1 Development of Local Implementation Teams Kim St. Martin Assistant Director, MiBLSi Steve Goodman Director, MiBLSi SPDG National Meeting November 7, 2013 miblsi.cenmi.org

2 Session Description One scale-up strategy is to embed implementation teams within local infrastructures present within the geographical region. This presentation describes a statewide initiative that uses local implementation teams from existing personnel at school districts to coordinate and manage supports needed to successfully implement reading and behavior practices with fidelity. Summary of the selection process, technical assistance and evaluation of the local implementation teams are provided along with strategies to support implementation team efficacy.

3 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 Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi)

4 Emphasis of MiBLSi Work Over Time Focus on providing direct PD and TA to Implementers (Team Training, Focus Training) MiBLSi develop capacity for project implementation Focus on providing direct PD and TA to Implementers (Team Training, Focus Training) MiBLSi develop regional capacity for MiBLSi regional implementation Focus on providing direct PD and TA to Implementers and cascading levels of support MiBLSi develop local capacity for LEA/ISD implementation Focus on providing direct PD and TA to cascading levels of support LEA/ISD develop local capacity for LEA/ISD implementation

5 Michigan School Improvement Framework ESEA Flexibility Waiver State Board of Education policy on Positive Behavioral Interventions and Supports Matt’s Safe School Law (bully prevention) Drop Out Prevention State Board of Education Policy on Seclusion and Restraint State Board of Education Resolution to Address School Discipline Issues Impacting Student Outcomes State Board of Education Professional Learning Policy, Standards and Guidance Disproportionality in race and discipline MiBLSi add value by providing to districts assistance to address…

6 Model Demonstration: Does it work in a specific setting with a specific population? Replications: Can it be reproduced in different settings with different populations? Replications: Can it be reproduced in different settings with different populations? Scale-Up: Increase “reach” of practice to critical mass of implementation Scale-Up: Increase “reach” of practice to critical mass of implementation Embed within existing work: Provide access as current practice Examine Feasibility/Efficacy of Practice Being Developed Modifying System for Standard Practice Invest heavily in resources to produce results Utilize typical/existing resources Moving from Model Demonstration to Standard Practice

7 Vision for Supporting Scaling MTSS Across Michigan Local capacity to support implementation of MTSS with fidelity will be developed and provided within … 47 of 57 Intermediate School Districts (approx. 80%) 319 of 798 Local Education Agencies (approx. 40%) 1595 or 4192 schools (approx. 38%)

8 Category of Work Scale-Up Model Demonstration/R eplication Research and Development DescriptionIncrease “reach” of practice to critical mass of implementation Getting it to work in a specific setting with a specific population Exploration, test components, develop tools, develop model Requirement s Practices need to be evidence-based, established, stable and implemented by utilizing current structures Intensive investment of resources to establish model demonstrations Analysis/synthesis of evidence-based or promising practices Evaluation Questions Can this work be expand to critical mass, implemented with fidelity that will endure over time? Can this work be established within specific setting(s) for implementation with fidelity that produces successful outcomes? Can we identify the necessary components for the development of a feasible model? ExamplesSchool-wide Model for Reading and Behavior MTSS High School PBISMath MTSS Early Childhood MTSS Equity in Discipline & Race High School Content Area Literacy Parent/Family

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

10 Why we moved from school to district model… 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 and is not durable as district based

11 Fidelity of Implementation 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Referrals per Day per 100 Students Positive Behavioral Interventions & Supports Fidelity (Team Implementation Checklist) and Major Discipline Referrals

12 Effective Interventions Actual Supports Years 1-3 Outcomes Years 4-5 Every Teacher Trained Fewer than 50% of the teachers received some training Fewer than 10% of the schools used the CSR as intended Every Teacher Continually Supported Fewer than 25% of those teachers received support Vast majority of students did not benefit Aladjem & Borman, 2006; Vernez, Karam, Mariano, & DeMartini, 2006 Longitudinal Studies of a Variety of Comprehensive School Reforms Implementation Science

13 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)

2011 ISDS (5) 2012 ISDS (11 plus Detroit) 2011 ISDS (5) 2012 ISDS (11 plus Detroit) 2013 ISDS (6)

15 School-based Cohort 1 – 7 (2004 – 2013) District Cohort 1 – 2 (2011 – 2013) Extending Reach

16 “Scaling up is defined as having enough of something so that it is useful. Scaling up is the process of moving from “exemplars” to the “typical.” The process of scaling involves the development of organizational capacity to move from exemplars sustained by extra-ordinary supports, to typical application with typical supports”. Fixsen et al 2008

17 Your Turn What makes a program scale-able or scale- worthy?

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19 Feedback Loop to Determine Worth Management/CoordinationManagement/Coordination Information Resources PeopleMaterialsCapital Work Systems: Providing the information and materials to implement MTSS practices and the supports for the these practices to occur successfully within schools and districts Investments: Funding Visibility Political support Investments: Funding Visibility Political support Returns: Addressing critical issues Addressing program directives Returns: Addressing critical issues Addressing program directives Consumers students families schools, districts, ISDs Consumers students families schools, districts, ISDs Outputs: MTSS Products PD & TA services Outputs: MTSS Products PD & TA services FinancialEvaluationProfessional Learning Technical Assistance Value Added Logic Model Provides guidance, problem solving, and feedback on organizational infrastructure/c apacity to support implementation of MTSS Provides skill/knowledge development with information and materials to support individual competencies in the implementation of MTSS Examines project activities/outpu ts for improving efficiencies and project outcomes for efficacy of implementatio n of MTSS Allocation of funds and dissemination of funding opportunities for implementatio n of MTSS Impact/Outcomes Short Term: Change Learning Intermediate Term: Change Behavior Long Term: Change Conditions Stakeholders & Funders Political Regulatory/Legal Economical Geographical Societal/Culture Political Regulatory/Legal Economical Geographical Societal/Culture Environmental Influences

20 Technical Assistance Regions Provides technical assistance and information dissemination to Intermediate School Districts (ISDs) and Local Education Agencies (LEAs) within a regional structure

21 Developing Organizational Infrastructure

22 Transformational Process: Developing “Host Environments” for MTSS Implementation with Fidelity Existing System of Practice Transformation Zone: Make it easy to change Desired System of Practice: Make it easy to sustain Implementation Teams Analyze existing system of practice Develop Plan Coordinate and monitor Create/modify materials Identify barriers to implementation Modify plan for continuous improvement Adjust system to address new challenges/pressures to implementation fidelity Coordinate and monitor

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?

Building Team Local Education Agency Team Intermediate School District Team State Education Agency Team Practices (Innovation) Supporting Infrastructure (Implementation) Grade Level Team Framework for Addressing Practice and Supports Teacher Contextual Focus Unit of Implementation Focus on PracticesFocus on Support

25 Develop Organizational Structures Develop Staff Competencies Schools effectively implementing MTSS Practices Successful Student Outcomes Outcomes Inputs Feedback Loops Based on formative and summative measures Compared with external standards set by stakeholders/consumers and also internal standard set by project Feedback Loops Based on formative and summative measures Compared with external standards set by stakeholders/consumers and also internal standard set by project

26 Continuous Quality Improvement: Chaining of Plan- Do- Study- Act Cycles Training Session Training Sequence Training Series

27 Cabinet Level Team Implementation Planning Team Vision Political support Priority Visibility Allocation of resources Barrier busting Collect, summarize, evaluate data Develop district plan Coordinate and monitor plan Create/modify materials and tools Identify barriers to implementation Coordination Leadership Function of District Teams

Multi-Tiered System of Support Supports (MTSS) Structure MTSS Delivery Local Education Agencies Schools Intermediate School District (ISD) Cabinet Team Liaison Implementatio n Team MTSS Coordinator MTSS Technical Assistance /Professional Development Providers Vision Priority Funding Political support Vision Priority Funding Political support Planning Coordination Technical Support Planning Coordination Technical Support Training Coaching Technical Assistance Training Coaching Technical Assistance Feedback Loop

29 Your Turn What are critical components necessary to ensure sustainable implementation?

30 Supporting Implement Fidelity

31 Logic of MiBLSi Emphasis is on developing local implementation capacity Partnership between Intermediate School District (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

32 An analogy of implementation stages

33 Stages of ImplementationFocusStageDescription Exploration/A doption 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?

34 A Structure for Exploring Readiness and Gaining Consensus Based on the Hexagon Tool (State Implementation and Scaling-up of Evidence-based Practices, 2013) Need Evidence Fit Necessary Resources Capacity Is it the right thing to do? Can we do it in the right way?

35 Staff competency to support students/fami lies 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 35

36 Illustration of Guided Notes for District Meetings

SepOctNovDecJanFebMarAprMaySepOctNovDecJanFebMarAprMay Admin Teams Focus of Work: ISD Cabinet 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 Admin Teams ISD Implementation Team

38 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 Developing ISD Infrastructure

39 Focused Planning Sessions Provide for an efficient dissemination of content and technical assistance for developing local implementation infrastructure. These meeting are conducted monthly in several regions throughout the state. The full day sessions involve content delivery and translation to contextual fit. Participants: –ISD implementation team members –MiBLSi TAP(s) –Other members of from the transformation zone team –TAP takes lead in coordination

MiBLSi as a Value Added System

41 District Cohort 1 District Cohort 2 Readiness work for District Cohort 3 LEA Developing LEA Infrastructure Accessing implementation support from ISD

42 Local Education Agency: Scope and Sequence Pre-Session: Leading District Implementation (District Liaison and MTSS Coordinator Topic 1: Leading District Implementation (District Implementation Team) Topic 2: District Data Review Process (District Implementation Team & Administrative Team) Topic 3: Developing District Capacity for Sustaining MTSS (District Implementation Team) Topic 4: Selection Procedures (District Implementation Team & Administrative Team) Topic 5: Supporting Buildings in Stages of MTSS Implementation (District Implementation Team) Topic 6: Evaluating the Effectiveness of MTSS Implementation Supports (District Implementation Team) Leading District Implementation: (Administrative Team) MTSS Common Threads and What Really Works (Administrative Team) Timeline for Sessions

Training Support Overview (September, 2013) Michigan's Integrated Behavior and Learning Support Initiative (MiBLSi)

44 District Cohort 1 District Cohort 2 Readiness work for District Cohort 3 LEA School Training Schools Teams Accessing implementation support from LEA or ISD

45 The number of schools to be selected for involvement in your training plan will depend on the constant tension of three factors regarding implementation Resource Allocation Implementation Timeframe Implementation Quality

46 Your Turn What are critical components necessary to ensure fidelity of implementation?

47 Lessons Learned for Scaling Up

48 Supporting Implementation Changes over time Support for your first 50 schools (model demonstrations) Support for your first 500 schools (learning how to scale and support implementation in complex systems) Support for scaling and beyond (becoming standard practice of how we do education)

49 Supporting Infrastructure Use existing structures to scale up the work No new funding available, need to be creative with existing funding stream Re-allocate staff Organize around efficiencies to make room for the work

50 Local Context Counts Emphasize adoption of critical non- negotiable “Big Ideas” Allow for contextual variations in implementation of “Big Ideas”

51 Learn from “Transformation Zones” to help in mapping out scaling up plan Learn what works from those most willing to implement More dynamic- changes with need and participation Transformation Zones

52 Continuum of Partnerships Focused Capacity Development for Scale-up Readiness Development for Focused Capacity Development Formalized Check in and Support Informal request No request but Access Publicly vailable Supports Host ISD Supports

Standardize Model Fidelity of Implementation Fulfilling Agreements with Funders Contextual Variation Specific Need Practical/Feasible Receivers The Fine Balance of our Work