Unpacking the Infrastructures and Roles
for Effective MTSS Implementation
Ingham ISD
September, 2012
Activity
• What are the critical things being
implemented in the district? (programs,
practices, assessments)
• What are the current and/past challenges
with supporting implementation?
• What would “support” for implementation
from the district ideally look like?
Goals for the Session
• Understand the necessary infrastructures for
supporting local district implementation efforts
• Deepen knowledge around critical roles necessary
for supporting implementation efforts
– RtI/MTSS Administrator
– MTSS Coordinator
• Confirm district team (implementation team)
members
• Define 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.
• ISDs agreed to provide
coaching support to the
participating buildings
• Main point of contact at the
ISD’s was through coaches
•
•
•
•
District Model
Still develop content and
materials to support
building level
implementation
Assist ISD’s 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
Key Topics
• RtI/MTSS Administrator and MTSS
Coordination responsibilities
• District (Implementation) Team set-up and
responsibilities
• Determining a process for supporting
district-wide MTSS implementation efforts
Key Topics (con’t)
• Assessing and further developing internal
coaching capacity
• Assessing and further developing training
capacity
• Evaluation and data system supports
• Providing technical assistance and further
developing content expertise
Upcoming Dates
•
•
•
•
•
•
•
10/18/12
11/15/12
1/17/13
2/21/13
3/21/13
4/18/13
5/16/13
Stages of Implementation
Focus
Should we
do it!
Stage
Description
Exploration/Ado
ption
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/R
egeneration
Make it easier, more efficient. Embed within
current practices.
Work to do
it right!
Work to do
it better!
FALSE STARTS
False Start
Focus
Should we
do it!
Stage
Description
Exploration/Ado Decision regarding commitment to
ption
adopting the program/practices and
supporting successful implementation.
Installation
Work to do
it right!
Implementation
Set
upwork
infrastructure
successful
Our
this year so
andthat
your
work next
implementation
takeImplementation
place and be
year with thecan
district
supported.
teamenvironment
and data for
Teams will Establish
create a host
systems,
conduct
audit,
plan.
the data,
systems
anddevelop
practices
in a
MTSS
model to be
successfully
Try out
the practices,
work
out details,
implemented.
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.
Work to do
it better!
11
Key Elements of
Implementation Science
• Implementation Stages
• Implementation Drivers
• Improvement Cycles
Successful Student Outcomes
Program/Initiative
(set of practices that are implemented with Fidelity)
Incentives
Coaching
Resources
Training
Information
Integrated
and
Compensatory
Decision Support
Data System
Selection
Facilitative
Administration
Adapted from Fixsen & Blase, 2008
Vision
Management/
Coordination
Infrastructures for Successful
Implementation
District Implementation Team
Vision District Cabinet
Priority
• Create materials
MTSS Administrator
Policy
• Collect and summarize data
Providing for implementation
Coordination • Identify barriers to
supports (coaching, training,
implementation
evaluation)
• Barrier busting
MTSS Coordination
•
•
•
•
Implementation Supports
Direction
Training
Coaching
Content Expertise
Materials
Evaluation
Schools
15
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
Oneto
of school
the priorities includes
buildings
assisting buildings in
implementing an integrated
• Identifies priorities
reading and behavior MTSS
• Establishes policies model.
• Allocates resources to support priorities
Policies to support achieving the
• Actively removes obstacles
barriers along with
priority and
are established
allocation of resources and
removal of barriers impeding the
attainment of priorities.
Lessons Learned
• 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)
Lessons Learned
• 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
Activity
• Identify the individuals who make up the
“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?
District Implementation Team
Vision District Cabinet
Priority
• Create materials
MTSS Administrator
Policy
• Collect and summarize data
Providing for implementation
Coordination • Identify barriers to
supports (coaching, training,
implementation
evaluation)
• Barrier busting
MTSS Coordination
•
•
•
•
Implementation Supports
Direction
Training
Coaching
Content Expertise
Materials
Evaluation
Schools
21
Implementation Team: Purpose
• Responsible for planning, monitoring,
problem solving, and continuous
improvement of MTSS implementation
efforts.
– MTSS can be broadly defined to include more
than just an integrated reading and behavior
model
– Any initiative, program, or practice requires
implementation supports
– There wouldn’t be multiple Implementation Teams
created to support different practices, program, or
initiatives
Defining “Implementation Team”
• Comprised of a reasonable sized group (5-7)
people
• Works to translate the goals around MTSS
implementation into reality
• Develops a plan to support the district in
building capacity to implement a sustainable
MTSS model
– Some buildings will be more ready than others.
– Assessing readiness and developing readiness to
engage in the work will also be an integral
component of the plan
Defining “Implementation Team”
• Analyzes and summarizes implementation
information and data
• Adjusts the implementation plan to
accommodate for varying needs
• Engages in continuous learning around the
latest research in MTSS data, systems and
practices
• Effectively communicates with individual(s)
providing MTSS Coordination RtI/MTSS
Administrator, and key staff to support the
advancement of the Implementation
Support Plan
Implementation Team:
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
Distinctions Between a Stakeholder
Group and Implementation Team
Key Distinctions
Stakeholder Group
Implementation Team
• Individuals who represent • Individuals who will have
knowledge about the data,
various departments/focus
systems, practices necessary
areas
for an integrated academic and
• Provides input and
behavior MTSS model
feedback related to how
• Actually “rolls up sleeves” to
priorities will impact their
implement the Implementation
department/focus area
Support Plan
• Serves as a vehicle to
• Provides input and feedback
disseminate information
related to the implementation
and collect/generate ideas
plan to the Liaison and the
for support
MTSS Coordinator
Implementation Team Expectations
• Consistently utilizes effective meeting
structures
• Knowledgeable (or there is a plan to get
people knowledgeable) in MTSS data,
systems and practices
• Analyzes and summarizes implementation
information and data
• Develops a plan for increasing and/or
developing training, coaching, technical
assistance across the district to support
MTSS implementation efforts
Implementation Team Expectations
• Manages the implementation plan that was
developed and makes adjustments as data
and needs warrant
• Develops and modifies tools/materials that
will aide in the implementation of effective,
evidence based practices
• Actively works to assist in identifying and
supporting the removal of barriers that are
impeding implementation efforts
• Commits to continuously deepen personal
knowledge related to MTSS
Implementation Team Expectations
• Provides routine feedback to the individual(s)
providing MTSS Coordination and the
RtI/MTSS Administrator regarding team
structures and work plans
• Proactively communicates progress related
to assigned action items
• Ability to consistently attend meetings and
fully participate in all aspects of the meeting
The RtI/MTSS Administrator and
individual(s) supporting MTSS
coordination are the glue that will
keep all the pieces together. We
will explore those roles next!
Activity
• Read the “Expectations of the
Implementation Team.”
• Using the “District Group/Committee Audit”
form, identify the existing teams within your
ISD and answer the question below the table.
• Given what you read and what you identified
on your audit form, begin to consider
potential District (Implementation) Team
members.
Important Role of the Liaison
District Implementation Team
Vision District Cabinet
Priority
• Create materials
MTSS Administrator
Policy
• Collect and summarize data
Providing for implementation
Coordination • Identify barriers to
supports (coaching, training,
implementation
evaluation)
• Barrier busting
MTSS Coordination
•
•
•
•
Implementation Supports
Direction
Training
Coaching
Content Expertise
Materials
Evaluation
Schools
34
Defining “RtI/MTSS Administrator”
• Person who participates on the “cabinet”
• Responsible for overseeing the work of the
Implementation Team by ensuring the MTSS
goals identified by the cabinet as priorities
are implemented
• 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 “RtI/MTSS Administrator”
• Responsible for selecting the individual(s)
who will provide MTSS coordination
• Collaborates with the individual(s) providing
MTSS Coordination to:
– Identify possible Implementation Team members
– Identify relevant agenda items for the
Implementation Team meetings
– Discuss the benefits and risks for decisions that
need to be made for the MTSS implementation
support plan
– Discuss implications of decisions made for local
districts
Defining “RtI/MTSS Administrator”
• 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
Activity
• Read the portion entitled, “Expectations
of the RtI/MTSS Coordinator” in the
document, “Defining Essential Roles for
MTSS Implementation”
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
Liaison Critical Components
•
•
•
•
•
Selection of MTSS Coordinator(s)
Selection of Implementation Team Membership
Implementation of MTSS Goals
Collaboration with MTSS Coordinator(s)
Effective Communication
The Liaison Practice Profile will elaborate on each of the
critical 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
Emerging
Standard” of the
Practice
component
(Acceptable
Variation)
Unacceptable
Variation
Harmful
Variation
Anything to the left of the line
(emerging practice/acceptable
variation or ideal) is okay!
Benefits to Using Practice Profiles
Advantages
Cautionary Note
• Provides a clearer picture • People are not used to
of what the practice,
practice profiles - Initial
program, role, team
feelings of being
function, etc. should look
overwhelmed may occur
like along the
• “Harmful Variation” may
implementation continuum
be misunderstood. The
• Verbiage written within
term implies the
each category can serve as
behaviors/actions written
the basis for clear feedback
in that column are
to individuals to help further
harmful to
clarify roles, areas of
implementation efforts
strength and need
Benefits to Using Practice Profiles
(con’t)
Advantages
• Supports for
implementers can be
differentiated based on
where their
implementation falls along
the continuum
• Specific needs related to
developing competency
can be easily identified
based on the specificity of
the critical components
Cautionary Note
• People may
sometimes view a
practice profile as
evaluative and in some
cases punitive.
• Implementers can
overlook the utility of
practice profiles being
used to identify
training and coaching
supports
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.
Activity
• Read with your group the second critical
feature of the RtI/MTSS Administrator
Practice Profile entitled, “Selection of District
(Implementation) Team Membership.”
– Each person takes turns reading one row for that
critical feature
• Refer back to the list you created of potential
District (Implementation) Team members.
– After reading the practice profile for “Selection of
Implementation Team Membership,” are there
people you might add or take off of the potential
list?
Important Role of the MTSS
Coordinator
District Implementation Team
Vision District Cabinet
Priority
• Create materials
MTSS Administrator
Policy
• Collect and summarize data
Providing for implementation
Coordination • Identify barriers to
supports (coaching, training,
implementation
evaluation)
• Barrier busting
MTSS Coordination
•
•
•
•
Implementation Supports
Direction
Training
Coaching
Content Expertise
Materials
Evaluation
Schools
50
Defining “MTSS Coordination”
• Responsibility of one or more individuals
• Collaborates with the RtI/MTSS Administrator
to select potential Implementation Team
members
• Organizes, coordinates, and co-facilitates the
Implementation Team meetings
• Collaborates with team members to develop
and support local training, coaching, and
evaluation capacity
• Knowledgeable about the data, systems and
practices necessary in an integrated MTSS
model
Defining “RtI/MTSS Coordination”
• Ability to analyze and summarize
implementation data
• Applies the problem-solving process in order
to guide the Implementation Team in making
data based decisions
• Gathers the necessary information, tools and
resources for Implementation Team agenda
items to present to Implementation Team
members
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
MTSS Coordinator Critical Features
• 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 Critical Features
• 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
Activity
• Read the portion entitled, “Expectations
of individuals providing MTSS
coordination ” in the document,
“Defining Essential Roles for MTSS
Implementation.”
Recall the role of the RtI/MTSS
Administrator is to select
individual(s) to provide MTSS
coordination.
Activity
• Read the first critical component of the
RtI/MTSS Administrator Practice Profile
entitled, “Selection of individual(s) to provide
MTSS coordination.”
– Each person takes turns reading one row for that
critical feature
• Read through the first critical component of
the RtI/MTSS Coordination Practice Profile.
– Based on what you read, what supports will the
MTSS Coordinator(s) need from the RtI/MTSS
Administrator for forward progress to occur in an
ideal way?
Preparing for Our Next Session
Before the Next Session
• Please address the following during your Local
Planning Session(s) before we meet again:
– Read the RtI/MTSS Administrator Practice Profile
– Read the MTSS Coordination Practice Profile
– Identify which individual(s) will be helping to provide
RtI/MTSS Coordination (Bring them to the next
session)
– Communicate the talking points identified on your
Communication Log
www.miblsi.cenmi.org
End of Day Evaluation
2-Part Evaluation
• Retrospective Self Assessment
• Traditional Evaluation
. . . both using the responders
Rate your knowledge / skills /
competence for the following items
this afternoon at 3:20 p.m.
I can articulate necessary infrastructures for
supporting local district implementation
efforts.
4: Mastery
3: Competence
2: Developing Competence
1: Need More Training / Practice
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
2: Developing Competence
1: Need More Training / Practice
I can articulate the role of the MTSS
coordination in supporting the
implementation efforts and understand
why it is a critical role.
4: Mastery
3: Competence
2: Developing Competence
1: Need More Training / Practice
Rate your knowledge / skills /
competence for the following items
this morning at 9:00 a.m.
I can articulate necessary infrastructures for
supporting local district implementation
efforts.
4: Mastery
3: Competence
2: Developing Competence
1: Need More Training / Practice
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
2: Developing Competence
1: Need More Training / Practice
I can articulate the role of RtI/MTSS
coordination in supporting the
implementation efforts and understand
why it is a critical role.
4: Mastery
3: Competence
2: Developing Competence
1: Need More Training / Practice
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
1: Strongly 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
1: Strongly 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
1: Strongly 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
1: Strongly 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
1: Strongly 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
1: Strongly 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]