A District Model for Integrated RtI Systems Dawn Miller Shawnee Mission School District Shawnee Mission, KS Steve Goodman Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi) miblsi.cenmi.org 2012 National PBIS Leadership Forum Rosemont, IL

Abstract Durable implementation of behavior and academic Response to Intervention (RtI) focuses on developing structures of support to ensure fidelity and successful student outcomes. This session will describe the critical features of a "scaled- up" district model for integrated behavior and academics. Examples from Michigan and Kansas will be provided.

Session Objectives Learn of critical components for structuring organizational systems to support implementation of RtI Understand the importance of sustaining implementation efforts through a district vs. school building approach Understand the logic of scaling up an integrated behavior and academics within a district approach

Why an integrated model of Response to Intervention?

Both are critical for school success Share critical feature of data-based decision making Both utilize three tiered prevention model Both incorporate a team approach at school level, grade level, and individual level Models of integrated behavior and reading supports produce larger gains in literacy skills than the reading-only model –(Stewart, Benner, Martella, & Marchand- Martella, 2007) Why Integrate Behavior and Academic RtI?

High quality academic instruction (e.g., content matched to student success level, frequent opportunity to respond, frequent feedback) by itself can reduce problem behavior (Filter & Horner, 2009; Preciado, Horner, Scott, & Baker, 2009, Sanford, 2006)

Implementation of schoolwide positive behavior support leads to increased academic engaged time and enhanced academic outcomes (Algozzine & Algozzine, 2007; Horner et al., 2009; Lassen, Steele, & Sailor, 2006)

Children who fall behind academically will be more likely to find academic work aversive and also find escape-maintained problem behaviors reinforcing (McIntosh, 2008; McIntosh, Sadler, & Brown, 2010)

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)

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.)

Michigan Example

What is MiBLSi? 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

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)

Logic of MiBLSi 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 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

Why we need to do something different… 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 through MiBLSi

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?

Framework for Addressing Practice and Supports

Develop Organizational Structures Develop Staff Competencies Schools effectively implementation MTSS Practices Successful Student Outcomes Outcomes Inputs Feedback Loops

Requirements for Participation Cabinet level support with standing agenda to review and improve implementation of MTSS Establish an Implementation Support Team Participate in an integrated reading and behavior MTSS model Include MTSS implementation efforts as a standing agenda item at the cabinet level Allocate resources (funding, time, personnel) to support implementation efforts and long term sustainability that includes the development of a coaching and training infrastructure

Requirements for Participation (cont.) Engage in continuous data-based decision making through the use of both student and process outcome (fidelity) data Collaborate across departments to create efficiencies around resources and align practices and priorities in an ongoing manner Develop feedback loops at multiple levels Establish and participate in ongoing communication loops with all stakeholders Support use of measures (i.e., DIBELS, or AIMSweb, SWIS and SRSS)

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

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.

Constant Tension of Three Factors regarding implementation Resource Allocation Implementation Timeframe Implementation Quality How Fast Should We Go???

Developing Individual Staff Competencies 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.

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

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

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

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 RtI