Scaling Effective Reading Outcomes through MTSS

1. http://miblsi.cenmi.org Supporting and scaling effective reading outcomes through a multi-tiered model of supports Steve Goodman sgoodman@miblsimtss.org

2. Purpose of MiBLSi Scale-up a statewide structure to create local capacity to implement an integrated Behavior and Reading Multi-Tiered System of Support (MTSS) with fidelity, that endures over time and utilizes data-based decision making at all levels of implementation support

3. Why Reading and Behavior? Both utilize similar approaches to address student need within a multi-tiered model Good instruction can lead to fewer behavior problems Good behavior support practices can recover time for instruction

4. Key Project Features

5. Instruction that is based on high confidence for success Matched to student need Implemented with fidelity With adequate time Program adjustment based on data-based decisions Effective Practices

6. It can be more efficient and cost effective We have the technology for early identification of intervention need Intervene Early and Strategically

7. We need to invest in systems that will: Promote implementation of effective practices with fidelity Enable the work to sustain and scale-up Not be dependent on a few individuals Systems to Support Local Implementation

8. We hold our project accountable for outcomes more than activities Use of data for program adjustments at all levels of the system Focus on Results, Using Data

9. Michigan Department of Education Provides guidance, visibility, funding, political support 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

10. 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

11. Leadership Team Purpose: provide direction/vision for the practices and allocation of resources to enable the Capacity and Competency drivers to be in place. The term leadership refers to the function of leadership rather than an individual’s position within the organization. Membership: Superintendent, Assistant Superintendents, Directors, (those responsible for programming at the building level)

12. Implementation Team Purpose: The purpose of the Implementation Support Team is to plan for conditions that make implementation of effective practices with fidelity both easy and durable. Membership: Cabinet Liaison, MTSS coordinator, other members who have knowledge and skillsets in both the MTSS practices and implementation supports.

13. 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 date • Develop district plan • Coordinate and monitor plan • Create/modify materials and tools • Identify barriers to implementation 3 Coordination 2

14. 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 Implementation Drivers Ability to provide direction/vision of process Adapted from Fixsen & Blase, 2008

15. District Cabinet District Implementation Team • Vision • Priority • Policy • Providing for implementation supports (coaching, training, evaluation) • Barrier busting • Create materials • Collect and summarize data • Identify barriers to implementation Liaison Coordination District MTSS Coordinator Implementation Supports Direction Training Coaching Content Expertise Materials Evaluation Schools Schools District Model

16. Stages of Implementation Should we do it! Work to do it right! Work to do it better!

17. Project Results

18. Implementation Fidelity and 3rd Grade MEAP Reading Results State Average 47 schools 66 schools

19. Schools with HighImplementation Fidelity Schools with LowImplementation Fidelity

20. Suggestions/Lessons Learned • We need to invest in structures to “Make it happen” rather than just “Allow it to happen” (apply the drivers) • It is not enough to just show an effect, we need to work toward effective impact that endures over time • It is important to develop implementation capacity rather than dependency- investing in local capacity will allow us to go to scale

21. Education continues to rely on the “excellent teacher” myth rather than on the “improved system” approach. Excellent teachers are a gift, and we should admire, learn from and support them. But the real issue is how to (a) train more “excellent teachers”, (b) give them curricula that really works, and (c) give them a system that makes it easier and more likely that excellent teaching happens by design rather than by heroic efforts to overcome the system. ~ Rob Horner, 2013