District-level Adoption: The Engine to Drive Sustainable Change Steve Goodman [email protected] miblsi.cenmi.org Missouri SW-PBS Summer Institute June.

District-level Adoption: The Engine to Drive Sustainable Change

Steve [email protected]

miblsi.cenmi.org

Missouri SW-PBS Summer Institute

June 19, 2012

Three Main ConceptsThree Main ConceptsThree Main ConceptsThree 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

Why a District Approach?Why a District Approach?Why a District Approach?Why a District Approach?

• Unit of implementation is at the building level

• Unit of support is at the district level (to develop local implementation support capacity)

Create Host Environments for the Create Host Environments for the Practices you want ImplementedPractices you want ImplementedCreate Host Environments for the Create Host Environments for the Practices you want ImplementedPractices you want Implemented

Goal is to establish host environments that support adoption, sustained use, & expansion of evidence-based practices

(Zins & Ponti, 1990)

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

What happens when others back at

school may not be as enthusiastic about the practice?

When we implemented a building-based model…

• Schools do not always get to criteria for fidelity of implementation

• Schools do not always maintain implementation efforts

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)

Cascading System of Support

StudentsStudentsStudentsStudents

Building StaffBuilding StaffBuilding StaffBuilding Staff

Grade Level TeamGrade Level TeamGrade Level TeamGrade Level Team

Building Building Leadership TeamLeadership Team

Building Building Leadership TeamLeadership Team

District/Regional District/Regional Leadership TeamLeadership TeamDistrict/Regional District/Regional Leadership TeamLeadership TeamMultiple 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 student behavior

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)

Framework for Addressing Practice and Supports

Cabinet Team

Implementation Support Team• Vision• Policy• Priority• Providing for implementation

supports (coaching, training, evaluation)

• Barrier busting

• Create materials• Collect and summarize data• Identify barriers to

implementationCoordination

Implementation SupportsDirectionTrainingCoachingContent ExpertiseMaterialsEvaluation


Schools

MTSS Coordinator

Liaison

MiBLSi District Model

Leadership Function AND

Implementation Supports Function

LeadershipProvides the

foundations needed for practice(s) to “foster and grow”

Implementation Support

Provides the support to ensure practice(s) are implemented with

fidelity

Stages of Implementation Applied at District Level

• Implementation is not an event

• A mission-oriented process involving multiple decisions, actions, and corrections

An analogy of implementation stages

Stages of ImplementationFocusFocus StageStage DescriptionDescription

Exploration/Adoption

Decision regarding commitment to adopting the program/practices and supporting successful implementation.

Installation Set 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.

Elaboration Expand the program/practices to other locations, individuals, times- adjust from learning in initial implementation.

Continuous Improvement/Regeneration

Make it easier, more efficient. Embed within current practices.

Exploration/AdoptionBig Ideas

•Districts apply for implementation at a district level

• District will be responsible for implementation supports (e.g., coaching, training)

•Not all schools need to ultimately implement (but plan for over 60% in district)

•Consensus/commitment from central administration

•Agreements

• Work with MiBLSi to develop implementation plan

• Develop leadership/implementation support teams

• Large districts will invest in model demonstrations


Is MTSS the right thing for us to do?

• Identifying Need

• Determining Fit

• Examining Evidence

Can we do it the right way?

• Resource Availability

• Assessing Readiness

• Capacity to Implement

Exploration/Adoption Outcomes

• Central level administration can identify the critical features of the program (e.g., creating a district implementation plan, regularly scheduled meetings to review progress and adjust plan accordingly, provide for coaching/training)

• A district exploration team which includes cabinet level administrators investigates whether the district has the capacity to support implementation (funding, resources, time, skills)

• 100% of district staff responsible for overseeing educational program within district are committed to supporting and implementing the program

Cabinet Team

• Vision• Policy• Priority• Providing for implementation


• Barrier busting


Cabinet Leadership TeamCabinet 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)

Guided Notes for District Meeting

Installation

Big Ideas

•Develop implementation team

•Conduct district capacity audit

•Develop district implementation plan

•Arrange for coaching and training

•Develop district data systems

•Make “room” for the initiative

Cabinet Team



• Barrier busting





MTSS Coordinator

Liaison


Implementation Support TeamImplementation Support 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.

Implementation Team Activities• Develop implementation support plan (for

districts/schools)

• Help to “make room” for the practices through braiding of initiatives

• Coordinate and monitor implementation of plan

• Create implementation materials

• Collect and summarize data (share with cabinet team)

• Identify barriers to implementation (share with cabinet team)

Making Room for the Initiative through Braiding

MTSS with District Strategic Goals

Successful Student Outcomes

Student Achievement

PBIS

Diversity

Safety & Discipline

Accountability

Parent/Community Involvement

Healthy Youth Development

Braiding means

Consider the core features of an initiative, what other current initiatives share these features and may be combined to

– Share resources

– Share activities (e.g., Professional Development)

– Share information (e.g., data collection)

28

Consideration of non-negotiables when braiding

• Funding requirements

– Features that must be in place to receive funding

• Mandatory program requirements

– Features that are mandated for implementation of the program

• Critical features that define practice

– Features that are critical to fidelity of implementation

Worksheet for Braiding District Initiatives:Braiding Around Multi-tiered System of Support (MTSS)

Staff competency to support students/families 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 DriversImplementation Drivers 31

Leadership Functions• Set Vision

– Defines the desired or intended future state of the program in terms of its fundamental objective and/or strategy

• Provide Management and Coordination– Planning, managing and monitoring around

Capacity and Competency development • Provide Facilitative Administration

– Creates a “hospitable environment” by identifying barriers and facilitators to support Capacity and Competency development

32

Leadership

Developing Organizational Capacity

• Decision Support Data Systems

• Providing information to implementers

– Guidelines

– Feedback

• Providing resources and material to implementers

– Tools

– Time

• Providing incentives to the implementers

– Providing acknowledgement

– Removing barriers Organization

Implementation Manuals34

Developing Capacity Through “Practice Profiles”

(Implementation Guides)• Implementation Guides have been Developed for

– Positive Behavioral Interventions and Supports at the Building Level

– Reading Supports at the Building Level

– Building Leadership Team

– District Leadership Team

• Quick Guides have been developed for

– Principals

– Coaches35

Organization

Practice Profiles

• Each critical component is a heading

• Each level of implementation becomes a dimension on the rubric associated with that critical component.

• The conversations around the Profile serve to provide guidance and also for feedback

Adapted from work of the Heartland Area Education Agency 11, Iowa 36

Practice Profile:

Building Leadership Team Example

37

Critical Features of Building Administrator Support “Quick Guide”

38

Data-Based Decision Making: Facilitator Guide

Guiding Questions for Team Guiding Questions for Facilitator

39

Organization

Example Page for Team Members

40

Example Page for Facilitator

41

Developing Individual Competencies

42

Individual

• Training– Specific sessions with formal activities

designed for skill development• Coaching

– Ensuring transfer from training to practice– On-site skill development, enhancing the

skills through prompting and reinforcement• Technical Assistance

– An expert with specific technical/content knowledge provides information to address an identified need with customized solutions.

Installation Outcomes

• A district implementation team is identified with representative membership of the school including building administrator

• A data system is set up or modified to provide information on (student outcome, progress monitoring, fidelity of implementation and program quality)

• Implementation drivers are develop at district level to support model demonstration schools (leadership, capacity, competency) and are aligned with building leadership team development of implementation drivers

Installation Outcomes (cont.)

• District-level training and implementation support plan (that is aligned with the buildings) for reading and PBIS is developed including adequate time for staff knowledge and skill-building, access to materials &fidelity tools, coaching/ implementation support, and data review.

Installation Outcomes (cont.)

A district-wide audit is conducted that examines:

• Current status of student performance (DIBELS/AIMSweb, MEAP, etc.) aggregated at building and district level

• Current program/practices at district level to address each tier of support

• Current status of implementation fidelity around practices (e.g., team Implementation Checklist

• Current status of program quality (e.g., PBIS Self-Assessment Survey)

• Available resources to support implementation efforts (e.g., coaching, training)

• The braiding of building committees

Initial ImplementationBig Ideas

•Conduct exploration/adoption for demonstration schools

•Develop building leadership teams

•Conduct building audit

•Develop building implementation plan (for model demonstration schools)

•Develop building data systems

•Progress monitoring implementation efforts and student outcomes

•Develop Policy Enable Practice/Practice Informed Policy cycles with district leadership team


Survive the Awkward Stage: An analogy

Apply for

PBIS

New District Initiative

Today is a book study?

“We already do that.”

Violate Norms

Vote coach off

Be on time

Go to a PLC

Ignore e-mails

Go to Book Study

Dominate conversation

Snow Day!

Late for meeting

Attend District PD

Ignore

Data

File Grievance

Change Practice

Have a “AHA!”

Prep for Meeting

Setbacks may move us back to the previous stage

from Bruce Smith, ViiMfrom Bruce Smith, ViiM

Intensity of Supports

from K. Blase, 200948

Initial Implementation Outcomes

• Model Demonstration schools go through implementation process (Exploration, Installation, Initial Implementation, Elaboration)

• District Leadership Team collects information from implementation efforts and adjust supports accordingly (learn from initial implementation)

• Two-way communication is initiated with stakeholders (to receive feedback and generate support)

• Implementation drivers are “tried out” with the model demonstration schools to support implementation efforts.

Support Plan for Three Different Categories of Schools

• These categories describe the general work that takes place in the school and is based on the stages of implementation:

• “Should we do it?” (Exploration/Adoption Stage)

• “Work to do it right” (Installation and Initial Implementation Stages)

• “Work to do it better” (Elaboration and Continuous Improvement/Regeneration Stages)

Cabinet Team



• Barrier busting





Schools

MTSS Coordinator

Liaison


Stages of ImplementationFocusFocus StageStage DescriptionDescription


Decision regarding commitment to adopting the program/practices and supporting successful implementation.

Installation Set up infrastructure so that successful implementation can take place and be supported. Establish team and data systems, conduct audit, develop plan.


Try out the practices, work out details, learn and improve before expanding to other contexts.

Elaboration Expand the program/practices to other locations, individuals, times- adjust from learning in initial implementation.

Continuous Improvement/Regeneration

Make it easier, more efficient. Embed within current practices.

Process for “Quick Sorting” Schools into Categories of Support

Criteria for identifying completion of the stages of Implementation

Elaboration

• Big Idea I: Replication

• Expand the program/practices to other locations, individuals, times- adjust from learning in initial implementation

• Policy Enable Practice/Practice Informed Policy cycles with district leadership teams

Elaboration

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

Elaboration

Big Idea II: Scaling-Up

•Leverage past learning and existing resources to facilitate transformation

•Learn from these transformations to develop structures for effectiveness and efficiency

•Expand implementation within these structures to address implementation in <60% schools/districts

Elaboration Outcomes

• Model demonstration schools are supported as they go through the elaboration state

• Scale-Up schools go through the implementation process (Exploration, Installation, Initial Implementation, Elaboration)

• District Leadership Team collects information from implementation efforts and adjust supports accordingly (learn from initial implementation)

Elaboration Outcomes (cont.)

• Model Demonstration schools within district have achieved criteria on fidelity and program quality measures

• Implementation drivers are fully functioning to support all model demonstration sites with implementation of MTSS practices.

• Implementation drivers are applied to “scale-up” schools (those being added after model demonstrations schools have met success with Universal support practices

District

Model Schools

Universal Supports

Model Schools

Targeted/Intensive Supports

Scale-Up Schools

Targeted/Intensive Supports

Scale-Up Schools

Universal Supports

Embedded Stages within Embedded Stages within District Implementation of District Implementation of MTSSMTSS

Embedded Stages within Embedded Stages within District Implementation of District Implementation of MTSSMTSS

Continuous Regeneration

Big Ideas

•Systems adoptions within district

• New staff/new year orientation process

• Policy Enable Practice/Practice Informed Policy cycles with district leadership teams

• Efficiency adoption from continuous learning

Continuous Regeneration

• First do it “right” (fidelity) and then do it “better” (innovate)

• Feedback loops are important• Consultation with:

• Experts• Trainers• Coaches

• Implement and evaluation “adjustments” with fidelity across system

• Systems adoptions within district

• New staff orientation process

• Beginning of school year orientation process

Continuous Regeneration Outcomes• There is institutionalized memory through

manualization, documentation and a system for storing information

• There is an on-going rhythm for reviewing and acting upon MTSS data (student outcome, progress monitoring, fidelity of implementation and program quality) aggregated for district use

• There is on-going professional development allocated through district leadership team involving coaching, training, technical assistance, etc. to increase the competence of existing staff as well as orient new staff

Continuous Regeneration Outcomes

• A process is utilized for removing barriers to implementation with Policy Enable Practice- Practice Informed Policy (PEP-PIP) cycles within the building and with district administration

• Schools are supported differentially with implementation drivers based on stage of implementation

• Scale-Up Demonstration schools within district have achieved criteria on fidelity and program quality measures

• Implementation drivers are fully integrated with on-going practice of the district

Three Main ConceptsThree Main ConceptsThree Main ConceptsThree 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

District-wide Approach

• Efficiently organize/distribute resources, technical assistance, & professional development opportunities

• Establish district-wide policy to guide efforts & increase accountability

• Centralize & streamline action planning and decision making

• Allow district administrators to provide reminders and acknowledgements to maintain school efforts

• Collect, summarize, and analyze information/data on-going basis to guide decision making

• Invest in and establish behavioral/reading expertise and competence

District-wide Approach (cont.)

• Give priority to identification, adoption, and sustained use of evidenced-based practices

• Focus their attention on prevention-based approaches to behavior and reading

• Provide opportunities for school to learn from and support each other’s successes and challenges

District-wide Approach (cont.)

District-level Adoption: The Engine to Drive Sustainable Change Steve Goodman [email protected] miblsi.cenmi.org Missouri SW-PBS Summer Institute June.

Documents

implementation efforts

stages of implementation

unit of implementation

implementation drivers

effective practices

building level unit

political support

better support