1. Kalamazoo Regional Educational Service Agency 2012 Administrator Academy June 27 - 28, 2012 Steve Goodman sgoodman@oaisd.org

2. What best describes your role? A.Principal B.Assistant principal C.Central office administrator D.ISD/RESA Administrator E.ISD/RESA Education Consultant F.RtI/MTSS Coordinator

3. Purpose of this two-day session Given the emphasis on accountability for student outcomes and the limited resources based on the current economic environment, the two days of the Administrator Academy will focus on creating organizational structures to support implementation of multi-tiered system of support (MTSS) that emphasizes fidelity and durability over time. In order to ensure successful student outcomes, staff need to implement effective practices with fidelity. To implement effective practices well, staff need to be supported through structures that develop organizational capacity and individual competencies. Content for the academy will address the necessary conditions to successfully implement MTSS at the building level and how the school district contributes to more successful outcomes that are sustainable.

4. Differentiating your own learning with the “Three Tracks” during our time together. Acquisition: Work to get it in place Continuous Improvement: Work to make it easy, better, more effective. Sustainability: Work to make it last.

5. Goals 1.Participants will understand the administrator role in leading change initiatives regarding Multi-tiered Systems of Supports 2.Participants will understand how to narrow the focus of improvement initiatives regarding Multi-Tiered System of Support 3.Participants will improve focus on the critical features of Multi-Tiered Systems of Support

6. Agenda Day One 8:30-12:00Developing Readiness to Implement a Scaleable Multi- Tiered Systems of Support (MTSS) (Part 1) 12:00-1:00 Lunch at Kalamazoo RESA West Campus 1:00-5:00 Installations of Organizational Systems to Support Implementation of MTSS (Part 2)

7. Agenda Day Two 8:30-12:00Initial implementation of MTSS (Part 3) 12:00-1:00 Lunch at Kalamazoo RESA West Campus 1:00-5:00 Learning from implementation efforts (Part 4)

8. Notecatcher/Reflection Tool

9. Take a moment to discuss with a colleague… 1.What are your expectations for the next two days? 2.What would be a successful outcome for you? Your Turn

10. A few statements for you to consider….

11. There is a growing problem in large-scale reform; namely, the terms travel well, but the underlying conceptualization and thinking do not. Michael Fullan

12. The bridge from science to service must be built, repaired, maintained and improved Fixsen and Blase, 2009

13. Discovering what works does not solve the problem of program effectiveness. Once models and best practices are identified, practitioners are faced with the challenge of implementing programs properly. A poorly implemented program can lead to failure as easily as a poorly designed one. Mihalic, Irwin, Fagan, Ballard, & Elliott, 2004

14. Commitment to Changing Context At All Levels We join a growing number of researchers and analysts who conclude that, for better or worse, districts matter fundamentally to what goes on in schools and classrooms and that without effective district engagement, school by school reform efforts are bound to disappoint. McLaughlin & Talbert

15. Take a moment to discuss with a colleague… 1.What significance do the previous quotes have to your work? Your Turn

16. 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

17. 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 and is not durable as district based

18. Realities we Face Current fiscal challenges will likely remain for next 5-10 years. We need to focus on ways to produce higher achievement with equal or lower cost than the present system. We need to do a better job of taking what we know works, and implementing it in our schools and classrooms. We need to be more intentional in supporting the implementation of evidence-based practices

19. Unit of Change vs. Unit of Support Focus on outcomes at the building level Process, Systems, Student Support at District Level Investing in the Intermediate School Districts/Local School Districts which will serve and support individual schools.

20. Why District Level Supports? Many decisions that impact building level implementation are typically made at the district level Curriculum resources and materials Instructional methods Assessments (types of assessment, and use of assessment data) Professional development topics and dates Expectations for principals for establishing accountability mechanisms to ensure district decisions are followed-through

21. Why District Level Supports The absence of a district focus causes the principal and his/her staff to feel like implementation efforts are separate from the district’s vision and direction Alignment up and down the system for implementation of a district MTSS model sets the stage for principals and building staff to be supported in implementation efforts

22. Examples of Supports District PD time is allocated to support what building teams learned during training Data being collected (program quality and outcome data) are communicated to district- level leaders who have decision making authority for curriculum, instruction, and assessments –Areas of need are addressed by the necessary decision makers rather than feeling like factors causing low or flat data are outside of the realm of control

23. District Leadership Coordination Management Implementation Supports Direction Training Coaching Content Expertise Materials Evaluation Implementation Supports Direction Training Coaching Content Expertise Materials Evaluation Schools District Model

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

25. An analogy of implementation stages

26. 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!

27. Can you give an example of taking an initiative through several of the “Stages of Implementation” Your Turn

28. The Work of Implementation Changing the behavior of adult human service professionals is hard work It requires a systematic approach to support behavior change of practitioners, volunteers, administrators, and policy makers It requires the application of Implementation Drivers © Karen A. Blase & Dean L. Fixsen, 2004

29. Just say “No” to “Train and Hope” React to a problem Select & add a practice Hire an expert to train Wait for a new problem Hope for implementation

30. Importance of Implementation Focus Training by itself does not work Policy change by itself does not work Financial incentives alone do not work Students cannot benefit from interventions they do not experience Staff can’t implement practices well that are not supported Adapted from

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

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

33. 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)

34. Cascading System of SupportStudentsStudents Building Staff Grade Level Team Building Leadership Team District/Regional 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 reading and behavior outcomes

35. Framework for Addressing Practice and Supports

36. 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)

37. Personal Reflection 1. Have you ever been involved in a project that was unsuccessful? 2. Why was it unsuccessful? 3. What might have made the difference between success and failure? 4. Talk at your tables and be prepared to share for the good of the group. Your Turn