Unpacking the Infrastructures and Roles for Effective MTSS Implementation

Unpacking the Infrastructures and Roles for Effective MTSS Implementation

Ingham ISD

September, 2012

Here’s why you are here…

• Your buildings continue to work to implement the practices, programs, and assessment systems that fall under the MTSS umbrella

• The ease of implementation is neither consistent across practices nor is it typically consistent across buildings

Here’s why you are here…

• District infrastructures are necessary for supporting what happens at the building level

• Inherent in those infrastructures are essential roles who provide:– Leadership for MTSS implementation efforts

(MTSS Administrator)– Coordination for district MTSS implementation

efforts

District Cabinet District Implementation Team• Vision• Priority• Policy• Providing for implementation

supports (coaching, training, evaluation)

• Barrier busting

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

implementationCoordination

MTSS Administrator

MTSS Coordination

Implementation SupportsDirectionTrainingCoachingContent ExpertiseMaterialsEvaluation

Schools

• Select one thing that your buildings are working to implement well.

• What are some of the current and/or past challenges that the buildings faced?

• What information would you need to know to effectively act on those challenges?

• When would you like to have that information?

Activity

Key Elements of Implementation Science

• Implementation Stages• Implementation Drivers• Improvement Cycles

Stages of ImplementationFocus Stage Description

Exploration/Adoption

Develop Commitment at ISD and LEA level

Installation Establish ISD leadership team, implementation team and MTSS Coordinator, set up data systems. Audit of current resources and capacity, plan and prepare for work

Initial Implementation

Try out the practices, work out details, learn from and provide significant support to implementers

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! Which focus area are your

buildings relative to the practice or program you identified in the previous slide?

FALSE STARTS

False StartFocus 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.

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!

9

Our work this year and your work next year with the district Implementation

Teams will create a host environment for the data, systems and practices in a

MTSS model to be successfully implemented.

Key Elements of Implementation Science

• Implementation Stages• Implementation Drivers• Improvement Cycles

Adapted from Fixsen & Blase, 2008

Successful Student Outcomes

Program/Initiative (set of practices that are implemented with Fidelity)

Selection

Training

Coaching

Decision Support Data System

Incentives

Facilitative Administration

Vision

Resources

InformationIntegrated

and Compensatory

Management/Coordination

Outcomes• Unpack the concepts of the district infrastructures

necessary to support the buildings across the district

• Deepen knowledge around critical roles necessary for supporting implementation efforts– RtI/MTSS Administrator – MTSS Coordinator

• Confirm district team (implementation team) members

• Define IISD and MiBLSi supports

Building Specific vs. District Model

Building Model• Emphasis was on assisting

buildings in developing systems for a MTSS model

• Main point of contact was with school buildings.

• Districts agreed to provide coaching support to the participating buildings

• Main point of contact at the ISD’s was through consultants and main contact at the district level were principals, and coaches, teams

District Model• Still develop content and

materials to support building level implementation

• Assist ISD’s and districts in the development of infrastructures to support implementation efforts

• Assist in developing local capacity for training, coaching, and data supports

• Intentional focus on fidelity of implementation

Where we are heading…

• Monthly sessions are designed to provide technical assistance around the big ideas necessary for supporting a durable MTSS model

• There will be time allocated throughout the day for you and your District (Implementation) Team to apply the big ideas to your district’s context

• This will be the only session where your district team will not be present

Key Topics

• RtI/MTSS Administrator and MTSS Coordination responsibilities (Oct)

• District (Implementation) Team set-up and responsibilities (Nov)

Upcoming Dates

• 11/15/12• 1/17/13• 2/21/13• 3/21/13• 4/18/13• 5/16/13

Infrastructures for Successful Implementation



• Barrier busting



MTSS Administrator

MTSS Coordination


Schools

18

Defining “Cabinet”

• “Cabinet” is a term used to describe the individuals who have executive leadership within the district

• Example Roles:– Superintendent– Assistant Superintendent – Director of Curriculum and Instruction– Director of Special Education– Director of Finance– Director of Human Resources

Cabinet

• Oversees all aspects of the district• Establishes the vision for what and how

supports will be provided to school buildings

• Identifies priorities• Establishes policies• Allocates resources to support priorities• Actively removes obstacles and barriers

One of the priorities includes assisting buildings in implementing an integrated academic and behavior MTSS model.

Policies to support achieving the priority are established along with allocation of resources and removal of barriers impeding the attainment of priorities.

Points About the Cabinet

• Do not create a “Cabinet” for the sake of supporting MTSS– The infrastructures of the Cabinet and

Implementation Team can/should support anything that is being implemented (e.g. data system, initiative, practices)

– Right now, we are attending to MTSS implementation efforts

• Do not call yourselves the “Cabinet” if you already are known as something different (Executive Team; Director’s Meeting)

Points About the Cabinet

• In smaller districts, the “cabinet” may be only two people.” Don’t add additional people for the sake of creating a “cabinet” team. – The main point is the purpose those individuals

serve– Ability to allocate resources (authority over

budgetary decisions)– Ability to establish and approve policies

• Take a moment to discuss the membership of your district’s cabinet – How many people participate?– What are their roles?– What is the group commonly referred to as?

(e.g. cabinet, executive team, etc.)– Do those individuals have ultimate decision

making authority (barring the board) or are there people that need to go to others higher up in the hierarchy to get approval/answers?

Activity



• Barrier busting



MTSS Administrator

MTSS Coordination


Schools

24

Purpose

• Responsible for planning, monitoring, problem solving, and continuous improvement of MTSS implementation efforts. – MTSS can be broadly defined to encompass all

academic and behavioral components– Any initiative, program, or practice requires

implementation supports and can fall beneath the MTSS umbrella

– There wouldn’t be multiple District Implementation Teams created to support different practices, program, or initiatives

Intended Outcomes

• Operationalize the district’s goals around the desired outcomes or intended future state of MTSS

• To ensure sufficient capacity exists for the district to implement with fidelity the data, systems and practices necessary in an integrated MTSS model

• Comprised of a reasonable sized group (5-7) people

Distinctions Between a Stakeholder Group and Implementation Team

Key DistinctionsStakeholder Group

• Individuals who represent various departments/focus areas

• Provides input and feedback related to how priorities will impact their department/focus area

• Serves as a vehicle to disseminate information and collect/generate ideas for support

Implementation Team• Individuals who will have

knowledge about the data, systems and practices necessary for an integrated academic and behavior MTSS model

• Time is allocated for individuals to meet and engage in activities

• Actually “rolls up sleeves” to implement the Implementation Support Plan

• Provides input and feedback related to the implementation plan to the MTSS Administrator and individual(s) providing MTSS Coordination

• Read the “Expectations of the Implementation Team.”

• Discuss with your MTSS Administrator who the District Implementation Team membership is and/or will be.

• Given the Implementation Team expectations you just read, do you foresee any risks associated with team members (yourselves included) being able to fulfill those responsibilities?

Activity

Important Role of the MTSS Administrator



• Barrier busting



MTSS Administrator

MTSS Coordination


Schools

31

Defining “MTSS Administrator”

• Person who is a member of the “cabinet”

• Responsible for overseeing the work of the District Implementation Team by ensuring the vision for MTSS and the priorities associated with that vision are translated into action


• Active member of the District Implementation Team but does not necessarily have assigned action items involving product development and other tasks associated with supporting the implementation support plan

Defining “MTSS Administrator”• Collaborates with the individual(s) providing

MTSS Coordination to:– Identify possible District Implementation Team

members

– Identify relevant agenda items for team meetings

– Discuss the benefits and risks for decisions that need to be made to enhance MTSS implementation

– Discuss implications of decisions


• Effectively communicates to relevant groups within the district (e.g. cabinet, board, all staff, relevant councils/committees, or groups) and to other constituents

• Serves as the first level of approval for components included in the implementation support plan developed by the District (Implementation) Team

• You should have a document entitled, “Defining Essential Roles for MTSS Implementation.”

• Read the portion entitled, “Expectations of the MTSS Administrator.”

• Which category of expectations seem to be more heavily emphasized?

• Which categories would you say are most critical to supporting implementation efforts?

Activity

The project has developed tools and resources to assist in clearly

defining the critical components for essential roles and team structures

necessary for supporting MTSS implementation efforts.

Practice Profiles

Defining Practice Profiles

• Identifies critical components of a particular practice, program, role, team function, etc.

• Clearly articulates the practice(s):– Ideal implementation– Acceptable variation– Unacceptable variation– Harmful variation

MTSS Administrator Critical Components

• Selection of individual(s) providing MTSS Coordination

• Selection of District Implementation Team membership

• Implementation of MTSS Goals• Collaboration with individual(s) providing MTSS

Coordination• Effective CommunicationThe MTSS Administrator Practice Profile will elaborate on each of the components briefly defined on the “Critical Roles…” document you just read by identifying the varying degrees of how each component could be implemented (ideal implementation through harmful variations)

Defining Practice Profiles

Critical Component

Ideal “Gold Standard” of the

component

Emerging Practice

(Acceptable Variation)

Unacceptable Variation

Harmful Variation

Anything to the left of the line (emerging practice/acceptable variation or ideal) is okay!

Reading a Practice Profile

Why so much detail?

• There is a balance between being clear about the critical components and the importance of keeping the document short.

• One of the biggest challenges for implementation is the high level of ambiguity for the roles, team structures and practices.

• The compromise is to provide enough information within each critical component but not too much that it would take days to read.

• Read the second critical feature of the MTSS Administrator Practice Profile entitled, “Selection of District (Implementation) Team Membership.” – Each person takes turns reading one row for that

critical feature– What are the key distinctions between “ideal,”

“acceptable,” and “unacceptable,” “harmful?”

• Refer back to the list you created of potential District (Implementation) Team members.– After reading the practice are there people you

might add or remove from the potential list?

Activity

Important Role of MTSS Coordination



• Barrier busting



MTSS Administrator

MTSS Coordination


Schools

46

Defining “MTSS Coordination”

• Responsibility of one or more individuals

• Collaborates with the MTSS Administrator to ensure necessary people are considered for Implementation Team membership

• Organizes, coordinates, and co-facilitates the District Implementation Team meetings

Defining “MTSS Coordination”

• Collaborates with team members (remember the team also includes the MTSS Administrator) to develop a District MTSS Implementation Support Plan

• Applies knowledge about the data, systems and practices necessary in an integrated MTSS model – If knowledge needs to be deepened, a plan is

developed with the MTSS Administrator to acquire the necessary knowledge

Defining “RtI/MTSS Coordination”

• Analyzes and summarizes implementation data (program quality/fidelity and outcome)

• Applies the problem-solving process in order to guide the District Implementation Team in making data-based decisions

• Gathers the necessary information, tools and resources for District Implementation Team meetings

Defining “RtI/MTSS Coordination”

• Meets with the RtI/MTSS Administrator on a regular basis to plan for future meetings, discuss next steps, and to provide status updates around the completion of action plan items

• If MTSS coordination responsibilities are shared, one person is identified to ensure all assigned responsibilities are completed as intended and in a timely basis

• You should have a document entitled, “Defining Essential Roles for MTSS Implementation.”

• Read the portion entitled, “Expectations of Individual(s) providing MTSS Coordination.”

• Which category of expectations seem to be more heavily emphasized?

• Which categories would you say are most critical to supporting implementation efforts?

Activity

MTSS Coordinator Practice Profile

• Critical Components:– Organize, Coordinate and Co-facilitate the

Implementation Team

– Develop and Support Local Training, Coaching, Capacity

– Guide Problem Solving Through Data Based Decision-Making

MTSS Coordinator Practice Profile

• Critical Components:– Deepen personal knowledge of MTSS data,

systems, practices and the implementation research

– Develop a plan for continuous learning for Implementation Team membership and appropriate staff

– Demonstrate effective communication

• Read through the first critical component of the MTSS Coordination Practice Profile.– What are the distinctions between “Ideal,”

“Acceptable” and “Unacceptable,” “Harmful?”

– Based on what you read, what supports will the MTSS Coordinator(s) need from the MTSS Administrator for forward progress to occur in an ideal way?

Activity

Delineation of Responsibilities

Why Delineate Responsibilities?

• Adequate time needs to be devoted to the MTSS Administrator and MTSS coordination roles

• Due to existing responsibilities and budgetary constraints, one person may not be able to be identified

And/or:• The scope of the MTSS work is very large

requiring more than one person to support MTSS work

Why Delineate Responsibilities?

And/or:• You have more than one person interested in

MTSS Administrator and/or MTSS coordination responsibilities

• There could also be other reasons explaining why responsibilities need to be delineated

MTSS Administrator Role

MTSS Coordination

Tool to Assist with Delineation

• Includes all of the critical features listed in the MTSS Coordination and MTSS Administrator Practice Profiles

• Includes almost all of the verbiage from the “‘Ideal’ Gold Standard” column

• Includes blank columns for staff names

• Will MTSS Administration responsibilities need

to be shared across other cabinet-level administrators?

• If so, identify who will be sharing the responsibilities on the document entitled, “MTSS Administrator Delineation of Responsibilities” by going through each row of the table.

• If not, ensure you are aware of all that is expected of this role.

Activity

• Read through “MTSS Coordination Delineation of Responsibilities” document.

• Looking at the critical components that are white (not shaded gray), identify whether responsibilities will be shared.

• If they will be shared, identify who would be responsible?

Activity

Preparing for Our Next Session

Before the Next Session• Please address the following during your

district team meeting before we meet again:– Read the RtI/MTSS Administrator Practice Profile– Read the MTSS Coordination Practice Profile– Communicate to your District Implementation Team

about the next session and the dates for future sessions

– Ask the District Implementation Team to read (at a minimum) the “Delineation of Essential Roles” document and ideally, the MTSS Administrator and Coordinator practice profiles

– Finish delineating responsibilities for MTSS administration and MTSS coordination (bring a hard copy to the next session)

End of Day Evaluation

www.miblsi.cenmi.org

2-Part Evaluation

• Retrospective Self Assessment• Traditional Evaluation

. . . both using the responders

Rate your knowledge / skills / competence for the following items

at the end of this session.

I can articulate necessary infrastructures for supporting local district implementation

efforts.

4: Mastery

3: Competence

2: Developing Competence

1: Need More Training / Practice

Rate your knowledge / skills / competence for the following items at the end of this session.

I can articulate the role of the RtI/MTSS Administrator in supporting the

implementation efforts and understand why it is a critical role.

4: Mastery

3: Competence




I can articulate the role of the MTSS coordination in supporting the


4: Mastery

3: Competence




Rate your knowledge / skills / competence for the following items

at the start of this session.

I can articulate necessary infrastructures for supporting local district implementation

efforts.

4: Mastery

3: Competence



Rate your knowledge / skills / competence for the

following items at the start of this session.

I can articulate the role of the RtI/MTSS Administrator in supporting the


4: Mastery

3: Competence





I can articulate the role of RtI/MTSS coordination in supporting the


4: Mastery

3: Competence





Thank you for taking the time to provide feedback on today’s training of trainers.

MiBLSi values your feedback and will use it to evaluate the success of this

event and for decision-making regarding future training events.

Today’s learning was a valuable use of my time and worth spending the day outside of my District.

4: Strongly Agree

3: Agree

2: Disagree

1: Strongly Disagree

Data will help MiBLSi and presenters know whether the day was valuable to participants and a good investment of the resources invested.

I am leaving with strategies and tools necessary to create an action plan for applying my learning from today’s

session.

4: Strongly Agree

3: Agree

2: Disagree


Data will help MiBLSi and presenters gauge whether the training/session is likely to result in implementation / application of the information.

The content included clearly defined goals for the day.

4: Strongly Agree

3: Agree

2: Disagree


Data will help MiBLSi and presenters know when the session goals need to be made clearer in the content or provided more clearly by the presenter(s).

The content and activities are well aligned with the goals and priorities of my District.

4: Strongly Agree

3: Agree

2: Disagree


Data will help MiBLSi and presenters to know if there was a good match between the session content and district goals/ priorities/ needs.

The trainer(s) presented the content in such a way that promoted active engagement, opportunities for processing,

and time for participants to work together.

4: Strongly Agree

3: Agree

2: Disagree


Data will help MiBLSi and presenter(s) know whether the presenter(s) needs to use more strategies for active engagement and whether the content needs to facilitate this better.

The pacing and amount of material presented were appropriate for the time allocated.

4: Strongly Agree

3: Agree

2: Disagree


Data will help MiBLSi and presenters know how to adjust pacing and amount of content provided in the future.

The materials for the day facilitated my learning.

4: Strongly Agree

3: Agree

2: Disagree


Data will help MiBLSi and presenters know whether the quality, number, and organization of materials and handouts was appropriate.

Thank You!

Kim St. Martin

[email protected]

mailto:[email protected]

Documents

Unpacking the Infrastructures and Roles for Effective MTSS Implementation