Welcome Schoolwide SMARTI Movement to Achieve Rt -I

1. WelcomeSchoolwideSMARTIMovement to Achieve Rt-I November 10, 2011

2. Agenda • Introductions • RtI/SMARTI • Leading Change • Coaching • SWIS/PBIS Assessment

3. Core Principles of RtI / SMARTI • We can teach all children • Intervene early • Use a multi-tier, problem solving model • Use research-based, scientifically validated interventions and strategies • Monitor student progress • Use data to adjust instruction • Use continual assessment: universal screening, progress monitoring and diagnostics

4. Goals of SMARTI Increase reading performance Reduce behavior problems Have accurate knowledge of behavior and reading performance Use student performance information to develop and implement interventions

5. SMARTI/RtIModel Intensive Intervention Individualized, functional assessment, highly specific for few Intensity of Supports Targeted Intervention Supplemental, some students, reduce risk Universal Prevention Core Instruction, allstudents, preventive, proactive Students within Schools

6. Why look at both Behavior and Reading support? Models of integrated behavior and reading supports produce larger gains in literacy skills than the reading-only model Stewart, Benner, Martella, & Marchand-Martella, 2007 Improving social behavior of students results in more minutes spent in academic instruction Putnam, Handler and O’Leary-Zonarich, 2003 Quality instruction can reduce student engagement in problem behavior Sanford, 2006; Preciado, Horner, Baker, 2009 Children who fall behind academically will be more likely to find academic work aversive and engage in escape behaviors McIntosh, 2008

7. Cost of Behavior Problems: One school example 1,792 office discipline referrals @ 15 minutes per incident = 26,880 minutes = 448 hours/8 hour days= 56 days lost instructional time

8. Big Ideas to Improve Behavior Specify appropriate behavior Teach appropriate behavior Monitor behavior Encourage appropriate behavior Correct inappropriate behavior Use data for decision making

9. Big Ideas to Improve Reading Clear goals/objectives Research-based instructional practices Instructional time Instructional leadership Responsive intervention program Assessment Professional development

10. Special Education Referral and Eligibility Rates for Cohort 1 - 4 Schools (2007-08 and 2008-09) *n = 84 schools

11. Stages of Implementation • Implementation of SMARTI is not an event • A mission-oriented process involving multiple ongoing decisions, actions, and corrections

12. Stages of Implementation Exploration/Adoption Installation Initial Implementation Development Commitment Elaboration Establish Leadership Teams, Set Up Data Systems Continuous Regeneration Provide Significant Support to Implementers Embedding within Standard Practice Improvements: Increase Efficiency and Effectiveness

13. Exploration/Adoption • Assess capacity, resources, “fit” and “buy-in” • Awareness, garnering support (parents, teachers, stakeholders, leaders, champions central office personnel) • Describe risk and help partners manage risk (What will be different for us as a school team?) • Identify schools or staff comfortable with their ability to manage risk for leadership roles • Assess the accessibility experts – trainers, coaches, colleagues who know SMARTI well • Build consensus and commitment

14. What you have already accomplished: Commitment by… 80% of local building staff Administration at building and district levels Agreement to implement for at least three years Reading/Behavior one of top three building priorities Building leadership team and coaches identified

15. Implementation of Effective Practices with and without an Implementation Support Team Balas & Boren, 2000; Fixsen, Blase, Timbers, & Wolf, 2001

16. Installation for SMARTI • In the next year, along with your team you will: • Form a leadership team • Attend training to develop capacity and knowledge for implementation • Establish systems to support implementation (i.e. meetings, agendas, priorities, documentation) • Put data collection systems in place for reading and behavior • Collect self-assessment data in order to plan effectively • Establish coaching relationship

17. Initial Implementation for SMARTI • In the next year, along with your team you will: • Begin to implement universal supports for PBIS. Three days to support this development • Begin to strengthen core instruction in reading. One day this spring, two days to support this development in the fall

18. Ignore Data Snow Day! File Grievance Vote coach off Have a “AHA!” Change Practice Violate Norms Dominate conversation Go to Book Study Late for meeting “We already do that.” Ignore e-mails Prep for Meeting New District Initiative Go to a PLC Today is a book study? Apply for PBIS Be on time Attend District PD These stages are recursive Setbacks at one stage move us back to the previous stage New State Initiative

19. Systems/Process Measures • Tell us about our implementation fidelity: Are we doing what we said we would do, when and how we said we would do it? • Having this information helps us to accurately interpret our student outcomes.

20. Performance Assessments of Implementation for SMARTI • To help schools answer the question: Are we doing what we said we would do? • PBIS Measures: • Team Implementation Checklist • Schoolwide Evaluation Tool • Benchmarks of Quality • Benchmarks of Advanced Tiers • Schoolwide Reading Measures: • Planning Evaluation Tool • Reading Implementation Checklist

21. Activity • What fidelity measures do you have currently in place • What is the difference between fidelity and rigidly adhering to a standard “scripted” protocol?

22. Decision Support Data Systems for SMARTI • We have regular reporting schedules for the various fidelity measures to support your implementation • They are embedded into the training sequence and drive the training content • We have Data Review Training Days at the end of this year. Beginning in year 2 and continuing through year 3 data reviews will be built into the strategic and intensive reading and behavior training days.

23. Big Ideas about Data • All data should serve a purpose • Collect data with fidelity • Be prompt about looking at data and acting on it • Use multiple sources of data to confirm what you see • Use data to support, not to punish

24. Student Outcome Measures • Tell us about changes in student performance: • What are the skills of our students? • How are different groups of students doing? • Are we seeing improvement? • Having this information helps us to determine if what we are doing is making a difference for our students.

25. We CAN “work smarter”… • Prioritize activities based on our School Improvement Plan. • Eliminate activities not geared toward goals and objectives. • Combine committees and tasks that have same goal/objective. • Communicate with all key stakeholders. • Use effective (evidence-based) practices.

26. Improvement Cycles for SMARTI • Leadership Team will take information back to school team after each training • New practices will be implemented, staff will provide feedback at regular staff meetings regarding challenges to problem solve, and accomplishments to celebrate • Plan-Do-Study-Act consistent with MI SIP

27. Activity • At your table, take two minutes to write the big ideas of SMARTI/RtI. What do you want to be sure your school/district staff knows? • After two minutes share with the other members at your table

28. Leading Change: Principals and Coaches Supporting the Process

29. Order of Change • First order change are changes that are perceived to be a continuation and refinement of existing beliefs and practices. They can be implemented with current knowledge • Second order change are changes that are perceived to be a significant break from current practices and will require new knowledge, beliefs, and/or resources McREL, 2006

30. Characteristics of First Order Change • Extension of the past • Aligns with paradigms • Consistent with the values and norms of the district/school • Implementation is possible with current knowledge and skills • Resources that are currently available are used to implement the change • Common agreement with the necessity of the innovation

31. Characteristics of Second Order Change • Departure from the normal way of doing business • Challenges existing paradigms • Conflicts with prevailing values and norms • New knowledge and skills are needed • Resources that do not currently exist will be necessary • Resistance by others who do not have a broad perspective of the district/school

32. Leading Second Order Change • Staff who perceive the practices associated with SMARTI as second order change will require you to focus on seven essential areas that will help move them through the change process Based on the work of Marzano, Waters, McNulty (2005)

33. Seven Essential Areas • Knowledge of the practices associated with SMARTI/RtI • Your knowledge will help you respond to challenging comments/questions posed by staff • Positive support for staff who engage in the practices they are expected to implement • Cheerleading is not just for sports teams! You will play a major role in supporting their efforts since their implementation may feel awkward Based on the work of Marzano, Waters, McNulty (2005)

34. Seven Essential Areas • Deepening the knowledge of staff in SMARTI /RtI • Staff need to understand the rationale behind SMARTI/RtI practices and their role in implementation • Willingness to disrupt the status quo in the face of uncertain outcomes • Monitoring and evaluating the implementation efforts and the impact it is having on student outcomes Based on the work of Marzano, Waters, McNulty (2005)

35. Seven Essential Areas • Directive and non-directive leadership as the situation warrants • As staff continue to resist implementation, the line in the sand will need to be drawn • Absolute belief in what staff are being asked to implement will positively impact the students • You cannot lead something you do not believe in…it is like a vegetarian selling meat Based on the work of Marzano, Waters, McNulty (2005)

36. Bottom Line • Leading second order change cannot be entered into lightly • Be cautious but deliberate • It is complex and calls for decisive, quick action Prestine, 1992

37. Bottom Line • As principals and coaches you will be supported not only throughout the three years you work with the project, but you will also have access to supports beyond the three years • Just like SMARTI/RtI is not a “one size fits all” approach, the technical assistance you receive is tailored to meet your district/building needs

38. Types of Support • Pre kick-off preparation and training • Continued support/training over the course of three years and access to coaching • Additional resources and support through the http://miblsi.cenmi.org/, pbis.org, • Regional external coaches

39. Characteristics of Superb Leadership Team Members • Hard-working • Respected by staff • Willingness to assume a leadership role with staff • Knowledgeable (or a quick study) • Willingness to assume responsibilities outside of the normal work day • Understands the big picture of SMARTI/RtI • Agrees to implement possibly new practices to demonstrate to staff the outcome

40. Cautionary Tale • Be careful about selection of team members • Adding resistant team members to the process so they can “come along” can and most likely will, slow the momentum and efforts of the other team members • The staff should see these people as supportive of the work. Resistant staff will repeatedly have an audience to derail efforts

41. The Team • Principal • Internal Coaches • Additional teachers • Intervention/Support staff • School Improvement Team members • External Coaches

42. Principal Strategies for Guiding the Leadership Team(Colvin & Sprick, 1999; Scott & Hunter, 2001) • Make a public statement of support • Obtain faculty/staff consensus • Establish a schoolwide leadership team • Support the team members • Support the team meetings • Determine the simplest way to get data and use data • Help identify objectives and maintain standards • Guide the decision making/problem solving process • Monitor implementation activities and provide feedback • Provide recognition to faculty for their work

43. Purpose of the Leadership Team To coordinate and manage the implementation of literacy and PBIS supports model by: • Planning for implementation of a continuum of supports with fidelity (develop process/procedures and tools). • Developing and supporting school-based implementation capacity (professional development, technical assistance, coaching). • Using data for continuous improvement of student outcomes.

44. What a Schoolwide Leadership Does… • Communicates common vision for schoolwide supports • Works to integrate efforts with the school improvement process to ensure coordination • Works collaboratively to establish building capacity to support all students • Commits resources to establish procedures for support • Develops methods for evaluating progress towards measureable outcomes • Action planning based on data

45. Guiding Principles… • Do not add another task/requirement/initiative without taking away two others • Do not add another task/requirement/initiative with out braiding within existing initiatives

46. How do we successfully accomplish this work and not become completely stressed-out? • If we continue to add more to our already overburdened work load. . . WE CANNOT. • We need to find ways to be more efficient and effective.

47. Rewarding Staff Behavior Share Data with Staff Beach staff recognition lunch Franklin staff acknowledge each other Parchment Central staff celebration Oakland Schools certificate of training

48. Your turn • Discuss with your coach a plan for addressing the following: • Do you have the right people on your leadership team? • How and when will you clearly define the roles and responsibilities for each team member? • Would your district benefit from Meeting Mechanics Training?

49. Coaching for Fidelity for SMARTI/RtI Implementation

50. SMARTI Coaching • ISD/RESA/ESD Agreements: • Coaches will attend all team trainings over the course of the next three years • Create a sustainability plan