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Development of Local Implementation Teams
Kim St. MartinAssistant Director, MiBLSi
Steve GoodmanDirector, MiBLSi
SPDG National Meeting
November 7, 2013
miblsi.cenmi.org
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Session DescriptionOne 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.
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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
Michigan’s Integrated Behavior and Learning Support Initiative (MiBLSi)
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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
2003 2005 2007 2010 2017
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• 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…
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Model Demonstration: Does it work in a specific
setting with a specific population?
Model Demonstration: Does it work in a specific
setting with a specific population?
Replications:Can it be reproduced in different settings with different populations?
Replications:Can it be reproduced in different settings with different populations? Scale-Up:
Increase “reach” of practice to critical mass
of implementation
Scale-Up: Increase “reach” of
practice to critical mass of implementation
Embed within existing work: Provide access as
current practice
Embed within existing work: Provide access as
current practice
Examine Feasibility/Efficacy of Practice Being Developed
Modifying System for Standard Practice
Invest heavily in resources to produce results
Utilize typical/existing resources
Moving from Model Demonstration to Standard Practice
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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%)
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Category Category of Workof Work Scale-UpScale-Up
Model Model Demonstration/RDemonstration/R
eplicationeplication
Research and Research and DevelopmentDevelopment
Description Increase “reach” of practice to critical mass of implementation
Getting it to work in a specific setting with a specific population
Exploration, test components, develop tools, develop model
Requirements
Practices need to be evidence-based, established, stable and implemented by utilizing current structures
Intensive investment of resources to establish model demonstrations
Analysis/synthesis of evidence-based or promising practices
Evaluation Questions
Can this work be expand to critical mass, implemented with fidelity that will endure over time?
Can this work be established within specific setting(s) for implementation with fidelity that produces successful outcomes?
Can we identify the necessary components for the development of a feasible model?
Examples • School-wide Model for Reading and Behavior MTSS
• High School PBIS • Math MTSS• Early Childhood MTSS• Equity in Discipline &
Race• High School Content Area
Literacy• Parent/Family
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Through each replication, we become more clear in our implementation efforts
Replications
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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
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Fid
elity
of
Impl
emen
tatio
n
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Ref
erra
ls p
er D
ay p
er 1
00 S
tude
nts
.1
.2
.3
.4
.5
.6
.7
.8
.9
1.0
Positive Behavioral Interventions & SupportsFidelity (Team Implementation Checklist) and Major Discipline Referrals
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Effective Interventions
Actual SupportsYears 1-3
Outcomes Years 4-5
Every Teacher Trained
Fewer than 50% of the teachers received some training
Fewer than 10% of the schools used the CSR as intended
Every Teacher Continually Supported
Fewer than 25% of those teachers received support
Vast majority of students did not benefit
Aladjem & Borman, 2006; Vernez, Karam, Mariano, & DeMartini, 2006
Longitudinal Studies of a Variety of Comprehensive School Reforms
Implementation Science
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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)
2011 ISDS (5) 2011 ISDS (5) 2012 ISDS (11 plus Detroit) 2011 ISDS (5) 2012 ISDS (11 plus Detroit) 2013 ISDS (6)
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School-based Cohort 1 – 7 (2004 – 2013)
District Cohort 1 – 2 (2011 – 2013)
Extending Reach
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“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
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Your Turn
What makes a program What makes a program scale-able or scale-scale-able or scale-worthy?worthy?
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Feedback Loop to Determine WorthFeedback Loop to Determine Worth
InformationResources
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
Investments:•Funding•Visibility•Political support
Investments:•Funding•Visibility•Political support
Returns:•Addressing critical issues•Addressing program directives
Returns:•Addressing critical issues•Addressing program directives
Consumers studentsfamilies
schools, districts,
ISDs
Consumers studentsfamilies
schools, districts,
ISDs
Outputs: •MTSS Products•PD & TA services
Outputs: •MTSS Products•PD & TA services
FinancialEvaluationProfessional Learning
Technical Assistance
Value Added Logic Model
Provides guidance, problem solving, and feedback on organizational infrastructure/capacity to support implementation of MTSS
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
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
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
Allocation of funds and dissemination of funding opportunities for implementation of MTSS
Impact/OutcomesImpact/Outcomes
Short Term: Change LearningShort Term: Change Learning
Intermediate Term: Change BehaviorIntermediate Term: Change Behavior
Long Term: Change ConditionsLong Term: Change Conditions
Stakeholders & Funders
Stakeholders & Funders
PoliticalRegulatory/LegalEconomicalGeographicalSocietal/Culture
PoliticalRegulatory/LegalEconomicalGeographicalSocietal/Culture
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Technical Assistance Regions
Provides technical assistance and information dissemination to Intermediate School Districts (ISDs) and Local Education Agencies (LEAs) within a regional structure
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Developing Organizational Developing Organizational InfrastructureInfrastructure
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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 TeamsImplementation 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
Provides guidance, visibility, funding, political support for MiBLSi
StudentsStudentsStudentsStudents
Building StaffBuilding StaffBuilding StaffBuilding Staff
Building Building Leadership TeamLeadership Team
Building Building Leadership TeamLeadership Team
LEA District LEA District Cabinet and Cabinet and
Implementation Implementation TeamTeam
LEA District LEA District Cabinet and Cabinet and
Implementation Implementation TeamTeam
Across State
Multiple ISD/LEA Teams
All staff
All students
Multiple schools w/in local district
Provides guidance, visibility, funding, political support, and implementation supports
Provides coaching and TA for LEA and/or ISD Teams
Provides guidance and manages implementation
Provides effective practices to support students
Improved behavior and reading
ISD Cabinet and ISD Cabinet and Implementation Implementation
TeamTeam
ISD Cabinet and ISD Cabinet and Implementation Implementation
TeamTeam
Regional Regional Technical Technical
AssistanceAssistance
Regional Regional Technical Technical
AssistanceAssistance
MichiganMichiganDepartment of Department of
Education/MiBLSi Education/MiBLSi LeadershipLeadership
MichiganMichiganDepartment of Department of
Education/MiBLSi Education/MiBLSi LeadershipLeadership
Multiple LEAs w/in intermediate district
Provides guidance, visibility, funding, political support, and implementation supports
Statewide Structure of Support
Who is supported?
How is support provided?
Building Team
Local Education
Agency Team
Intermediate School
District Team
State Education
Agency Team
Practices (Innovation)
Supporting Infrastructure
(Implementation)
Grade Level Team
Framework for Addressing Practice and Supports
Teacher
Contextual Focus
Contextual Focus
Unit of Implementation
Focus on Practices Focus on Support
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Develop Organizational Structures
Develop Staff Competencies
Schools effectively implementing MTSS Practices
Successful Successful Student Student OutcomesOutcomesOutcomes OutcomesInputs
Feedback Loops
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Continuous Quality Improvement:Chaining of Plan- Do- Study- Act Cycles
Training SessionTraining Sequence Training Series
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Cabinet Level Team Implementation Planning Team
• Vision
• Political support
• Priority
• Visibility
• Allocation of resources
• Barrier busting
• Collect, summarize, evaluate data
• Develop district plan
• Coordinate and monitor plan
• Create/modify materials and tools
• Identify barriers to implementation
Coordination
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Leadership Function of District Teams
Multi-Tiered System of Support Supports (MTSS)
Structure
MTSS Delivery
Local Education Agencies
Schools
Intermediate School District (ISD)
Cabinet Team Liaison
Implementation Team
MTSS Coordinator
MTSS Technical Assistance /Professional Development Providers
VisionPriorityFundingPolitical support
VisionPriorityFundingPolitical support
PlanningCoordinationTechnical Support
PlanningCoordinationTechnical Support
TrainingCoachingTechnical Assistance
TrainingCoachingTechnical Assistance
FeedbackLoop
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Your Turn
What are critical What are critical components necessary components necessary to ensure sustainable to ensure sustainable implementation?implementation?
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Supporting Implement FidelitySupporting Implement Fidelity
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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
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An analogy of implementation stages
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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.
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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
NeedNeed
EvidenceEvidence
FitFit
Necessary Resources
Capacity
Is it the Is it the right thing right thing to do?to do?
Can we do it in the right way?
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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 Drivers
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36Illustration of Guided Notes for District Meetings
Sep Oct Nov Dec Jan Feb Mar Apr May Sep Oct Nov Dec Jan Feb Mar Apr May
Admin TeamsAdmin Teams
Focus of Work: 2012- 2014
ISD CabinetISD Cabinet
LEA CabinetLEA Cabinet
LEA Implementation TeamLEA Implementation Team
ISD Implementation Team (Phase I & Phase II Conversations)ISD Implementation Team (Phase I & Phase II Conversations)
LEA Implementation TeamLEA Implementation Team
Exploration/AdoptionInstallationInitial Implementation
School TeamsSchool Teams
Admin TeamsAdmin Teams
ISD Implementation TeamISD Implementation Team
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Developing the structures to help LEAs develop support structures or to directly support school implementation
District Cohort 1District Cohort 2Readiness work for District Cohort 3
Developing ISD Infrastructure
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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
MiBLSi as a Value Added System
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District Cohort 1District Cohort 2Readiness work for District Cohort 3LEA
Developing LEA Infrastructure
Accessing implementation support from ISD
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Local Education Agency: Scope and Sequence
Pre
-Ses
sion
: Lea
ding
Dis
tric
t
Impl
emen
tatio
n (D
istri
ct L
iais
on
and
MTS
S C
oord
inat
or
Topi
c 1:
Lea
ding
Dis
tric
t
Impl
emen
tatio
n (D
istri
ct
Impl
emen
tatio
n Te
am)
Topi
c 2:
Dis
tric
t Dat
a R
evie
w
Pro
cess
(Dis
trict
Impl
emen
tatio
n
Team
& A
dmin
istra
tive
Team
)
Topi
c 3:
Dev
elop
ing
Dis
tric
t
Cap
acity
for
Sus
tain
ing
MTS
S
(Dis
trict
Impl
emen
tatio
n Te
am)
Topi
c 4:
Sel
ectio
n P
roce
dure
s
(Dis
trict
Impl
emen
tatio
n Te
am &
Adm
inis
trativ
e Te
am)
Topi
c 5:
Sup
port
ing
Bui
ldin
gs in
Sta
ges
of M
TSS
Impl
emen
tatio
n
(Dis
trict
Impl
emen
tatio
n Te
am)
Topi
c 6:
Eva
luat
ing
the
Effe
ctiv
enes
s of
MTS
S
Impl
emen
tatio
n S
uppo
rts
(Dis
trict
Impl
emen
tatio
n Te
am)
Lead
ing
Dis
tric
t
Impl
emen
tatio
n:
(Adm
inis
trativ
e Te
am)
MTS
S C
omm
on T
hrea
ds a
nd
Wha
t Really
Wor
ks
(Adm
inis
trativ
e Te
am)
Timeline for 2013 -2014Timeline for 2013 -2014Timeline for 2013 -2014Timeline for 2013 -2014
Sessions
Training Support Overview (September, 2013)Michigan's Integrated Behavior and Learning Support Initiative (MiBLSi)
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District Cohort 1District Cohort 2Readiness work for District Cohort 3LEASchool
Training Schools Teams
Accessing implementation support from LEA or ISD
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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 Resource AllocationAllocation
Implementation Timeframe
Implementation Quality
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Your Turn
What are critical What are critical components necessary components necessary to ensure fidelity of to ensure fidelity of implementation?implementation?
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Lessons Learned for Scaling UpLessons Learned for Scaling Up
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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)
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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
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Local Context Counts
• Emphasize adoption of critical non-negotiable “Big Ideas”
• Allow for contextual variations in implementation of “Big Ideas”
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• Learn from “Transformation Zones” to help in mapping out scaling up plan
• Learn what works from those most willing to implement
• More dynamic- changes with need and participation
Transformation Zones
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Continuum of Partnerships
Focused Capacity
Development for Scale-up
Readiness Development for Focused Capacity Development
Formalized Check in and Support
Informal request
No request but Access Publicly vailable Supports
Host ISD Supports
Standardize ModelFidelity of ImplementationFulfilling Agreements with Funders
Contextual VariationSpecific NeedPractical/Feasible
Receivers
The Fine Balance of our Work
