informed Policy cycles with district leadership teams

Elaboration Through each replication, we become more clear in our implementation efforts

Elaboration Big Idea II: Scaling-Up Leverage past learning and existing resources to facilitate transformation Learn from these transformations to develop structures for effectiveness and efficiency Expand implementation within these structures to address implementation in <60% schools/districts

Elaboration Outcomes Model demonstration schools are supported as they go through the elaboration state Scale-Up schools go through the implementation process (Exploration, Installation, Initial Implementation, Elaboration) District Leadership Team collects information from implementation efforts and adjust supports accordingly (learn from initial implementation)

Elaboration Outcomes (cont.) Model Demonstration schools within district have achieved criteria on fidelity and program quality measures Implementation drivers are fully functioning to support all model demonstration sites with implementation of MTSS practices. Implementation drivers are applied to “scale- up” schools (those being added after model demonstrations schools have met success with Universal support practices

Exploration Adoption Installation Initial Implementation Elaboration Continuous Improvement District Exploration Adoption Installation Initial Implementation Elaboration Continuous Improvement Model Schools Universal Supports Exploration Adoption Installation Initial Implementation Elaboration Continuous Improvement Model Schools Targeted/Intensive Supports Exploration Adoption Installation Initial Implementation Elaboration Continuous Improvement Scale-Up Schools Targeted/Intensive Supports Continuous Improvement Exploration Adoption Installation Initial Implementation Elaboration Scale-Up Schools Universal Supports Embedded Stages within District Implementation of MTSS

Continuous Regeneration Big Ideas Systems adoptions within district New staff/new year orientation process Policy Enable Practice/Practice Informed Policy cycles with district leadership teams Efficiency adoption from continuous learning

Continuous Regeneration First do it “right” (fidelity) and then do it “better” (innovate) Feedback loops are important Consultation with: Experts Trainers Coaches Implement and evaluation “adjustments” with fidelity across system Systems adoptions within district New staff orientation process Beginning of school year orientation process

Continuous Regeneration Outcomes There is institutionalized memory through manualization, documentation and a system for storing information There is an on-going rhythm for reviewing and acting upon MTSS data (student outcome, progress monitoring, fidelity of implementation and program quality) aggregated for district use There is on-going professional development allocated through district leadership team involving coaching, training, technical assistance, etc. to increase the competence of existing staff as well as orient new staff

Continuous Regeneration Outcomes A process is utilized for removing barriers to implementation with Policy Enable Practice- Practice Informed Policy (PEP-PIP) cycles within the building and with district administration Schools are supported differentially with implementation drivers based on stage of implementation Scale-Up Demonstration schools within district have achieved criteria on fidelity and program quality measures Implementation drivers are fully integrated with on-going practice of the district

Three Main Concepts District approach has advantages over building based approach We need to consider stages of Implementation to move forward though process We need to consider implementation drivers to better support school/district implementation efforts

District-wide Approach Efficiently organize/distribute resources, technical assistance, & professional development opportunities Establish district-wide policy to guide efforts & increase accountability Centralize & streamline action planning and decision making

Allow district administrators to provide reminders and acknowledgements to maintain school efforts Collect, summarize, and analyze information/data on-going basis to guide decision making Invest in and establish behavioral/reading expertise and competence District-wide Approach (cont.)

Give priority to identification, adoption, and sustained use of evidenced-based practices Focus their attention on prevention-based approaches to behavior and reading Provide opportunities for school to learn from and support each other’s successes and challenges District-wide Approach (cont.)