Min.cenmi.org Michigan Implementation Network Developing State Capacity to Effectively Implement Educational Practices Michigan Implementation Network

min.cenmi.orgMichigan

ImplementationNetwork

Developing State Capacity to Effectively Implement Educational

Practices

NSTTAC Annual Planning InstituteMay 19-21, 2010

MichiganImplementation

Network



For Whom, What Outcomes, & What Strategies?

Effectiveinterventionpractices+

Effectiveimplementationstrategies=

Positive outcomes for students & Families

This combination of factors reliably produces desired outcomes



Start with the “end” in mind

• Develop capacityof Michigan to implementanyevidence-based practice with fidelity and good outcomes

• De-silo implementationof evidence-based practices, innovations, legislative mandates in the State

© Dean Fixsen, Karen Blase, Robert Horner, George Sugai, 2008



Start with the “end” in mind• Interventionsthat are and remain effective

through several generations of teachers, principals, superintendents, and State and national leaders

• Implementation supportsthat are and remain effective through several generations of trainers, coaches, evaluators, administrators, and State leaders



Michigan Implementation NetworkTwo Levels of Activity

Simultaneous work on two closely related yet distinct levels of activity. InterventionsImplementation Network

Implementation-level activity is considered to be distinct from

intervention-level activity.



Michigan

Implementation

Network

The Michigan Implementation Network (MIN) is an initiative to develop a systematic framework for applying implementation research in order to:

Improve the fidelity of effective practices

Enhance the sustainability of implementation efforts

Scale-up successful programs and practices



Implementation 101: Moving from Theory

to Practice





Practice Selection

“IS IT THE RIGHT THING TO DO?”

“CAN WE DO IT THE RIGHT WAY?”



innovation fluency *it’s

the what



*it’s the how

implementation fluency



implementation stages



implementation drivers



Integrated & Compensatory

Com

pete

ncy

Driv

ers

Organization D

rivers

LeadershipSelection

Training

Coaching

Facilitative Administration

System Intervention

Decision Support Data

System

Performance Assessment(Fidelity)

Technical Adaptive © Fixsen&Blase 2008

Student Benefits



improvementcycles



“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)



Framework for Addressing Practice and Supports



BUILDING STAFF & STUDENTS

WHERE ARE PRACTICES IMPLEMENTED?

Providing supports for effective practices implemented with fidelity

Providing feedback and data on implementation efforts

District Team

BUILDING TEAM

DISTRICT TEAM

ISD TEAM

STATE TEAMFeedback Loops

Support Loops



The Two big, basic questions…

1. Are we doing the best stuff to assure our students are ready to belong and be successful in their community?

2. Is the community ready to support our students to belong and succeed as they transition into their community?




Com

pete

ncy

Driv

ers

Organization D

rivers

LeadershipSelection

Training

Coaching


System Intervention


System


Technical Adaptive © Fixsen & Blase 2008

Student Benefits



The Link to Transition Practice

Thinking Through Implementation to Uncommon Practice…



Performance Improvement Strands 2009-2012

1. Transition planning process improvement:• IEP compliance measurement/data

collection• IEP planning process improvement

2. Statute/evidence-based community capacity-building:

3. Transition leadership capacity-building:• Adaptive leadership• Technical leadership

4. Student outcome measurement/data collection



Adaptive

The act or process of adapting

1. adjustment to environmental conditions or modification of a (system) or its parts that makes it more fit for existence under the conditions of its environment

2. something that is adapted; specifically: a composition revised into a new form



Leadership

The “process of social influence in which one person can enlist the aid and support of others in the accomplishment of a common task”.

1. "Leadership is ultimately about creating a way for people to contribute to making something

extraordinary happen.“ Alan Keith of Genentech

2. “Effective leadership is the ability to successfully integrate and maximize available resources within the internal and external environment for the attainment of organizational or societal goals." Ken “SKC” Ogbonnia



National Perspective: What are the TOP issues facing transition practice implementation?

1. SCHOOL COMPLETION

2. SOLID TRANSITION ASSESSMENTS WHICH ARE THE BUILDING BLOCK FOR B-13 COMPLIANCE AND SCHOOL COMPLETION

3. SCHOOLS ARE BECOMING COMPLIANT WITH B-13, BUT NOW THERE ARE QUALITY ISSUES AROUND STUDENT INVOLVEMENT AND AGENCY SUPPORT

4. EVIDENCE BASED PRACTICES NOT BEING USED

Larry Kortering, NSTTAC (1/10)



The Opportunity: Re-think how we integrate our transition practice in a time of ‘new context’!

(adapt/innovate)



Secondary Transition Practice and Dropout Prevention in Michigan

• Michigan Transitions Outcome Project (MI-TOP) integrated the results and compliance indicators: 1, 2, 13, & 14

• Adaptive Leaders take steps for a moral imperative: success for each and every student

• Built consensus for a deep driver of improvement: Self-determination & Student Engagement

• Early Warning Signs reflect Student Engagement



Early Warning Signs: Evidence-basedPractice- Use of Longitudinal Data

1st Cohort of Reaching & Teaching Struggling Learners (RTSL) Teams high value for EWS as a screener (alignment with RTI)

Team reflection of additional data to select interventions based on: Model Schools’ 4 Learning Criteria use as additional data

1. Stretch learning Data2. Core Academic Data3. Personal and Social Skills Data4. Student Engagement Data

-International Center for Leadership in Education



Early Warning Signs and System Level Interventions

RTSL success led to prototype for State Superintendent’s Dropout Challenge-1100 schools joined (K-12)

Dropout Challenge led to Title II D ARRA funds for EWS data at regional data warehouse

2nd Cohort will benefit from aggregate reports of EWS



Integrated & CompensatoryC

ompe

tenc

y D

rive

rsO

rganization Drivers

LeadershipSelection

Training

Coaching


System Intervention


System


Technical Adaptive © Fixsen & Blase

2008

Student Benefits

Coaching CollaborativeData Inquiry Skills

EWS & SW/IEPs

Multi-disciplinary Leadership team

Building Level Supports for Use of Early Warning Signs



What system level supports help building level implementation?




Com

pete

ncy

Dri

vers

Organization D

riversLeadership

Selection

Training

Coaching


System Intervention

Decision Support

Data System


Technical Adaptive

© Fixsen&Blase 2008

Student Benefits Michigan Dept. of Ed. Title IID ARRA $ forEWS grades 3-12

Graduation Town online

SEA Data & leadersISD Data & leadersHS & MS principals w/ School Imp. staff

Collaborative Data Inquiry (CDI) & EWS

Cohort students w/IEPs & risk for dropout

Building Level Supports-EWS use



How do RTSL school experiences support Adaptive Leaders in Transition?

Is the student ready for the community? Is the community ready for the student? Support Scenarios:

State - Shared Youth Vision Partnership is using EWS framework WIA Youth, Foster Care, Michigan Rehabilitation Services

Region - Monitoring Electronic Workbook employs probe questions regarding Early Warning Signs

Building - Middle school interventions are aligned with more success at entry into 9th grade….On and Off track for graduation may lead to Indicator 14?



Michigan

Implementation

Network

The Michigan Implementation Network (MIN) is an initiative to develop a systematic framework for applying implementation research in order to:

Improve the fidelity of effective practices

Enhance the sustainability of implementation efforts

Scale-up successful programs and practices



MIN WEBSITE: min.cenmi.org

Supporting Michigan’s implementation capacity

to ensure students receive high quality

instruction and intervention.



• Leisa Gallagher – [email protected]

• Chuck Saur – [email protected]

• Beth Steenwyk - [email protected]

mailto:[email protected]



Documents

Min.cenmi.org Michigan Implementation Network Developing State Capacity to Effectively Implement Educational Practices Michigan Implementation Network