Kalamazoo Regional Educational Service Agency 2012 Administrator Academy June 27 - 28, 2012 Steve Goodman [email protected].

Kalamazoo Regional Educational Service Agency

2012 Administrator Academy

June 27 - 28, 2012

Steve Goodman

[email protected]

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

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.

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.

Goals1. 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

Agenda Day One8:30-12:00 Developing 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)

Agenda Day Two8:30-12:00 Initial 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)

Notecatcher/Reflection Tool

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

A few statements for you to consider….

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

Michael Fullan

The bridge from science to service must be built, repaired, maintained and improved

Fixsen and Blase, 2009

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

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

Take a moment to discuss with a colleague…

1. What significance do the previous quotes have to your work?

Your Turn

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

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

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

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.

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

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

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

District

• Leadership• Coordination• Management

Implementation SupportsDirectionTrainingCoachingContent ExpertiseMaterialsEvaluation

Schools

District Model

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 ImplementationFocus Stage Description

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.

Work to do it right!

Work to do it

better!

Should we do it!

Can you give an example of taking an initiative through several of the “Stages of Implementation”

Your Turn

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

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

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

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?

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

Students

Building Staff

Grade Level Team

Building Leadership Team

District/Regional 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 reading and behavior outcomes

Framework for Addressing Practice and Supports

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)

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