Development of Local Implementation Teams Kim St. Martin Assistant Director, MiBLSi

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

2. SessionDescription 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. Michigan’s Integrated Behavior and Learning Support Initiative (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

4. Emphasis of MiBLSi Work Over Time Focus on providing direct PD and TA to Implementers (Team Training, Focus Training) 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 2003 2005 2007 2010 2017

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

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%)

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

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. Positive Behavioral Interventions & Supports Fidelity (Team Implementation Checklist) and Major Discipline Referrals 1.0 100% .9 90% .8 80% .7 70% .6 60% Referrals per Day per 100 Students Fidelity of Implementation .5 50% .4 40% .3 30% .2 20% .1 10%

12. Implementation Science Longitudinal Studies of a Variety of Comprehensive School Reforms Aladjem & Borman, 2006; Vernez, Karam, Mariano, & DeMartini, 2006

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)

14. 2011 ISDS (5) 2011 ISDS (5) 2011 ISDS (5) 2012 ISDS (11 plus Detroit) 2012 ISDS (11 plus Detroit) 2013 ISDS (6)

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

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?

19. Environmental Influences Political Regulatory/Legal Economical Geographical Societal/Culture Feedback Loop to Determine Worth Stakeholders & Funders • Investments: • Funding • Visibility • Political support Management/Coordination Resources Information People Materials Capital 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 • Returns: • Addressing critical issues • Addressing program directives Technical Assistance Professional Learning Evaluation Financial Consumers students families schools, districts, ISDs • Outputs: • MTSS Products • PD & TA services Provides guidance, problem solving, and feedback on organizational infrastructure/capacity 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/outputs for improving efficiencies and project outcomes for efficacy of implementation of MTSS Allocation of funds and dissemination of funding opportunities for implementation of MTSS Impact/Outcomes Short Term: Change Learning Intermediate Term: Change Behavior Long Term: Change Conditions Value Added Logic Model

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

23. Michigan Department of Education/MiBLSi Leadership Provides guidance, visibility, funding, political support for MiBLSi Who is supported? Across State Regional Technical Assistance ISD Cabinet and Implementation Team Provides guidance, visibility, funding, political support, and implementation supports Provides coaching and TA for LEA and/or ISD Teams Multiple ISD/LEA Teams Multiple schools w/in local district Multiple LEAs w/in intermediate district LEA District Cabinet and Implementation Team Provides guidance, visibility, funding, political support, and implementation supports Building Leadership Team Provides guidance and manages implementation All staff How is support provided? Building Staff All students Provides effective practices to support students Students Improved behavior and reading Statewide Structure of Support

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

25. Schools effectively implementing MTSS Practices Develop Organizational Structures Successful Student Outcomes Outcomes Outcomes Inputs Develop Staff Competencies Feedback Loops • 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 Series Training Sequence

27. Leadership Function of District Teams Implementation Planning Team Cabinet Level Team • Vision • Political support • Priority • Visibility • Allocation of resources • Barrier busting 1 • Collect, summarize, evaluate data • Develop district plan • Coordinate and monitor plan • Create/modify materials and tools • Identify barriers to implementation 3 Coordination 2

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

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 Implementation Should we do it? Work to do it right! Work to do it better!

34. A Structure for Exploring Readiness and Gaining Consensus Based on the Hexagon Tool (State Implementation and Scaling-up of Evidence-based Practices, 2013) http://implementation.fpg.unc.edu/resources/hexagon-tool-exploring-context?o=sisep Can we do it in the right way? Capacity Need Necessary Resources Is it the right thing to do? Evidence Fit

35. Successful Student Outcomes Program/Initiative (set of practices that are implemented with Fidelity) Staff competency to support students/families with the selected practices Organizational capacity to support staff in implementing practices with fidelity Capacity Competency Leadership Implementation Drivers Adapted from Fixsen & Blase, 2008 Ability to provide direction/vision of process

36. Illustration of Guided Notes for District Meetings

37. Focus of Work: 2012- 2014 ISD Cabinet ISD Implementation Team ISD Implementation Team (Phase I & Phase II Conversations) LEA Cabinet LEA Implementation Team LEA Implementation Team Admin Teams Admin Teams School Teams Exploration/Adoption Installation Initial Implementation

38. 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

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

40. MiBLSi as a Value Added System

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

42. Local Education Agency: Scope and Sequence Topic 6: Evaluating the Effectiveness of MTSS Implementation Supports (District Implementation Team) Topic 1: Leading District Implementation (District Implementation Team) Pre-Session: Leading District Implementation (District Liaison and MTSS Coordinator Topic 2: District Data Review Process (District Implementation Team & Administrative Team) Topic 3: Developing District Capacity for Sustaining MTSS (District Implementation Team) Leading District Implementation: (Administrative Team) MTSS Common Threads and What Really Works (Administrative Team) Topic 4: Selection Procedures (District Implementation Team & Administrative Team) Topic 5: Supporting Buildings in Stages of MTSS Implementation (District Implementation Team) Sessions Timeline for 2013 -2014

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

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

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 Quality Implementation Timeframe

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”