http miblsi cenmi org Supporting and scaling effective

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

� Purpose of Mi. BLSi 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 2

� 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 3

� Key Project Features 4

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

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

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

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

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

Contextual Focus Framework for Addressing Practice and Supports Supporting Infrastructure (Implementation) 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 �

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) �

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. �

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

Successful Student Outcomes � Program/Initiative (set of practices that are implemented with Fidelity) Staff competency to support students/families with the selected practices Implementation Drivers Adapted from Fixsen & Blase, 2008 Organizational capacity to support staff in implementing practices with fidelity Ability to provide direction/vision of process 14

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

Stages of Implementation Focus Should we do it! Work to do it right! Work to do it better! Stage Description Exploration/A doption 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/R egeneration Make it easier, more efficient. Embed within current practices. �

� Project Results 17

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

� Schools with High Implementation Fidelity Schools with Low Implementation Fidelity 19

Suggestions/Lessons Learned 1. We need to invest in structures to “Make it happen” rather than just “Allow it to happen” (apply the drivers) 2. It is not enough to just show an effect, we need to work toward effective impact that endures over time 3. It is important to develop implementation capacity rather than dependency- investing in local capacity will allow us to go to scale �

� 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 21