Scaling-Up Within a Statewide Multi-Tiered System of Supports (MTSS) Kim St. Martin March, 2013

2 Outcomes Discuss the evolution of the MiBLSi model (school to district model) Provide an overview of the implementation infrastructures the MiBLSi district model is working to implement Present some sample products ISD partners are creating as they move through the stages of implementation of district-model for MTSS Discuss how the learning from this year ( ) is shaping the district model for future years

3 The Early Years…School Model School focused Technical assistance and training were provided regionally across the state Standardized scope and sequence for training building leadership teams Implementation success and challenges were present Durability and sustainability was an issue…

Participating Schools 2004 Schools (21) 2005 Schools (31) 2006 Schools (50) 2000 Model Demonstration Schools (5) 2008 Schools (95) 2009 Schools (150) The Early Years There are approximately 4,000 schools in the state

5 MiBLSi Technical Assistance Regions

6 MiBLSi Support Structure for the Early Years Technical Assistance Partners (TAPs) –Started with one TAP in 2005 –As the number of schools increased, so did the technical assistance provided across the state –Determining where TAP support needed to be was in part, determined by the clustering of participating schools –During the time period for the school-based model there were 8 TAPs hired to support technical assistance across the state

7 Building Training Scope and Sequence

8 Evolving to a “District Model”

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10 Vision at ISD Level 47 of 57 ISD (80%) will have … –MTSS Coordinator –Implementation Team –Cabinet level (executive leadership) support Effective/efficient data systems for collecting, storing and analyzing data at district level District trainers (training capacity) Coaching structures (coaching capacity and systems for coaching to occur in an on-going way)

11 Vision at District Level 319 of 798 LEAs/PSAs (40%) will have the ability to support implementation of an integrated behavior and reading RtI model. This support may involve partnering with the ISD in implementation efforts or district implementation independent of ISD resulting in educators access to: –MTSS Coordinator –Implementation Team –Cabinet level (executive leadership) support –Effective/efficient data systems for collecting storing and analyzing data at district level –District trainers –Coaching structures

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13 Vision at Building Level 1595 of 4192 schools (38%) will have the potential to be supported by district implementation of an integrated behavior and reading multi-tiered model of supports.

14 Distinct Differences Increase emphasis on the implementation research Focus on implementation infrastructures at the ISD and district levels (Cabinet Team and Implementation Team) Extend the implementation timeline (five years instead of three)

15 Distinct Differences Increase the emphasis on developing local capacity to support implementation efforts –Training –Coaching –Evaluation/Measurement –Leadership

Stages of ImplementationFocusStageDescription Exploration/ Adoption Develop Commitment at ISD and LEA level InstallationEstablish ISD Implementation team and MTSS Coordinator, set up data systems. Audit of current resources and capacity, plan and prepare for work Implementation (Initial/Full) Try out the practices, work out details, learn from and provide significant support to implementers ElaborationExpand the program/practices to other locations, individuals, times- adjust from learning in initial implementation. Continuous Improvement/ Regeneration Make it easier, more efficient. Embed within current practices Work to do it right! Work to do it better! Should we do it?

17 ISD/RESA Cabinet ISD/RESA Implementation TeamVision Priority Policy Providing for implementation supports (coaching, training, evaluation) Barrier busting Create materials Collect and summarize data Identify barriers to implementation Coordination MTSS Coordinator Implementation Supports Direction Training Coaching Content Expertise Materials Evaluation Implementation Supports Direction Training Coaching Content Expertise Materials Evaluation Districts Liaison

18 Defining Critical Roles and Responsibilities to Support Implementation

Defining Practice Profiles Critical Component Ideal “Gold Standard” of the component Emerging Practice (Acceptable Variation) Unacceptable Variation Harmful Variation Anything to the left of the line (emerging practice/acceptable variation or ideal) is okay!

“Liaison”

“MTSS Coordinator”

“Implementation Team”

Developing an Infrastructure to Support the Scope of the Work

24 MiBLSi Scale-Up Plan Goal: By % of districts within the state will have structures in place to support implementation of MTSS Plan: – : Learn how to set up district implementation structures – : Develop resources, materials, processes, guidelines while developing local competencies and implementation structures – : Continuous improvement of resources, scale implementation in districts across state – : Begin implementation of exit plan

: Learning How to Establish Implementation Infrastructures Started small –Accepted five ISDs and one stand alone school district –Each of the five ISDs identified a number of local districts to “partner” to implement a district-wide MTSS model –The Project Director and Assistant Director were responsible for providing support to the accepted ISDs and stand alone district –The initial learning was invaluable!

Green Dots = DC 1 ISD and one stand- alone district partner Red Dots = Districts who applied to partner with their ISD Kim’s Sites Steve

27 Lessons Learned Establishing fully functioning implementation infrastructures was easier said than done More guidance (teaching) was necessary Because support from MiBLSi occurred on- site, the networking, idea sharing and exploration of possibilities with fellow “neighbors” was absent

28 Lessons Learned More time was needed to provide guidance and for the teams to engage in the work for supporting implementation The mode of supporting the initial partners was not sustainable…actually it was crazy!

29 Future years….needed to be more manageable!

30 Managing the Complexity of the Work Transformation Zones –Support to partners from across all units of the project through a mechanism called, “Regional Focus Planning Sessions” (RFPS) –Monthly problem solving following RFPSs with project staff who participate in a transformation zone –Identified needs are addressed quickly and efficiently and result in the development of resources and adjustments to training content

31 Other State-Wide Assistance to Manage the Complexity MTSS Coordinator Sessions: frequent sessions using a combination of face to face meetings and conference calls Structured learning at state events: –Coaches’ Conference –State Implementer’s Conference

32 MiBLSi Scale-Up Plan Goal: By % of districts within the state will have structures in place to support implementation of MTSS Plan: – : Learn how to set up district implementation structures – : Develop resources, materials, processes, guidelines while developing local competencies and implementation structures – : Continuous improvement of resources, scale implementation in districts across state – : Begin implementation of exit plan

Transformation Zones Phase I: Developing ISD Infrastructure Developing the structures to help LEAs develop support structures or to directly support school implementation District Cohort 1 District Cohort 2 Readiness work for District Cohort 3

SepOctNovDecJanFebMarAprMaySepOctNovDecJanFebMarAprMay Focus of Work: ISD Cabinet ISD Implementation Team LEA Cabinet LEA Implementation Team ISD Implementation Team (Phase I & Phase II Conversations) ISD Implementation Team (Phase I & Phase II Conversations) LEA Implementation Team Exploration/Adoption Installation Initial Implementation School Teams ISDs have two meetings with LEA leadership and a minimum of one formal meeting with project staff to confirm partnership Monthly, full day District Implementation Team meetings for a minimum of one year Admin Teams Monthly leadership supports for the administrative team (1.5 hours/month) Based on prior involvement with MiBLSi and implementation, school-based training occurs. Entrance and exit from the focus area (reading and behavior) and the tier are data-driven. Meeting program quality and outcome data criteria and having a well- articulated action plan determine entrance and exit. Following conditional acceptance of application, initial meeting(s) were conducted with ISD Cabinet to confirm partnership (exploration). Monthly meetings occur with the ISD implementation team (Installation and Initial Implementation)

35 Levels of Work for the RFPSs 1.Foundational activities 1.Installing the mechanisms to support implementation: –Determining how to develop competency, internal within the ISD and external to the local districts (coaching and training and selection of coaches and trainers) –Organizational capacity (determining the data systems necessary; data sources needed to assess the quality of implementation, etc.)

36 Foundational Activities Identifying goals for county-wide MTSS implementation Operationally defining the ISD’s MTSS model Articulating how the ISD will add value to the districts in their efforts to implement an integrated MTSS model Understanding how a partnership between the ISD and MiBLSi will add value in their efforts to implement their MTSS model

37 Foundational Activities (cont.) Considering district readiness to determine where to initially implement the MTSS model –Learn from initial implementation efforts and make adaptations before going to scale across the county Developing guiding questions to ask district Cabinet Teams to help determine if a partnership in supporting district-wide MTSS would be mutually beneficial Exploratory conversations ISDs will have with local districts were framed around the “Hexagon Tool”

38 Exploration/Adoption Tool

39 Foundational Activities: Examples

“Goals for Supporting MTSS Implementation”

“ISD as an Added Value System”

“ISD as an Added Value System” cont.

“Operationally Defining MTSS Critical Components”

“Guiding Questions for Determining District Readiness”

45 What impact is our support having on our consumers?

46 Evaluating Our Impact Retrospective self-assessment data and end of day evaluations –Completed at the end of each RFPS Implementation Fidelity Data –Teams complete a “new checklist” every month that is reflective of the previous month’s activities/assignments (“not started,” “in progress,” “completed”) –Teams go back to previous checklists (via excel spreadsheet) and update progress and include successes and barriers for each of the items

47 Retrospective Self Assessment

48 End of Day Evaluations

49 Implementation Fidelity Data

Transformation Zones Phase I: Developing ISD Infrastructure Developing the structures to help LEAs develop support structures or to directly support school implementation District Cohort 1 District Cohort 2 Readiness work for District Cohort 3

51 “Readiness Sessions” Three sessions during the fall and winter Emphasis was on assisting the ISDs in determining: –If there was a need across their constituent districts for supporting the implementation of a MTSS model –How collaborating with MiBLSi could add value to the ISD’s efforts –How the development of a MTSS model would “fit” with existing district priorities –Outlining the evidence base MiBLSi materials and support are developed –Articulating the resources needed to successfully engage in the work

52 Exploration/Adoption Tool

53 Lessons Learned and Preparing for Next Year ( )

54 Lessons Learned More background knowledge and implementation experience is necessary for Implementation Team members and for identified MTSS Coordinators to know what they are going to be supporting/coordinating Underestimated the skill sets available to support the work Time to engage in the work is a common barrier identified by Implementation Team members on a monthly basis ISD capacity to support districts is limited (e.g. this work is an “add-on” or only one person has time to devoted to support the work)

55 1.ISD District Implementation Team 2.MTSS Coordinator(s) 3.District Implementation Team 4.Administrative Team 5.Trainer Support Deepening Implementation Knowledge Deepening Content Knowledge through Trainer Workdays 6.Coaching Support Deepening Implementation Skills and Knowledge through Coach Workdays 7.Building Level Trainings 8.Evaluation Support Defining the 8 Areas of Support (Technical Assistance)

56 Lessons Learned We need to compensate for the limited capacity and limited knowledge about the data, systems and practices for supporting MTSS. –Content for deepening knowledge of trainers and coaches who will be needed for school- level implementation –Sustainable methods for deepening knowledge need to be considered (e.g. Deepening Trainer Knowledge Sessions; Trainer Workdays, Deepening Coaches’ Knowledge Session) –A Technical Assistance Group “TAG” (team) will compensate for the heavy demands for project staff time to develop the many layers necessary for supporting implementation

57 Extending support to ISD and District partners to include work of unit staff other than TAPs Careful consideration of what areas of technical assistance will be direct, what will be indirect (through virtual means, etc.) and what will be based on ISD needs. Technical Assistance Group (TAG)

58 Grouping of staff across units to support the ISD and District partners within the TAG region –Skill sets of staff within the team can be leveraged to provide even stronger support to DC Partners Goal is to build the skills and capacity of the DC Partners to sustain the work on their own Goal is to also leverage knowledge across all staff to build our own knowledge and skills as well Technical Assistance Groups (TAGs)

59 The following variables are taken into consideration when designing a TAG: 1.Skill sets 2.Location 3.Representation across units End result: 5 TAG teams located across the state. On-going problem-solving will occur across each group - assuming the function of the “Transformation Zones” Technical Assistance Groups (TAGs)

60 Lessons Learned Impacting New Partners Gated approach that includes the application, two meetings and a capacity assessment (Intermediate Unit Capacity Assessment-IUCA) Data from the assessment and meetings will inform a differentiated support plan for each potential partner Support plans will be presented to partners for consideration and their approval. This is necessary before mutual selection for acceptance occurs

61 Options for Differentiation 1.Readiness (3 sessions) 1.Expedited Readiness with Installation (13 sessions) 3.Installation (10 sessions)

62 Stay tuned…we look forward to continuously learning how best to scale-up within a statewide multi- tiered system of supports and by doing so, also learning from our colleagues across the country!

63 Thank You! Kim St. Martin, MiBLSi Assistant Director